ACADEMIC PLANNING TEMPLATE …

                        ACADEMIC PLANNING TEMPLATE
                                    Version 5 (October 28, 2007)



Purpose:

This academic planning template is intended to encourage the wide use of appropriate
academic management tools across the University in order to achieve a measure of
consistency and fairness. Its major purpose is facilitation of forward planning (as opposed to
reaction after the fact) and provision of assessments of each unit's strengths, opportunities and
shortcomings. This template should provide Deans and Heads with both objective and
subjective data with which to identify clear targets, appropriate milestones and ultimately make
decisions on how best to allocate resources. The template will also provide Heads and Deans
with tools for assignment of responsibilities and assessment of a unit's performance relative to
peers.

The template below is "generic" and will need tailoring by Faculty and, in some cases, by unit.
The first section offers units an opportunity to reflect on what they are doing, for whom and why.
Subsequent sections request primary and derivative data that speak to the central goals of Trek
2010 and the Academic Plan. The primary data essentially report a "census" (e.g., numbers of
students and courses) and are based on what UBC collects and analyzes as an institution. The
derivative data report outcomes (e.g., section size; time to graduation) providing information on
how individual units and Faculties allocate resources relative to a goal. Faculties or units may
wish to report additional data that better reflect the nature of each discipline or profession.

Part A: Unit Academic self-assessment

This section provides units the opportunity to place themselves and their programs in an
historical, scholarly and societal context as well as to provide reflection on the unit's vision and
future potential. This material is similar if not identical to what would be provided for an external
review of the unit (and can be used as such in the future).

1. Provide a narrative (e.g. a half page) outlining the history or context of the unit and its raison
d'être.

2. Identify and justify briefly up to 3-5 appropriate peer departments or units at other
institutions, national and international, to which this unit could be usefully compared.

3. As applicable, summarize the unit's scholarly objectives in undergraduate learning (e.g.,
program or graduation objectives; course offerings including content, mode of delivery and
prerequisites; co-curricular and extra-curricular offerings; methods and standards of evaluation;
costs of delivery; capacity; and integration with the relevant aims of Trek 2010.) To what extent
are they informed by best practices from comparator institutions? What milestones or outcome
data does the unit employ to assess its undergraduate courses and programs?

4. Summarize the objectives of the unit's graduate program(s) and the benchmarks used to
assess the program. How does (do) the program(s) compare to those offered at comparator
institutions?

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5. As applicable, summarize the unit's objectives for its professional programs using the same
criteria as in section 3 above or those most appropriate for the specific professional program

6. Identify and justify opportunities for growth, shrinkage or repositioning of each program.

7. Has the unit articulated its research priorities and opportunities for growth and/or interaction
in light of the needs of its own programs and UBC's five year objectives? If so, provide a
concise narrative summary.

8. Summarize the cross-cutting themes (from Trek 2010) that the unit has identified as
appropriate for its vision, indicating the progress the unit has made towards meeting these
objectives.

9. Summarize Service and Community Outreach activities undertaken by the unit.

10. Taking items 3-9 into account, has the unit identified a "Stretch Goal" that it hopes to
achieve during the next five years? Describe it briefly.




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Part B: Undergraduate Instruction and Learning

"Undergraduate" refers to first degree, high school entry bachelor's programs (e.g., BA, BSc.,
BASc, etc). This section is intended to provide Heads with standarized data from that quantify
a unit's undergraduate responsibilities and permit Heads to develop appropriate standards for
assigning teaching duties. Deans will use these data in assessing whether a unit receives an
appropriate share of resources for its undergraduate responsibilities. Deans and Heads should
also encourage a discussion within units of the number, diversity and value of the courses
offered by a unit. Given the very different modes of instruction across the University, Faculty or
unit -specific additions (e.g., to capture laboratories, tutorials and individualized instruction) are
encouraged (sections 1f and 3 below).

1. Instructional Responsibilities (use data from 2006-07)

(a)    Undergrad. Enrollment (headcount):
       as % of 2000-01 enrollment:

(b)    Number of undergrad. course sections:
       as % of 2000-01 sections:

(c)    Number of undergrad. sections taught by:
                    Professorial faculty (by rank):
                    Instructors/Sr Instructors:
                    Lecturers:
                    Sessional Instructors:
                    TAs:

(d)    Sections per: Professorial faculty (by rank):
                     Instructor/Sr Inst.:
                     Lecturers:
                     Sessional Inst.:
                     TA:

(e)    Undergraduate FTE per:
                    Professorial faculty (by rank):
                    Instructor/Sr Inst.:
                    Lecturers:
                    Sessional Inst.:
                    TA:

(f)    Number of graduates per year from unit/department majors/honours programs:

                       2006-07:
                       Average for 2000-2006:

(g)    Alternative unit-specific metrics




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2. Course offerings

       Number of undergraduate courses listed:
       Number of courses given in 2006-07:
       Number of courses required by the unit's program:
       Number of "service" courses required by other programs:
       Number of required courses taught by other units
       Number of elective courses:

3. Instructional Format                            % of sections          average size

       Lecture (>100)
       Lecture (100)
       Lecture (