1 Academic Integrity & Quality

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.

1.1

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

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1.1.1

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

Updates:

A draft Strategic Enrolment Management (SEM) plan was presented to the university community at the Grand Meeting held on August 22, 2022. Anchored in the goal to achieve academically responsible and financially sustainable enrolment growth, the draft plan includes enrolment-based objectives and six strategies to support these objectives. Feedback was received at the Grand Meeting that will be used to finalize the plan.

1.1.2

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.

Updates:

In the spring of 2021, a sub-committee from Provost Group was formed to examine the trends and practices in trimester scheduling and consider its viability at CBU. The committee included: Bilynda Whiting (chair), Patrick Howard, George Karaphillis, Rick Pierrynowski, Marcy MacKinnon, and Janice Esther Tulk.

Research was completed on other institutions to gain a better understanding of the trimester system in Canada. There was also an internal scan of the current spring/summer model at CBU.

The work resulted in the following recommendations:

A full trimester model should be limited to particular programs as deemed appropriate. This currently includes the Bachelor of Science Nursing (BScN) and Bachelor of Education (BEd) programs.
The spring/summer term should be standardized and streamlined to include: one 12-week semester; two 6-week sessions; and one 8-week session. The existing 4-week session should be eliminated.
Clear and consistent start/end dates, as well as add/drop dates, penalty dates, and scheduled exam periods should be established for all options. The 12-week, 8-week, and first 6-week sessions should all start on the first day of the spring/summer term.
Spring/summer should be scheduled such that no classes take place in the month of August (with minor exceptions if required). CBU should consider moving the recommended vacation week to the first week in August.
The quantity and quality of services available to students on campus and online from May through the end of July should be assessed and augmented as necessary. The review should consider academic support, enrolment, recreation, and food services, among others.

The full report of the sub-committee can be accessed at here.

1.1.3

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.

Updates:

In an effort to alleviate pressure on existing physical resources while extending the University’s presence in the community, several off-campus spaces have been secured. In November of 2021, CBU announced its new downtown classroom space at the Cineplex Cinemas Sydney location. In addition to the 8 theatres in use as classroom space, an office was opened next door where students can meet with faculty members and support staff. In 2022, office space on the top floor of 500 George Street was secured for the University Relations, Strategic Communications, Development and Alumni and the Centre of Excellence for Healthy Aging teams. In addition, space was secured on the ground floor for post-baccalaureate program faculty, along with study space for post-baccalaureate students.

1.2

Deepening our commitment to academic integrity and quality by cultivating a shared understanding of policies and practices related to scholarly values

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1.2.1

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.

Updates:

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.

On June 4, 2021, Senate endorsed the Charter of Academic Citizenship and revised Academic Integrity Policy.

CBU’s Charter of Academic Citizenship outlines five values which constitute academic integrity, including the ethical commitments associated with them. These values are:

Originality – Ensure that your work is rooted in your own intellectual efforts.

Integrity – Honestly represent your own work and respect the ideas, knowledge, and work of others.

Fairness – Expect to be evaluated impartially.

Collegiality – Treat everyone with respect and dignity.

Responsibility – Do your part to maintain high standards.

1.2.2

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.

Updates:

The Charter of Academic Citizenship and revised Academic Integrity Policy have been incorporated into a new page on our website, an Academic Integrity Handbook, and a well-adopted Moodle module.

1.2.3

Appoint academic integrity leads within each school and Unama’ki College to better assist with information dissemination and programming related to academic integrity.

Updates:

Upon completion of the work of the Presidential Task Force on Academic Integrity, the Provost Committee on Academic Integrity was established to focus on continually fostering a community of academic integrity. This committee will oversee information dissemination and program development related to academic integrity. It will also make a recommendation on program leads.

1.2.4

Explicitly recognize student contributions to the university’s culture of academic integrity through scholarships, awards, and university public relations.

Updates:

A proposal for The Dr. Mary Keating Medal for Academic Integrity was prepared by the Provost Committee on Academic Integrity and presented to Provost Group in July, 2022.

1.3

Deepening our commitment to academic integrity and quality by enabling student attainment of the CBU graduate attributes

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1.3.1

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.

Updates:

Through a two-year process under the leadership of the Quality Assurance Committee of Senate, the CBU Graduate Attributes were revised and approved by Senate on April 28, 2022.

The revised CBU Graduate are:

Active and Responsible Citizenship – As active and responsible citizens, CBU graduates engage in local and global communities in ways that are inclusive and mutually supportive.

Creativity and Curiosity – CBU graduates demonstrate creativity and curiosity; they are adaptable, resourceful and resilient in acquiring, creating and applying knowledge.

Information Literacies and Professional Integrity – CBU graduates find, synthesize, apply and acknowledge information in all of its various formats, with honesty and integrity.

Effective Communication and Collaboration – CBU graduates effectively listen and share ideas to work toward a common goal.

CBU Graduate Attributes – Approved by Senate April 28 2022

1.3.2

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.

1.3.3

Make the graduate attributes easily available to faculty, staff, students, alumni, guardians, and other community stakeholders.

1.3.4

Consider the preparedness of incoming students and examine the viability of university-level extension and/or bridging programs to facilitate student success.

Quick Links

Provincial Attestation Letter Request Now Open. Visit cbu.ca/ircc for info.

1 Academic Integrity & Quality

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