Welcome to the University Report Card Navigator
2007 University Report Card Indicators
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Student Centered Active Learning Study Activities and Complexity |
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Average Class Size (1st and 2nd Year) |
(S) = Student Response (F) = Fact (Third-party)
I. Academic Quality indicators
Student
Centered Active Learning (S)
What is it?
A measure of the type of institutional learning
environment afforded to students. This
indicator examines the interaction frequency between a student and peers and
the types of learning resources employed in and outside the classroom.
Where does it come from?
The data come from the 2007 University Report Card student survey.
How does it work?
The index made up of several individual student
opinions. On a scale of one (never) to four (very often) students rated how
they prepared for class, the type of interaction in the classroom and the
overall campus environment towards learning.
The
final number was calculated by summing the means of all responses (each
question has a maximum score of five) of student centered active learning
related questions (10). The total
score cannot exceed 50.
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How often have you done the following: |
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1. Made an in-class presentation |
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2. Studied with other students outside of
class |
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3. Used online discussion groups (e.g., WebCT) |
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4. Used course-specific web-based resources and
information |
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5. Completed recommended readings prior to class
time |
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6. Completed required readings prior to class time |
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7. Worked in groups to complete assignments and
readings |
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8. Worked on school-related activities during
non-class times |
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9. Shared
course notes with other students |
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10. Discussed course materials with other students outside of
class time |
What are the limitations of this
indicator?
This indicator does not examine the intensity of coursework, faculty qualifications or class size. There are different types of learning environments and not every school places emphasis on the same teaching methods.
Extracurricular Engagement (s)
What is it?
A frequency measure for non-class activities
participated in by undergraduate students.
Where does it come from?
The data come from the 2007 University Report Card student survey.
How does it work?
The index is made up of several
individual student opinions. On a scale of one (never) to five (very often)
students rated how often they had opportunities to engage in “non-course”
related activities and how much exposure students have to other students from
diverse backgrounds.
The final number was calculated by summing all
responses (each question has a maximum score of five) of all enriched
educational experience questions (nine). The total score cannot exceed 45.
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How
often have you done the following: |
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1. Attended
campus social events |
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2. Attended
campus lectures (in addition to regular classes) |
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3. Attended
campus cultural events (theatre, concerts, art exhibits, etc.) |
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4. Participated
in student government |
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5. Participated
in student clubs |
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6. Participated
in on-campus student recreational and sports programs (e.g., intramurals) |
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7. Attended home
games of university athletic teams |
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8. Participated
in on-campus community service/volunteer activities |
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9. Participated
in off-campus community service/volunteer activities |
What are the limitations of this
indicator?
This indicator does not examine student opportunities for co-op programs, internships, practicums and study abroad initiatives, and does not examine their satisfaction with any listed experiences.
Teaching and academic support (s)
What is it?
Student satisfaction measure dealing with various
on-campus academic support services.
Where does it come from?
The data come from the 2007 University Report Card student survey.
How does it work?
The
index is made up of several student opinions. On a scale of one (not satisfied)
to five (very satisfied), the students assessed the various academic support
services available. The assessment includes the following examples: academic counselling, career counselling and
teaching assistants.
The number was calculated by summing the responses
(out of five) of all academic support related questions (10). The total score
cannot exceed 50.
Please note for those institutions that do employ
teaching assistants the calculation was administered to take that into account.
For Q with 9=n/a, 9 was set as missing so it was excluded from calculations.
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How satisfied are you with the following: |
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1. Overall quality of education received |
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2.
Quality of teaching |
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3.
Faculty members’ knowledge of subjects |
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4.
Availability of teaching assistants to students |
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5.
Quality of teaching assistants |
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6. Quality of academic advising |
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Please indicate the extent to
which you agree or disagree with the following statements |
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7. My professors are good at explaining course
materials |
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8. My professors show sensitivity to gender and
racial issues |
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9. My professors motivate me to do my best work |
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10. My professors are prompt at providing feedback |
What are the limitations of this
indicator?
These are self-reported student data. The questions did not examine various services such as first-year support program, math, reading and science centres.
Course Offerings (s)
What is it?
Student satisfaction with course
registration and the breadth and availability of offerings
Where does it come from?
The data come from the 2007 University Report Card student survey.
How does it work?
This index is made up of student opinions on several
related questions. On a scale of one (not satisfied) to five (very satisfied),
the students assessed the institutions’ variety and availability of course
offerings. The assessment includes the following examples: number of courses to
choose from, the convenience of class scheduling and ease of registration
process.
The number was calculated by summing the responses (out of five) of all academic support related questions (six). The total score cannot exceed 30.
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How satisfied are you with the following: |
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1. Overall course variety and availability |
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2.
Number of courses to choose from |
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3.
Space for you to register in courses necessary to complete your degree |
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4.
Convenience of class scheduling |
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5.
Ease of course registration process |
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6.
Availability of online course registration |
What are the limitations of this indicator?
These are self-reported student data and do not examine whether students still were actually able to enrol in their desired courses. The assessment of course convenience is also open to liberal interpretations, and it is impossible for each institution to be able to offer course times that satisfy every student.
Study Activities and Complexity (S)
What is it?
A measure
of the varying levels of academic courses and select learning measures for
courses derived from student opinion.
Where does it come from?
The data come from the 2007 University Report Card student survey.
How does it work?
This index is made up of several individual student
opinions. On a scale of one (none) to six (more than 20) students indicated the
type of coursework that was emphasized, the number and type of assignment for
each class.
The number was calculated by summing the responses
(out of six) of all academic challenge questions (10). The total score cannot
exceed 60.
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How many hours do you spend, in an average week,
engaged in the following activities: |
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1. In classes receiving instruction |
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2. In
laboratories |
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3. In
tutorials |
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4.
Working in groups on academic assignments |
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5.
Working independently on homework |
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How many of the following types of reading and/or
writing examples you have done during the current academic year |
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6.
Number of required textbooks, novels, books or course packs |
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7.
Number of books or novels read on your own (not required for any course) for
personal satisfaction or academic improvement |
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8. Number of written papers, reports or case studies
between 11-19 pages in length |
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9. Number of written papers, reports or case studies
– 20 pages or more |
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10. Number of written literature reviews or
annotated bibliographies |
What are the limitations of this
indicator?
This indicator does not measure class size, who teaches the courses (e.g., frequency of teaching assistants) or academic credentials of faculty.
Student/Faculty Interaction (s)
What is it?
A reported measure of
student/faculty interaction engagement on campus.
Where does it come from?
The data comes from the 2007 University Report Card student survey.
How does it work?
This index is made up of several individual student
opinions. On a scale of one (never) to five (very often) students indicated
asked respondents to indicate how often they had opportunities to discuss
grades and ideas with faculty and how often they received feedback on their
academic performance.
The number was calculated by summing the responses
(out of five) of all student - faculty related questions (four). The total
score cannot exceed 20.
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How often have you done the following: |
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1. Sought advice from professors about marks and
assignments |
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How satisfied are you with the following: |
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2.
Usefulness of faculty feedback |
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3.
Availability of faculty to students outside of classroom hours |
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4.
Level of interaction between faculty members and students |
What are the limitations of this
indicator?
This indicator does not examine student satisfaction with any aspect of faculty relationships or interactions.
II. Campus Environment indicators
Library and Library Services (s)
What is it?
Student opinion dealing with all components of the main library including space, resources and hours of operation.
Where does it come from?
The data come from the 2007 University Report Card student survey.
How does it work?
The index is made up of student opinions on a number
of related questions. On a scale of one (not satisfied) to five (very
satisfied) students assessed the following: stock of
books and specialist publications, the user support, the availability of study
space in the libraries as well the hours of operation.
The number was calculated by summing the responses
(out of five) of all library related questions (eight). The total score cannot
exceed 40.
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How satisfied are you with the following: |
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1. Library overall |
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2.
Availability of journals /articles/periodicals |
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3.
Availability of quiet study space |
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4.
Service provided by library staff |
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5.
Library hours of operation |
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6.
Total number of library holdings |
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7.
Online library resources |
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8.
Group space (i.e., meeting space) |
What are the limitations of this
indicator?
These are self-reported student data and do not examine multiple campus libraries.
Campus Infrastructure (s)
What is it?
Student opinion dealing with
campus infrastructure, classrooms and green space.
Where does it come from?
The data come from the 2007 University Report Card student survey.
How does it work?
The index is made up of student opinions on a number
of related questions. On a scale of one (not satisfied) to five (very
satisfied), the students assessed the physical space on campus. The assessment
includes the following examples: classrooms, laboratories, sport facilities and
residences.
The number was calculated by summing the responses
(out of five) of all infrastructure related questions (five). The total score
cannot exceed 25.
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How satisfied are you with the following: |
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1. Overall quality of on-campus buildings and
facilities |
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2.
Physical fitness, sports and recreational facilities |
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3.
Attractiveness of your campus |
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4.
Classrooms/lecture halls |
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5.
Student Residences |
What are the limitations of this
indicator?
These are self-reported student data. Infrastructure expectations vary from student to student and are usually quite high. Also, technological advancements - particularly in recreation facilities – climbing walls, high-end workout gear - usually mean that institutions are constantly playing catch-up.
Computing and Technology (s)
What is it?
Student opinion on the computing and technology offered on campus.
Where does it come from?
The data are from the 2007 University Report Card student survey.
How does it work?
The index is made up of student opinions on a number
of related questions. On a scale of one (not satisfied) to five (very
satisfied), the students assessed their satisfaction with the institution’s
computing and technology capacity. The assessment includes the following
examples: availability of up-to-date computer equipment on campus, on-campus
network for Internet/email and availability of up-to-date technology in
classrooms.
The number was calculated by summing the responses
(out of five) of all computing and technology related questions (seven). The
total score cannot exceed 35.
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How satisfied are you with the following: |
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1. On-campus wireless network
(e.g., Wi-Fi) |
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2.
Computer accessibility on campus |
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3.
Availability of up-to-date computer equipment on campus |
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4. Access to course/teaching materials online |
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5. Labs and research equipment |
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6.
On-campus network for Internet/email |
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7.
Availability of up-to-date technology in classrooms |
What are the limitations of this indicator?
These are self-reported student data. Computing and technology needs (and wants) vary from student to student. Technological advancements usually mean that institutions are constantly playing catch-up.
Student services (s)
What is it?
Student satisfaction with
institutional support services (e.g. Medical services).
Where does it come from?
The data come from the 2007 University Report Card student survey.
How does it work?
This measure is different from the previous academic
support measure in that more institutional services are being evaluated.
The index is made up of student opinions on a number
of related questions. On a scale of one (not satisfied) to five (very satisfied),
the students assessed their satisfaction with various student services offered
on campus. The assessment includes the following examples: campus medical
services, food services, recreational programs and the campus bookstore.
The number was calculated by summing the responses
(out of five) for those who used the service only of the relevant services
(seven). The total score cannot exceed 35.
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How satisfied are you with the following: |
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1.
Campus medical services |
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2.
Campus bookstore |
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3.
Food services |
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4.
Recreational & athletic programs and services |
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5.
Services for students with disabilities |
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6.
Services for international students |
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7.
Services for Aboriginal students |
What are the limitations of this indicator?
These are self-reported student data. For example, low levels of bookstore satisfaction may be student opinions on the cost and necessity of purchasing textbooks rather than the level of service provided by the actual store.
Preparation for Labour Market (s)
What is it?
Student opinion on how well the institution and individual courses prepared students for entry into the labour market.
Where does it come from?
The data come from the 2007 University Report Card student survey.
How does it work?
This measure deals with the following examples:
perception of university reputation among employers, availability of on-campus
recruitment by employers and opportunities to acquire work-related knowledge or
skills.
This index is made up of several student opinions on a
series of related questions. On a scale of one (not satisfied) to five (very
satisfied), the students assessed their satisfaction.
The number was calculated by summing the responses
(out of five) of all student service related questions (seven) and dividing by
the number of questions. The total score cannot exceed 35.
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How satisfied are you with the following: |
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1. Co-op / internship
opportunities |
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2.
The reputation of your university among employers |
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3.
Degree to which you feel your university experience will prepare you for
employment |
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4.
On-campus recruitment by employers and other opportunities to meet employers |
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5.
Opportunities to acquire work-related knowledge or skills |
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6.
Career counselling services |
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7.
Career placement services |
What are the limitations of this indicator?
These are self-reported student data and opinions are not captured from institutional alumni. This indicator deals solely with student perception of how well their institution has done in preparing them for the labour market.
Athletic Excellence (F)
What is it?
The average number of top three finishes in all Canadian varsity sports as a percentage of the total number of sports participated in.
Where does it come from?
These data come from the Canadian Interuniversity Sport and correspond to three academic years - 2004-2005 through 2006-2007.
How does it work?
The data were constructed by averaging the total number of top three finishes, weighting to account for the importance of winning a title (four points / two points / one point), in all Canadian interuniversity sports from 2004-2006 as a percentage of the number of sports participated in by both men and women. This number was than weighted – taking into account the total number of other institutions competing in each and every sport. This was done to ensure that top placements in sports with significant competition were accordingly rewarded.
What are the limitations of this indicator?
This number does not look at the
number of titles won per sport or per school. Individuals desiring that
information should consult the institutional athletic departments or the
Canadian Interuniversity Sport website.
Institutional Commitment to the Environment
(S)
What is it?
Student
opinion on how their institution has made strides in improving environmental
sustainability measures.
Where does it come from?
The data come from the 2007 University
Report Card student survey.
How does it
work?
The number was
calculated by summing the responses (out of five) of questions relating to
perceptions of environmental activities (11) and dividing by the number of
questions. The total score cannot exceed 55.
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How satisfied are you with the following: |
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1. Number of recycling
bins on campus |
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2.
Availability of composting |
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3.
Availability of bike lanes on campus |
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4.
Availability of bike storage spots on campus |
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5. Facilitation of car pooling |
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6.
Amount of green space on campus |
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7.
Availability of organic foods on-campus |
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8.
Efforts to reduce packaging |
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9. Commitment
to improving energy efficiency of on-campus buildings |
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10.
Commitment to using green technologies |
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11.
Overall commitment to environmental sustainability |
What are the limitations of this
indicator?
These are self-reported student data and some measures
are beyond the institution’s control as the primary actor. For example, low
satisfaction levels with carpool measures maybe a reflection of lack of
awareness amongst students about options of peer initiatives or may also be a
lack of promotion from the central administration.
III. Costs indicators
Arts Tuition (F)
What is it?
The average cost for tuition in
Arts related undergraduate programs displayed from cheapest to most expensive.
Where does it come from?
These data come from Statistics
Canada and are provided to the agency by the Canadian colleges and
universities. The data used in this indicator correspond to the academic years
of 2004-2005, 2005-2006 and 2006-2007, and are an average of the cost for those
three years.
How does it work?
Arts related tuition are
calculated by a weighting process to account for the number of undergraduate
students enrolled in Arts programs at each institution.
What are the limitations of this indicator?
This number is an average and is not the actual amount that any one given
student will pay. It is meant to provide an estimate of the cost of tuition and
doesn’t include any mandatory ancillary fees, equipment, book or lab costs.
Students should consult the institutional fee guide for a more detailed
breakdown on the exact cost for all academic programs and years of study.
Science Tuition (F)
What is it?
The average cost for tuition in science related undergraduate programs displayed from cheapest to most expensive.
Where does it come from?
These data come from Statistics Canada and are provided to the agency by the Canadian colleges and universities. The data used in this indicator correspond to the academic years of 2004-2005, 2005-2006 and 2006-2007 and are an average of the cost for those three years.
How does it work?
Arts related tuition are calculated by a weighting process to account for the number of undergraduate students enrolled in Science programs at each institution.
What are the limitations of this indicator?
This tuition number is an average and is not the actual amount that any one given student will pay. It is meant to provide an estimate of the cost of tuition and doesn’t include any mandatory ancillary fees, equipment, book or lab costs. Students should consult the institutional fee guide for a more detailed breakdown on the exact cost for all academic programs and years of study.
On-Campus Housing (F)
What is it?
The average cost for one institutionally-administered housing unit for a single student displayed from cheapest to most expensive.
Where does it come from?
The data come from Statistics Canada and are provided to the agency by Canadian colleges and universities. The data used in this indicator corresponds to the academic years of 2004-2005, 2005-2006 and 2006-2007 and is an average of the cost for those three years.
How does it work?
Housing costs are reported to Statistics Canada by Canadian universities in ranges. The data displayed are always the average of any two data points.
What are the limitations of this indicator?
This number is an average and is not the actual amount that any one given single student will pay. These data are meant to provide an estimate of the cost of a single room located on-campus and doesn’t include any meal plan costs. Students should consult each institution’s fee guide for a more detailed breakdown of the housing options and the cost for each option.
On-Campus meal plans (F)
What is it?
The average cost for an annual campus administered meal plan per student displayed from cheapest to most expansive.
Where does it come from?
These data come from Statistics Canada and are provided to the agency by the Canadian colleges and universities. The data used in this indicator correspond to the academic years of 2004-2005, 2005-2006 and 2006-2007 and are an average of the cost for those three years.
How does it work?
Meal plan costs are reported to Statistics Canada by Canadian universities in ranges. The data displayed are always the average of any two data points.
What are the limitations of this indicator?
This number is an average and the actual amount may vary depending individual selection. The average is meant to provide an estimate of the cost of a single annual on-campus meal plan and doesn’t include any lodging costs. Students should consult the each institution’s fee guide for a more detailed breakdown of the different meal plans and the exact costs.
IV. Institutional Resources indicators
Margin of Excellence (F)
What is it?
This indicator is a measure of the resources available to an institution above and beyond government operating grants and student tuition fees. This so-called “margin of excellence” funding is often used to finance scholarships and other student assistance, provide endowed professorships and research chairs and fund special programs or initiatives that help enrich the learning environment.
Where does it come from?
This endowment and operating/trust data comes from the Canadian Association of University Business Offices (CAUBO) and Statistics Canada.
How does it work?
Two data points
are utilized to construct this measure. The numerator is the value of an
individual university’s endowment over a three-year period (2003-2004 to
2005-2006) and the denominator is combined total operating and trust income
available to a given university over that same period of time.
What are the limitations of this
indicator?
This indicator only shows the amount of money available for institutions to pursue additional opportunities. It does not identify or measure what those opportunities are nor does it measure on what the institution actually spends endowment monies.
Research Intensity (F)
What is it?
Research contributes directly to the educational experience of the undergraduate student by stimulating the spirit of enquiry. This indicator is a measure of the amount of research dollars secured by an institution as a percentage of their institution’s total operating and trust income.
Where does it come from?
These data comes from the Canadian Association of University Business Offices (CAUBO) and Statistics Canada.
How does it work?
There are two data points that are utilized to construct this measure. The numerator is the total research income secured per institution over a three-year period (2003-2004 to 2005-2006) and the denominator is total operating and trust income at a given university over that same period of time.
What are the limitations of this indicator?
This indicator is not intended to measure the quality of the research at any institution.
V. Learning Environment indicators
Average Class Sizes (1st and 2nd Year)
(S)
What is it?
This indicator measures the average number of first and second year students attending class at each institution. Schools are displayed from smallest reported size to largest.
Where does it come from?
These data come from the 2007 University Report Card student survey. The survey asked first and second year respondents to list every class in which they are enrolled and then estimate the number of classmates in each.
How does it work?
What are the limitations of this indicator?
In general, the lower the average class size the greater likelihood for
increased student/faculty interaction and classroom interaction. However,
average class size is exactly that – an average – and it can vary markedly by
program, course and by year of study.
Average Class Sizes (3rd year Plus) (S)
What is it?
This indicator measures the average number of upper year (3rd year students or higher) students attending class at each institution. Schools are displayed from reported size to largest.
Where does it come from?
These data come from the 2007 University Report Card student survey. The survey asked respondents in upper years of study (third year plus) to list every class they are enrolled in and then estimate the number of classmates in each.
How does it work?
This measure of class size was calculated by summing the total number of classmates reported per course and dividing this number by the total number of courses enrolled in.
What are the limitations of this
indicator?
In general the lower the average class size the greater likelihood for increased student/faculty interaction and classroom interaction. However, average class size is exactly that – an average – and it can vary markedly by program, course and year of study.
Undergraduate Student Quality (F)
What is it?
This indicator measures a high percentage of nationally-recognized undergraduate students for both their academic achievement and community involvement.
Where does it come from?
The information comes from three sources: the Canada Millennium Scholarship Foundation, the Canadian Merit Scholarship Foundation and the TD Scholarship Trust Foundation.
How does it work?
The number of Canada Millennium Scholarship Foundation, the Canadian Merit Scholarship Foundation and the TD Scholarship Trust Foundation national, entrance scholars attending a university over a three-year period (2004-2005 to 2006-2007) is the numerator. The denominator is the total number of full-time (only) undergraduate students from 2001-2002 to 2003-2004.
What are the limitations of this indicator?
This indicator does not look at the number of students receiving institutional,
provincial or regional scholarships. The average value of scholarships and the
overall frequency of awards per student at an institution are also not
examined.
Distinguished Teachers (f)
What is it?
This indicator measures peer recognized excellence in the field of instruction and teaching for Canadian faculty.
Where does it come from?
The information comes from three organizations: the Society for Teaching and Learning in Higher Education (STLHE), the Canadian Association of University Teachers (CAUT) and Statistics Canada. The STLHE is a national association of academics interested in teaching and learning. CAUT is the national body representing academic staff.
How does it work?
There are four main awards included in the overall calculation. The number of 3M Teaching Awards, The Alan Blizzard Award, the Chris Knapper Award and the CAUT Academic Librarians' Distinguished Service Award garnered from 2004-2005 to 2006-2007 is the numerator. The three-year full-time faculty average for 2002-2003 to 2004-2005 constitutes the denominator.
What are the limitations of this indicator?
Teaching excellence is not measured by any form of student input. The analysis does not take into account institutional course evaluations or any aspect of ratemyprofessor.com.
Perceived Learning Outcomes (S)
What
is it?
This
indicator measures student’s self-reported skill and knowledge acquisition
during the course of studies at a particular institution.
Where does it come from?
These
data come from the 2007 University Report
Card student survey
How does it work?
The number was calculated by
summing the responses (out of five) of questions relating to perceptions of
environmental activities (eight) and dividing by the number of questions. The
total score cannot exceed 40.
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My university education is helping me to develop: |
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1. My ability to work as a
team member |
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2. My
oral communication skills |
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3. My
written communication skills |
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4. An
understanding of global issues |
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5. My
analytical and problem solving skills |
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6. My
critical thinking skills |
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7. An
understanding of the experiences of people from different backgrounds (e.g.,
races, religions and cultures) |
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8.
Time management and planning skills |
What
are the limitations of this indicator?
This indicator is a measure of how
students believe an institution is assisting their academic and personal growth
and development. It is worth noting this is a point in time assessment and
there is no comparative.
VI. Research Quality indicators
Faculty Publications (F)
What is it?
This indicator examines faculty journal output and intensity as determined by citation and publication counts.
Where does it come from?
The bibliometric data presented here are from the Canadian Bibliometric Database (CBD) built by L'Observatoire des sciences et des technologies (OST) using the Science Citation Index (SCI) database of Thomson Index of Scientific Information (ISI). The SCI contains articles published annually in more than 3,700 international journals.
How does it work?
The number of publications per institution was
calculated using a three-year average using 2003-2004 to 2005-2006 publication
data. This number was then divided by the number of full-time academic staff.
Full-time academic staff was calculated using
Statistics Canada and institutional data for 2002-2003 to 2004-2005. This
number was then multiplied by the average relative impact factor (ARIF).
The ARIF
generated by the OST is used based on a rolling three-year average from
2003-2004 to 2005-2006. This indicator takes into account the average impact
factor of the journals in a specialty and compares the publications in each
journal with an average journal impact in its specialty. When the relative
impact factor average is greater than one, the researchers’ publications have a
perceived impact above the world average in the fields under study, and vice
versa.
What are the limitations of this indicator?
This indicator is more relevant in science disciplines, where research is predominantly journal based than in some general arts programs. The outputs are also slanted in favour of those institutions with a high amount of science activity.
Faculty Research Support (F)
What is it?
This indicator is a success rate measure of faculty applying for external peer-adjudicated research grants.
Where does it come from?
This indicator is derived from Social Sciences and Humanities Research Council (SSHRC) and the Natural Science and Engineering Research Council (NSERC) data from 2004-2005 to 2006-2007. The data are a three-year average.
How does it work?
The total number of successful faculty operating grants secured from NSERC and SSHRC over a set period constitutes the numerator. The total number of applications for the same period per institution constitutes the denominator.
What are the limitations of this indicator?
The higher the success rate, the more likely individual faculty members are to be engaged in research projects that have been reviewed by external peer evaluation. However, not all faculty are engaged in research and the undergraduate student experience with research may vary.
Distinguished Research Activities
(F)
What is it?
This indicator is a national measure to show faculty who have been recognized for excellent research in their respective disciplines.
Where does it come from?
There are two main sources of data used for this indicator: faculty research awards and the total number of faculty. The following is list of awards (only national, interdisciplinary organization or agency data were considered) that were included in the analysis: Killam Fellows, Molson Prizes, Steacie Fellows, Federal Granting Council (SSHRC and NSERC) Highest Prizes and Royal Society Awards.
The number of faculty was derived from a combination of Statistics Canada and institutional data.
How does it work?
The total number of scholarly or faculty awards, listed above, won per institution over the three-year period of 2004-2005 to 2006-2007 comprises the numerator. The three-year full-time faculty average for 2002-2003 to 2004-2005 constitutes the denominator.
What are the limitations of this indicator?
This measure is only a snapshot that captures individuals for a three-year period and does not cover individuals who may be recognized for past work and are still faculty members.
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