3:18 pm - December 4, 2013
Topping the donation board, Robbie was closely followed by Rhodri Simmonds. A member of the University Cougar’s men’s volleyball team, Rhodri often hangs with another student supported by Campus For All, Roger Lareau.
Stealing a line from Robbie’s Movember page: “Way to mo” Robbie and Rhodri and all the others who helped raised money this past month.
12:29 pm - December 2, 2013
Submitted by: Daryl Hepting
Professor, Computer Science Department
But what is the Hour of Code? It’s not about a specific time or place. It’s about engaging people who have never before experienced coding and getting them to take an hour from their busy schedules to begin writing code instead of just using code. As NBA All-Star Chris Bosh writes, “We use code every time we’re on the phone, on the web, out shopping — it’s become how our world is run. So I take comfort in having a basic understanding of how something as big as this works.” In today’s world, we have some choices:
• program or be programmed?
• drive the car or be a passenger in it?
In the video above, most people would expect to see someone like Mark Zuckerberg of Facebook talking about the importance of knowing how to code, but they wouldn’t expect to see will.i.am of the Black Eyed Peas or NBA All-Star Chris Bosh of the Miami Heat. Want to see more unexpected supporters? Click here. The message is getting out: coding is important, not only to people who want to be active participants in society, but those who want gainful employment.
2:00 pm - November 21, 2013
Submitted by: Erin Limacher
The University of Regina launched a short training video today that illustrates the University’s armed intruder response procedures and Emergency Notification System (ENS).
While an armed intruder event is very unlikely to occur at the University of Regina, says Dave Button, Vice-President (Administration) and Director, Emergency Operations, it is important that faculty, staff, and students know what to do in the event that it does.
“No matter how infrequently an emergency may occur, we need to be prepared for it,” says Button. “We are committed to ensuring faculty, staff, and students have access to information they need to prepare for all emergency situations and this video is yet another tool that will help to inform our campus community.”
The University of Regina worked in conjunction with the Regina Police Service, to produce the video which is available on the institution’s Emergency Info website or the External Relations’ YouTube channel.
Should you wish to learn more about how to prepare for an emergency situation, you can go to the University of Regina’s Emergency Preparedness Guide. The Emergency Preparedness Guide contains information about how to prepare for, and respond to, emergencies that may occur at the University of Regina. Also, subscribe to the official University of Regina Facebook or Twitter sites for notifications during emergency situations.
8:45 am - November 12, 2013
Submitted by: Dena McMartin
Professor, Environmental Systems Engineering
Engineering education plays a key role in how women and men interact in the classroom and in the consulting office, field, and engineering profession in general. As we delve more deeply into best practices and methods for indigenizing our campus, we may also take this opportunity to review and consider inclusiveness of education in general. As Ursula Franklin famously declared, “If it is not appropriate for women, it is not appropriate”; with the corollary to this, “Whatever is good for women, benefits all”. To open the discussion about men and women at the University and in non-traditional career paths, perhaps we need to consider the benefits of diversity that make for a good educational experience for all. Gender, culture, religion, politics, ways of knowing, and ideology influence how we think about ourselves and others.
As we approach the anniversary of the December 6 École Polytechnique de Montréal massacre, I encourage you to look around your own classrooms at the diversity of gender, culture, religion, politics, ways of knowing, and ideology. Think of how sometimes this diversity creates conflict or friction, but how it can also open minds, change perspectives, allow for debate, and produce benefits of tolerance and understanding. We can all learn from and with each other on a campus of diversity.
1:53 pm - November 7, 2013
UR Ambassador Leader
Undergraduate Arts Student, English and Anthropology Major
Towering high on the wall, curling around a door frame, looms a massive piece of repurposed coffee cups collected from around campus, The Great Coffee Cup Audit. This is one of the main pieces of an elaborate and collaborative exhibit in the Fifth Parallel Art Gallery titled Re-Art: Recycled Art Exhibit and Competition. The reception for the RE-Art Exhibit was held on Wednesday, October 30, 2013 and marked the successful end of the University of Regina’s first annual Sustainability Action and Awareness Month.
The Exhibit was a fitting end to an entire month full of events and workshops, 36 in total, which promoted and spoke to sustainable living. Taneal Brucks –the Sustainability Intern at the University, central organizer for the Sustainability Month, and member of the UR Sustainability Club – spoke to the explosive interest the University community had in sustainable living. She said that initially the plan was to have one day dedicated to the idea but, as more people came forward with their ideas and questions, the concept grew into an entire month of workshops, exhibits, and lectures highlighting the importance of living sustainability and ways to achieve this goal.
11:31 am - November 6, 2013
Submitted by Dale Johnson,
Questions and Answers with Brittany Love, Juno Beach Centre guide and University of Regina French major:
Q: Why were you interested in working at the Juno Beach Centre?
A: I was very intrigued by the opportunity to work at the Juno Beach Centre as a tour guide for a number of reasons. I have always been very passionate about learning history and helping others to understand it conceptually in terms of how it relates to our everyday lives. Canadian military history is particularly fascinating to me. Canada as a country was virtually untouched during the global conflicts of the twentieth century, yet so many Canadians contributed and sacrificed so much during these perilous years. Whether we look at those 1 million people (including 50,000 women) enlisted in the Armed Forces, fighting on various fronts across the globe or the countless civilians contributing to the war effort on the home front, Canadians served their country in great numbers during the Second World War.
I wanted to go to Normandy and tell that story of the Canadian efforts in the Second World War on the very beach (code named Juno) where 14,000 Canadians landed on the 6th of June, 1944. I wanted to help them to visualize this sandy warm beach as a battlefield and as a starting point, if you will, to bring them to the beginning of the end of the Second World War. I wanted to put into better context the role that Canadians played in the liberation of Western Europe. In doing this, I also would be able to connect better with the military history of my own country. Funnily enough, I never really understood what it was to be Canadian more than when I was away in France talking all about Canada for eight months!
11:35 am - October 28, 2013
Thank you to all who attended the University of Regina’s Open Forum on October 24, 2013.
The Forum was recorded for those who were unable to attend. The video is now available on the University of Regina’s secure server. You can access it via the following link:
Updated October 29, 2013:
Please be advised that a small section of the Open Forum video at the approximately 57 minute and 15 second mark is missing due to a change of tape during the recording process. The following is an audio clip of the Forum discussion during the tape change.
9:19 am - October 23, 2013
Based on recent discussions of Council and Executive of Council, the University is working to increase transparency surrounding our budget planning process, and to encourage increased campus and public engagement in and understanding of the budget decision-making process.
A first step in that process is the articulation of budget principles. The Budget Committee has crafted draft documents that contain proposed budget principles and guidelines that will help to inform the budget process for 2014-2015. The draft documents are based on principles and guidelines used in recent years.
The Budget Committee is seeking student, faculty and staff input to endorse or improve these draft documents for 2014-15. As such, we invite the University community to provide feedback on these documents by November, 11 2013.
These documents will ultimately be presented to the Board of Governors for approval. After receiving broad input, the Advisory Group on Planning, Evaluation and Allocation (AGPEA), a subcommittee of Executive of Council (or the future Council Budget Committee which is currently under discussion), will review the input and provide advice to the Budget Committee, who in turn will make a recommendation to the President for Board approval.
In particular, suggestions with respect to guideline 5 (a methodology to address increases or decreases across the University) will be appreciated.
Thank you for your engagement.
Dave Button, Vice-President (Administration) and Thomas Chase, Provost and Vice-President (Academic) on behalf of the University of Regina Budget Committee
Draft 2014-15 Budget Principles and Guidelines
- The budget shall be developed annually by means of a consultative process, including consultation with the Board of Governors and its Finance and Facilities Committee and AGPEA as a subcommittee of Executive of Council (or the Council Budget Committee which is currently being discussed).
- Deans, associate vice-presidents and academic directors will have meaningful opportunities to make their budgetary needs known early in the budget process and shall be given opportunities for input during the budget development process.
- The University’s strategic goals and objectives will underpin the budget process.
- The operating budget shall be balanced.
- Any change in the level of tuition fees shall conform to the tuition policy of the university. See http://www.uregina.ca/presoff/vpadmin/policymanual/budget/501010.shtml
- Total operating expenditures should be comparable to those at other universities of a similar size and with a similar range of programs and services, all things being equal.
- Annualized, base-budget operating funding shall be allocated in respect of all permanent faculty and staff positions and other known commitments.
- Actual operating revenue and expenditure amounts will be used to prepare the budget insofar as they are known. Where it is necessary to estimate, the practice will be to underestimate revenues and overestimate expenditures, with the degree of under- or overestimation to depend on the amount of uncertainty inherent in a given estimate.
- The operating budget shall comprise all of the operating revenues and expenses of the University.
- The operating budget will recognize incremental revenues and expenditures as they arise and not defer such recognition to future budgets.
- The budget decision-making process will be grounded in the goals and objectives of mâmawohkamâtowin: Our Work, Our People, Our Communities.
- The process will promote long-term institutional sustainability in terms of a program array and course availability to meet current and projected student demand, curricular and program innovation, strategic enrolment management, and reputational improvement based on fine teaching and research.
- The process will be premised on the fact that all campus units support and indeed make possible the University’s mission of teaching, research, and public service.
- The budget committee will actively engage with the university community, providing increased transparency and welcoming input on how to effectively deploy the University’s resources. An integral part of this process will be the seeking of input from AGPEA (as a committee of the Executive of Council) or the Council Committee on Budget (under discussion).
- In particular, the budget committee will search for alternatives to across-the-board increases or decreases as the means to create a balanced operating budget.
- Budget allocations will speak to the future of all units, including aspects such as recruitment and enrolment of students in current or planned new programs, retention and student success strategies, teaching outcomes, research productivity, appropriateness of unit administrative structures and employee complement, and efficient use of resources across all units in support of the University’s core mission of teaching, research, and public service.
- Budget allocations for academic units will be holistically determined based in part on enrolments and credit hours taught, on relative program costs, and on other financial resources available to the unit currently and in recent years, taking into consideration contributions to research and to the community etc.
- Budget allocations for administrative units will take account of service demand (particularly service to students), necessary responses to regulatory requirements, achievable efficiencies, and the impact of resource changes on academic activities.
- In authorizing faculty recruitment, first priority will be given to areas in which productivity in teaching, research, scholarship and artistic work is high, and where this productivity is engaging and retaining students.
- Targeted recruitment of qualified Aboriginal faculty and staff will be a high priority across all units.
- The decision-making process will look carefully for efficiencies and economies of scale in all campus units.
1:50 pm - October 22, 2013
Submitted by: Kyle Hodder
As the Director of the Prairie Environmental Process Laboratory, I am very fortunate to have research opportunities that take me across Canada, and the world. A good portion of the research undertaken by my team involves documenting the ways in which our landscape is changing in response to human activities. Some human activity is obvious and near-campus, such as the big-dig to excavate Wascana Lake or new housing developments in Regina. But other human activities are less obvious or off-campus, such as atmospheric change, glacier retreat, or declines in snowpack.
As you might guess, our workplace starts in a laboratory here on campus, but our workplace also includes field research sites in other provinces. For most folks on campus, mountain peaks, glacier forefields, melting snowpacks, gushing rivers, prairie sloughs, and agricultural operations are likely not the image that comes to mind for “workplace”. This is the life of a Physical Geographer and Geoscientist. Each of these workplaces exposes our team to a unique suite of challenges, opportunities and risks. What type of risk, you might ask? To name only a few examples:
- animals and insects: grizzly bears, cougars, cattle, mosquitos, black flies
- transportation: helicopters, boats, hiking, cars, all-terrain vehicles, airplanes
- isolation: first-aid, satellite communication, emergency shelter and food
- equipment/chemicals: winches, firearms, rocket cores, gasoline, isobutane
- medical: diabetics, asthmatics, allergies
- temperature: < 0°C temperatures in the alpine, >35°C temperatures on the prairie
- radiation: working outdoors all day makes sunburn a real risk, especially around highly reflective surfaces like snow and lake water
- laboratory: occasionally, chemicals must be deployed in field research settings, and laboratory protocols and equipment must therefore be adapted for field research.
8:45 am - October 11, 2013
Fundamental changes in how we “do engineering” have been one significant result of including and engaging women in our profession. Women see the world differently and that’s obvious in how we have changed the profession, but also how we’ve changed how engineers interact with society, in public safety and in environmental management.
The first female – and pregnant – crash test dummy was conceived and designed by a female engineer. Women astronauts have challenged engineers to design space suits that accommodate the female body shape and size.
In August, the National Engineering Forum in the USA suggested that “…engineering has been a wellspring of economic prosperity and security” since its beginnings as a profession. Today’s youth have all the skills, competencies and opportunities to become part of that force for prosperity and security. But the key ingredient is role models.
Who do youth look to when making career decisions; what icons or heroes exist and why are they successful or visible; and how does education support or limit access to role models?
What does a female engineer or scientist look like? LEGO recently unveiled their first female scientist minifigure. Yes, she has glasses and a lab coat, but she’s looks like a happy and capable woman, too.
Recent media articles point to an increasing need for competent engineers in all fields to meet current and future economic and environmental challenges. The LEGO figure is just one manifestation of that increased interest and value for professionals in sciences and engineering – and calling out for women to join in.