Nothing is more fundamental to the continued success of CBU than its ongoing commitment to academic integrity and quality. Integrity defines the ways in which the university community undertakes its core activities – such as teaching, research, learning & assessment. Quality speaks to the content of our degree programs and the learning outcomes our students achieve; quality is a way to talk about and measure excellence. The actions in this section – which address capacity, scholarly values, and graduate attributes – are designed to shape an institutional culture at CBU that deepens our focus on these foundational commitments and thus ensures our future success.
Deepening our commitment to academic integrity and quality by developing an equitable and financially- sustainable definition of capacity that defines the size, composition, and distribution of the student body and human resources
Under the direction of the Vice-President Academic (Provost) and the Associate Vice-President Academic & Research, develop a strategic enrolment framework that will
identify the overall capacity of the university and maintain the university’s enrolment within an acceptable range of that capacity;
guide strategic distribution of enrolment through various methods, such as degree planning, course scheduling, program caps, waitlists, etc.;
examine admission and language requirements for new students and craft an inclusive philosophy of admissions;
balance the mix of domestic (including First Nations and African Nova Scotian), and international students; diversify the student population across countries of origin and CBU academic programs to ensure a positive student experience; and
identify the appropriate staffing levels required to ensure high-quality programs
Working with the Academic and the Planning & Review Committees of Senate, Provost Group will generate a position paper on the viability of the trimester model, with particular attention to academic quality & integrity and suitability for L’nu learners.
Secure additional space to alleviate pressure on existing physical resources, extend the presence of the university off campus, and promote CBU’s values in the community.
Deepening our commitment to academic integrity and quality by cultivating a shared understanding of policies and practices related to scholarly values
Create a presidential task force on academic integrity whose responsibilities include producing a charter of academic citizenship for faculty, staff, and students and a policy on exam protocol.
President Dingwall convened the first meeting of the Presidential Task Force on Academic Integrity on February 24, 2020. At that meeting, it was decided that Dean Andy Parnaby would chair this task force. This group is meeting regularly. They are developing a consultation survey and addressing policies, principles, and supporting programming related to academic integrity.
Ensure that academic integrity is integrated in the university’s recruitment & orientation activities and reinforced throughout the year through other programming, including online and/or in-class modules.
Appoint academic integrity leads within each school and Unama’ki College to better assist with information dissemination and programming related to academic integrity.
Explicitly recognize student contributions to the university’s culture of academic integrity through scholarships, awards, and university public relations.
Deepening our commitment to academic integrity and quality by enabling student attainment of the CBU graduate attributes
Under the leadership of the Quality Assurance Committee of Senate, revise the graduate attributes in light of the university’s commitments to L’nu communities, new strategic plan, changing demographics, and emerging local and global issues.
With the guidance of deans and department chairs, conduct an ongoing analysis of course progression within existing and proposed degree programs to ensure alignment with the graduate attributes and recommendations of quality assurance program reviews.
Make the graduate attributes easily available to faculty, staff, students, alumni, guardians, and other community stakeholders.
Consider the preparedness of incoming students and examine the viability of university-level extension and/or bridging programs to facilitate student success.