1. CENTENNIAL COLLEGE
Business Plan 2008–2009

2. Mission and Vision
Our mission is to educate students for career success
Our vision is to transform lives and communities through learning

3. Academic Framework
We support the career and personal development of our learners in every decision we make. We value and support one another in a process of continuous learning and improvement.
We create a positive environment for effective learning within a context of global citizenship and social justice. We value the diverse profiles of our learners. Our curriculum, teaching and support services are characterized by knowledgeable and enthusiastic teachers, teaching strategies that suit learners’ needs and an atmosphere of dignity and mutual respect.
We strive for excellence. Scholarly debate and applied research contribute to the quality and distinctiveness of our learning environment and advance our instructional and curriculum expertise.
We encourage and engage in evidence-based deliberation with open minds in an atmosphere of mutual respect. We consult with and consider carefully the views of internal and external stakeholders who have an important perspective on an issue.
We are accountable to our learners, our communities and the general public for the quality of the learning experiences we provide, for the resources we use and for the manner in which we treat all people. We build evaluation into all of our work so that we improve continuously.

4. Academic Framework
To advance our mission, Centennial College strives to adhere to the following principles:
Commit to Student Success: We foster excellence in our students and employees by providing an equitable foundation that values their experiences and unique needs. We engage and support learners in attaining clear, high standards so that they emerge from Centennial College positioned for a successful career.
Commit to Access: We support broad access to a college education by providing clear pathways and supports to meet the requirements of post- secondary programs.
Pursue Excellence: We pursue excellence as a learning organization through innovation, applied research, critical analysis, rigour and currency.
Be Inclusive: We offer a distinctive, inclusive educational experience that builds on a foundation of global citizenship, social justice and diversity.
Integrate Technology: We are guided by the needs of learners and the learning organization in our use of technology.
Promote Communities of Learning: We are committed to creating communities of learning through reflective practice, continuous improvement and lifelong learning.
Encourage Partnerships: We encourage sustainable relationships that enrich student learning, augment job readiness and provide our graduates with the knowledge and skills to succeed in work and society. We seek out partners who are sensitive to socio-cultural needs, support our objectives and contribute to our community development goals.

5. Statement of Diversity
Centennial College and its Board of Governors value and embrace diversity, equity and inclusion as fundamental to our mission to educate students for career success within a context of global citizenship and social justice.
Our commitment:
A safe, secure, inclusive and accessible environment for learning, teaching and working
Curriculum and instruction that reflect diversity and promote equity and inclusion
Equitable and accessible opportunities for student success
Building knowledge and evaluating effectiveness
Human resource management systems, policies and practices that reflect diversity and promote equity and inclusion
Training and staff development in equity and diversity
Accessible and inclusive college communication
Strategic engagement with diverse communities
Relationships and partnerships that align with our mission, vision and values
Committing financial and human resources to promote diversity, equity and inclusion

6. APPRENTICESHIP TRAINING
Core Businesses
FUNDED POST-SECONDARY EDUCATION
Centennial College provides its students with high-quality post-secondary education through relevant and accessible programs. Offered are one-year certificate, two-year and three-year diploma, and four-year degree programs. Centennial is organized into eight distinct schools:
School of Advancement
School of Business
School of Community and Health Studies
School of Communications, Media and Design
School of Continuing Education and Corporate Training
School of Engineering Technology and Applied Science
School of Hospitality, Tourism and Culture
School of Transportation
Centennial welcomes a diverse mix of students with varying academic backgrounds, including recent high-school graduates, students transferring from another college or university and mature students.
APPRENTICESHIP TRAINING
Apprenticeship is a proven, industry-based learning system that combines on-the-job experience with technical training. Apprenticeship in Ontario is the responsibility of the provincial government, which offers curricula in a variety of fields.
Apprentices work with a qualified tradesperson until they pass the required exams and complete their workplace training. Apprentices then earn a Certificate of Qualification that allows them to work on their own.
Centennial College provides a variety of apprenticeship training programs in the fields of transportation and child and youth worker education. The college also delivers pre-apprenticeship training for students who need to upgrade their basic skills before they can enter an apprenticeship program.

7. INTERNATIONAL EDUCATION
Core Businesses
BASIC AND ESSENTIAL SKILLS TRAINING
Centennial College provides training for literacy, ESL, numeracy and other skills necessary to prepare learners for career education or to assist them to enter or re-enter the workforce.
Basic skills training focuses on goal-directed, learner-centred literacy training that helps learners acquire the essential skills necessary to obtain employment, enrol in further training or education or achieve personal independence.
In addition, the college provides a variety of employment preparation services, including employment resource centres for youth and adults, job search workshops and one-on-one employment advice.
INTERNATIONAL EDUCATION
While Centennial’s primary objective is to accommodate students from Ontario, the college also has an international strategy whereby it seeks global opportunities to enhance its reputation as a leader in education around the world.
Centennial recognizes and values the unique contributions international students make to our diverse and multicultural community. Centennial’s international-student population has increased significantly in recent years, and interest from the international community continues to grow.
In addition to making significant cultural contributions, international students, through their tuition fees, provide an important source of revenue. The college reinvests this revenue to provide overall educational advancements and facility improvements.
Centennial also seeks opportunities to support its internationalization strategy, which includes partnering with international public and private institutions to deliver applied education globally.

8. CONTINUING EDUCATION AND CORPORATE TRAINING
Core Businesses
CONTINUING EDUCATION AND CORPORATE TRAINING
Lifelong learning is essential in a rapidly changing world. The School of Continuing Education and Corporate Training offers a variety of programs leading to certificates, diplomas and external certification or qualification.
Centennial provides part-time programs and courses targeted to improve the skill levels of the workforce and prepare adult learners for the latest industry requirements.
In the corporate training area, we deliver to a wide range of clients, both domestically and abroad. Our programs build on our reputation of delivering applied skills–based programs to a diverse constituency.
Centennial’s programs are taught by instructors and consultants with strong connections to industry. We offer a range of learning solutions to respond to client demand.
Our Centre for Entrepreneurship offers small business start-up training to more than 300 clients annually.
APPLIED RESEARCH
In today’s knowledge-based economy, innovation, resourcefulness and speed to market are keys to economic and social prosperity.
Centennial’s Applied Research and Innovation Centre advances knowledge and facilitates technology transfer through a large variety of projects involving industry, community and government partnerships.
Applied research advances learning by enabling students to access the most up-to-date knowledge in their field of study. It keeps faculty current and enhances their professional development through hands-on involvement in research projects. It supports Centennial’s applied-degree programs, articulation agreements, and certification and accreditation processes.
Centennial seeks out and strengthens partnerships with local and regional community employers and industries to solve immediate problems and meet specific goals, through applied, market-driven research, development and commercialization.

9. BUSINESS PLAN INITIATIVES 2008–2009

10. Addressing Ontario’s skills shortage
The Conference Board of Canada (CBOC) estimates that by 2025 Ontario could face a shortfall of 364,000 workers due to both the aging of the population and the slowing of its growth. This labour shortage is predicted to have a significant impact on the province’s economy, possibly resulting in slower growth in potential output (1). Ontario must engage underrepresented populations, including youth, women, mature workers, immigrants, Aboriginal peoples and people with disabilities, to build its human resources capacity. Given the higher than average unemployment rates among these groups, there is a real need to adopt new approaches to skills development, training and recruitment. The CBOC report assigns significant responsibility to Ontario colleges to help bring these diverse, underrepresented groups into the workplace and to increase their productivity and performance through learning, skills enhancement and accreditation.
Working with the Ministry of Training, Colleges and Universities, Centennial has initiated special projects and programs to address Ontario’s skills shortage. A Skills Development Centre is being planned for Centennial’s Ashtonbee Campus to prepare students for pre- apprenticeship, apprenticeship and mentorship programs tailored for underrepresented demographic groups. The Centre will accommodate hands-on instruction and direct skills training using industry-standard machinery in order to enable advanced technical and applied education. The breadth of Centennial’s apprenticeship and co-op apprenticeship programs will be expanded similarly.
The Provincial Budget included investment for “Second Career” training for 20,000 manufacturing workers that are currently out of work. The Second Career opportunity supports these workers to secure employment and help Ontario to close its skills shortage gap. Centennial will offer special “Second Career” programs that will facilitate sustainable long-term employment to the participants.
Key Activities
Planned Accomplishments
Develop a comprehensive Skills Development Centre at Ashtonbee Campus
Expand the breadth of apprenticeship and co-op apprenticeship programs
Create and promote a “Second Career” portfolio that will address special needs of unemployed workers and new immigrants
Provide specialized advising to underrepresented groups including unemployed workers and new immigrants
Preparations completed for the Skills Development Centre and space expanded at Ashtonbee Campus to accommodate new skilled trades programs
New programs may include some or all of the following apprenticeship or co-op apprenticeship programs:
Electrician, Millwright, Machine Builder Integrator, Air Conditioning and Heating Technician, Power Lift Technician and Tool and Die Maker
A customized “Second Career” program portfolio developed
Enhanced specialized advising for underrepresented groups from Centennial’s Advising Centre
(1) The Conference Board of Canada – Ontario’s Looming Labour Shortage Challenges, September 25, 2007

11. Signature Learning Experience
Learning excellence
Signature Learning Experience
Formally launched in April 2008, the Signature Learning Experience (SLE) provides an innovative and integrative educational opportunity that further differentiates our programs from others in the college system, while improving critical thinking and language development skills. The SLE underscores Centennial’s commitment as a leader in social justice and gives students a unique learning opportunity that focuses on global issues surrounding social justice, human rights, poverty, hunger, technology and diversity. The SLE has four components:
A required general education core course that provides the foundations for a critical understanding of diversity and the social, political and cultural literacy or cultural competence required for work in the local and global context.
The integration of core social and cultural knowledge, competencies and learning activities in the curriculum within all program areas, which will enhance and support the learning goals of the SLE throughout the college.
Professional development opportunities for all staff, based on the reflective practice model being used by faculty, which will enhance their pedagogic, curricular and service competencies in critical, inclusive education and praxis.
An SLE portfolio (supported by the core general education course) that involves community-based learning opportunities and that requires a demonstration of critical thinking and of learning outcomes in a unique and tangible way.
Centennial has developed the GNED 500 course, Global Citizenship: From Social Analysis to Social Action, which has been embedded into the model routes of 21 programs. The objective is to integrate GNED 500 to the model routes of all programs.
To further the SLE initiative, we plan to embed equity principles in all Centennial programs; facilitate the Equity Competencies Portfolio for students and staff; and provide professional development for all employees in the areas of equity, inclusion, social justice and human rights.
Related Strategies
Offer a unique learning experience that will distinguish Centennial graduates in the workplace in Ontario, Canada and the world. Create a college environment that will support SLE and develop the college community on SLE principles.
Key Activities
Planned Accomplishments
Integrate GNED 500 to academic programs
Support students and staff to create Equity Competencies Portfolio; investigate and facilitate E-portfolio opportunities
Embed equity principles in Centennial programs
Provide training for all employees in the areas of equity, inclusion, social justice and human rights
Inform internal and external stakeholders about SLE
GNED 500 implemented in all programs in fall 2008
E-portfolio options for students and staff investigated and recommended
Curriculum and recruitment materials to impose equity principles reviewed and revised
SLE workshops offered to employees
Internal and external stakeholders of the college informed about SLE through a gathering in April 2008

12. Enhance academic quality and occupational relevance
Learning excellence
Enhance academic quality and occupational relevance
In winter 2008, Centennial successfully completed its Program Quality Assurance Processes Audit (PQAPA), performed by three independent auditors. The audit confirmed that our processes meet all five of the quality criteria assessed by the auditors. We have a strong commitment to academic quality and continuous improvement. We are now compiling our individual quality processes and practices into a comprehensive Quality Management System (QMS) guideline.
Both students and colleges pay a high price for student attrition. We have outstanding student retention practices, but they are not implemented uniformly by all programs. One of our objectives this year is to create a college-wide and streamlined retention process derived from best practices.
Another way to ensure academic quality and occupational relevance is through the external accreditation of programs. Last year, we initiated the accreditation of 13 technology programs by the Canadian Technology Accreditation Board. We aim to obtain external accreditation of all of our programs when and where possible.
We are developing an Academic Quality Index tool as part of the college’s Balanced Scorecard. The index combines indicators measuring program currency and the effectiveness of program delivery. The new tool will be tested and implemented for all programs during 2008–09.
We continue to advance the reflective practice process for our faculty. Under a new program, we aim to have 85% of our full-time faculty and half of contract faculty in the School of Community and Health Studies (SCHS) complete a self-evaluation. To strengthen occupational relevance, SCHS will review and renew curriculum of five of its programs.
Related Strategies
Obtain official certification of programs by professional and industry associations. Implement faculty evaluation and administrative staff performance management. Enhance utilization of Program Advisory Committees.
Key Activities
Planned Accomplishments
Follow up on PQAPA recommendations. Convert recommendations into affirmations and commendations
Obtain external accreditation of programs
Develop an Academic Quality Index tool that measures program currency and effectiveness of program delivery
Develop a process whereby faculty participate in reflective practice, goal setting and evaluation
Develop programs based on needs assessment and enrolment management plan
QMS guide created. College-wide retention processes and practices developed
Accreditation of technology programs and external review of joint programs with University of Toronto Scarborough completed
Academic Quality Index completed and implemented for all programs
Faculty participating in reflective practice reaches 85% of full- time and 50% of contract faculty.
Curriculum of the designated health sciences programs renewed by fall 2008

13. Enhance academic quality and occupational relevance
Learning excellence
Enhance academic quality and occupational relevance
One of the pillars of our academic quality assurance system is the program review process. We recently enhanced our program review process for both annual and comprehensive reviews. We created a new Annual Review Questionnaire (ARQ), which simplifies the work of the reviewer while enabling a thorough analysis of program strengths and weaknesses through a special marking system. The marking system also facilitates benchmarking of the reviewed program against the programs reviewed previously. Our new comprehensive review process is now fully aligned with the PQAPA criteria, ensuring a seamless integration with PQAPA principles and objectives.
This year, all programs will be reviewed according to the new ARQ, and 11 programs will undergo a comprehensive review. To ensure the success of the program review processes, the Centre for Organizational Learning and Teaching (COLT) will conduct training sessions for the reviewers.
Today’s students are active learners, proficient at working in teams and adept with the latest technology. They need immediate access to current, relevant, high-quality information and resource materials in print and digital formats, including multimedia. To address their needs, we plan to build a new library at Progress Campus. The new library is designed as a safe and welcoming study area that reinforces classroom- and lab work–based learning and will offer a unique library experience for students and faculty.
With the increasing demand for continuing education courses by employers to upgrade employees’ skills and knowledge, the college works with community, businesses and industry partners to ensure that School of Continuing Education and Corporate Training offers current curriculum and courses.
Related Strategies
Align curriculum renewal and development with industry trends. Expand field experience opportunities for students.
Use technology to enhance effectiveness of teaching and learning.
Key Activities
Planned Accomplishments
Provide training on program review processes. Implement the revised annual and comprehensive program reviews
Build a state-of-the-art library at Progress Campus
Ensure that CE offers up-to-date, relevant curriculum and courses
Program review workshops offered to faculty and academic staff. ARQ implemented for all programs and comprehensive review implemented for 11 programs
New Progress Library design work completed; construction to begin in 2008–09 contingent upon financing
Revise 20% of continuing education ancillary curricula in line with the current interests of students and employers

14. Applied Research and Innovation
Learning excellence
Applied Research and Innovation
One of the key objectives of Centennial College is to further build innovation and applied research capacity across all schools and programs. Centennial’s Applied Research and Innovation Centre has an excellent track record of responding to employers’ and community needs through relevant applied research. Including students in research activity facilitates real-world training and produces the highly skilled workforce essential for future innovation and prosperity. The College aims to accelerate its applied research and innovation activities to:
support learning for all;
address the priorities of local private and public employers;
modify curriculum to take account of employer need for employees who can adapt to and add value to an innovative workplace;
improve teaching techniques to assure effective access and learning for students, especially those from underrepresented groups.
The Applied Research and Innovation Centre fulfils this mandate by administrating the internal Applied Research Fellowship Fund, and obtaining external funding from two primary sources: the Ministry of Research and Innovation (MRI) and Colleges Ontario Network for Industry Innovation (CONII), which awards seed funds to faculty and staff for applied research projects for proof of concept, prototyping, testing and design, and innovations in teaching and learning. Another key objective is to secure Natural Sciences and Engineering Research Council of Canada (NSERC) eligibility and funding for the College’s Emergency Preparedness research project. This project comprises a multi-year research program to develop, test and enhance innovative technologies in emergency preparedness and public safety in Canada and to promote economic growth for allied industries. The proposed work leverages Centennial’s reputation as a centre of expertise in innovation, technology and process management for critical events, major disasters and emergencies.
Related Strategies
Expand applied research capacity across the college to enrich teaching and learning and to advance local and regional economic and social prosperity through applied, market-driven research, development and commercialization.
Key Activities
Planned Accomplishments
Create an applied research portal and engage faculty in applied research
Support innovations in teaching and learning, applied degrees, articulation agreements, certification and accreditation.
Investigate individual and collaborative applied research opportunities with industry and government
Further establish Centennial's reputation for excellence in applied research and innovation to local and regional industry
Applied research portal finished by winter College-wide annual applied research symposium conducted in May 2008
Applied research documentation and online learning modules created for the use of faculty and staff.
Applied Research Fellowship Program expanded across the College. NSERC eligibility and research funding obtained.
Four applied research collaborations developed with small- and medium-sized enterprises in

15. Increase program choice and availability
Learning excellence
Increase program choice and availability
We aim to increase the program choices available to our applicants in order to meet the demands of industry and the ever-changing workplace. We will launch seven new programs in fall We are working on five additional programs that may be launched this or next academic year, depending on when their development is completed.
The School of Engineering Technology and Applied Science (SETAS) is exploring opportunities for new apprenticeship programs for Electrician, Millwright, Machine Builder Integrator, and Air Conditioning and Heating Technician. Likewise, the School of Transportation (SOT) plans to increase the breadth of its apprenticeship training offerings with a new Power Lift Technician Apprenticeship program.
We have six joint-degree programs with the University of Toronto Scarborough and a joint Nursing B.Sc. program with Ryerson University, all running successfully. We plan to expand the scope of our collaboration with these two universities by exploring further joint program opportunities.
The School of Business is working on creating a common curriculum for students in the first three semesters to give them a wider program selection at the conclusion of the third semester.
Related Strategies
Increase the breadth of apprenticeship training offerings. Increase the choice of joint programs and articulations with post-secondary institutions and professional associations. Expand program offerings in high-demand, career-specific areas.
Key Activities
Planned Accomplishments
Develop new programs that meet student interest and industry demand
Increase the breadth of apprenticeship training offerings
Explore new joint program opportunities with University of Toronto Scarborough and Ryerson University
Create common curriculum for School of Business students in the first three semesters to provide the maximum number of program selection choices
The following post-secondary programs launched:
Esthetician; Food and Beverage; Hotel and Resort Management; Festival, Event and Conference Management; Culture and Heritage; Advertising Media Management; and Sports Journalism
Viability explored and recommendations prepared for the launch of new apprenticeship programs in SETAS and SOT
New joint program proposals were developed with University of Toronto Scarborough and Ryerson University
Common curriculum built in the Business-Management, Accounting-Financial Services, and Legal Studies-Office Administration clusters

16. Prepare Centennial students for global workplace
Learning excellence
Prepare Centennial students for global workplace
The world is transforming into one global workplace. One of our goals is to prepare our students for work in this incredibly diverse environment. We have satellite campuses in India and China that enable international students to begin their Centennial education in their home country and transfer to Toronto for the second and/or third year of their program.
We continue to internationalize the curriculum here at home by incorporating international case studies and assignments and discussions on international issues, and by stressing global citizenship and social justice principles.
We continue to expand our collaboration with overseas educational institutions. This year we aim to sign at least three more articulation agreements with international institutions and two more co-operation agreements with international universities.
By establishing partnerships with international agencies and organizations, we will seek to increase the number of domestic students who gain international co-op experience this year. Centennial students who prefer a short- or long-term overseas work experience will have the opportunity to have web conferences with overseas employers for possible work placements.
One way to ensure acceptance of Centennial students in the global workplace is to obtain program accreditation from internationally recognized accrediting agencies and bodies. To this end, the college will obtain worldwide accreditation through the Canadian Technology Accreditation Board for our technology programs.
Related Strategies
Increase opportunities for international students to study at Centennial and for Centennial students to study abroad.
Utilize Centennial faculty members and management in international projects to enhance their diversity awareness
and to provide them with professional development opportunities
Key Activities
Planned Accomplishments
Accelerate internationalization of the curriculum
Increase availability of articulation agreements with overseas institutions
Develop overseas industry partnerships to grow the number of co-op and work experience opportunities
Use web conference technology to facilitate communication between Centennial students and overseas employers
Support Centennial programs in obtaining internationally recognized accreditations
International content included in academic programs
At least three new international articulation and two new cooperation agreements developed
Number of domestic students with international co-op work experience increased
Web conference service offered to our students to communicate with overseas employers
Worldwide accreditation obtained through the Canadian Technology Accreditation Board for technology programs

17. Provide opportunities for under-represented students
Access and student success
Provide opportunities for under-represented students
Centennial College is located in the urban community of Scarborough, which has a large number of recent arrivals to Canada, low-income families and communities “at risk.” Our students reflect that demographic. We believe we have a special responsibility to ensure that people from these communities have both access to college education and opportunities to succeed once they are enrolled.
Our Helping Youth Pursue Education (HYPE) project won the Colleges Ontario award last year. This program reaches out to youth from several “at risk” Scarborough neighbourhoods and helps familiarize them with post-secondary education through free summer courses. Graduates of the HYPE program are encouraged to enrol in post-secondary programs in the following fall semester. In summer 2007, 93 students graduated from the HYPE program, of which 20 subsequently enrolled in Centennial programs. We provide bursaries to these HYPE graduates for the duration of their education at Centennial.
Almost 44% of our students identify themselves as First Generation (FG) students – the first people in their family to receive a Canadian post-secondary education. We have a three-pronged strategy to support FG students, consisting of outreach, on-campus learning experiences, and advisement and ongoing support. We have received additional funding from the government, which we plan to use to increase the number of FG applicants, registrants, students and graduates.
Centennial does not have a significant Aboriginal student population at present. However, we continuously explore opportunities to expand our outreach to this community and have developed an action plan to understand and address their educational needs.
Early intervention strategies to advise and counsel students who are experiencing academic difficulties are an important component of our overall strategy to provide support for students from under-represented groups. We track the educational successes of the students with learning disabilities based on self-disclosure.
Related Strategies
Enhance community relations to support Centennial’s diverse population. Develop relationships with high schools to encourage pathways for those students who might not otherwise enter post-secondary education.
Key Activities
Planned Accomplishments
Expand HYPE program by enrolling more students in summer courses
Continue to implement the FG students project.
Implement the Aboriginal students action plan
Develop early intervention strategies for students with learning disabilities
HYPE program participation increased to at least 120 students in summer 2008
Number of FG applicants, registrants, students and graduates increased
Local Aboriginal communities contacted and consulted to develop strategies to support their educational needs
Educational success of students with learning disabilities tracked and improved

18. Provide opportunities for new immigrants
Access and student success
Provide opportunities for new immigrants
Centennial offers Internationally Trained Immigrants (ITIs) a variety of specially designed bridging and fast-track programs and advises them on making informed program and career choices.
An important concern for immigrants planning to access post-secondary education is their English language skills. Last year we completed an extensive review of our English course curriculum and delivery approaches. We benchmarked a range of program reading materials and delivery tools using the Canadian Language Benchmarks to accurately determine the level of language proficiency students require to succeed. This allowed us to create a new entry-level English curriculum for the college programs. By fall 2008, the majority of our programs will have a newly-developed English course as the entry-level course on their model routes.
The Ministry of Citizenship and Immigration has agreed to continue to fund the implementation of the Colleges Integrating Immigrants to Employment (CIITE) project for another year. CIITE, a multi-year project led by three Ontario colleges including Centennial, focuses on systemic changes within the Ontario college system that will improve pathways from pre-entry through to transition to employment for ITIs. Centennial will continue to be a leading participant in this project.
Being aware of the opportunities that articulation agreements offer to our students, we have increased the number of articulation agreements with outside bodies to allow newcomers to Canada to obtain industry-recognized certification through Continuing Education (CE) courses. We aim to increase the number of new comers who are enrolled in CE courses to obtain diplomas and certifications.
We continue to launch new fast track and bridging programs. In addition to the eight existing technology programs, we are making additional fast track programs available to ITIs under the Fast Track to Technology Occupations (FTTO) program. Once our technology programs are accredited by the Canadian Technology Accreditation Board, the graduates from these programs will obtain professional designations that are recognized nation-wide.
Related Strategies
Provide advice and counselling to newcomers entering Centennial; Support and promote transfer credit recognition; Develop occupation-specific ESL courses and programs; Increase availability of co-op programs and on-campus employment to help new immigrant students gain Canadian work experience
Key Activities
Planned Accomplishments
Enhance core English curriculum to include a wider range of communication skills development
Continue to participate in CIITE project
Increase the number of articulation agreements with outside bodies to allow ITIs to obtain certification through CE courses
Continue to launch fast track/bridging programs. Implement the FTTO program
New English course outlines and curriculum made available for fall 2008 implementation
CIITE transfer credit project objectives achieved
Number of new Canadians taking CE courses increased
Software Systems Degree and Massage Therapy bridging programs launched. Accreditation of technology programs completed

19. Improve student success
Access and student success
Improve student success
Since its inception in September 2006, the Advisement Centre has helped approximately 1,500 applicants and students from a variety of groups, including FG students and ITIs. One of our objectives is to increase retention in our programs. Through the student withdrawal survey introduced by the Advisement Centre, we plan to gain an enhanced insight into the reasons for student attrition and use it to develop strategies to help students to persist to graduation.
Some of our schools have initiated pilot projects to improve student success. The School of Advancement (SOA) employs two part-time academic advisors to provide more front line advising for new students seeking guidance. The School of Community and Health Studies (SCHS) and the School of Communications, Media and Design have introduced pilot mentoring programs in several of their programs.
We plan to enhance the interview skills of students preparing for their co-op placement by having them participate in an interview simulation exercise.
We have designed special student success programs for international students. These include a learning styles inventory in the orientation activity, a “buddy” system call service for new international students and a pilot “peer ambassador” program in the School of Business. We have also implemented new services, such as airport pick-up, help with student visa renewals and work visa applications, organization of cultural activities, and provision of medical and religious information.
With the development of new Key Performance Indicators strategies to improve student participation, the college intends to gather constructive feedback from its student body to improve student satisfaction and success.
Related Strategies
Improve effectiveness of English language skills assessment and provide students with adequate support; Increase program admission, transfer and graduation options; Introduce early intervention programs; Develop study methods and practices that address the special needs of our diverse students; Strengthen curriculum for improved workplace preparation of students
Key Activities
Planned Accomplishments
Reduce student withdrawal from programs by understanding and addressing the underlying reasons
Support student success in academic schools
Support international student achievements through new success initiatives and services
Gather feedback from Centennial student body to enhance academic and campus environment
Exit interview process begun. Results compiled and tabulated. Reasons for student withdrawal analyzed
Pilot projects conducted in SOA, SCHS and co-op placement. Findings reported and acted upon
Implemented new international student success initiatives and services listed above. International student retention increased
Improved student and graduate satisfaction

20. Help relieve financial strain on students
Access and student success
Help relieve financial strain on students
With the ever-increasing financial burden on today’s students, Centennial remains committed to providing financial support to its students to assist them in obtaining post-secondary education. Each year, we further help relieve financial strain on students by expanding our scholarship opportunities, either from the College Endowment Fund or directly from industry through our well-established relationships.
We distribute targeted bursaries to FG students, students with disabilities, single parent students, and students from “at risk” communities. In addition, we provide other bursaries to our students, including Book Bursary, Applied Degree and Bachelor of Science Tuition Bursary, Child Maintenance Bursary, Women in Skilled Trades Bursary and CE and Part-time Day General Bursary. A new bursary targeting Aboriginal students will be introduced in 2008–09.
An integral component of Centennial’s involvement in “at risk” community programs is the provision of bursary support for youths wishing to obtain post-secondary education by attending Centennial. In that regard, we continue to offer bursaries to HYPE program graduates and FG students who enrol in Centennial programs.
We provide Student Access Guarantee (SAG) to eligible students and provide SAG bursaries automatically, based on SAG guidelines and without waiting for applications from students. We expect to undertake three disbursements of SAG in 2008–09.
We award the School of Transportation Scholarship to high school students pursuing post-secondary education. The School of Hospitality, Culture and Tourism (SHCT) continues to liaise with industry in the GTA to secure more scholarship funds for students. Two such industry organizations are the Canadian Hospitality Foundation and the Ontario Hospitality Institute.
We plan to facilitate online application access to all Centennial bursaries next year. In this way, we aim to enhance effectiveness of the financial aid process and to ensure timely distribution of resources in
Related Strategies
Maximize external bursary and scholarship opportunities for students; Develop bursaries that meet the special needs of our diverse students; Enhance effectiveness of financial aid processes to ensure timely distribution of resources
Key Activities
Planned Accomplishments
Help eliminate financial barriers for under-represented students thorough targeted bursaries
Continue to implement SAG for eligible students
Increase Centennial Endowment Fund and direct bursary opportunities from external institutions and communities
Enhance efficiency of bursary distribution for students
Aboriginal Students Bursary introduced. HYPE and First Generation Student Bursaries increased
Ensured SAG benefits available to all eligible students
Endowment fund increased by 15%. Amount of direct bursaries increased by 10%
Online bursary application and distribution enabled

21. Enhance student experience
Student college experience
Enhance student experience
Construction of a new Athletics and Wellness Centre (AWC), funded by the Centennial College Student Association Inc., will commence in October of This centre will provide students and the college community at all campuses with a focal facility for student and employee wellness. When completed in 2010, this facility will benefit thousands of people each year while making Centennial a more attractive and competitive institution than ever before. Over time it will also become a valuable asset for the community of Scarborough.
We will create a Student Hub at Progress campus that will help the college to attract and retain students by providing services in a manner that respects their time. Once the college has created these centralized services, with multiple, fully staffed help desks in an open and comfortable environment, students will be able to meet a variety of their administrative needs in a single visit, at a single location.
The School of Business plans to open a chapter of Advancing Canadian Entrepreneurship (ACE), a charitable organization that creates partnerships between business and higher education to deliver programming that prepares university and college students for making a meaningful contribution towards making Canada a better country, as entrepreneurs and business leaders.
JobSpyder, an online job search tool that amalgamates relevant job postings from thousands of job posting sites, will be made available to Centennial students in fall Another tool that will be launched in 2008 is the online portfolio module, which will enable students to begin their portfolio from their first semester and improve on its development throughout their Centennial academic career.
The School of Engineering Technology and Applied Science (SETAS) will partner with the Ontario Association of Certified Engineering Technicians and Technologists (OACETT) to open pathways for students to association membership and professional certification upon completion of their academic program.
Related Strategies
Continuously re-engineer business processes to introduce new services and improve service quality; Provide a range of service options accommodating the needs of our diverse students; Enhance facilities, programs and opportunities in support of social and academic integration of our students; Enhance supplementary student services; Use technology to increase service access options and availability
Key Activities
Planned Accomplishments
Begin construction of the new Athletics and Wellness Centre
Create a Student Hub at Progress campus
Establish a chapter of ACE at Centennial
Launch JobSpyder and the online portfolio module
Partner with OACETT to open pathways to professional association for SETAS graduates
AWC ground breaking started in October 2008
Student Hub finished in 2008–09
ACE chapter in operation in winter 2009
New online job search and portfolio tools available in fall 2008
Two professional practice examination seminars conducted for SETAS graduates in 2008–09

22. Develop an inclusive workplace
Organizational strength
Develop an inclusive workplace
We recently restructured the Office of Equity and hired a new Dean of Equity after a rigorous national search. Our new dean will guide us toward creating an enabling environment that is supportive to students, faculty and staff, and is welcoming to all, regardless of race, gender, nationality or religion. We have added a new position of Manager of Equity Education within the Office of Equity to increase resources in this office.
The Office of Equity will strengthen the college’s commitment to social justice and human rights. The following 11-level conceptual framework will be put into action by the college.
Level 1: Mission, vision, policy framework – commitment to diversity and human rights
Level 2: Transformational initiative to embrace diversity – Signature Learning Experience
Level 3: Participation: to identify areas of under-representation – workforce and enrolment analysis
Level 4: Systems review: to identify and eliminate barriers – human resources and student systems review
Level 5: Anti-discrimination, anti-harassment policies and procedures – dispute resolution on human rights violations
Level 6: Accommodation policies and procedures – accommodation of disabilities and religious rights
Level 7: Special programs and interventions – corrective action projects
Level 8: Project coordination, grants, awards – resources and recognition
Level 9: Professional development and advancement – training for career advancement
Level 10: Training on anti-racism and human rights – human rights and equity training
Level 11: Committees, networks, councils – communication, collaboration, networks
Equity Steering and Equity Advisory committees are being established to support the efforts of the Office of Equity and to facilitate the two- way flow of information between the college’s internal and external stakeholders.
Related Strategies
Create an inclusive learning and working environment that welcomes and supports differences; Enhance our workforce to value and reflect the diverse communities we serve
Key Activities
Planned Accomplishments
Complete restructuring of the Office of Equity
Develop an Equity Action Plan to attain the initiatives of the conceptual framework
Establish Equity Steering and Equity Advisory committees
Manager of Equity Education position filled
Equity Action Plan completed and implementation begun
Equity Steering and Equity Advisory committees organized to be fully functional by fall 2008

23. Strengthen partnerships
Organizational strength
Strengthen partnerships
We partner with educational institutions, governments, public and private enterprises and community organizations to find new ways to enrich our education and the student experience.
UNESCO's Global Alliance for Cultural Diversity explores new ways to turn creativity in developing countries into sustainable cultural industries. It aims to promote cultural diversity, support economic development and encourage job creation in a range of fields, including music, publishing, cinema, crafts and the performing arts. Our Culture and Heritage Institute seeks to become a partner with UNESCO on this worthy initiative.
Building on our know-how on inter-professional training of emergency preparedness and disaster recovery, we have established an Emergency Preparedness Institute (EPI) that will be a focal organization to assist professionals, organizations and communities to prepare for and respond to critical events that dramatically alter the status quo, endanger life and/or have serious economic impact.
One of our objectives is to increase partnerships with secondary and post-secondary educational institutions in many forms. Through the School-College-Work Initiative (SCWI), we continue to offer dual credits to secondary school students in partnership with the Toronto and York district school boards.
We play a leading role in the existing and new joint provincial initiatives, including First Generation Students, Colleges Integrating Immigrants to Employment (CIITE), Fast Track to Technology Occupations (FTTO), Job Connect, and Literacy and Basic Skills Program.
Our relationships with research-funding agencies continue to generate applied research projects that provide opportunities for faculty and students to engage in research. Together with five other GTA colleges, we are seeking funding from the Higher Education Quality Council of Ontario (HEQCO) for a retention-focused research project.
Related Strategies
Continue to work in partnership with community organizations on program development and delivery
Key Activities
Planned Accomplishments
Pursue UNESCO Global Alliance for Cultural Diversity partnership status
Establish Emergency Preparedness Institute
Collaborate with secondary and post-secondary educational institutions
Continue to play a leading role in joint provincial initiatives in post-secondary education
Investigate individual and collaborative applied research opportunities with industry and government
UNESCO partnership status obtained
EPI launched. Mock disaster events and emergency preparedness conference hosted
Dual credit projects offered as in previous years to students of Toronto, Toronto Catholic, and York District school boards
Program objectives achieved for FG students, CIITE, FTTO and Literacy and Basic Skills programs
HEQCO funding obtained for student retention research

24. Increase organizational capability through people development
Organizational strength
Increase organizational capability through people development
Centennial remains committed to the ethos of professional development to ensure organizational capability and strength. The Centre for Organizational Learning and Teaching (COLT) offers a full roster of professional development curriculum to the college’s employees. Some examples of workshops offered by COLT are Violence Prevention, Communication Styles in Workplace Settings, Effective Leadership through Systems Thinking, Academic Honesty and Plagiarism, and Assertiveness vs. Aggressiveness.
In addition to the regular COLT curriculum, we conduct a number of major seminars, workshops and events where students, faculty and staff can meet, listen and learn from community leaders and subject matter experts. We conduct a three-day conference on reflective practice called Refresh, Reflect, Renew – Connecting Through Reflective Practice Across Disciplines. The purpose of this conference is to strategize and foster the development of reflective practice for personal and professional enhancement.
The college has identified 11 leadership competencies for its leaders at all levels. This year we will provide assistance to our employees by conducting two specific leadership development workshops.
We aim to have a workforce that reflects the profile of our students. Our objective is to increase the diversity of faculty in our hiring pools. We plan to achieve this objective through a structured process that enables outreach and hiring of diverse faculty.
Related Strategies
Develop leadership competencies to serve as the cornerstone of the leadership development program; Keep faculty and employees up to date on new technology and systems by providing training opportunities such as web-based training and self-assessment tools; Provide programs and learning opportunities to foster and improve professional development
Key Activities
Planned Accomplishments
Offer professional development opportunities to the college’s employees
Conduct workshops, seminars and conferences
Create a program for leadership development based on the Centennial leadership competencies
Develop a structured process to use in the recruitment and training of contract faculty from diverse backgrounds
All employees are able to access adequate professional development opportunities. Employee participation in professional development activities tracked and recognized
The following major development events conducted:
reflective practice conference, culture and heritage conference, scholarly activities and applied research symposium, emergency preparedness conference, Centennial Learns event
Two leadership competency development workshops offered
Number of faculty from diverse backgrounds in contract faculty pool increased

25. Improve accountability within the college
Organizational strength
Improve accountability within the college
In August 2007, Centennial reported back the first-year results of its Multi-year Accountability Agreement (MYAA) to the Ministry of Training, Colleges and Universities. Our achievements towards the goals of the agreement were well received and recognized by the ministry. The second year of the agreement was 2007–08; we will report back the second-year results by July We are committed to continue to pursue and achieve our MYAA objectives.
The third Employee Engagement Survey of Centennial will be conducted in May 2008; the results will be announced in August The Employee Engagement Survey is a comprehensive feedback tool for understanding the engagement of our employees in the college’s mission, vision, strategic initiatives and day-to-day operation. The survey is also useful in assessing employee insight on matters that affect our workplace. Following the implementation of the survey, we evaluate the results and initiate follow-up actions based on our findings.
The introduction of the Balanced Scorecard is evidence of our commitment to accountability to our students, employees and the board. The college established its Balanced Scorecard at three levels; institutional, departmental and board level Balanced Scorecards aim to provide meaningful feedback on college performance at every level. The institutional and board level scorecards are being launched this year. Following the completion of the institutional and board level scorecards, we will focus on the development of departmental scorecards.
Reducing absenteeism while improving employee wellness is imperative for protecting the quality of education and services. We aim to increase awareness on the importance of employee attendance through the effective communication of our new absenteeism and disabilities management policies and by providing training in this area.
Related Strategies
Implement a Centennial College Balanced Scorecard; Introduce a business process review aimed at continuous improvement; Ensure integration of strategic goals and business plan and budget objectives with employee performance agreements; Assign accountability at the senior management, school and program cluster levels
Key Activities
Planned Accomplishments
Continue to pursue and achieve third-year MYAA initiatives
Obtain and act on employee feedback on Centennial workplace
Create a performance dashboard matrix for the Board of Governors. Implement college level Balanced Scorecard. Commence development of departmental Balanced Scorecards
Develop a proactive approach to employee wellness, attendance and disability management. Increase attendance accountability
Third-year MYAA objectives achieved
Employee Engagement Survey implemented in May 2008 and results communicated in August 2008
Development of institutional and board level Balanced Scorecards completed and reporting on dashboard matrix begun
Employee awareness of absenteeism, wellness and disability management policies increased

26. Ensure strong recognition of Centennial College
Organizational strength
Ensure strong recognition of Centennial College
We would like our stakeholders to know about what we do for our students and communities. Strong recognition often means higher interest for Centennial’s mission, vision, programs and initiatives from applicants, students, faculty, staff and communities.
Being aware of the fact that college websites are often the first point of contact for prospective students and parents, Centennial wants its website to have the capability and functionality to provide relevant and current information to applicants and to allow them to access online services. One emerging aspect of today’s communication is the social media phenomenon. Websites such as Facebook and YouTube connect people to networks to share ideas and experiences. This year, we plan to build interactive social media capability into our website, including chatting and blogging, and to create a Centennial presence on major social media websites.
We plan to increase the functionality of MyCentennial, the college’s communication portal for applicants, students and staff, by creating customized web pages for different user profiles, for example, prospects, students and employees. This year we also plan to conduct a complete overhaul of the college’s intranet.
As a learning-centred college with a strong focus on academic quality, occupational currency and student success, we want to assert “the future of learning” strategic positioning, and we hope to make a lasting positive impression on the students and on the community. We have organized a general marketing campaign to enhance recognition of the Centennial brand and have launched targeted campaigns to reach out to specific groups to inform them about our programs and about initiatives that will benefit them.
Related Strategies
Build and leverage equity and recognition of the Centennial College brand; Develop specific communication plans targeting our priority market segments; Use the college website as an effective information and enrolment tool; Further develop and implement recognition programs
Key Activities
Planned Accomplishments
Maintain competitive edge on website capabilities and functionality. Build interactive capability into Centennial website and create a presence on major social media websites
Enhance MyCentennial communication portal and the college’s intranet
Continue on-campus visits and events with TDSB and expand to York Region and First Nations community organizations
Further establish Centennial brand through general purpose campaigns. Inform public segments about specific college programs
Interactive forums, chats and blogs developed for the college’s website. Dialogue interfaces created with social media sites such as Facebook and YouTube
MyCentennial portal customized based on user profile. Major overhaul conducted of the college’s intranet
Centennial presence and recognition enhanced with school boards, guidance counsellors, prospects, parents and other community members
General purpose and targeted marketing campaigns organized and implemented

27. Increase use of information analysis and planning in decision making
Organizational strength
Increase use of information analysis and planning in decision making
Our Balanced Scorecard tells our unique story our own way. The college level Balanced Scorecard contains the following five composite measures: Academic Quality, Student Interest, Student Experience, Student Participation, and Employee Engagement and Organizational Learning indices. These composite measures combine a number of relevant sub-measures under one ultimate measure that shows the performance of the college on a certain subject matter while facilitating feedback on individual components.
Recently, we developed a new annual program review questionnaire to standardize and simplify the annual program review process. Despite its simplicity, the questionnaire allows us to comprehensively and thoroughly analyze the strengths and weaknesses of the program under review. In addition, it allows us to benchmark against other programs through a special marking system.
In order to support the new Balanced Scorecard and program review initiatives, our Program Indicators Database will be enhanced with new information, such as three-year moving averages for enrolment, as well as conversion indicators and comparative data.
We are improving the reporting capability of Banner, our integrated enterprise system, with the implementation of SunGuard’s Operational Data Store (ODS) and Enterprise Data Warehouse (EDW) reporting solutions. These reporting solutions will support operational and strategic decision making through an institutional reporting infrastructure. They will also enable us to integrate reporting from different modules of the Banner system.
We will introduce a new project management methodology in information technology services to improve project management performance through a centralized tool.
Related Strategies
Improve reporting capability by enriching report content and responding more quickly to the need for information; Create a central repository for college information; Use program costing for resource allocation and efficiency; Manage integrated planning cycle for strategic, business, academic and enrolment plans; Evaluate results and report annually
Key Activities
Planned Accomplishments
Complete development of composite Balanced Scorecard measures
Implement the new annual program review questionnaire
Implement SunGuard ODS & EDW reporting solutions
Implement a centralized project management tool for information technology projects
Academic Quality, Student Interest, Student Experience, Student Participation and Employee Engagement and Organizational Learning index measures completed and implemented
Testing of the annual program review questionnaire completed. Questionnaire implemented in full
Implementation of new ODS reporting solution completed for Human Resources, Finance and Payroll by fall 2008
Eclipse Project Management Portfolio System installed and used for all information technology projects

28. Achieve an annual balanced budget
Resource development and financial stability
Achieve an annual balanced budget
We engage in sound financial practices through effective management of resources and efficient delivery of programs and services. In line with this commitment, we have managed to achieve balanced budgets in previous years. We present a balanced budget for 2008–09, too. The 2008–09 Budget supports our mission of “educating students for career success” and our vision of “transforming lives and communities through learning.” The 2008–09 Budget also aims to accomplish the college’s objectives to:
Enhance and maintain the quality and occupational relevance of our academic programs
Enhance or maintain services to students, faculty and staff
Support enrolment growth
Support curriculum renewal and new program development
Provide funding for the 2008–09 Business Plan initiatives
Provide funding for strategic initiatives
Faced with scarce resources, we have devised new means of generating revenue. We have a substantial international operation that provides a significant financial contribution to the college. Our General Motors training centre in Dubai is expanding its operation to Egypt. In the fall of 2008, three new corporate training contracts will be started that will bring significant revenue.
Being aware of the importance of capital projects in the continued pursuit of excellence, the college has allocated $15.5 million to capital expenditures. Of this amount, $2.4 million is assigned to projects that will enhance academic quality and student success; $3.3 million to the Student Hub at Progress campus; and $1.1 million to safety, security and emergency preparedness initiatives. An additional $2.6 million has been allocated to support technology infrastructure, hardware and software, including the new reporting solution for our integrated enterprise system. An estimated $5.0 million is allocated for the construction of the new Progress Athletics and Wellness Centre in 2008–09.
The objective of achieving a balanced budget remains pivotal in all our budgetary decisions, and Centennial is committed to sparing no effort in reaching this goal. Detailed commentary on the 2008–09 budget is provided in the 2008–09 Budget Report document.
Related Strategies
Ensure efficient, timely and transparent budgeting and reporting processes; Continue to invest in people, library resources, teaching laboratories, hardware and software to ensure that teaching facilities remain current; Provide a strategic investment fund in annual budgets
Key Activities
Planned Accomplishments
Implement 2008–09 Operational and Capital Budgets
Efficient operation ensured. 2008–09 closed with a financial surplus