| Mission & Vision |
Discuss our Mission and Value statements |
Does our Mission statement fully represent what we are going to do, and why? Is our Vision statement inspiring and uplifting? Can we expand on how we would ideally like to be as an Art, Design, and Media University? |
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Emily Carr University Positioning Statement |
If you could describe Emily Carr in a single sentence or phrase, what would it be? |
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| Core Strategy: Commitment 1 |
What forms of scholarship are you most interested in, in your role as student, staff, or faculty? |
Please feel free to submit questions, comments, and resources to contribute to this conversation. |
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In your experience as a community member at Emily Carr, what has been the best way to share information informally? |
Please feel free to add any questions, comments, or resources to this conversation. |
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What does a thriving practice-based research culture look like from your perspective? |
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| Core Strategy: Commitment 2 |
What does it mean to be student-driven?How can we develop sites for co-creation and knowledge transfer across disciplines? |
Please add questions, comments, thoughts to this forum |
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What does expanded access to technical resources beyond a student’s “home” program look like in the future? How do we begin to build systems to enable learners to seek out new knowledge independently? |
Please add questions, comments, thoughts to this forum |
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What should policy for experiential learning consider for students? What is a model for Design Works? How can we best engage with Alumni through opportunities beyond graduation? |
Please add questions, comments, thoughts to this forum |
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What are ways we can improve communication and meaningful and respectful dialogue within the University community? |
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| Core Strategy: Commitment 3 |
What does it mean for a first year student to be culturally competent? A second year student? A third year? A fourth year? How can we support faculty to prepare for this work? |
Please use this forum to discuss |
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What are some ways to support learners across the University to access opportunities internationally? |
Please respond to questions here |
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| Core Strategy: Commitment 4 |
What are ways in which our Emily Carr community can indigenize our academy at all levels in a meaningful productive way? What are the differences between decolonizing the academy and indigenizing the academy? |
Please use this forum to discuss |
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What are the pros and cons regarding mandatory learning by implementing an Indigenous course requirement? |
Please respond to questions here |
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How can we deconstruct the monolithic vertical hierarchy of the Academy and evolve into a horizontal hierarchy? What resources are needed and how do we encourage non-Indigenous faculty and staff to begin the work of addressing these issues? |
How can we deconstruct the monolithic vertical hierarchy of the Academy and evolve into a horizontal hierarchy? What resources are needed and how do we encourage non-Indigenous faculty and staff to begin the work of addressing these issues? |
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What Indigenous events have you participated in or attended at Emily Carr? What was significant about them to you? |
Context: As ECUAD moves forward to "Expand on the success of our Aboriginal Programming..." your feedback on the previous events that were significant to you will provide a valuable point of view. What has helped create connections? What about the event did you enjoy? What about the event made it... |
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| Core Strategy: Commitment 5 |
How can the project to develop graduate curriculum be best reticulated across the Faculties? |
Please use this forum to discuss |
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In what ways could student activity in research areas be merged with curricula? |
Please respond to questions here |
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| Emerging Strategy: Commitment 6 |
Other Universities develop principles for teaching and learning (see Vancouver Island University's document, above). What are principles that are useful and valuable to our teaching and learning community? |
Please use this forum to discuss |
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In the past, we have attempted various formats (workshops, information sessions, symposiums) for teaching and learning. What formats work best for our community? What times of the academic year work best for faculty? For staff? |
Please respond to questions here |
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How have you learned from your colleagues in the past? What, in your opinion, are the best ways to connect with your colleagues in teaching and learning? |
Please respond to questions here |
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As a faculty member, what do you value from student feedback and assessment? Where can we improve the cycle of teaching and assessment? |
Please respond to questions here |
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| Emerging Strategy: Commitment 7 |
What contributions can students, faculty, and staff make to the development of collections policies? |
Please respond to questions here |
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What elements of an institutional repository (online archives) would support the research and teaching needs of faculty and create learning opportunities for students? |
Please respond to questions here |
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What do you consider the essential components of a flexible space? |
Please respond to questions here |
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What should be included in "space policies" to ensure a balance between meeting the essential needs of the University while also maintaining flexible spaces? |
Please respond to questions here |
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How can students contribute to the programming of spaces? |
Please respond to questions here |
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What would be the most efficient and impactful mode of information delivery (training) to develop community knowledge around sustainable practices? |
Please respond to questions here |
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What does a socially sustainable practice mean to you? |
Please respond to questions here |
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What (analog and virtual) technologies should ECU be investigating or implementing to support new learning pathways? |
Please respond to questions here |
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What (analog and virtual) technologies should ECU be investigating or implementing to be at the forefront of creative exploration in technology? |
Please respond to questions here |
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| Emerging Strategy: Commitment 8 |
What are potential opportunities for expanding and pushing the boundaries of ECUAD credentialing to recognize academic achievement around, within and beyond the existing framework? |
Example:
Potential Scope of Credentials: Certificate, Diploma, Associate Degree, Baccalaureate or Post-Baccalaureate, Concentrations, Baccalaureate Degrees, Post-Baccalaureate Certificates, Post-Baccalaureate Diplomas, Graduate Diplomas, Masters Degrees, Award of Achievement.
Please respond ... |
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What is the value of these potential opportunities to ECUAD students? |
Please respond to questions here |
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What is the value of these potential opportunities to communities of practice? |
Please respond to questions here |
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How do we best define learning pathways across a multitude of potential credentials? Do you know of other best practices/examples? |
Please respond to questions here |
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How do we best define and value scholarship to ensure continuity in achievement and student success along learning pathways? |
Please respond to questions here |
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What are potential opportunities for co-creating meaningful and engaging learning experiences through shared approaches, competency frameworks and curriculum development? |
Please respond to questions here |
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| Final Questions and Metrics |
Measuring and Tracking |
How can we continue to measure and celebrate our successes in the next 4 years? |
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Flexible and Aspirational |
We want our plan to remain flexible and aspirational. What are ways to ensure that this will happen? |
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