Editor:
Brandon Sweet
University Communications
bulletin@uwaterloo.ca
ݮƵ will celebrate the career of Dennis Huber next week
The University of ݮƵ will celebrate the 36-year career of Vice-President, Administration and Finance Dennis Huber with a series of events next week.
Dennis Huber with fellow Plant Operations directors Rudy Molinary and Dave Churchill atop a truck in 1992.
Dennis Huber, the University’s longest-serving vice-president, will retire on December 31, 2022.Huber joined Plant Operations in 1986 asManager of Systems and Recordsand later served as Director of Business Services. In 1996, he was appointed Associate Provost, General Services and Finance, with responsibilities that covered Plant Operations, financial services and budgets, purchasing and Central Stores. In January 2001, after an organizational review of the University’s leadership structure, his role was expanded and renamed to Vice-President, Administration and Finance.
Dennis Huber with a costumed Dean of Engineering Pearl Sullivan in 2019.
There will be an invite-onlyfarewell receptionon Wednesday, December 7 in the Black and Gold Room in the ݮƵ Centre. The reception will feature remarks by President Vivek Goel, Vice-President, Academic & Provost James Rush, President Emeritus the Honourable David Johnston (via video), Dean Emeritus Jean Andrey, and Allan Shapira, the University’s consulting actuary on pension funds.
In addition, in the days following the formal receptionthere will be a number of drop-in events scheduled for members of units who report to the Vice-President, Administration and Finance, including:
- Drop-in coffee and pastry event for Plant Operations shops and office staff, Thursday, December 8, 8:00 a.m. to 9:00 a.m., GSC 107.
- Finance, Procurement & Contract Services, David Johnston Research + Technology Park and Central Stores, Thursday, December 8, 11:30 a.m. to 1:00 p.m., East Campus Hall 126. Pizza will be served.
- Plant Operations,on-shift and evening staff, Friday, December 9, 6:00 p.m. to 7:00 p.m., Needles Hall 3407. Pizza, coffee and cake to be served.
Please join us in thanking Dennis with a gift to the ݮƵ Fund
This fund allows our senior leaders toprovide responsive approachesto current, often time-sensitive priorities. This flexibility makes the ݮƵ Fund a cornerstone of the student experience, just as Dennis has been throughout his tenure.
Teaching Assessment Processes: Fall 2022 update
TheTeaching Assessment Processes(TAP)officecontinuesto consult, innovate, and supportthe campus communitythroughthe administrative changes and cultural shift required toadopta holistic approach to teaching assessment.This update offers a summary ofcurrent activities, including TAP's work supporting the University’s work towards equity, supporting Faculties, and conducting ongoing research and development activities, in addition to a note about the University of ݮƵ in relation to its peers.
Supporting the University’s work towards equity
Collaborating with the Office of Equity, Diversity, Inclusion andAnti-racismand theOffice of Indigenous Relationstosupport marginalized instructors.These connections areof primaryimportancefor the TAP officebecauseequity isadriving force behindݮƵ’s commitment to a holistic model of assessment.
AnalyzingSCPdata through the lenses of gender and race.With thewinter 2022launch of the new Student Course Perception(SCP)survey, the TAP office has been tasked with regularly reviewing results to determine how well itperforms, andin particular toconsider whether there are important differences in results depending on instructor characteristics irrelevant to teaching performance.Analysis of data fromwinter 2022SCPdatalooked atmean differences in ratings assigned by studentsto male and female instructorsandfoundthatdifferences in scores (with a very small number of exceptions) were not statistically significant (p>.05). Moreover, the difference was close to 0 in almost all cases explored. These results suggest thatgender biasis endemic to the instrument itself. While this is good news, this of course does not mean that sexism does not exist, nor does it mean that it does not affect SCP scores—especially as this is just a one-term study. As noted,theTAPofficewill continue to examine SCP results in future terms. A research report presenting thewinter 2022results will be posted on the TAPoffice website soon. Note: gender-related data are gathered through Human Resources.
The TAP office remains committed to analyzing and monitoring SCP results with respect to race, but a low response rate for ݮƵ’s Equity Survey(together with thealreadysmall number of faculty members in some racialized groups)means that we will need more than one term’s worth of data to gather meaningful results.This analysis will be repeated as needed, in addition to the ongoing collection of data that will eventually illustrate multi-year trends. Processes and survey items will be adjusted where necessary.
Preparing to conduct a qualitative analysis of responses to open-ended questions.In many cases, our most vulnerable instructors are victimized by abusive comments.This research will determine the extent to which marginalized instructors are exposed to inappropriate comments from students.The goal of this analysis is primarily to informdecisions with respect to: (1)How to best screen commentsto protect instructors, and(2)development of instructional material for students about what sorts of comments are helpful and appropriate.
Supporting Faculties
ExtendingsupporttoFacultiesupdatingdocumentation forAnnual and Biennial Performance Reviews.Administrative documentswillneed to be revised tomatch the new Student Course Perceptionsurvey. If you would like support for this adjustment, please reach out to Kathy Becker at kabecker@uwaterloo.ca.
Consultingwith Faculties to design Faculty-levelSCP questionsgrounded in Faculty-specificteaching & learning priorities.Oncethese questions have been crafted, piloted, and finalized, similar work will be undertaken at the department level. Only core institution-level questions will be included in summative assessments.
Working with Faculties to establish consistent Peer Review of Teaching processes.These processes, based on recommendations from the Complementary Teaching Assessment Project Team and endorsed by Deans and Senators,willtake into accountfactors like timing and frequency of peer reviews.
Ongoing research and development
Launching(1)aworking group to establish guidelines for the use of data from SCPs and other TAP methods for summative purposesand (2) an advisory committee that will guide the ongoing work of the TAP office.The groups’Terms of Reference have been drafted.Next steps include identifying subject matter experts who havecapacityto support this work.
Considering the work of the Task Force on Graduate Supervision and how the quality of student supervision might be assessed.These guidelines willcreate a space for Faculty who regularly supervise ݮƵ students to have theircontribution to studentdevelopment assessed and recognized.
Continuing to revise the Student Course Perceptionsurvey user guides based on input from both administrators using them for assessment and instructorsbringing concerns to the TAP office.Please continue to provide feedback.Enter instructor feedback.Enter administrator feedback.
Anote about the University of ݮƵ in relation toother institutions
Manyinstitutions use survey questions that are not basedonbest practices, inspiringa number ofpublications with inflammatory headlines about gender- and race-based bias within student surveys.
The good news is that most of these articles recommend mitigating the impacts of bias with SCPs by incorporating additional mechanisms for assessing teaching – such as peer review and teaching dossiers, both of which are being implemented at ݮƵ.
We – the TAP office and the ݮƵ instructors who take the time to provide constructive feedback supporting this massive culture shift – aremaking great strides to change the culture around teaching assessment,with theultimate goalof creating a fairer and more equitable system ofteachingassessment.ݮƵ’sworkand progress toward this goalis recognizedby ourcolleaguesat other U15 institutionswholook to ݮƵ’s workandthe institutional culture shift that is underwayas both guidance and inspirationfor their own work in this field.
Listening to our elders about leisure
A message from the Department of Recreation and Leisure Studies.
TheDepartment of Recreation and Leisure Studiesisproud to present theShaw-Mannell Leisure Research Award Lecturefeaturing 2022recipientDr. Karen Fox, professor emerita at the University of Alberta. Titled “Listening to our elders about leisure,” the talk will use intertwining stories and theory to wander through types of leisure often overlooked or dismissed that help us see life as it is, how to be at home with oneself and others, and how to accept and celebrate life’s journey of living and dying.
The Shaw-Mannell Leisure Researchaward recognizes international career contributions to the study of leisure, broadly defined, and influence on leisure scholarship at the University of ݮƵ. The award is named in honour of retired faculty members Sue Shaw and Roger Mannell to recognize their outstanding individual career achievements.
Josef Pieper developed a substantial oeuvre about the meaning of leisure, because he saw leisure in modern society undercut with the overwhelming emphasis and value on work, commodification, and capitalism as detrimental to the “essence” of leisure. In this presentation, Dr. Karen Fox turns again to Pieper’s concept of leisure to reconsider the breadth of his scholarship and insight for today’s world and Frank Ostaseski’s “Five Invitations: Teachings on Death and Living Fully”. Intertwining stories and theory, Fox wanders through types of leisure often overlooked or dismissed that help us see life as it is, being at home with oneself and others, as well as accepting and celebrating all of life’s journey of living and dying.
The event takes place in person and online this Friday, December 2 from 2:30 p.m. to 4:30 p.m. Pleaseregister in advance.
The Canadian Accessibility Network broadens call for membership
By Mary Lynne Bartlett.
Theis a national collaboration to advance accessibility. The University of ݮƵ has been a collaborator with this network since 2019. Under the leadership of theat Carleton University, CAN connects organizations and individuals, from all sectors, across Canada to bring about timely, real and lasting change for persons with disabilities.
As CAN collaborators, accessibility subject matter experts nationwide exchange knowledge and resources, reinforce each other’s commitments, advocate for cultural shifts and take collective action.
The CAN vision is to be:
Canada’s cross-sectoral, national platform to empower persons with disabilities; improving socio-economic and health outcomes; and changing mindsets and behaviours for a more accessible and inclusive Canada.
The CAN is running communities of practice addressing: Community Engagement; Education and Training; Employment; Policy; and Research, Design and Innovation.
What are some of the ways the CAN vision is reflected at UݮƵ?
Access to employment makes up one area of focus within CAN. Jennifer Woodside, director of the Centre for Career Action (CCA), was until this term the university’s voting member on the CAN since its inception in 2019. This engagement supported CCA’s and CEE’s ongoing iterations toward increasingly accessible services and processes. In 2016, these efforts had grown from a case consultation into a rich partnership between AccessAbility Services, CCA and Co-op called WatCAT orthe ݮƵ Coop AccessAbility Team. In 2018,WatCAT created theCo-operative Education Self-study Guidewith funding from a grant provided by the Government of Ontario. The Guide is a comprehensive resource for supporting post-secondary institutions, namely senior representatives supporting co-operative education, career services, disability support, human rights, equity, and similar services.
Also a key member of WatCAT, ݮƵ’sAccessAbility Servicesis a powerful agent of change within the University community and beyond. AccessAbility services’ work aligns with the CAN vision through their work to ensure students have tools to access and participate in their education by removing barriers to facilitate success. Removing barriers and creating positive accessible change happens across campus in various aspects of the student experience.
Joyce Barlow, associate director, disability inclusion, has focus on supporting ݮƵ’s efforts to create a more accessible and inclusive environment for persons with disabilities, including co-op and careers. Barlow’s role includes the facilitation of developing ݮƵ’s Multi-Year Accessibility Plan. Through engagement with the Accessibility Committee, liaising with the disability community through the Accessibility Advisory Panel, and supporting the mandatory employee accessibility training, Barlow connects with multiple departments and faculties on campus to support disability inclusion in all of ݮƵ’s workings. All of her work has touch points in the co-op and career services offered to ݮƵ students.
As of October 2022, Jennifer has passed the torch over to Joyce, who will now be the University’s CAN voting member.
If you are an employee of the University of ݮƵ and interested in becoming a CAN member at large, please fill out the. There is no limit to the number of employees who may participate in CAN’s various communities of practice or subscribe to its monthly newsletter.
Innovative work-readiness program delivers results for first-work term students
*According to students who participated in experience survey
By Matthew King.
How do you find work without having work experience? It’s a conundrum often faced byfirst work-term students. The Co-operative and Experiential Education (CEE) unit at the University of ݮƵ wanted to tackle this problem, among others, facing first-work-term students. So, we created an innovative work-readiness program calledݮƵ Experience (WE) Accelerate.
WE Accelerate students undergo:
- 60 hours of career training.
- 100 hours of skills development with an industry collaborator.
- approximately 120 hours of real-world work experience over five weeks.
Upon completion of the program, students earna flexiblework term credit and have the in-demand skills and experience many employers seek.
“I remember when I got my interview the employer saying, ‘Oh, wow, we didn’t think an engineer would apply to this job’,” says Aseel Osman, an Engineering student who completed WE Accelerate. “When they saw my resume, they were happy with all the experience that I ended up getting from WE Accelerate.”
To date, 937 students have completed WE Accelerate since the pilot in spring of 2021. Over two-thirds (67.2 per cent) of students who have gone through the program, and filled out the program experience survey, say they feel ‘somewhat or completely prepared’ to find their next job.
“WE Accelerate helped me identify what skills I was missing, and it helped me develop those skills,” says Shaili Khadiki, an Engineering student who completed WE Accelerate. "When it came time to apply for jobs in my next work term, I could more confidently say, I meet most of these requirements, and I feel like I have a good shot of getting that job. I think that's what sets apart the difference from last time and is why I have a job.”
Students who participated in thein spring 2021 had a 93.8 per cent employment rate in their next work term. Comparatively, students who were unemployed in spring 2021 (and did not participate in WE Accelerate) have an employment rate of 88.5 per cent.
“Those early numbers are extremely encouraging,” says Norah McRae, associate provost of Co-operative and Experiential Education (CEE). “The outcome all along has been that these students go into their next co-op work term with experience and extra skills under their belt and that they are more successful when seeking their next work term.”
Thanks to donor-funded awards, WE Accelerate students have also benefited from financial support. Although WE Accelerate is an unpaid first-work term opportunity, CEE raised a total of $50,000 last year to create new awards for WE Accelerate students. These include awards that recognize outstanding students and awards to help pay for tuition the following term.
“I study chemical engineering and getting an award from Enbridge, it means a lot to me.,” says Dhruvi Shah, an award recipient in Spring 2022. “Getting recognized like this feels kind of important because I feel it's necessary to acknowledge women in STEM.”
The University of ݮƵ has received a research grant funded by theto analyzewhetherengaging in WE Accelerate helps students to be more successful in their following work terms.
“Before WE Accelerate, I would just lay low. But afterward, I feel like I put myself out there more,” says Harshminder Sidhu, a Planning student who completed WE Accelerate. “I am showing more initiative, reaching out to my managers and asking for help when I need to. I feel like I’ve gained more confidence and feel like I make a difference with my skills.”
Linkof the day
When and Where to get support
Studentscan visit theStudent Success Officeonline for supports including academic development, international student resources, immigration consulting,leadership development, exchange and study abroad, and opportunities to get involved.
Instructorslooking for targeted support for developing online components for blended learning courses, transitioning remote to fully online courses, revising current online courses, and more please visitAgile Development | Centre for Extended Learning | University of ݮƵ (uwaterloo.ca).
Faculty, staff, post-doc and graduate student instructorscan find upcoming teaching and learning workshops, self-directed modules and recordings of previous events onCentre for Teaching Excellence Workshops and Events page.
Instructors can access theEdTech Hubto find support on ݮƵ’s centrally supported EdTech tools. The Hub is supported by members ofIST’sInstructional Technologies and Media Services,Centre for Teaching Excellence,Centre for Extended Learningandsubject matter expertsfrom other campus areas.
Supports are available foremployeesreturning to campus. Visitandworkplace protocolsto assist with the transition.
Studentswith permanent, temporary and suspected disabilities and disabling conditions (medical conditions, injuries, or trauma from discrimination, violence, or oppression) can register withAccessAbility Servicesfor academic accommodations (classroom accommodations, testing accommodations, milestone accommodations).
Instructorscan visit AccessAbility Services'Faculty and Staff web pagefor information about the Instructor/Faculty role in the accommodation process. Instructors/Faculty members are legally required to accommodate students with disabilities. AccessAbility Services (AAS) is here to help you understand your obligations, and to offer services and resources to help you facilitate accommodations.
Thehasin-person and virtualservices to supportgradandundergrad students,postdocs and facultywith any writing or communication project. Services includeone-to-one appointments,drop-ins at Dana Porter Library,online workshops,writing groups,English conversation practice, andcustom in-class workshops.
Research Ethics:Find yourself with an ethical question, unsure if your work requires an ethics review, or need advice about putting together a research ethics application? Reach out to one of our friendly staff bybooking a consultationoremailus with your questions.
Co-op studentscanget help finding a joband find supports to successfully work remotely, develop new skills, access wellness and career information, and contact a co-op or career advisor.
The Centre for Career Action (CCA)hasservices and programstosupport undergrads, grad students, postdocs, alumni, and employees in figuring out what they value, what they’re good at, and how to access meaningful work, co-op, volunteer, or graduate/professional school opportunities. Questions about CCA's services?, call 519-888-4047, or stop by our front desk in the Tatham Centre 8:30 a.m. to 4:30 p.m.,Monday to Friday.
Drop-in to in-personon Thursdays from5:00 p.m. to 6:30 p.m. in DC and DP. Join a Peer Success Coach to set goals and work independently or in groups each week.
Renison's English Language Institutecontinues to offervirtual events and workshopsto help students practice their English language skills.
If you feel overwhelmed or anxious and need to talk to somebody, please contact theUniversity’s Campus Wellness services, eitherHealth Servicesor Counselling Services. You can also contact the University'sCentre for Mental Health Research and Treatment.Good2Talkis a post-secondary student helplineavailable to all students.
The Libraryis here to help, both in person and online. Our spaces are open for access to book stacks, study space, computers and printers, and the IST Help Desk. For in-depth support, meet one-to-one with Librarians, Special Collections & Archives and Geospatial Centre staff. Access our resources online for anywhere, anytime learning and research. Full details on current services and hours are available on the Library’sCOVID-19 Update webpage.
TheFaculty Association of the University of ݮƵ (FAUW)continues to advocate for its members.for more information.
TheUniversity of ݮƵ Staff Association (UWSA)continues to advocate for its members.Check out the UWSA blogfor more information.
The Sexual Violence Prevention and Response Office (SVPRO)supports all members ofthe University of ݮƵcampuscommunitywho have experienced, or been impacted, by sexual violence.This includes all students, staff,facultyand visitorsonthemain campus, the satellite campuses, and at the affiliated and federated ݮƵ Institutes and Colleges.For support, email:svpro@uwaterloo.caor visit theSVPRO website.
TheOffice of Indigenous Relationsis a central hub that provides guidance, support, and resources to all Indigenous and non-Indigenous campus community members and oversees the University's Indigenization strategy.
TheݮƵ Indigenous Student Centre, based at United College,provides support and resources for Indigenous students, and educational outreach programs for the broader community, including lectures, and events.
WUSAsupports for students:
Peer support -,,,-Click on one of the linksto book an appointment either in person or online for the term.
food hampersare currently available from the Turnkey Desk 24/7 in the ݮƵ Centre. Drop-off locations are also open again in SLC, DC, DP, SCH, and all residences.
all available online.
-CAPS is here to assistݮƵ undergraduates throughout their experience in navigating academic policy in the instances of filing petitions, grievances and appeals. Please contact them atcaps@wusa.ca.
-Seeking legal counsel can be intimidating, especially if it’s your first time facing a legal issue.The legal assistance helpline provides quick access to legal advice in any area of law, including criminal. Just call1-833-202-4571.
is a confidential mental health and wellness service that connects students with qualified counsellors 24/7. They can be reached at1-833-628-5589.
GSA-UW supports for graduate students:
Thesupports students’ academic and social experience and promotes their well-being.
Advising and Support-experiencing challenges and can help with navigating university policies & filing a grievance, appeal, or petition.
Mental Health covered by the Health Plan- Thenow has an 80 per centcoverage rate (up to $800/year) for. Your plan includes coverage for psychologists, registered social workers, psychotherapists, and clinical counselors.
Dental Care- Thecovers 60to 70 per centof your dental costs and by visiting dental professionals who are members of the, you can receive an additional 20to 30 per centcoverage.
Student Legal Protection Program- Your GSA fees give you, accessible via a toll-free helpline: +1-833-202-4571. This advice covers topics including housing disputes, employment disputes, and disputes with an academic institution.
The Graduate House: Open Monday to Tuesday 11:30 a.m. to7:00 p.m. and Wednesday to Friday 11:30 a.m. to9:00 p.m.We’re open to all students, faculty, staff, and community members. Theis a community space run by the GSA-UW. We’re adding new items to the menu.Graduate students who paid their fees can get discounts and free coffee.
When and Where
Warriors vs. Laurier Blood Donation Battle.Join ouron the Blood.ca website or app. #ItsInYouToGive
on sale now. Cheer on your Warriors W/M Basketball, Football W/M Hockey and W/M Volleyball teams at home during the 2022-23 season..
Free Staff Workouts,Tuesdays and Thursdays until December 22, 12:15 p.m. to 12:45 p.m. Bootcamp-style classes in the CIF Field House and PAC. Open to all staff and supported by the Staff Excellence Fund.
Flu shots available at Student Health Pharmacy, Monday to Friday, 9:00 a.m. to 4:00 p.m., dial ext. 33784 for info.
Giving Tuesday, Tuesday, November 29.
Applying to the Master of Business, Entrepreneurship and Technology,Wednesday, November 30, 12:00 p.m. to 12:30 p.m. ET, Zoom. Registration required.
Campus Rally for Iran, Wednesday, November 30, 4:00 p.m., in front of the Dana Porter Library.
Virtual Cooking Show for United Way, Wednesday, November 30, 5:00 p.m. to 6:00 p.m.Register here.
NEW -Quantum Perspectives: Simulation, Thursday, December 1, 12 noon via.
Master of Taxation, Virtual Information Session, full-time program, Thursday, December 1, 6:00 p.m. To register visit.
,Friday, December 2, 10:30 a.m. to11:45 a.m., PAC Main Gym. Come watch a sitting volleyball exhibition game, meet the athletes, and give the sport a try..
NEW -by Dr. Eng. Mohamed M. Elkadragy, Friday, December 2, 11:00 a.m. to 12:30 p.m., on Zoom.
Games InstituteBrown Bag Talks: Feminist and Responsible Design with Drs. Brianna Wiens and Daniel Harley, Friday, December 2, 1:00 p.m. to 2:00 p.m., East Campus 1.
Listening to our elders about leisure,a Shaw-Mannell lecture with Karen Fox (professor emerita, University of Alberta), Friday, December 2, 2:30 to4:30 p.m. Please register in advance for this hybrid event.
,Friday,December 2, 7:00 p.m., CIF Arena. Employee Day, Donor Appreciation Day.
Positions available
On this week's list from the human resources department, viewable on theUݮƵ Talent Acquisition System (iCIMS):
- Job ID# 2022-9569 - Communications Project Manager – Wellness - UݮƵlife, Associate Provost Students, USG 8
- Job ID# 2022-9438 - HSE Systems and Compliance Partner - Safety Office, USG 11
- Job ID# 2022-9539 - Marketing Specialist - ݮƵ Undergraduate Student Association, USG 7
- Job ID# 2022-9547 - Curriculum & Assessment Coordinator - School of Pharmacy, USG 7
- Job ID# 2022-9533 - Recruitment and Marketing Coordinator - Centre for Ocular Research & Education, USG 6
- Job ID# 2022-9609 - Expense Analyst - Finance - Payments & Expenses, USG 8
- Job ID# 2022-9592 - Academic Services Coordinator - Engineering Undergraduate Office - First Year Office, USG 6 – 8
- Job ID# 2022-9432 - Administrative Manager - Office of the Dean of Engineering, USG 8
- Job ID# 2022-9393 - Managing Director - Institute for Quantum Computing, USG 17
- Job ID# 2022-9593 - Research Coordinator - Office of Research, USG 8
- Job ID# 2022-9590 - Welder Fabricator/Machinist Technician - Engineering Machine Shop, USG 8
- Job ID# 2022-9604 - Communications Specialist - Co-operative and Experiential Education, USG 9
- Job ID# 2022-9530 - Prospect Research Data Specialist - Office of Advancement, USG 7
Secondments/Internal temporary opportunities
- Job ID# 2022-9594 - Co-ordinator, Desk Services and Operations - Campus Housing, USG 6
- Job ID# 2022-9564 - Client Service Representative - Campus Wellness, USG 5
- Job ID# 2022-9559 – Counsellor - Campus Wellness, USG 10 – 13
- Job ID# 2022-9558 - Counsellor (Crisis Support) - Campus Wellness, USG 10 – 13
- Job ID# 2022-9560 - Electronic Hardware Specialist - Science Technical Services, USG 9
- Job ID# 2022-9598 - Financial Operations Manager - School of Optometry and Vision Science, USG 11
- Job ID# 2022-9440 - Project Manager - Office of the Associate Vice-President, Equity Diversity, Inclusion and Anti-Racism, USG 10
- Job ID# 2022-9610 - Administrative Manager, Undergraduate Office - Arts Undergraduate Office, USG 8
Affiliated and Federated Institutions of ݮƵ opportunities