This item is being discussed or is in the planning stages, or, if present, occurs only marginally in isolated examples

The organizational structure of the college is relatively flat, with a minimum number of management layers, pushing decision-making down through the organization to those most involved in learning. There is evidence of teamwork and cross-disciplinary co-operation and collaboration.

Employees at all levels of the college are involved and understand their role in facilitating learning, as demonstrated through regular performance appraisals and involvement in learning improvement projects.

The college has an active professional development program based upon a clearly enunciated policy committed to learning-centered education. All employees prepare their own development plans, incorporating a focus on learning-cent red principles, as part of their performance expectations.

Budget management and reallocation support the learning-centered objectives of the college, e.g., innovative projects, methodologies that will improve learning, etc.

Resources for research to identify, assess, document, and assess information about the learning outcomes of its students are allocated on a priority basis.

THe college has allocated adequate financial resources to its technology purchase, upgrade, user support and technical training plans.

The college has a reward and recognition program for employees who make noteworthy contributions to student learning. This may include pay-for-performance, merit pay, or bonuses for initiation, implementation or collaborative participation in innovation leading to learning-cent red education, and/or other forms of reward, award, or recognition valued by employees.

All institutional policies are screened to determine if and how they support student learning directly or indirectly. Those that do not are eliminated or appropriately modified, unless there are substantial reasons such as external accreditation, legislative, or funding requirements to retain them.

The college has scholarships, which support student learning by rewarding achievements not limited to grades, such as competency-based assessments, multiple assessors' evaluations, work-related learning, and independent and collaborative projects. Bursaries are available to all students in financial need.

College management and learning facilitators have together developed a flexible workload model that supports learning. within the framework of a reasonable work week as agreed upon by both parties, learning facilitators have the autonomy to design learning options for flexible numbers of learners regardless of the number of direct contact hours with them