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Emily Carr Strategic Plan 2021
VP Academic and Provost Data Report
VP Academic and Provost Data Report
Click
VP_Provost_DataReport_2017.pdf
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Information about Driver Diagrams
Engaging Emergence
Information about Driver Diagrams
Engaging Emergence
TeachingandLearningPrinciplesandResponsibilities
Discuss our Mission and Value statements
Emily Carr University Positioning Statement
What forms of scholarship are you most interested in, in your role as student, staff, or faculty?
In your experience as a community member at Emily Carr, what has been the best way to share information informally?
What does a thriving practice-based research culture look like from your perspective?
What does it mean to be student-driven?How can we develop sites for co-creation and knowledge transfer across disciplines?
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?
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?
What are ways we can improve communication and meaningful and respectful dialogue within the University community?
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?
What are some ways to support learners across the University to access opportunities internationally?
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?
What are the pros and cons regarding mandatory learning by implementing an Indigenous course requirement?
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?
What Indigenous events have you participated in or attended at Emily Carr? What was significant about them to you?
How can the project to develop graduate curriculum be best reticulated across the Faculties?
In what ways could student activity in research areas be merged with curricula?
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?
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?
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?
As a faculty member, what do you value from student feedback and assessment? Where can we improve the cycle of teaching and assessment?
What contributions can students, faculty, and staff make to the development of collections policies?
What elements of an institutional repository (online archives) would support the research and teaching needs of faculty and create learning opportunities for students?
What do you consider the essential components of a flexible space?
What should be included in "space policies" to ensure a balance between meeting the essential needs of the University while also maintaining flexible spaces?
How can students contribute to the programming of spaces?
What would be the most efficient and impactful mode of information delivery (training) to develop community knowledge around sustainable practices?
What does a socially sustainable practice mean to you?
What (analog and virtual) technologies should ECU be investigating or implementing to support new learning pathways?
What (analog and virtual) technologies should ECU be investigating or implementing to be at the forefront of creative exploration in technology?
What are potential opportunities for expanding and pushing the boundaries of ECUAD credentialing to recognize academic achievement around, within and beyond the existing framework?
What is the value of these potential opportunities to ECUAD students?
What is the value of these potential opportunities to communities of practice?
How do we best define learning pathways across a multitude of potential credentials? Do you know of other best practices/examples?
How do we best define and value scholarship to ensure continuity in achievement and student success along learning pathways?
What are potential opportunities for co-creating meaningful and engaging learning experiences through shared approaches, competency frameworks and curriculum development?
Measuring and Tracking
Flexible and Aspirational
Information about Driver Diagrams ►