DOCSLIB.ORG

Questu-2017-Viewbook-WEB.Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Questu-2017-Viewbook-WEB.Pdf How will your Question shape your future? www.questu.ca SQUAMISH population Squamish, BC +19,000 outdoor recreation Block CNN MONEY’S #1 Plan ALL CLASSES CAPITAL OF CANADA mountain town SEMINAR STYLE, to visit in 2015 ONE CLASS AT DISCUSSION- A TIME FOR BASED 3.5 WEEKS Ideal location, NEW YORK TIMES 60 MINUTES from one of 52 places to VANCOUVER & WHISTLER visit world-wide in 2015 BA&Sc BACHELOR OF ARTS & SCIENCES FOUR-YEAR DEGREE PROGRAM CAMPUS 6 RESIDENCE BUILDINGS MAXIMUM CLASS SIZE 20 STYLES OF STUDENTS STUDENT RESIDENCE 3 FACULTY RATIO: 14:1 WHISTLER SQUAMISH BRITISH COLUMBIA VANCOUVER VICTORIA A strong sense of WASHINGTON SEATTLE A GLANCE QUEST AT Accredited by the COMMUNITY is at WHILE AT DEGREE QUALITY the heart of Quest QUEST, ASSESSMENT BOARD >50% (Province of British Columbia) OF STUDENTS & member of the STUDY ABROAD EDUCATION QUALITY ASSURANCE OVER 60 COUNTRIES We would like to acknowledge 17% that the land on which we gather is the traditional, ancestral, and unceded NUMBER OF territory of the Skwxwú7mesh STUDENTS: 46% peoples (Squamish). Quest RANK IN FROM STUDENT 37% 700 University Canada sits on the ENGAGEMENT: COUNTRIES CANADA REPRESENTED: FROM Squamish traditional territory, #1 THE US and we are grateful to have the 60+ opportunity to work, learn, and live in this blessed territory. Quest University Canada was founded QUEST TO WELCOME by former University of British Columbia Welcome to Quest President, Dr. David Strangway. Quest opened with an inaugural class on We are Canada’s only independent, secular, September 1, 2007. liberal arts university designed for the future of undergraduate education. Quest University Canada is a non-profit university offering a single interdisciplinary Bachelor of Arts and Sciences degree (BA&Sc) on an intimate campus located one hour north of Vancouver in the beautiful Coast Mountains of British Columbia. “We have a special opportunity to give back to the world, to help people in their struggle to live good and meaningful lives, to help find a story to tell which will sustain us and generations to come.” David Strangway (Order of Canada), Founder of Quest University Canada WE INVITE YOU TO... Follow your curiosity DISCOVER an Learn on the Block Plan, ENGAGE in collaborative and passion. Every Quest intentionally designed which allows you to focus work with a world-class student designs an curriculum and campus, on a single subject in-depth faculty and shared action interdisciplinary course where diverse individuals for three and a half weeks, with community partners to of studies around their are encouraged to take and learn through intensive, prepare for your career and own unique, academic risks and innovate. hands-on EXPERIENCE. to change our world. QUESTION. www.questu.ca Foundation Program Requirements - Years 1 & 2 Classes are taught on the Block Plan The Foundation Program allows you to broadly explore the liberal arts and The Block Plan allows you to immerse yourself in one course for a month at a sciences to gain the intellectual tools to address the complex problems time. This schedule is optimal for field work, faculty interaction, and research. of the 21st century. Develop your own academic Question and transcend Discussion-based classes are capped at 20 students and breakout rooms the boundaries of majors and disciplines while you study big ideas in the facilitate work in small groups. Work with brilliant, caring faculty tutors, whose Foundation Program. focus is to foster intellectual and personal growth. INTERDISCIPLINARY STUDIES CORNERSTONE EVOLUTION TEXTS SOCIAL SCIENCES Concentration Program Requirements - Years 3 & 4 PHYSICAL SELECT 3 SCIENCES The Concentration Program investigates one theme related to a student’s OF THE 4: individual Question, either in a single discipline or across multiple disciplines. LIFE • POLITICAL SCIENCES Refine your ideas in a Keystone project that reflects your passion, activism, ECONOMY RHETORIC BIODIVERSITY SCHOLARSHIP • DEMOCRACY & research, and experience. JUSTICE MATHEMATICS OF BRITISH • GLOBAL COLUMBIA PERSPECTIVES • SELF, CULTURE, ARTS & SOCIETY HUMANITIES FOCUS COURSES: The main emphasis of the Focus SOCIAL Courses is depth of understanding, sustained attention, ENERGY & WHAT IS LIFE? CULTURE SCIENCES and reflection on a Question of personal importance to MATTER the student. MIN 6 BLOCKS EXPERIENTIAL LEARNING: Experiential learning allows EARTH, OCEANS, MATHEMATICS QUESTION LANGUAGE a student to formulate and pursue a question, the answer STRUCTURE ACADEMIC SPACE to which is not available in a classroom setting. This mode of learning emphasizes hands-on experience in a variety of forms. MIN 1 BLOCK / MAX 4 BLOCKS CORNERSTONE: The Cornerstone block is the first course that all ELECTIVES: Electives are courses chosen by students students take upon entering Quest. The purpose of Cornerstone is to complement their area of concentration or to enable twofold: to introduce students to Quest, and to investigate a significant them to pursue other academic and post-graduate question through a variety of academic perspectives. interests. MIN 3 BLOCKS RHETORIC: After the Cornerstone block, all students take a required block in Rhetoric. The theme for the Rhetoric block varies according to KEYSTONE: The final block at Quest where students the individual tutor, but all sections of this block are designed to give prepare, then report their conclusions regarding students the opportunity to work intensively on well-developed writing the Question. and effective public speaking at the outset of their Quest career. 1 BLOCK QUESTION: As students near the end of the Foundation Program, all must take a block dedicated to the development of their ‘Question’— a personalized Question guided by their academic passions, outside interests, and career goals that directs their studies in the All Students Graduate with a Concentration Program. Bachelor of Arts and Sciences (BA&Sc) Degree Requirements: 32 Blocks (Foundation 16 Blocks + Concentration 16 Blocks) www.questu.ca/academic-map Here are some examples of students’ Questions... THE QUESTION What is the relationship between education QUESTION INTERDISCIPLINARY and economic development? STUDIES EXPERIENTIAL LEARNING FOCUS COURSES PHYSICAL Worked with professors from Quest, SCIENCES POVERTY, INEQUALITY, & DEVELOPMENT the University of British Columbia, and Simon Fraser University to design a Quest MATH IN THE ELEMENTARY CLASSROOM LIFE course on the topic of education. The SCIENCES INDEPENDENT STUDY: course covers the history and philosophy EDUCATIONAL THOUGHT of Western education, as well as practical aspects of teaching such as assignment MATHEMATICS BEHAVIOURAL ECONOMICS design and assessment. ARTS & UNDERSTANDING SCIENTIFIC INQUIRY KEYSTONE HUMANITIES A qualitative research proposal intended SOCIAL PSYCHOLOGY to examine children’s experiences and SOCIAL ELECTIVES teaching practices in elementary schools SCIENCES with different educational philosophies. MEDIA AND POLITICS PHOTOGRAPHY QUESTION What is order in the physical sciences? At Quest, we don’t have traditional majors, FOCUS COURSES EXPERIENTIAL LEARNING Worked with a transplant surgeon to design you design your own Question. PHYSICS I, II, & III and develop a pre-op booklet for patients that details the science related to transplant surgery. Inspiration doesn’t come from standard courses or rote lectures. At PHYSICAL SCIENCES LAB I & II ASTROBIOLOGY Quest, we do not have one-word, pre-programmed majors. Instead, KEYSTONE all second-year students formulate their own majors in the form of CALCULUS I, II, & III Developed a computer program that was used to model two chaotic systems: a double OBJECT-ORIENTED personalized Questions guided by their academic passions, outside PROGRAMMING pendulum system and a drive-dampened nonlinear spring system. interests, and career goals. The Question Block is a class dedicated LINEAR ALGEBRA to the thoughtful development of students’ Questions. During ELECTIVES this process, students each select a faculty mentor, who assists MATH AND MUSIC students in choosing upper-year courses and experiential learning CELL & MOLECULAR BIOLOGY RESEARCH METHODS opportunities that allow for a deep and meaningful exploration of their Question in the Concentration Program. What are the roles of culture and community QUESTION in a healthy pregnancy and birth? What would your Question be? FOCUS COURSES EXPERIENTIAL LEARNING The Question isn’t necessarily meant to be answered—think of it as Traveled to Ecuador with an organization called SEX, GENDER, & ORIENTATION Child Family Health International in order to your vehicle for intellectual exploration. This is your chance to study ANATOMY AND PHYSIOLOGY live with medical students and shadow different maternal health care professionals. Saw first- big ideas that transcend traditional academic boundaries, all in a NUTRITION hand the realities of midwifery as a profession and gained an understanding of the complex way that fits your interests and aspirations. The Question not only AFRICAN SELF PERCEPTIONS cultural dynamics that influence maternal and guides your choice of courses and readings in the Concentration ASYMMETRY infant health. Program, but also inspires your final Keystone Project. INTRODUCTION TO PSYCHOLOGY KEYSTONE Both a paper and a documentary film. The ELECTIVES paper argues for the medical, economic, and EXPLORING THE ECOLOGICAL SELF psychological viability of homebirth, while the film was intended as an accessible resource www.questu.ca/academic-map FIELD ECOLOGY
Load more

Recommended publications
  • President's Report to the Board
    PRESIDENT’S REPORT TO THE BOARD Reporting period from January 4 to March 10, 2021 PRESIDENT’S OFFICE On March 8, Provincial Health Officer Dr. Bonnie Henry advised that B.C. public post-secondary institutions can plan for a return to on-campus activities in fall 2021, stating that it is imperative to get back on campus for everyone’s health and well-being. The University is excited to engage in its initial planning to welcome students back and see maximum in-person classes and activities on campuses and learning locations in September. Guiding our planning as we move forward are the priorities, purpose and values that underpin our Envisioning 2030 plan—offering students engaging learning experiences where they can pursue their passion and potential. Our planning will embrace creative approaches as we consider the best modes of delivery for student learning and services. We will continuously reflect on and learn from our decisions and achievements to effectively advance our commitment to co-create a distinct university experience. In the weeks ahead, we will be consulting the Provincial Health Office, government, the BC Centre for Disease Control, WorkSafeBC, faculty and employees, unions (through the resumption planning process), the Capilano Students’ Union and others within our CapU community. ACADEMIC & PROVOST Continued focus is on quality teaching and learning within the context of the ongoing pandemic and supporting faculty. The Centre for Teaching Excellence is acknowledged for their contributions, as well as the faculty who are engaged in continuing to increase abilities to work online and utilizing active learning approaches. Summer term modes of course delivery will continue in remote, adapted formats with some on-campus activity.
    [Show full text]
  • West Point Grey Academy School Profile 2016–2017
    West Point Grey Academy School Profile 2016–2017 stablished in 1996, West Point Grey Academy (WPGA) Academic Highlights 2015–2016 E is an independent day school in Vancouver, British Columbia. WPGA is accredited by the British Columbia Ministry of Education and the Canadian Accredited Independent Schools and is a member of the Independent Schools Association of British Columbia. raduation Rate WPGA’s vision is to be Leaders in Future-Focused Learning. Inspired by our rapidly evolving world, we are a model for ostsecondary schools in offering interdisciplinary, experiential programs lacements and partnerships, with technology, entrepreneurship and global connectivity at the forefront. Global Focus In 2014, WPGA launched the Global Studies Program, which ap ear takes a global perspective to social studies curriculum. The program includes a challenge project and symposium in partnership with the Liu Institute for Global Issues at Advanced Placement Courses the University of British Columbia; the rigorous academic program includes Advanced Placement courses in politics, economics, statistics and language as well as a Global Online Academy course (WPGA is the only Canadian 184 member school in Global Online Academy). A ams ritten Advanced Placement Program WPGA offers a wide variety of Advanced Placement (AP) courses, which challenge students’ learning and offer the 40 opportunity for accelerated placement at university. AP A Scholars classes at WPGA are of the highest calibre, and students continue to score a 4 or 5 on their exams, which they write in May each year. Flagship Programs for Senior Students Student Population • First Responders Medical Training • The Duke of Edinburgh’s Award • Local and International Service Initiatives • Work Experience Placements Students • Outdoor Environmental Education; Wilderness Pursuits Grading System & Academic Awards 560 380 Grades are reflected on school transcripts.
    [Show full text]
  • College Counseling Program
    College Counseling Program The Oregon Episcopal School college counseling team works closely with students as they search for colleges in which they will thrive. Encouraging them to take ownership of the experience, we combine individualized advice with programs and resources designed to help students—and their families—navigate the search and application phases in a thoughtful manner. Throughout high school, we provide guidance, perspective, and timely information intended to demystify the process and encourage wise choices. Underpinning our approach is a desire to have students make the most of their high school experience in a healthy, balanced manner. COLLEGE NIGHTS FOR PARENTS We offer workshops for parents, tailored by grade level, to learn about the college search process, and a presentation on financing college. For more information, visit: COLLEGE ATTENDANCE oes.edu/college Graduates of OES attend an impressive array of colleges throughout the United States and internationally. OES has an excellent, well-established reputation with colleges across the country and hosts visits from over 130 college representatives in a typical year. Colleges Attended Public vs. Private Public 29% 71% Private Non U.S.: 4% Admissions 6300 SW Nicol Road | Portland, OR 97223 | 503-768-3115 | oes.edu/admissions OES STUDENTS FROM THE CLASSES OF 2020 AND 2021 WERE ACCEPTED TO THE FOLLOWING COLLEGES Acadia University Elon University Pomona College University of Chicago Alfred University Emerson College Portland State University University of Colorado,
    [Show full text]
  • Institutional Accountability Plan and Report 2019–2020
    Institutional Accountability Plan and Report 2019–2020 JULY 2020 Table of Contents 1. ACCOUNTABILITY STATEMENT.............................................................2 2. CAPILANO UNIVERSITY: WHO WE ARE ...............................................4 Our Programs ................................................................................................................6 CapU and COVID-19 ..................................................................................................6 3. STRATEGIC DIRECTION .......................................................................8 Our Vision ......................................................................................................................9 Our Purpose ..................................................................................................................9 Our Values ......................................................................................................................9 Envisioning 2030: A Strategic Plan Inspired by Imagination ...............................9 Other Major Plans ..................................................................................................... 11 Other Initiatives ......................................................................................................... 16 4. STRATEGIC CONTEXT ........................................................................ 19 Community Context.................................................................................................. 20 University Context
    [Show full text]
  • In the Supreme Court of British Columbia
    IN THE SUPREME COURT OF BRITISH COLUMBIA Citation: Quest University Canada (Re), 2020 BCSC 318 Date: 20200306 Docket: S200586 Registry: Vancouver In the Matter of the COMPANIES’ CREDITORS ARRANGEMENT ACT, R.S.C. 1985, c. C-36, as amended - and - In the Matter of the SEA TO SKY UNIVERSITY ACT, S.B.C. 2002, C. 54 - and - In the Matter of A PLAN OF COMPROMISE AND ARRANGEMENT OF QUEST UNIVERSITY CANADA Petitioner Before: The Honourable Madam Justice Fitzpatrick Reasons for Judgment Counsel for the Petitioner: J.R. Sandrelli V.L. Cross Counsel for the Monitor V.L. Tickle PricewaterhouseCoopers Inc.: Counsel for Capilano University: K. Mak Counsel for SESA-BC Holding Ltd. and K.M. Jackson RCM Capital Management Ltd.: Counsel for Vanchorverve Foundation: W.W. MacLeod Counsel for Bank of Montreal: S.A. Poisson Counsel for The Toronto Dominion Bank: B. Dumanowski, A/S Quest University Canada (Re) Page 2 Counsel for Her Majesty The Queen In L.V. Mauro Right of Province of British Columbia: Place and Date of Hearing: Vancouver, B.C. January 27, 2020 Place and Date of Judgment: Vancouver, B.C. January 27, 2020 Place and Date of Written Reasons: Vancouver, B.C. March 6, 2020 Quest University Canada (Re) Page 3 INTRODUCTION [1] On January 16, 2020, the petitioner, Quest University Canada (“Quest”), filed this proceeding, seeking creditor protection under the Companies’ Creditors Arrangement Act, R.S.C. 1985, c. C-36 (the “CCAA”). [2] On that date, there was limited attendance at the hearing. Two secured creditors, Capilano University (“CapU”) and Vanchorverve Foundation (“VF”), were represented by counsel.
    [Show full text]
  • Langara College
    THE 10TH ANNUAL JANUARY 19th–21st, 2017 2017 VGBA LANGARA CHALLENGE OPENING REMARKS The Vancouver Girls Basketball Association welcomes you to our 10th Annual VGBA Langara Challenge. On behalf of our Board of Directors, we send our heartfelt gratitude to our scholarship and tournament organizing committee, along with our sponsors, for allowing us to create this one-of-a-kind elite tournament for our female basketball players in Vancouver. For the sixth year, we are thrilled to expand this tournament to include a Junior Girls Division. This event would not have been possible without the generosity of Langara College and our partnership with both the Vancouver Secondary Schools’ Athletic Association and the Lower Mainland Independent Secondary Schools’ Athletic Association. It is our dream to create a sustainable basketball program for high school girls in Vancouver and continue to provide opportunties where these female athletes can develop their skills, sportsmanship, and a love for the game! Our Objectives 1. To promote, provide, and coordinate girls basketball opportunities for Vancouver student-athletes at all levels of development; participation to elite 2. To build and sustain partnership with other organizations wishing to support the mission statement and objectives of the Association 3. To create a sustainable basketball program for Vancouver girls 4. To provide opportunities for girls to develop basketball skills, sportsmanship, and a love of the game 5. To provide supervised and accessible basketball programs 6. To provide quality coaching and training 7. To develop a core group of volunteer coaches and advisors as board members 8. To establish and maintain a bursary program for girls needing financial assistance to participate in training or playing in club/provincial/national programs 9.
    [Show full text]
  • Visiting Students: a Survey of Institutional Policies and Practices In
    Visiting Students A Survey of Institutional Policies and Practices in British Columbia Post-Secondary Education Prepared for BCCAT by I. S. Education Consulting Inc. March 2015 Research by Visiting Students A Survey of Institutional Policies and Practices in British Columbia Post-Secondary Education Prepared for BCCAT by I. S. Education Consulting Inc. March 2015 © Copyright 2015 by the British Columbia Council on Admissions and Transfer. BCCAT is the official mark of the BC Council on Admissions and Transfer, as published by the Registrar of Trade-marks of the Canadian Intellectual Property Office. This report and the related executive summary are available at bccat.ca/research/projects BC COUNCIL ON ADMISSIONS & TRANSFER Research by 709 – 555 Seymour Street, Vancouver BC Canada V6B 3H6 bccat.ca | educationplanner.ca | bctransferguide.ca t 604 412 7700 | f 604 683 0576 | e [email protected] Table of Contents 1 EXECUTIVE SUMMARY 2 INTRODUCTION 3 PURPOSE, SCOPE, LIMITS, AND OBJECTIVES OF THE STUDY 3 METHODOLOGY 4 A LACK OF RESEARCH ON VISITING STUDENTS 5 DEFINITIONS AND CATEGORIES OF VISITING STUDENTS 10 THE BC TRANSFER SYSTEM AND VISITING STUDENTS POLICIES 12 BC ADMISSIONS / REGISTRARIAL PROFESSIONALS’ PERSPECTIVES ON VISITING STUDENTS 14 CONCLUSIONS 15 FUTURE RESEARCH 16 REFERENCES 18 APPENDIX A: THE QUESTIONNAIRE 19 APPENDIX B: THE LIST OF FULL NAMES OF INSTITUTIONS Visiting Students A Survey of Institutional Policies and Practices in British Columbia Post-Secondary Education Executive Summary A visiting student is a student who moves from their home institution where he or she is registered usually in a degree program, to take a specified number of courses or credits at another institution.
    [Show full text]
  • West Point Grey Academy School Profile 2017–2018
    West Point Grey Academy School Profile 2017–2018 stablished in 1996, West Point Grey Academy (WPGA) Academic Highlights 2016–2017 E is an independent day school in Vancouver, British Columbia. WPGA is accredited by the British Columbia Ministry of Education and the Canadian Accredited Independent Schools and is a member of the Independent Schools Association of British Columbia. raduation ate WPGA’s vision is to be Leaders in Future-Focused Learning. Inspired by our rapidly evolving world, we are a model for schools in offering interdisciplinary, experiential programs ostsecondary lacements and partnerships, with technology, entrepreneurship and global connectivity at the forefront. Global Focus In 2014, WPGA launched the Global Studies Program, which ap ear takes a global perspective to social studies curriculum. The program includes a challenge project and symposium in partnership with the Liu Institute for Global Issues at Advanced Placement Courses the University of British Columbia; the rigorous academic program includes Advanced Placement courses in politics, economics, statistics and language as well as a Global Online Academy course (WPGA is the only Canadian member school in Global Online Academy). Advanced Placement Program WPGA offers a wide variety of Advanced Placement (AP) courses, which challenge students’ learning and offer the opportunity for accelerated placement at university. AP classes at WPGA are of the highest calibre, and students continue to score a 4 or 5 on their exams, which they have the option to write in May each year. Signature Programs for Senior Students Student Population • First Responders Medical Training • The Duke of Edinburgh’s Award • Local and International Service Initiatives • Work Experience Placements • Outdoor Environmental Education; Wilderness Pursuits Grading System & Academic Awards Grades are reflected on school transcripts.
    [Show full text]
  • West Point Grey Academy School Profile 2019–2020
    West Point Grey Academy School Profile 2019–2020 stablished in 1996, West Point Grey Academy (WPGA) is an Academic Highlights 2018–2019 E independent day school in Vancouver, British Columbia. WPGA is accredited by the British Columbia Ministry of Education and the Canadian Accredited Independent Schools and is a member of the Independent Schools Association of British Columbia. WPGA’s vision is to be Leaders in Future-Focused Learning, with raaton ate a mission of Shaping Lives of Inquiry, Action and Joy. Our Core Values, including Globally Inspired, Character Driven and Healthy Balance, reflect the school’s commitment to offering experiential Postseconary programs that empower students to take action in their local and Acceptances global communities and empower themselves to be authentic, live mindfully and prioritize wellness. 1% Global Focus ntentonal ap ear In 2014, WPGA launched the Global Studies Program, which takes a global perspective to social studies curriculum. The Advanced Placement Courses 2-year program includes a challenge project and symposium in partnership with the Liu Institute for Global Issues at the University of British Columbia; the rigorous academic program includes Advanced Placement courses in politics, economics, statistics and language as well as a Global Online Academy course. 239 AP ams rtten Advanced Placement Program WPGA offers a wide variety of Advanced Placement (AP) courses, which challenge students’ learning and offer the opportunity for 51 accelerated placement at university. AP classes at WPGA are of the AP Scholars highest calibre, and students continue to score a 4 or 5 on their exams, which they have the option to write in May each year.
    [Show full text]
  • Post Secondary Admission Requirements
    COURSE PLANNING GUIDE 2014—2015 Page 64 Acadia University: http://4u.acadiau.ca Post -Secondary Athabasca University: www.athabascau.ca Bishop’s University: www.ubishops.ca Admission Brock University: www.brocku.ca BCIT: http://www.bcit.ca/ Requirements Camosun College: http://camosun.ca/ Capilano University: http://www.capilanou.ca/home.html To access the most current admission Carleton University: www.carleton.ca requirements for post -secondary Concordia University: www.concordia.ca institutions in Canada, please refer to College of New Caledonia: http://www.cnc.bc.ca/ Dalhousie University: www.dal.ca the respective school website as listed Douglas College: http://www.douglas.bc.ca/ below and search under: Emily Carr University: http://www.ecuad.ca/ Justice Institute of BC: http://jibc.ca “Prospective Students” Kwantlen Polytechnic University: http://www.kwantlen.ca/ Langara College: http://www.langara.bc.ca/ Quest University: www.questu.ca and then McGill University: www.mcgill.ca McMaster University: www.mcmaster.ca Memorial University: www.mun.ca “Undergraduate Pro- Mount Allision University: www.mta.ca grams ” Mount Royal University: www.mtroyal.ca Queen’s University: www.queensu.ca Royal Roads University: www.royalroads.ca followed by Ryerson Univesity: www.ryerson.ca Saint Mary’s University: www.smu.ca Simon Fraser University (SFU): http://www.sfu.ca “Admission Require- SFU Portal – Student Information Systems: http://www.go.sfu.ca ments” St. Thomas University: www.stu.ca St. Francis Xavier University: www.stfx.ca Thompson River University: http://www.tru.ca/ Trinity Western University: http://www.twu.ca/ University of British Columbia (UBC, Vancouver): http://www.ubc.ca UBC Okanagan Campus: http://web.ubc.ca/okanagan/ UBC Portal: https://you.ubc.ca University of Alberta: www.ualberta.ca University of Calgary: www.ucalgary.ca University of the Fraser Valley: www.ufv.ca University of Guelph: www.uoguelph.ca University of Lethbridge: www.uleth.ca University of Ottawa: www.
    [Show full text]
  • Toran Savjord Joined Capilano University in August 2017 in the Role of Vice President, Strategic Planning, Assessment & Institutional Effectiveness
    Toran Savjord Vice President – Strategic Planning, Assessment & Institutional Effectiveness Toran Savjord joined Capilano University in August 2017 in the role of vice president, strategic planning, assessment & institutional effectiveness. In his role, Savjord promotes the implementation of the University's operational plan through sound administrative oversight and leadership of the planning, assessment and accreditation activities of the University. This contributes to CapU operating effectively as an institution, ensures CapU’s compliance with policy and legislation, and coordinates both the business planning and institution-wide change initiatives to strengthen CapU’s position as British Columbia's leading experiential University. Savjord’s career began as an educator and administrator specializing in outdoor recreation and adventure tourism. His experience in post-secondary extends to program creation and developing certificates, diplomas and degrees for colleges and universities throughout B.C. Savjord’s CapU employment connection dates back almost 20 years. He served as an instructor of outdoor recreation programs and adventure tourism program designer at Capilano College between 1998 and 2002. Savjord has served as an organizational and leadership consultant to numerous educational institutions and came to CapU from Cornerstone Developments and the Squamish Clean Technology Association, where he was the senior project manager. Prior to this, he was the vice president, operations and development/recreation and athletics for Quest University Canada. As a founding faculty member, Savjord also contributed to the design of Quest's unique curriculum. Active in community service, Savjord has served on numerous boards and committees including the Squamish Sustainability Corporation; Tourism Squamish; Squamish Official Community Plan Advisory Steering Committee; Coast Mountain Academy; Quest University Canada Foundation and the Squamish Nordic Ski Club.
    [Show full text]
  • Arts + Wellness 2019 Verge Conference
    Arts + Wellness 2019 Verge Conference Thursday, September 26 8:45-9:15am Registration 9:15-9:30am Welcome + Opening Remarks 9:30-10:50am Session 1 • Caroline Sanders & Danielle Lindemann // Wellness and Chronic Health Complexities: Living Life to the Full – Using the Arts to Share Narratives of Women with Congenital Adrenal Hyperplasia • Loranne Brown // What Is It That Writing Wants? 10:50-11:10am Break 11:10am-12:15pm Keynote Address • Healing Through the Expressive Arts: Finding Wellness within Suffering Kendra Rieger // Assistant Professor, College of Nursing, University of Manitoba 12:15-1:00pm Lunch 1:00-2:45pm Session 2A & 2B • Joshua Hale + Kelly Arbeau // It Is Out of Who I Am That I Create • Sheryl Reimer-Kirkham, Kelly Schutt, Tiara Driedger, and Pushvinderjot Kaur // How Arts-Based Contemplative Practices Enhance Student Nurses’ Learning about Spirituality • Joan DeVries // When It is Not Well with My Soul: Acknowledging Brokenness in Christian Worship • Alysha Creighton // Wellness in the Anthropocene • Erica Grimm // Paying Attention to Wellness in the Anthropocene • Zuzana Vasko // Psycho-Spiritual Healing in the Face of Ecological Degradation: The Role of Aesthetic Practice 2:45-3:00pm Break 3:00-4:10pm Session 3A & 3B • Kathy O’Flynn-Magee + Tom Scholte // Lights, Camera, Action: Using Live Theatre to Address Bullying in Nursing Education • Katrina Plamondon, Sana Shahram, Colleen Davison, Sherri Dutton // Weaving Arts and Dialogue for Resilience: Two Examples of Using Collage in Community-Based Health Research • Lauren
    [Show full text]