Bargaining News – Course Reviews Replaced with Continuous Learning, Effective Now

Dear Members,

As I informed you in February, we had agreed with the University at the bargaining table that we would replace course reviews with continuous learning.  A number of you have asked when this change would be implemented.  We are very pleased to inform you that the agreement we have come to with the University to replace course reviews with continuous learning will be implemented as of now, through a Letter of Understanding (LOU) with the University.  The Letter of Understanding is attached.

This means that as of now, course reviews will not be required, but if you already have completed course reviews in your file, Members going up for reappointment, tenure and promotion in the fall of 2026 and 2027 and for salary review in January of 2027 can include either or both course reviews and evidence of continuous learning in their teaching dossiers for RPT and salary.  This language will also be included in the Tentative Agreement that your negotiating team is still bargaining.  We will bring the entire agreement to you, our members, for ratification once we have completed bargaining all elements of a new agreement.

As the LOU notes, hours for continuous learning will be pro-rated as of now.  Over two years, about 40 hours of continuous learning is expected.  Since it is pro-rated as of now, this means, for example, that if you are submitting your file for RPT in September of 2026, you would be expected to demonstrate activities of continuous learning of about eight hours.  The administration is clear, however, that they do not want this to become an issue of counting hours, and that they do not see this as a new workload requirement.  They see this as an opportunity to encourage and have professional learning that is already happening recognized in RPT and salary evaluation through inclusion in your teaching dossiers.

The FA is satisfied that examples of continuous learning are quite broad and inclusive, and include (but are not limited to):

• participation in University workshops or workshops or conferences about teaching organized by organizations external to the university;
• self-study, departmental or Faculty activities aimed at improving curriculum and pedagogical approaches, or related to community-engagement or Equity, Diversity, Inclusion and Decolonization; 
• course revision/updating courses; 
• active participation as mentors or mentees in faculty mentorship programs; 
• participation in research conferences where the research is integrated into the Member’s teaching; 
• participation in conferences related to community-engagement, or Equity, Diversity, Inclusion and Decolonization. 
• Any mandatory training and development required as per CA 12.5 h). including privacy training, equity training and Indigenous Acumen training.

These examples are illustrative, not exhaustive and further disciplinary specific options may be included in FEPs.

In reporting on continuous learning in your teaching dossiers you are not expected to use hour‑by‑hour reporting.

The administration is encouraging a brief narrative or reflective summary in teaching dossiers to be submitted for RPT and salary evaluation describing: 

• • The types of learning activities undertaken 
  • How this learning supports teaching, leadership, equity or decolonization work or other areas of academic responsibilities

The administration is clear that emphasis should be on activities undertaken and reflections on these activities, not precise hour counts.

The FA will be providing further information and a Townhall on this matter (date to be announced soon) to answer your questions, which can also be raised at our AGM at noon on April 22^nd.

All the very best,

Lynne

Lynne Marks

President and Lead Negotiator, University of Victoria Faculty Association http://www.uvicfa.ca/

Professor, Department of History

https://www.uvic.ca/humanities/history/people/faculty/profiles/markslynne.php

University of Victoria

Victoria, B.C.

We acknowledge and respect the Lək̓ʷəŋən (Songhees and Xʷsepsəm/Esquimalt) Peoples and the Lək̓ʷəŋən and W̱SÁNEĆ Peoples on whose traditional territory the university stands, and whose historical relationship with the land continues to this day.

We acknowledge the devastation that government-created residential schools and Indian hospitals has inflicted on the health and wellbeing of Indigenous peoples and the ongoing effects of concentric trauma that continue to this day.