INSTITUTIONAL ACCOUNTABILITY PLAN + REPORT
REPORTING2016/17 CYCLE
TABLE OF CONTENTS
Accountability Statement 2
Strategic Direction + Context 4 Faculties + Continuing Studies 6 Vision 9 Mission 9 Values Statement 9
Operational Context + Planning 9
Performance Plan 26 Goals + Objectives 26 Performance Measures, Targets + Results 35
Financial Information 39
Page 1 of 39
July 28th, 2017
HONOURABLE MELANIE MARK, MINISTER MINISTRY OF ADVANCED EDUCATION, SKILLS AND TRAINING PO BOX 9080 STN PROV GOVT VICTORIA, BC V8W 9E2
Dear Minister Mark:
It is our pleasure to present the 2016/17 Institutional Accountability Plan and Report for Emily Carr University of Art + Design. The past year has been full of remarkable achievements for the University, perhaps the most significant being Emily Carr’s acquisition of a new home at Great Northern Way campus. As we transition our programming, equipment and personnel over to an entirely new custom-built facility, we reflect on the challenges and achievements of our 93-year history, as well as the unprecedented opportunities just around the corner. Now more than ever, we are uniquely positioned to significantly impact the creative economy at the local, national and global levels.
This impact has been notable over the past year in student and alumni successes, ranging from three of our alumni being shortlisted for the prestigious RBC Painting Competition to alumnus Geoffrey Farmer being named to represent Canada on the world stage at this spring’s Venice Biennale.
The breadth of our programming continues to show through in the diversity of works produced by Emily Carr grads. Last year, alumni were recognized with awards and accolades in a wide array of creative practices and industries, including Governor General’s awards for Visual Arts; an Oscar nomination for best animated short film; and a Red Dot Award for product design.
Emily Carr University continues to be admired for delivering the highest quality education while also upholding our commitments to transparency and financial accountability at all levels. We cultivate an institutional culture of respect, collaboration, and consultation, in which students are always at the centre of our vision. Our committed staff and faculty have been recognized with awards both locally and internationally. And, the University has been named one of the top schools for industrial design in North America by both Azure magazine and Germany’s Red Dot Institute.
Page 2 of 39
We are proud of our successes and eager to share with you the highlights of our work over the past year. This Report conveys the specific accountability measures expected of Emily Carr, including our commitment to address the Taxpayer Accountability Principles. In accordance with the University’s governance structure, we accept accountability for this Report and look forward to working with the Ministry to continue our tradition of providing the highest quality post-secondary education.
Sincerely,
Kim Peacock Dr. Ron Burnett, C.M., O.B.C., Chevalier de Chair, Board of Governors l’ordre des arts et des lettres, RCA President + Vice Chancellor
Page 3 of 39 lifelong learning. Emily Carr creates programming that fully embraces our aspirations and builds learning channels. Our faculty and students are sought after by partners from diverse communities and environments for innovative research and
art and design-based solutions to complex questions.
Teaching, applied research, and research STRATEGIC DIRECTION + creation at Emily Carr takes place across CONTEXT five degrees (Master of Design, Master of Fine Art, Bachelor of Fine Arts, Bachelor of Since 1925, Emily Carr University of Art + Design, and Bachelor of Media Arts) within Design has developed as a degree- the Faculties of Graduate Studies, Culture granting university devoted to + Community, Design + Dynamic Media, undergraduate and graduate practice and and Art. Throughout each practice-based studio-based creativity, innovation, program, both graduate and research, teaching, and learning. undergraduate students are encouraged
to develop new and innovative ways of Emily Carr’s mission is to develop thinking and creating, studying in a informed artists, designers, and media professional environment that emphasizes practitioners, who can contribute their creative practices within critical, historical, creative output and research to Canada’s and theoretical frameworks. Emily Carr’s economic, knowledge, and cultural Continuing Studies model of lifelong sectors. Emily Carr graduates learning and comprehensive course embody trans-disciplinary, offerings complement the credit courses inclusive, and socially engaged art and and provide members of the community design; and create communities and with a broad range of courses and solutions that foster social justice and certificate programs. sustainability. Emily Carr is globally recognized and valued for our ability to Resources and centres to support our prepare graduates who are central to programs include the Intersections Digital their communities of practice and Studios, a state-of-the-art research facility; equipped to influence and shape their Living Labs, a research centre that fields. Our graduate programs and supports creative projects, social venture research agenda ensure that our and entrepreneurship driven by art and knowledge is shaping new and emerging design; the Health Design Lab, a lab practices and scholarship. Our experiential dedicated to human-centred, participatory learning environment fosters creative design research methods to improve exploration within a critical, inclusive and health and wellbeing; the S3D Centre, engaged community. This unique which aims to advance the art of scholarship is co-created between faculty Stereoscopic 3D and Advanced Imaging and students, and demonstrates a topics; Material Matters, which supports commitment to, and respect for, the community of people and enterprise indigenous and diverse ways of interested in 3D printing, emergent knowing. This approach to learning and technology, media, programming, practice fosters change agency and manufacturing, design and creative
Page 4 of 39 innovation; The Studio for Critical Making from over 50 countries. And, at any given (led by Canada Research Chair in Design + time, we have up to 30 exchange students Media Arts, Dr. Garnet Hertz), which is a and researchers from all over the world on research facility exploring how campus. Emily Carr is one of only four humanities-based modes of critical post-secondary art institutions in Canada inquiry, like the arts and ethics, can be and one of only 18 art and design directly applied to building more engaging institutions in North America with over product concepts and information 1,000 FTEs. technologies, investigating culturally relevant, socially engaged and Emily Carr’s faculty and staff members personalized technology; and, The Studio include practicing artists and designers for Extensive Aesthetics (led by Canada who are internationally recognized in their Research Chair in Art + Design fields. With over 400 dedicated employees, Technology, Amber Frid-Jimenez), which Emily Carr offers a close-knit community, focuses on the cultural mechanics and which provides students with the aesthetics of the network and the data advantage of a personal level of service in produced by it, and which operates a creative environment. through artistic and computational means to produce artworks and experimental Emily Carr has a number of collaborative platforms. agreements and partnerships with other post-secondary institutions in British In addition to these labs and centres, the Columbia and Canada. Emily Carr offers a University has computer and digital two-year Design Essentials program with production laboratories; photography British Columbia Institute of Technology laboratories; printmaking, ceramic and (BCIT) that has been approved for block painting studios; a library; indoor and transfer for students who wish to continue outdoor sculpture areas; wood shops; their studies at Emily Carr. Emily Carr is design studios; classrooms; galleries; and also one of the founders of the Great the award-winning, Read Books Northern Way Campus (GNWC), in bookstore. As we prepare to move to a collaboration with Simon Fraser University new, state-of-the-art campus in August (SFU), the University of British Columbia 2017, these facilities will continue to (UBC), and BCIT. The four-institution joint expand and improve to serve faculty and degree, the Master of Digital Media, was students. launched in September 2007 and the success of the program continues. Emily Carr has also developed programming, community projects, and The decision by the Government of British partnerships in Prince George, and will Columbia to invest in a new campus for continue to expand our programming and Emily Carr at Great Northern Way presence in northern BC at the Wood recognizes the vital role that Emily Carr Innovation Design Centre (WIDC). plays in the creative economy and the importance of universities offering post- The University serves over 2,000 credit secondary education in the arts, media students (including domestic and arts, and design. The new campus will international) and over 1900 non-credit have numerous positive economic students who take courses at the Granville benefits for the Province of British Island campus and our two satellite Columbia and will drive creativity and campuses. International students come innovation in BC and Canada while
Page 5 of 39 supporting the future growth of the collaborations and is a site for innovative creative sector. The new facility will further curriculum development and research BC’s reputation as a destination for world projects that offer students a context and class post-secondary education by ethical framework for ongoing community allowing Emily Carr to enhance education engagement. in media, design, and art programs in ways that have not been possible due to Faculty of Design + Dynamic Media space constraints of the current Granville Island campus. Emily Carr’s new campus The Faculty of Design + Dynamic Media will be at the centre of a new social, responds to the changing needs in the cultural, educational, entertainment, and world around us, on a variety of scales, economic engine for BC. and focuses on the development of comprehensive messaging, experiences, and the social context. Our award-winning FACULTIES + CONTINUING STUDIES students take leadership in areas such as
Emily Carr is comprised of four Faculties, a sustainable design, medical and health Continuing Studies department, technical issues, regional products, recreational and shop support, library and learner products, systems design, information support, and the University Gallery, each design, typography, visual of which reflect and support curriculum, communications, commercial, lifelong learning, and research experimental and 3D animation, visual endeavours. The Faculties and Continuing storytelling, film, video, integrated media, Studies facilitate work across mediums and interactivity. The Faculty houses three and technologies and promote the degrees and five majors: Communication development of new courses and Design (BDes), Industrial Design (BDes), programs that reflect the fluidity of 2D & Experimental Animation (BMa), 3D contemporary practice in art, design, and Computer Animation (BMa), Film and media. Screen Arts (BMa), and Interaction Design (BDes). Upon graduation, these emerging Faculty of Culture + Community designers, film-makers, and media artists continue their leadership in creative The Faculty of Culture + Community forges industries and innovation around the meaningful and engaged partnerships globe. with the larger community, industry, and other institutions and universities. The Audain Faculty of Art mandate of the Faculty of Culture + Community includes sustainability, both The Audain Faculty of Art offers a studio- environmental and social; effective based education that reflects the diversity communication strategies; and adaptive, and complexity of contemporary art innovative curriculum, able to respond to practices. The Faculty’s practice-based changing social conditions. The Faculty is studio programs focus in ceramics, comprised of diverse curriculum areas of drawing, illustration, painting, the University including the first-year photography, print media and sculpture, Foundation program, Critical and Cultural which culminate in three majors with a Studies courses for all undergraduate BFA designation: Visual Art, Illustration, students, the Critical and Cultural Practice and Photography. These programs Major (BFA), and the Social Practice Minor. engage with a diverse set of ideas and It also facilitates internal and external materials to imagine and explore the
Page 6 of 39 creation of new objects and images, with a partnerships and university pathways to strong emphasis on conceptual, technical, transition into post-secondary art and and historical knowledge. Students work design education. Our community of in a stimulating, supportive environment students ranges from culturally curious where they learn new skills and concepts individuals seeking job-ready training in and are encouraged to be self-reliant and the fields of media and design to teens resourceful. Our teaching faculty are (aged 13-to-18) participating in intensive artists dedicated to providing students summer programming. with a positive, productive, learning community immersed in contemporary art Continuing Studies partners with local practices. companies to provide customized training that addresses rapid changes in industry Jake Kerr Faculty of Graduate Studies needs. In addition, our arts community partnerships include the Vancouver Art The Jake Kerr Faculty of Graduate Studies Gallery in the delivery of after-school art supports graduate level programs and programs. Our university transfer research at Emily Carr. The Master of Fine programs provide students from across Art degree facilitates multi-disciplinary the province with academic preparation to interaction among students and learning help ensure their lifelong success in experiences across the disciplines of pursuing studies in art and design. media and art, and is offered through full- time residential and low-residency Technical Services and Learner Support streams. The Master of Design degree – the only design degree of its kind in British Emily Carr University maintains a complex Columbia, and one of two MDes degrees system of studios, shops and technical offered in all of Western Canada – support areas that work in concert with provides practice-based, professional our curricular and research programming. experience for graduate students in all Our technicians maintain a safe technical areas of design through an learning environment with emphasis on interdisciplinary, research-driven, and best practices, appropriate application of project-based curriculum. Practice-based equipment, and material utilization for research, across our graduate programs, both faculty and students. Additionally, fosters explorations and innovation and our technicians are also practicing artists, promotes excellence in art and design designers, and makers who work with through links with professionals in all students to successfully achieve technical fields. Graduate Studies maintains close goals. ties with the state-of-the-art Intersections Digital Studios and the various research Technical Services provides the following centres and labs. specialty areas of artistic and practical expertise to the University: animation and Continuing Studies 3D software support, ceramics, digital fabrication (CNC machining, laser cutting, Continuing Studies supports lifelong 3D printing), Document Output Centre, learning pathways for students across the drawing and painting studio support, fields of art, media, and design. It offers a film/video/sound studio and technical breadth of personal enrichment support, first year foundation shops, rapid opportunities, professional certificates, prototyping and mold-making, employment-focused training, community metal foundry and metal shop,
Page 7 of 39 photography studio and technical support, teaching and production of art and print media and printmaking studio and design. technical support, wood shops, textiles + soft products, and a tool checkout (tool Library and Learning Commons loans for students) as well as audio visual loans and support. The Emily Carr University of Art + Design Library provides access to a unique Charles H. Scott Gallery collection of diverse resources that support curricular and research activities The Charles H. Scott Gallery is a public art across the University. The primary focus of gallery dedicated to the presentation of the collection is on contemporary art, contemporary art and serves a broad and media and design, along with related varied community that includes the materials to support art and design students, faculty and staff of the history. The Library collection is composed University, the arts community, the public of print resources, including books, of Greater Vancouver, and visitors from journals and exhibition catalogues; a around the world. Emphasis is on broad range of electronic resources; slides contemporary thematic group shows that and digital images; films, videos and contain an educational and/or critical DVDs; sound effects; artists' books; the component and solo exhibitions that offer University's archives; and a menu in-depth analysis of an artist’s production. collection. The Emily Carr University Library is dedicated to supporting practice The Charles H. Scott Gallery is named for and research on campus and throughout the first principal of the Vancouver School Vancouver’s creative community. The of Art, now the Emily Carr University of Art primary focus of the collection is on + Design. The Gallery was opened in 1980 contemporary art, media and design, when the University relocated to its along with related materials to support art current location on Granville Island. Since and design history. its inception, the Charles H. Scott has operated as a public gallery with The Learning Commons at our new Great professional museum standards. It has Northern Way campus will include the made a significant contribution to the Library, The Writing Centre, and the presentation and analysis of Teaching and Learning Centre. The contemporary art in Canada. Throughout Writing Centre supports students and its history the Gallery has also functioned faculty in developing writing skills as a as a teaching gallery where students can process and material practice linked to learn professional curatorial and their art, design, and media work. The exhibition practices. Teaching and Learning Centre (TLC) provides support and assistance to faculty In August 2017, the Charles H. Scott and staff with learning new technologies gallery will move to the new campus at that are employed in the classroom, online Great Northern Way, and will be renamed courses, social media environments and The Libby Leshgold Gallery. The new their own research projects. The TLC campus will also have the RBC Media furthers the pedagogical practices and the Gallery, and the Michael O'Brian Exhibition scholarship of teaching and learning for Commons, which will offer approximately faculty members, graduate students and 70 square metres of exhibit space as an staff at Emily Carr University with active site for the exhibition, discussion, workshops, new initiatives and resources.
Page 8 of 39
VISION OPERATIONAL CONTEXT + PLANNING Emily Carr University of Art + Design’s vision is to be a worldwide centre of Student Access excellence in art, design, and media education and research. Student demand for admission to Emily Carr remains constant. Qualified MISSION applicants continue to outnumber new student capacity. Application numbers are Emily Carr University of Art + Design is a strong for both undergraduate and learning community devoted to excellence graduate programs. The Province of and innovation in visual arts, media arts, British Columbia’s commitment of a new and design. campus for Emily Carr has assisted us in increasing student access to our graduate VALUES STATEMENT and undergraduate programs, as well as enhancing opportunities for lifelong Emily Carr University of Art + Design is learning through our non-credit committed to ensuring that our degrees, professional certificates and programs. programs, and courses are relevant to the needs and interests of students and For fall 2017, Emily Carr received 1462 society. We believe that research in visual undergraduate applicants and 175 arts, media arts, and design is vital for the graduate applicants, which exceeds our cultural and economic growth of local and capacity and ability to meet demand. global communities and encompasses a Based on application interest and the range of methods including creative demand for our graduates in the inquiry and artistic creation. We aspire to knowledge and creative economies, we the ideal of excellence in all programs and have the potential to grow; and both service areas. We value diversity and strive short-term and long-term measured to increase accessibility to our programs approaches for growth will be taken in line for students of varied financial means. As with resources and facilities, especially at a university, Emily Carr believes that good the post-graduate level. citizenship includes social and environmental sustainability. We Emily Carr has a mandate to serve the understand that it is through collaboration Province of BC and as part of our and dynamic interaction with professional commitment to increasing access, we look groups and organizations that Emily Carr forward to offering programs and and the community at large will benefit. partnering with communities in Northern BC through our involvement with the Wood Innovation + Design Centre in Prince George. We have initiated planned community engagement and programming with the local community
including a partnership with Two Rivers Gallery to launch the Omineca Arts Centre, a new art space in Prince George that will
enhance regional capacity for arts and culture through events, exhibitions,
Page 9 of 39 residencies, workshops, educational retain qualified personnel; and, with programming, and research. respect to faculty recruitment, the challenges facing Emily Carr stem from Funding inadequate compensation levels and workload levels. Emily Carr continues to experience challenges with respect to operational In 2016/17, Emily Carr engaged KPMG to funding, as detailed below. collect, aggregate, and provide independent summaries of information The current year overall FTE delivery from Emily Carr and a comparator group amounted to 1943 FTEs, representing an (composed of provincial and national increase of 64 over the previous year’s sources.) This report was completed in reported delivery of 1879 FTEs. Domestic February 2017 and submitted to the FTE delivery continues at levels in excess Ministry for consideration. The report of funding targets set by the Ministry of found that total Emily Carr faculty Advanced Education, with current year compensation levels were significantly delivery at 107.8% of Ministry targets. The lower than those of the comparator group University remains committed to and that faculty teaching loads at Emily maintaining or exceeding system Carr were approximately 33% higher than objectives and targets related to capacity, comparator group levels. These two access, quality, relevance, and efficiency. factors significantly impact our ability to Our ability to continue meeting these attract and retain high quality faculty and standards is impacted by the financial we have proposed a financial challenges resulting from unfunded FTE restructuring model to the Ministry to delivery. address our concerns.
Underfunding and operational challenges The upcoming move to our new campus at have been identified in previous Great Northern Way provides a unique Accountability reports. In 2015/16, we opportunity to grow our existing program recommended an operational funding delivery and to design and develop new structure review. In 2016/17, we initiated programs. Consequently, it is essential this review and engaged with Ministry that we structure operational funding and personnel in identifying a financial model address faculty compensation and more appropriate to the Public-Private workload challenges in order to take full Partnership (P3) environment under which advantage of this opportunity. we will operate at our new Great Northern Facilities + Resources Way facility. This proposed model reflects the additional cost pressures of the Emily Carr’s current campus is located on expanded facilities and our responsibilities Granville Island. There we occupy two under our Master Project Agreement (PA) properties, referred to as the North and with Applied Arts Partners (the P3 project South Buildings, which we maintain under proponent). The Ministry continues to long-term lease agreements with the review our proposal and we are Canadian Mortgage and Housing anticipating response by midsummer Corporation (CMHC). These will expire in 2017. 2043 (North Lease – land & building, South
Lease – land only) and we will continue Previous annual reports also made occupancy of both buildings until reference to our inability to attract and
Page 10 of 39
December 31, 2017. We are currently in country in the contributions we make to negotiations with CMHC, with the research in studio-based art, design, and assistance and guidance of the Ministry of media. Our immense success in funding, Advanced Education and Shared Services projects, and outcomes is an indication of Division, regarding the renegotiation of our impact, scope, and reach. these leases and the potential future uses for both these properties. Faculty and student researchers are at the core of the research enterprise at Emily We move to our new facility on Great Carr. Research is supported through and Northern Way campus in August 2017. The incorporated into our curriculum, new facility has been procured by way of a infrastructure, digital technologies, Public-Private Partnership (P3) structure funding, research projects, community for a total cost of $122 M. engagement and partnerships, co-op and internship programs, and collaborations On February 15, 2017, the University as both within and outside of the University. Purchaser, and Great Northern Way Campus Ltd. as Vendor, entered into a The Intersections Digital Studios is our Purchase and Sale Agreement with state-of-the-art research facility, which respect to lands described as Lot Q houses four research centres and three situated at Great Northern Way Campus themed studios. The research centres Site in Vancouver, BC. The acquisition cost include the Health Design Lab, Material of the lands was agreed at $14.4 M. The Matters, Stereoscopic 3D, and Living Labs. Agreement became complete and The research studios include the Motion unconditional effective May 12, 2017. On Capture + Visualization Studio; the this date, Great Northern Way Campus Wearables + Interactive Products Studio; Ltd. declared a capital dividend of $14.4 M and the Prototyping, Media + payable to the University, which was Programming Studio. These centres and deemed fully settled by transfer of lands studios, with technologies chosen to pursuant to the terms of the Purchase and bridge digital and material practices, Sale Agreement. The land transfer was promote and support faculty and student registered in the Land Registry Office research, with the objective of advancing effective June 1, 2017. knowledge in unique fields, pursuing interdisciplinary experimentation, and The University now holds title to both land developing and enhancing projects in all and building at Great Northern Way disciplines. campus, which provides a unique opportunity to expand and develop our The outcomes of our research activities programming to meet current market are diverse, both in form and impact, and demands. manifest themselves in such things as writing, theory, design, film, objects, Applied Research processes, exhibitions, performances, public talks, public art and projects, and Research is a vital component of the programs for social change and social teaching, learning, and pedagogical enterprise. Emily Carr University also has framework of the University and takes three appointed Canada Research Chairs: place across and within all Faculties. As Associate Professor Amber Frid-Jimenez, the most research-intensive art and who runs The Studio for Extensive design university in Canada, we lead the Aesthetics as the Canada Research Chair
Page 11 of 39 in Art + Design Technology; Dr. Garnet organization, the degrees currently Hertz, who runs The Studio for Critical offered, the services and resources Making as the Canada Research Chair in available to students and faculty, faculty Design + Media Arts; and Dr. Richard Hill, credentials, and the context within which who is the Canada Research Chair in Emily Carr operates as a publicly funded Indigenous Studies. institution. We have recently completed cyclical reviews of all of our Emily Carr’s strategic research plan has undergraduate Faculties and are currently themes which are aligned with the developing curriculum planning University and include Indigenous and documents for all programs as part of our Aboriginal Studies; Sustainability; Health institutional planning for the new campus. and Wellness; Materials Inquiry and Critical Making; Emerging Media and Emily Carr strongly supports diversity Communications; Social Practices, within its teaching and learning Transformation and Innovation in the environment, among its students, and Public Sphere; and New Models of through its broad range of academic Entrepreneurship. support services and hiring policies.
Teaching Graduate Education
Teaching excellence is an essential part of In May 2017, the tenth cohort of students Emily Carr and is carefully monitored by graduated from our Master of Fine Art the Vice President Academic + Provost and (formerly our Master of Applied Arts) the Deans through course evaluations, program in the two streams of visual arts which are assessed regularly and are and media arts; and, the third cohort of included as part of regular peer-based students graduated from our Master of developmental reviews of faculty. In Design (MDes) program. As we look addition, regular faculty and area forward to our upcoming 2017/18 meetings are held with the Deans and academic year, we are preparing for our Assistant Deans to assess the quality, most successful intake to date of 79 currency, and relevance of the educational returning and new graduate students: 28 experience in relation to contemporary in our MFA program, 42 in our MDes practice in visual arts, design, and media program, and 9 in our low-residency MFA arts. And, reforms to both curriculum and program. pedagogy are part of our strategy for continuous improvement and innovation As indicated by the large and growing in teaching and learning. number of applicants, particularly in the MDes stream, Emily Carr has the potential Emily Carr’s curriculum is assessed by to further grow and develop graduate external reviewers cyclically to ensure that level programs. However, without funding courses and programs reflect the highest for graduate FTEs we remain challenged standards specific to the disciplines that to compete with other Canadian and we teach. The external reviewers are North American art and design successful educators and professionals universities, where funding for graduate and come from prominent art, design, and students is the norm. Our low-residency media art institutions around the world. MFA program will be reviewed and Their role is to assess the many aspects of updated this academic year to target and our operations, including the academic improve enrollment, and to further
Page 12 of 39 accommodate visual art and media art Learning/Students professionals already working in the field, targeting graduates with studio arts, Emily Carr is a practice-based learning media, or related degrees who wish to community oriented around small studio- further develop their practices in a based classes and critical and cultural rigorous, inspiring educational context. studies courses, which constitute the This innovative program serves as a academic core of the degree programs platform for advances in teaching and and include visual culture, art history, learning that inform our strategic English, Aboriginal studies, humanities, development of educational practice sciences, social sciences and the theory across a range of undergraduate, and practice of art, media, and design. In graduate, and lifelong learning programs. addition to our work-integrated learning In conjunction with the development of program, where students successfully innovative, professionally oriented earn credits while contributing to a wide graduate programs, Emily Carr has variety of projects, our graduate students successfully developed major applied benefit from integrated learning and research capacity across a range of art, practice-based research experience within media, and design fields. their programs by working in a range of settings related to their professional In the past, baccalaureate graduates of goals. A number of students also spend a Emily Carr who wanted to pursue semester on exchange with other graduate programs typically had to move institutions throughout the world. out of BC to undertake these studies. BC will now be able to retain many of its best Emily Carr’s diverse curriculum ranges and brightest talents because from industrial design to visual arts to 3D opportunities for specialized graduate film, new media, animation, and education in art, design, and media are interactive and social media, where being made available within the province. students learn to articulate ideas through The rapidly growing cultural sector in BC is the use of digital applications and also pressing Emily Carr to provide production tools. Students also explore graduate programs to meet the needs for the current culture and context highly skilled and creative employees. surrounding the production of digital and There is also great interest in graduate interactive art and how digital applications education for areas such as illustration, can be used to inform more traditional art public art/social practice, and arts practices. To facilitate new practices and management. With the expertise of our learning experiences, Emily Carr has a faculty, these are additional areas of the completely wireless campus, is part of creative industry that Emily Carr is well- BCNet and is connected to CANet 4, with situated to develop and promote, with high-speed lines equivalent to those additional funding support. The work of available at all major universities. our graduate students and faculty in areas of practice-based research have the Pedagogical innovation is built into the potential to affect and contribute to the ways in which the academic and innovation agenda of British Columbia. administrative structures are designed. Faculty and guest speaker presentations, workshops, symposia and conferences are regular occurrences at Emily Carr, as they contribute to the ongoing process of
Page 13 of 39 critically redefining pedagogy within the Through the use of Moodle, blogs, wikis, context of engaging creativity in a world virtual studios, recorded lectures, and where art, design, and media intersect more, eLearning at Emily Carr with other fields. We strive to continuously disseminates information within and develop new curriculum and new beyond the walls of the University, making approaches to learning that reflect the visible and allowing for flexible connectedness of teaching, learning, and approaches in course content, structure curriculum to art, design, and media in and accessibility. their multiple and changing forms in relation to the broader social, economic, Online learning is also a major component and cultural context. of the low-residency MFA program. As part of this program, Emily Carr makes use of One of our most important goals is to remote conference technologies to continue increasing the career and develop graduate student work at a professional learning experiences that distance in communities across Canada, students can participate in such as, the US, and in Europe. The Virtual Studio integrated research, paid internship, and Network is an online community initiative for credit work-integrated learning. These that documents, catalogues, and opportunities enhance professional skill publishes graduate level research in an development and connection to industry. interactive, rich-media environment. Our Career + Professional Development Services Office has become a hub for Through the Library and archives, Emily students and alumni and has enhanced Carr participates in the AskAway chat programming, collaborations, and reference service offered by BCELN, which connections to industry to support provides live online research support and graduates in the development and pursuit information services to students across of their career and professional goals. BC. Additionally, we have also benefited from several shared service initiatives Online + eLearning offered by BCCampus to facilitate online access for students. We are members of Emily Carr is committed to maintaining the Administrative Services Consortium in high levels of student access and support of our Colleague Enterprise providing flexible curriculum System and use the Moodle Shared programming delivery through online and Service at BCCampus and Adobe Connect, eLearning initiatives. Courses are offered a web conferencing system that supports in art and design history, English, synchronous audio/video conferencing, Aboriginal studies, industrial design, real-time collaboration, and virtual science and social science, studio meeting spaces for both desktop and practices, and visual culture. eLearning mobile devices. pedagogy includes synchronous, asynchronous, polyphonic, multi-modal, Aboriginal Education group and individual learning, both in and outside of the traditional course credit Emily Carr provides culturally appropriate structure. The University makes use of a support that encompasses both traditional full scope of pedagogical approaches and contemporary artistic expressions of including online courses, hybrid (or Aboriginal peoples. Our Aboriginal blended) courses, ‘flipped’ classroom Gathering Place is the centre for Emily pedagogy, and smart-room practices. Carr Aboriginal Programs and its
Page 14 of 39 community based activities, including Raymond Boisjoly — and our Canada student recruitment, support, and Research Chair in Indigenous Studies, Dr. programming. Aboriginal Programs at Richard Hill, provide leadership in Emily Carr foster learning experience for curricular and non-curricular activities all students, faculty, and staff through the throughout the University. In addition to integration of Aboriginal epistemology this, our Aboriginal Program Manager, into the larger curricular structure of the Brenda Crabtree, has built and supported University. The Aboriginal curriculum is our Aboriginal Gathering Place, a critical interdisciplinary in nature and is community resource. We have a comprised of courses in studio practice, successful track record of delivering art history, critical theory, and industrial Aboriginal programs that demonstrate application. We have a number of leadership and collaboration between Aboriginal face-to-face and online credit artists, students and high-tech industry, courses based on Aboriginal philosophy, leading to meeting labour market pedagogy, and research, which have been demands and graduating successful developed and taught by Aboriginal students. faculty. Our Aboriginal Programs Office website provides a video archive of studio- We have also been successful in achieving based Aboriginal art and material practice our student financial support goals and teaching modules. We share studio have raised additional funding for modules through an open access, online Aboriginal students. The financial support platform that is available to the general of the Ministry’s Emergency Fund public/communities including Aboriginal contributed to the academic success of the organizations and communities. students, as well as to the emotional and cultural well-being of the students in need. The University has an Aboriginal In addition, we were successful applicants Admission Policy to provide optimal access to the Queen Elizabeth II Diamond Jubilee for Aboriginal applicants with an interest Scholarship federal grant, a portion of in pursuing studies in art, media, or which will be used to fully fund Maori design at the post-secondary level. This students in our Master’s Degree Policy reflects Emily Carr’s mandate to Programs, fostering and enriching facilitate Aboriginal student access and intercultural, Indigenous dialogue in art academic success. Our recruitment and design. strategies have been successful and our Aboriginal student intake has significantly We also continue to expand our role in increased and completion rates remain bridging Aboriginal art, culture, and high. education in rural areas throughout British Columbia, including collaborative Emily Carr has a successful history of community outreach projects focused on initiating and supporting Indigenous capacity building. Notable projects have initiatives through allocation of resources included: and infrastructure, physical space, and successful recruitment and retention of Aboriginal Arts Development Projects: Indigenous faculty members and staff. We Emily Carr developed a free community lead the country in the number of full-time outreach Urban Aboriginal Cultural art and design faculty of Aboriginal origin. Workshop led by Kim Stewart (Metis) and Three of our Indigenous full-time faculty Brenda Crabtree (Nlaka’pamux and — Mimi Gellman, Mark Igloliorte, and Sto:lo). The workshop introduced
Page 15 of 39 intergenerational urban Aboriginal building collaboration between participants to the traditional and Emily Carr University of Art + contemporary techniques of beadwork, Design, FP Innovations, UBC’s tufting, and design at the Omineca Arts Centre for Advanced Wood Centre in Prince George, partnering with Products, and the Freda Diesing the College of New Caledonia and the School of Northwest Coast Two Rivers Gallery. Aboriginal Art, this project celebrates the storytelling Along a North South Axis: traditions amongst BC’s Aboriginal The Aboriginal Gathering Place hosted artists while also promoting coastal artist-in-residence Metis artist Kim Stewart communities and their unique at Emily Carr in February as a part of Along artistic talents. For the new Emily a North-South Axis, a series of talks in Carr campus, the University Vancouver and Prince George co- purchased a number of these doors presented with Two Rivers Gallery in to be featured in spaces across the Prince George, BC. new facility.
Aboriginal Speaker Series: We also continue to participate in the The Aboriginal Gathering Place hosted a Strengthening Connections Aboriginal lecture series bringing unique and diverse Recruitment activities throughout the perspectives of local and national province, including rural communities Aboriginal artists, filmmakers, and such as Bella Coola, Haida Gwaii, Yukon curators. Speakers included Edgar Heap of Territories/Whitehorse. Strengthening Birds (Cheyenne/Arapaho), Lisa Jackson Connections is a collaboration among (Annishnabe), Amanda Strong (Metis), post-secondary institutions across BC, Maria Hupfield (Annishnabe), Terrance with a mandate to provide as much Houle (Blackfoot), Shawn Hunt (Heiltsuk), advising and information as possible to Heather Igloliorte (Inuit), and Elisapee Aboriginal peoples to successfully pursue Ishulutaq (Inuit). post-secondary education.
Drum making workshops: These examples highlight our Emily Carr delivered free commitment to creating sustained community outreach drum making opportunities for Indigenous education workshops in downtown Vancouver and Emily Carr University leads the with the Atira Women's Resource country for visual arts and design Society, Bill Reid Gallery and the programs with accomplished Indigenous Urban Native Youth Association faculty and staff. (UNYA); and three workshops with 20 students and staff at Douglas Academic Collaborations College in New Westminster. Collaborative programming with other Opening Doors at GNW Campus: post-secondary institutions remains a In 2015, the Opening Doors project priority and is being pursued with several invited qualified Aboriginal artists schools within the province, country, and from across BC communities to also internationally. receive full access to training and mentorship with esteemed and Emily Carr collaborates with many of the advanced carvers. A capacity- major institutions in BC and has extensive
Page 16 of 39 exchange agreements with most of the Emily Carr has collaborations with the major art and design institutions and Coquitlam School District 43, the Surrey universities around the world. The Master School District 36, and Powell River School of Digital Media offered in collaboration District 47 for the Head Start Program, with UBC, SFU, and BCIT is an example of whereby Emily Carr offers a first-year an innovative program that includes credit course to senior secondary students collaborative research in the new media in these school districts. Many of these disciplines. students enter Emily Carr following their secondary school graduation. Head Start Offered jointly by BCIT’s Digital Arts Programs are being explored for West Program and Emily Carr’s Continuing Vancouver and North Vancouver for Fall Studies, the Communication Design 2017. Essentials Program provides instruction in visual and technical communication skills. Sustainability Although a full-time program, courses are offered on evenings and weekends to Sustainability and environmental provide access opportunities to both responsibility are key components of the working and non-working students. curriculum, planning process, research, Graduates of the program are also eligible and operations at Emily Carr. Our for admission to Emily Carr’s degree curriculum has always dealt with issues of programs. critical interest to society and courses in all Faculties are dealing with issues related Emily Carr continues to offer its Summer to green design, sustainability, and other Institute for Teens, which provides high environmental concerns. school students with a rigorous summer art, media, and design experience and Emily Carr signed the Talloires helps them prepare for advanced Declaration, joining a worldwide education in these fields. This year, we movement to recognize higher education’s have also successfully expanded responsibility towards sustainable programming to include a Junior Art development; and the Kyoto Design Intensive for ages 13 to 15 years. Declaration, which commits Emily Carr to Within the province, we have signed sharing the responsibility of building articulation agreements with Capilano sustainable, human-centered, creative University, Camosun College, College of societies. Emily Carr is also a member of the Rockies, College of New Caledonia, the Association for the Advancement of Langara College, the Native Education Sustainability in Higher Education and has College, North Island College, Northern a Sustainability Policy, which establishes Lights College, Northwest Community sustainability as a priority in curriculum College, Selkirk College, UNBC, Van Arts, and all campus operations. Vancouver Animation School, Vancouver Community College, Vancouver Island Emily Carr has joined the World Climate School of Art, Vancouver Island University, Change Collaborative Network, an Yukon School of Visual Arts; and we are organization that provides Study Abroad negotiating agreements with other Scholarships for students from developing potential partners. Outside BC, we have countries to learn skills to proactively established agreements with Grand battle climate change at home. We have Prairie Regional College (AB), MacEwan also joined an international network of University (AB) and Fleming College (ON). sustainable designers with The Emily Carr
Page 17 of 39
DESIS Lab (Design for Social Innovation Vancouver. Despite this, we have towards Sustainability). The DESIS maintained an enthusiastic and Network aims at using design thinking committed workforce, dedicated to our and design knowledge to co-create, with students and to excellence in art, design, local, regional, and global partners, media education, and research. socially relevant scenarios, solutions, and communication programs. The Lab has The upcoming retirement (summer 2018) featured a number of initiatives including, of our long-standing President and Vice- cloTHING(s) as Conversation, Transition Chancellor has prompted a thorough Town Collaborations, and Who is Social, an succession planning process. With the inquiry into social engagement with other- active engagement of the Board of than-humans. Governors Executive Committee, we have developed a candidate search process that Collaborations and sustainability will be responsive to the future needs of partnerships on campus include graduate the University. We recently undertook a and undergraduate students, faculty, search firm procurement process, which administration, and staff. It is anticipated was carried out in a manner consistent this sort of collaboration will generate with the Province’s Taxpayer continued momentum and further Accountability Principles. support for grassroots, student-led initiatives to create awareness around In attempting to address employee sustainability. As noted above, attraction and retention, we recently sustainability is a theme of our strategic participated in the development of a plan, which aims to teach, develop, and sectoral framework that builds upon the practice sustainable methods through University’s approved compensation curriculum development, integration in philosophy for the Excluded institutional culture, and associated Administration staff. Our aim here is to policies and practices. strike a balance in the current compensation philosophy that respects Our new campus facility will be a LEED the Taxpayer Accountability Principles and Gold certified building and our Facilities enhances our ability to attract and retain department will ensure that campus quality administrators. operations move ever steadily toward greater sustainability through such efforts We have also commenced an internal as water and energy conservation, equity audit, which is a five-phased audit recycling, composting, and carpooling of the current compensation and initiatives. classification processes in place at the University. The goal is to identify areas of Faculty + Staff Status, inequity and implement effective and cost- Renewal + Recruitment sensitive remedies; as well as to develop processes that will ensure that internal Emily Carr’s strong local and international equity will be sustained moving forward. reputation is a very positive draw in recruiting high quality faculty and staff. With the move to our new campus in fall However, we continue to be challenged in of 2017, we have engaged a number of our attraction and retention by change management strategies. In uncompetitive salary scales, high partnership with community stakeholders, workloads, and a high cost of living in we have implemented new systems to
Page 18 of 39 improve efficiencies and pursue more Accountability sustainable practices. As part of this, we’ve procured an applicant tracking system and Over the last 15 years, we have engaged on-boarding site that will enable our HR in eight strategic planning sessions and team to reduce consumption of paper have had four major external reviews. We products, as well as maintain effective and are currently in the final stages of efficient hiring practices. We have also development and implementation of a provided the supports necessary for Strategic Plan for 2017 to 2021 that will facilitating changes to various provide conceptual, curricular, and programming areas throughout the pedagogical frameworks for necessary University. reforms and innovation in programs, staffing, and infrastructure; and, that will Credential Recognition serve as a strategic roadmap for the creation of a new academic vision for our Emily Carr degrees are accepted new campus and for the transitions worldwide, as evidenced by the fact that required to build systemic frameworks for our students have attended graduate innovative art, design, and media programs ranging from Goldsmiths in education. London, to Pratt in New York, to all the major universities in BC and Canada. Emily Numerous specialized reporting Carr is a full member of Universities documents are regularly completed and Canada and all of our credentials are submitted in a timely fashion to recognized nationally and globally. government and other regulatory bodies. Accountability regarding curriculum, The International Council of Societies of financial management, and administrative Industrial Design and the Society of leadership is built into the fabric of our Graphic Designers of Canada have management process at Emily Carr. recognized our Bachelor of Design degree. We are members of the European League Emily Carr is also committed to of Institutes of Art (ELIA), which only implementing the Taxpayer Accountability accepts organizations into its membership Principles in exercising our duties and we that have accredited degree-granting have developed and put into place an status. Emily Carr is also a member of the employee Code of Conduct to affirm our Association of Independent Colleges of Art commitment to the highest standards of and Design (AICAD) and the Alliance of ethical conduct, integrity, and compliance Canadian Comprehensive Research with all applicable laws and regulations. Universities (ACRU). We are also educational members of the International Community Achievements Council of Design (ico-D) and Cumulus, a global association of design educators and We are proud to provide a selection of researchers. achievements from our community over the past year. Included are contributions Emily Carr is a leading member of the from distinguished alumni, faculty, staff National Portfolio Day Association, a and students, all of which have greatly network of 100 Universities and Colleges impacted the world of art, design, media, of Art and Design that requires their and beyond. members to hold the highest levels of accreditation.
Page 19 of 39
July 2016 Katherine Soucie’s (MAA ’13) zero-waste Eilish McVey (’16) was recognized by textile and design studio, Sans Soucie, was international award, The Rookies, for her profiled in the June 2016 edition of British Industrial Design project, Moving Medicine, Vogue. The issue, which celebrates 100 a portable diagnostic incubator that is years of the iconic fashion magazine, used to facilitate a LAMP test. The featured HRH The Duchess of Cambridge incubator can be carried into low-resource on the cover and is destined to become a areas and used for diagnosing and collector’s edition. treating pneumonia in children.
Brian Kokoska ('10), M.E. Sparks (’16 Elizabeth Zvonar (’01) was named one of MAA) and Angela Teng ('11) were all four finalists for the 2016 Aimia AGO named as finalists in the 18th Annual RBC Photography Prize, Canada's most Canadian Painting Competition. Each of significant award for photography. them received $2,500 for being finalists. Emily Carr has a long history of RBC Nadia Myre (’97) a visual artist from Painting Competition winners, including Québec and an Algonquin member of the 2015, with alumnus Patrick Cruz ('10) Kitigan Zibi Anishinabeg First Nation, was taking home the prize. the inaugural recipient of the Walter Phillips Gallery Indigenous Commission Several of our alumni made the shortlist Award, worth $20,000, at Banff Centre for for the 2016 Western Living Designers of Arts and Creativity. the Year, in the following categories: Furniture Design included Judson August 2016 Beaumont (’85), Straight Line Designs, and Chelsea O'Byrne (’16) was awarded a Romney Shipway (’14), Shipway Living silver medal for one work, and a merit Design. In the Industrial Design category, award for another from the 3x3 Show, Char Kennedy (’14), Char Kennedy Design, considered to be one of the top three and Zoe Garred (’07) of Fleet Objects. Also international shows for Illustration. The making the list was Heather Braun-Dahl 3x3 Show invites illustrators from around (’01), Dahlhaus Art, in the Maker Category. the world to complete in its annual competition. Winning works from the Cedric Bomford (’03) received the 2016 Student Show were reproduced in the 3x3 Victor Martyn Lynch-Staunton Award for Illustration Annual No.13, December 2016. Visual Arts. The $15,000 prize is awarded annually for outstanding artistic September 2016 achievement by Canadian mid-career Acclaimed Canadian artists and Emily Carr artists in the disciplines of Dance, Inter- alumni Stan Douglas (’82), Brian Jungen Arts, Media Arts, Music, Theatre, Visual (‘92) and Associate Professor Liz Magor Arts and Writing and Publishing. (’71) were featured in Season 8 of the PBS documentary series ART21, Art in the Lawrence Le Lam ('16) won Best Student Twenty-First Century. ART21 is a Production at the Leo Awards for his grad celebrated global leader in presenting film, The Blue Jet. The short is a 1970's thought-provoking and sophisticated Taiwan-set rock-and-roll bathed story content about contemporary art, and the about a rebellious radio DJ who broadcast go-to place to learn first-hand from the banned rock-and-roll, and the story is artists of our time. based on his father's true story.
Page 20 of 39
Alumnus Cameron Kerr's (’07) sculpture, Aaron Oussoren (MDes ’16) received the Freud’s Ceiling, was permanently installed 2016 RBC Award for Glass. Currently, he is at the Tournament Centre of Canada in teaching in the Design and Visual Arts Kamloops. The sculpture was originally Departments at Emily Carr. This is his commissioned by the City of Vancouver to second win for the RBC Award for Glass celebrate the City's 125th Anniversary, but (2013). This prestigious national was gifted to the Kamloops Art Gallery and award allows early career practicing artists installed at the Centre as part of a public to undertake a period of independent art partnership with the City. research, or other activities that will advance their artistic and professional Timely, uncompromising and ultimately practice at a key moment in their careers. devastating, Kevan Funk's (‘11) debut feature Hello Destroyer, raises troubling Alumna Ann Marie Fleming (‘89) was questions about how we teach boys to awarded the Best BC Film Award and Best become adults, particularly within the Canadian Film Award for her feature, context of Canada's national obsession: Window Horses. The first feature-length hockey. Funk’s film debuted at the Toronto animation from the NFB to be selected for International Film Festival and screened as the festival since Pierre Hébert’s La plante part of the 2016 Vancouver International humaine, the film features a rich colour Film Festival. palette sure to tantalize the audience.
The Hnatyshyn Foundation named Peter November 2016 Morin ('01) as the recipient of the $25,000 Continuing Studies painting instructor, 2016 Visual Arts Award for outstanding Jeanne Krabbendam was named as the achievement by a Canadian mid-career 2016 recipient of the Post-Secondary artist. Award for Excellence in the teaching of Visual Arts by the British Columbia Art Jeneen Frei Njootli (’12) was awarded one Teachers’ Association. of three William and Meredith Saunderson Prizes for Emerging Canadian Artists Jeremy Shaw (’00) was announced as the through The Hnatyshyn Foundation. The recipient of the 2016 Sobey Art Award by $5,000 prizes are intended to nurture the National Gallery of Canada. The award emerging talent in the visual arts in comes with a $50,000 award and is the Canada. pre-eminent prize for Canadian artists 40 and under. Brenda Draney (MAA ’10) was October 2016 a $10,000 winning finalist. Faculty member Mark Igloliorte was featured in the Fall 2016 issue of Inuit Art Both Xwalacktun (’82) and Luke Parnell Quarterly. The magazine cover featured a (’12 MAA) were awarded BC Creative detail of Igloliorte's 'untitled,’ 2011 Achievement Awards for First Nations Art. projection on a skateboard deck This annual award celebrates artistic previously exhibited in the Vancouver Art excellence in traditional, contemporary or Gallery exhibition, Beat Nation. The media art. Emily Carr Honorary Doctorate feature article, Sightlines and Surfaces: The recipient Susan Point, received the 2016 Art of Mark Igloliorte, discusses Igloliorte's Lifetime Achievement Award, an honour practices of art, skateboarding, bestowed on individuals who have made a and kayaking as well as his role at Emily profound contribution to their First Carr. Nations culture.
Page 21 of 39
In recognition of the remarkable McKee, conducted over 90 studio visits, contributions of Brenda Crabtree and Bill mostly with emerging artists, but also with McLennan to BC’s First Nations Art a few established artists whose ideas have community, the BC Achievement been prescient. Featured alumni and Foundation also established an Emerging faculty included: Derya Akay (’10), Maya Artist Award in their honour. Beaudry (’13), Raymond Boisjoly (‘06 + Associate Professor), Eli Bornowsky (’05), In May of 2016, Printmaking Today Rebecca Brewer (’07), Colleen Brown magazine launched a call for submissions (’02), Kim Dorland (’98), Barry Doupé, for its annual State of the Art Prize. The (’04), Michael Drebert (‘06), Julia Feyrer two winning students, including (’05), Jeneen Frei Njootli (’05), Colleen Hannamari Jalovaara (MAA Low Heslin (’04), Allison Hrabluik (Sessional Residency Candidate), were given a one- Faculty), Gary Neil Kennedy (Sessional page editorial feature in the Autumn Faculty), Tiziana La Melia (‘08), Khan Lee Issue, which had a special focus on art (‘00), Glenn Lewis (’58), Elizabeth education. McIntosh (Associate Professor), Jordan Milner (’14), Rachelle Sawatsky (’05), December 2016 Krista Belle Stewart (’06), Angela Teng We Come to Witness opened at the (’11), Mina Totino (‘82), Ron Tran (‘12), Vancouver Art Gallery in early December Tristan Unrau (‘12) and Charlene Vickers 2016. The works acted as a dialogue (‘94). between the art of modernist painter Emily Carr and contemporary artist Sonny January 2017 Assu (’02). Assu created a series of digital Emily Carr University of Art + Design tags on Emily Carr’s paintings selected was named as one of the Top Industrial from the Vancouver Art Gallery’s Design Schools in North America by Azure collection, challenging the portrayal of Magazine. Emily Carr established its Indigenous peoples as a vanishing race by Industrial Design program in the 1980s; interrupting Carr’s landscapes with an though still relatively new, it is considered insertion of ovoids and u-shapes. The among Canada’s best, with Germany’s Red exhibition also included Assu’s masks Dot Institute ranking Emily Carr among juxtaposed with Carr’s paintings and a their top design universities worldwide special ceramic collaboration with artist last year. and Emily Carr faculty member, Brendan Tang. The Art Gallery of Greater Victoria awarded the inaugural Tanabe Prize for In early December 2016, the Vancouver British Columbia Painters longtime Emily Art Gallery presented Vancouver Special: Carr instructor/lecturer Philippe Ambivalent Pleasures, the inaugural edition Raphanel. of its new triennial. The exhibition offered a comprehensive survey of the city’s The Academy of Motion Picture Arts and contemporary art scene and its shifts Sciences announced that Robert Valley’s since the 2010 Winter Olympics, featuring (’92) animated short Pear Cider and artworks ranging from painting, drawing, Cigarettes, was nominated for an Oscar at animation, ceramics, textiles, audio and the 2017 Academy Awards. installation. Over a four-month period in the spring of 2016, curators Daina Augaitis ('83) and guest curator Jesse
Page 22 of 39
February 2017 The Wall Street Journal, Vogue Living, Associate Professor Patrik Andersson Architectural Digest both in France and was a keynote speaker in early February Italy, Vogue Living Australia, and for Lose Yourself, a symposium on Marylebone & Fitzrovia Magazine (London, Labyrinthine Exhibitions as Curatorial UK). Model, organized by the Stedelijk Museum Amsterdam, and Moderna Museet, March 2017 Stockholm. Frolic In The Clouds of Encore, a large-scale, mixed-media assemblage by Suzy Su-An Ng (’09) created animated artwork Taekyung Kim (’03), was commissioned by for Wynscreen, Australia's Newest Digital the New York City Department of Public Art Site. Commissioned by Education and the NYC School Transport for New South Wales, Woven Construction Authority in collaboration Moments (2017) is a 10-minute animation with the NYC Department of Cultural made specifically for Wynscreen, a new 23- Affairs Percent for Art Program, was metre curved LED screen dedicated to installed at the Cambria Heights School in moving digital artwork in the heart of Queens, New York. Sydney, Australia's central business district. Alumni duo D. Calen Knauf and Conrad Brown (Knauf and Brown) took home the The Canadian Centre for Aging and Brain Rising Star Award at the prestigious Health Innovation, in collaboration with Stockholm Furniture Fair. The accolade Baycrest Health Sciences, announced was presented by top European design thirty-one grant recipients for a total of editors who were impressed by the pair's $1.4 million in funding through its Spark sophisticated, poetic pieces, which are Program. Providence Health is one of the inspired by West Coast life in British recipients of funding for a collaborative Columbia. project with Emily Carr's Health Design Lab for the development and testing of a Current fourth year Industrial Design lighting system prototype designed to students, Celine Hong and Cindy reduce falls in long-term care settings. Nachareun’s team BeLeaf was one of two winners of the PHIX Grand Prize for The Canada Council for the Arts Excellence at this year’s Hatching Health announced the winners of the 2017 Medical innovation event the “Great Governor General’s Awards in Visual and Hatch,” held at UBC’s Engineering Design Media Arts. The awards recognize Centre in early March. BeLeaf tackles outstanding achievement and carry a depression through a unique, $25,000 cash prize. Professor Landon personalized way of connecting with loved Mackenzie and Vancouver School of Art ones. alumnus Glenn Lewis (’58) were both recipients of the prestigious award. April 2017 Fourth year Visual Arts student, Garvin Martha Sturdy (‘78) recently launched her Chinnia, was the recipient of the 2017 new Grey & Gold collection in Paris at IDEA Art Award, which provides the Maison & Objet 2017, a major French recipient with a $5,000 prize. Garvin’s trade fair for interior design. The sensitive piece, A Soft Place to Rest, will international press has celebrated the help transform and humanize its new launch of this new collection, including home at the Joseph & Rosalie Segal Family
Page 23 of 39
Health Centre, scheduled to open this other long-listed artists will receive $500 summer on the VGH campus. each.
Former instructor and Vancouver School Emily Carr’s Material Matters was invited of Art student (1958 – 1961) Carole Itter to participate in the BC Tech Summit 2017. received the 2017 Audain Prize for Co-Director Keith Doyle presented on New Lifetime Achievement in the Visual Arts. Craft and current research activities at the Itter, a Vancouver-based interdisciplinary University. The team also collaborated artist, writer, performer and filmmaker, is with the BC TECH summit leadership to known for her innovative work with facilitate the programming of “We 3D assemblages of found materials. Printed This!”. The team were thrilled to present their work in this session, part of National Chief Perry Bellegarde, Winnipeg the Tech Talk Series at the Summit, mayor Brian Bowman and Canada Council bringing with them speakers Eugene Suyu CEO Simon Brault, presented REVEAL (Tinkerine), Tamer Mohamed (Aspect Indigenous Art Awards in Winnipeg to Biosystems), Amber Hayes (MIDAS) and Sonny Assu (’02), Liz Carter (current John Biehler (3DCanada). student), Thirza Cuthand (’05), Mark Igloliorte (Assistant Professor), Mary May 2017 Longman (’89), Nadia Myre (’97), Janice Scott Mallory (MFA '17) screened two Toulouse (’79 and Sessional Faculty) and video works for a large screen Niki Watts (’16). Recipients each received presentation at the Biennial Foundation a one-time award of $10,000. Annual Reception held in Venice, Italy during the Opening/Press Week of the Alumni Scott E. Forsythe ('14) and Jason Venice Biennale 57 in May 2017. His work Miller ('14) along with the Woke Studio was shown among their online community team have won a Red Dot Product Design of over 40,000, and the screening was Award for their design of Mio Slice and Pai. juried by artists who have shown in recent The winning product is a wearable band Venice Biennales. Selected works are and app with an innovative way of Inverted Universe (2015) and REM measuring fitness. (2016). REM was originally created for the TED2016 "Dream" Conference, and Five Emily Carr alumni were longlisted for recently showed at the Museum of Israeli the 2017 Sobey Art Award, the pre- Cinema for the Hamshushalayim culture eminent prize for Canadian artists 40 and festival in Jerusalem, and at the Zhou B Art under: Raymond Boisjoly (‘06), Rebecca Center in Chicago. It will also be featured Brewer (‘07), Jeneen Frei Njootli (‘12), in an upcoming special edition of ACS Babak Golkar (‘03), and Kara Uzelman Magazine, which has an international (‘04). Celebrating some of this country’s readership of 220,000. most exciting young artists, the award provides significant financial and Marisa Kriangwiwat Homes (’16) won the professional recognition. On June 6th it Philip B. Lind Emerging Artist Prize. The was announced that Raymond Boisjoly $5,000 award supports emerging artists (’06) was selected to the shortlist, working with photography, film, and representing British Columbia and the video, and reflects Presentation House Yukon. This year, the award will present a Gallery’s long history of nurturing new top prize of $50,000 to the winner and talent among the province’s visual artists. $10,000 to each of the four finalists. The
Page 24 of 39
This spring, the TED2017 international Gabrielle Strong (’15 MFA) was awarded a conference presented Emily $30,000 commission by The Downtown Carr's Costumes of the Future exhibition. Vernon Association and the City of The exhibition showcased work by fourth Vernon for a new downtown Participatory year students Yifei Zhang, Veronica Public Art Piece. The work will portray a Dorsett, Eunkyung Jeong, Robin Lough, winding mosaic river inlayed into the and, Jaehee Lee; as well as third year sidewalk, beginning and ending at storm- student Augusta Lutynski, and second drains, symbolizing the cycle of flowing year student Jourdan Tymkow. Works water. The commission is part of ranged from sculpture to video, to living RespectFEST 2017, a week-long festival plant organisms, and were produced marking Canada’s 150th Anniversary of through guidance from a workshop led by Confederation, running mid-September in a guest mentor. The project was Vernon. presented by the Audain Faculty of Art partnership with TED2017. Emily Carr’s Canada Research Chair in Indigenous Studies, Dr. Richard Associate Professor Elizabeth McIntosh William Hill’s columns in Canada’s most was awarded the prestigious 2017 CIBC read art magazine, Canadian Art, have Artist-in-Residence prize at Fogo Island been nominated for a Digital Publishing Arts (FIA). Established in 2016, the CIBC Award. His series, which focuses on Artist-in-Residence program enables FIA Indigenous art of the 1980s and 1990s, to bring one established Canadian joins such publications as CBC contemporary artist per year to participate News, VICE and The Huffington Post on the in a residency on Fogo Island. shortlist for Best Blog or Column. The Gold, Silver and Honorable Mention All three of the artists shortlisted for awards will be presented at the Digital CASV’s 2017 Artist Prize are Emily Carr Publishing Awards soirée on Thursday, grads: Alexine McLeod (‘16), Tiziana La June 1 in Toronto. Melia (‘08), and Jeneen Frei Njootli (‘12). Established in 2011, the CASV Artist Prize June 2017 encourages and supports artists who On June 1, 2017, the land transfer to Emily demonstrate remarkable ability in the first Carr University of Lot Q situated at Great five years of their careers. The 2017 Northern Way Campus Site, in Vancouver, winner will be revealed in October. BC was officially registered in the Land Registry Office. This historic transfer Border Free Bees is a long-term public art means that, for the first time in Emily initiative headed by Associate Professor, Carr’s 93-year history, the University holds Dr. Cameron Cartiere, and Nancy title to both the land and building that it Holmes, Associate Professor, UBC, occupies. Okanagan, in collaboration with numerous strategic partners. The City of Richmond awarded the project an Artistic Innovation Award, which recognizes an individual or organization that is producing visionary creative work, exhibition innovation within their arts discipline and/or bringing a new cultural experience to the City of Richmond.
Page 25 of 39
PERFORMANCE PLAN
GOALS + OBJECTIVES
The Ministry of Advanced Education has developed a set of goals to improve and maintain the quality of public post-secondary education through the linking of objectives and performance measures. The performance measures track progress towards goals and objectives and illustrate Emily Carr’s contribution to the BC post-secondary education system. Emily Carr’s strategic plan (2017 to 2021) outlines institutional commitments, goals, measures, and strategies, and is aligned with the Ministry’s objectives and performance measures, as outlined below.
EMILY CARR EMILY CARR GOALS SYSTEM OBJECTIVES PERFORMANCE COMMITMENT MEASURES
Research: Support • Create a shared • Quality: enriched • Successful grants research and its definition of educational and funding integration in research that experiences for curricula reflects Emily students; • Publication and Carr’s unique enhanced profiles knowledge ways of learning of faculty dissemination in and knowing activities; new and fields of art, substantial design, and • Develop contributions to media opportunities to the fields of art, create the design, and media • Increase in relationships, Faculty exhibits, mentoring and • Relevance: publications, and structures that providing conference enable faculty, research creation presentations students, alumni opportunities and other where few other • Number of partners to be Universities are research co-participants in able partnerships and research collaborations
• Create education • Curriculum scholarship that development and demonstrates student the value of our enrolment ways of learning and knowing
Emily Carr University is a special purpose teaching and learning University, however our faculty and students must engage in applied research and research creation in order to remain relevant and competitive in their fields of choice. There are a multitude of research practices in art, design, and
Page 26 of 39 media. Creating a shared definition of research at Emily Carr positions our University as unique in Canada, and a leader in art, design and media education. The success of our faculty and students will be measured by various forms of scholarship, including exhibits, publications, conference presentations, increased number of research partnerships and collaborations, and increased success in grants and external research funding.
Emily Carr will continue to develop opportunities to create the relationships, mentoring and structures that enable faculty, students, alumni and other partners to be co-participants in research by creating and supporting physical and conceptual spaces where students, faculty, and staff can come together to discuss ideas and build achievable research plans. We will also continue to strive to create education scholarship that demonstrates the value of our unique ways of learning and knowing by integrating research scholarship into the full curriculum as part of the experiential aspect of the student’s journey, making full use of faculty SSHRC grants through integrating with curriculum, and clearly defining the role of research assistants.
EMILY CARR EMILY CARR GOALS SYSTEM OBJECTIVES PERFORMANCE COMMITMENT MEASURES
Student Agency: • Enact student- • Capacity: systems • Student Strengthen, driven learning and university satisfaction with enable, and model that infrastructure have education develop student generates the capacity to experience agency interconnectivity meet the evolving and enables each needs of students • Student student to fully assessment of • develop their own Access: systems quality of emergent creative provide equitable education practice and and affordable identity access for students • Student assessment of skill • Efficiency: systems • Enhance access to development and university education through infrastructure are technical ecology • Student efficient, providing and flexible use of assessment of multiple, and resources and usefulness of flexible learning space knowledge and pathways skills in
• Develop policy and performing job • Relevance: pathways for resources and experiential infrastructure are learning current and
relevant, meeting • Ensure best the evolving needs practices in of learners communication between students, faculty, and staff
Page 27 of 39
Emily Carr will endeavor to enact a student-driven learning model through the creation of enabling spaces for interconnectivity, elevating and making new connections through a learning commons in our new building. We will continue to encourage safe and open access to tools and resources across disciplines, and explore technology to create greater opportunities for collaboration, liberating learners from the confines of curriculum. We will enhance access for students to academic planning, courses, and facilities booking through improved scheduling and registration systems.
We will build on our existing policies and pathways for experiential learning and will include our alumni, an integral part of the ‘virtuous circle,’ in mentoring or employing students. Finally, we will ensure best practices in communication and create meaningful communication links between students, faculty, and staff. And, we will continue to maintain a healthy and productive relationship with the Students' Union.
EMILY CARR EMILY CARR SYSTEM OBJECTIVES PERFORMANCE COMMITMENT GOALS MEASURES
Outreach + • Harness our • Capacity: systems and • Student satisfaction Community global alumni, university with education Engagement: partner and infrastructure have experience Expand our local community the capacity to meet and global network to the evolving needs of • Student assessment of communities of create new students, faculty, and quality of education practice possibilities for staff partnerships, • Number of • mentorships Quality: enriched partnerships and and creative educational collaborations collaborations; experiences for ensure deep students; enhanced • Successful faculty and commitment profiles of faculty student exchange to cultural activities; new and experiences competencies substantial and respect for contributions to the • Increase in faculty diversity and fields of art, design, exhibits, publications, inclusivity and media and conference presentations • • Expand our Efficiency: systems involvement in and university • Curricula cultural infrastructure are demonstrates dialogues and efficient, providing methods of international multiple, and flexible decolonization and relationships learning pathways indigenization
• Curricula reflects cultural competencies
• Expanded alumni database
Page 28 of 39
We will harness our global alumni, partner and community networks to create new possibilities for partnerships, mentorships and creative collaborations while affirming our deep commitment to cultural competencies and respect for diversity and inclusivity. This requires a mapping of our local and global networks, beginning with an enriched alumni database, and a concentrated effort in developing cultural competencies in both faculty and students by creating opportunities for student and faculty exchange and international projects and curriculum.
We will expand our involvement in cultural dialogues, international networks and collaborative opportunities by continuing to participate in international conferences, events, and projects around the world; and by bringing the public in: hosting more local and international events, symposia, and exhibitions at our new campus.
We will create intentional and supported pathways for diverse learners to access our programs and research. And, we will ensure that we provide more opportunities for faculty and staff to demonstrate and represent their work locally and globally.
EMILY CARR EMILY CARR GOALS SYSTEM OBJECTIVES PERFORMANCE COMMITMENT MEASURES
Indigeneity: • Engage Truth and • Authenticity: • Student Expand on the Reconciliation systems and assessment of the success of our recommendations communications quality of Aboriginal and commit to are clear in both education Programming, intentionally limitations and integrating understanding and capacity to • Student Indigenous embedding the support this assessment of knowledge fully role of art, design, initiative usefulness of into teaching and and media in the knowledge and • learning practices reconciliation Capacity: systems skills in process and university performing job infrastructure • Continue to have the capacity • Aboriginal student develop consistent to meet the enrolment, and meaningful evolving needs of retention and dialogue for students, faculty, graduation traditional and and staff • contemporary Successful grants • Quality: enriched indigenous and funding educational art/design/media experiences for • practice within and Publication and students; beyond the Emily knowledge enhanced profiles Carr community dissemination in of faculty fields of art, activities; new design, and media and substantial contributions to • Increase in Faculty the fields of art, exhibits,
Page 29 of 39
design, and publications, and media conference presentations • Relevance: resources and • Curricula infrastructure are demonstrates current and methods of relevant, meeting decolonization the evolving and indigenization needs of learners
Emily Carr will engage with Truth and Reconciliation recommendations and commits to intentionally understanding and embedding the role of art, design, and media in the reconciliation process. We will expand upon our Aboriginal programming and encourage further engagement in strategies of decolonization and indigenization within our curricula more broadly.
We will continue to encourage dialogue for traditional and contemporary indigenous art, design, and media practice within and beyond the Emily Carr community by creating more opportunities for workshops, guest lectures, and community events. And, we will continue to foster knowledge and resources, and ensure access for both students and faculty to meaningful educational opportunities, including applied projects, collaborative events and research.
EMILY CARR EMILY CARR GOALS SYSTEM OBJECTIVES PERFORMANCE COMMITMENT MEASURES
Graduate • Engage faculty in • Capacity: systems and • Student Programming: envisioning and university infrastructure satisfaction Expand and developing have the capacity to with education develop thriving curriculum based meet the evolving needs experience graduate on our existing of students, faculty, and programs strengths in staff • Student design, media and assessment of visual art to meet • Quality: enriched quality of demands for educational experiences education emerging practice for students; enhanced and exploration profiles of faculty • Student activities; new and assessment of • Develop a culture substantial skill of supervision and contributions to the development practice-based fields of art, design, and research that media • Student responds to assessment of • contemporary Relevance: resources usefulness of practices in and infrastructure are knowledge and advanced current and relevant, skills in education and meeting the evolving performing job other sites for
Page 30 of 39
learning and needs of learners • Increase in professional enrolment and development • Efficiency: systems and program university infrastructure offerings are efficient, providing multiple, and flexible learning pathways
Some of the most exciting programming and intellectual opportunities for Emily Carr exists at the graduate level of teaching and learning. Emily Carr continues to exist as the only university in British Columbia with practice-based research as the basis of its MFA and MDes programs.
We will continue to engage in meaningful dialogue with faculty and staff to develop unique programs and learning opportunities for future students, within a well-planned support infrastructure for faculty, staff and students. We will also develop a rich supervision culture for graduate students that responds to contemporary practices in advanced education. Our graduate programs will continue to be recognized internationally.
EMILY CARR EMILY CARR GOALS SYSTEM OBJECTIVES PERFORMANCE COMMITMENT MEASURES
Teaching and • Continue to build • Authenticity: systems and • Student Learning: up a Teaching communications are clear assessment of Develop a and Learning in both limitations and quality of sustainable Centre and its capacity to support this education and resources initiative supportive • Publication and teaching and • Foster ongoing • Capacity: systems and knowledge learning learning among university infrastructure dissemination environment faculty and staff have the capacity to meet in fields of art, the evolving needs of design, and • Capture and students, faculty, and staff media demonstrate value of our • Quality: enriched • Increase in pedagogy educational experiences for faculty students; enhanced profiles exhibits, • Ensure that of faculty activities; new publications, teaching and and substantial and conference supervisory contributions to the fields presentations assessments are of art, design, and media meaningful and • Curriculum productive • Relevance: resources and development infrastructure are current and student and relevant, meeting the enrolment evolving needs of learners
Page 31 of 39
We will continue to build up a Teaching and Learning Centre and its resources to provide mandatory training on key issues and to explore mentorship and leadership development for educators. This increase in teaching and learning support will require the identification of infrastructure and funding models to support increased participation in professional development and the opportunity to utilize and optimize open resources, including BC Campus.
Capturing and demonstrating the unique value of our pedagogy and approach to practice-based teaching and learning is essential to building up resources and references for our faculty, staff, and graduate students, and will provide a repository for our community to share best practices in communication and teaching. Faculty will also have greater opportunities for full community interconnectivity and sharing of stories of their impact, successes, and innovative approaches to teaching and learning.
We will also ensure that teaching and supervisory assessments are meaningful and productive for both faculty and students. This will require consultation with the community and a greater understanding of the role of course and supervisory assessments.
EMILY CARR EMILY CARR GOALS SYSTEM OBJECTIVES PERFORMANCE COMMITMENT MEASURES
Infrastructure: • Continue to develop • Authenticity: systems • Student spaces Develop flexible policies and models and communications infrastructure and for collections and are clear in both • Teaching and support for archives limitations and Learning community need capacity to support spaces and emerging • Develop an efficient this initiative teaching and and flexible use of • Student learning practices space, allowing • Capacity: systems satisfaction access for and university with education programs at all infrastructure have levels of study to the capacity to meet • Student expand and the evolving needs of assessment of contract students, faculty, and the quality of staff education • Capture and develop community • Quality: enriched • Faculty knowledge and educational workload is commitment to experiences for expressed and sustainable students; enhanced realigned with practices: socially, profiles of faculty provincial ecologically, and as activities; new and standards it applies to substantial workload capacity contributions to the • Transparent fields of art, design, reporting • Ensure that our and media structures technical ecology — from analog to
Page 32 of 39
virtual — is well • Relevance: resources • Policy supported and and infrastructure frameworks understood so that are current and and structures it meets future relevant, meeting the needs evolving needs of learners
• Access: systems provide equitable and affordable access for students
• Efficiency: systems and university infrastructure are efficient, providing multiple, and flexible learning pathways
Our goals for a stronger, more transparent, and more flexible infrastructure exist in our use of campus spaces, our use of technology, our commitment towards social and ecological sustainability, and our use of collections and archives. It is essential that we develop an efficient and flexible use of space at our new campus, allowing access for programs at all levels of study to expand and contract within physical spaces. We will develop a set of policies and procedures committed to fair allocation of space — from the use of classrooms and studios, to individual studio allocations for students. Along with the use of space policies, we will use software that assists in modeling scenarios in room and space usage to maximize the course schedules each semester and to identify opportunities for extra- curricular activities.
We will ensure that our technical ecology — from analog to virtual — is well supported and understood so that it meets future needs of programs and courses. We will continue to work towards greater efficiencies within our infrastructure, as well as opportunities for collaboration between technical areas and shops.
We will continue to develop policies and models for collections and archives to ensure that these support the teaching and research needs of faculty and students and reflect the uniqueness of our community and programs. These collections and archives will also serve to support the greater art and design community.
We will ensure that our community knowledge and commitment to sustainable practices: socially, ecologically, and as it applies to workload capacity, is captured and developed. This requires acknowledging and supporting faculty initiatives to address ecological literacy and creativity, as well as workload issues.
Page 33 of 39
EMILY CARR EMILY CARR GOALS SYSTEM OBJECTIVES PERFORMANCE COMMITMENT MEASURES
Lifelong Learning: • Engage full • Authenticity: systems • Student spaces Develop and community in and communications strengthen the defining and are clear in both • Teaching and pathways and establishing an limitations and Learning experiences for academic capacity to support spaces lifelong learning and achievement this initiative inquiry framework • Student leveraging the • Capacity: systems satisfaction strengths of all and university with education Faculties infrastructure have the capacity to meet • Student • Develop the evolving needs of assessment of intentional students, faculty, and the quality of pathways for staff education diverse learners to access programs • Quality: enriched • Unique and educational relevant • Engage full experiences for programs community in students defining and establishing • Relevance: resources learning and infrastructure experiences are current and relevant, meeting the evolving needs of learners
• Access: systems provide equitable and affordable access for students
• Efficiency: systems and university infrastructure are efficient, providing multiple, and flexible learning pathways
Presently, Emily Carr recognizes academic achievement and scholarship within the certificate, bachelors and masters framework. In order to develop unique and relevant programs through lifelong learning and continuing education, we will engage our full community in defining and establishing an academic achievement framework leveraging the strengths of all Faculties and their programs. We will investigate the potential for new programs to expand and push the boundaries of
Page 34 of 39
Emily Carr’s credentialing to recognize academic achievement around, within, and beyond our existing academic framework.
We will develop intentional pathways for diverse learners to access programs, and engage our full community in defining and establishing learning experiences to broaden the scope of learning opportunities provided by Emily Carr University.
PERFORMANCE MEASURES, TARGETS + RESULTS
Performance assessment and cyclical reviews are part of an ongoing and continuous process of accountability and evaluation at Emily Carr University. The below performance measures, targets, and results assess Emily Carr’s performance in the past year using Ministry Accountability Framework performance measures based on the following scale.1
ASSESSMENT PERCENTAGE Exceeded 110% or more of the target Achieved 100 – 109% of the target Substantially Achieved 90 – 99% of the target Not Achieved Less than 90% of the target Survey results with less than 20 respondents or a margin Not Assessed of error of 10% or greater, descriptive measures, and measures without targets.
Ministry Objective: Capacity Performance Measure: Total Student Spaces Assessment: Achieved
2 TOTAL STUDENT SPACES
Performance Targets
2015/16 2016/17 2016/17 2016/17 2017/18 2018/19 2019/20 Actual Target Actual Assessment Target Target Target
1,466 1,351 1,456 Achieved 1,351 1,351 TBD
1 Please consult the 2016/17 Standards Manual for a current description of each measure: http://www.aved.gov.bc.ca/framework/docs/standards_manual.pdf
2 Results from the 2015/16 reporting year are based on data from the 2015/16 fiscal year; results from the 2016/17 reporting year are based on data from the 2016/17 fiscal year.
Page 35 of 39
Ministry Objective: Capacity Performance Measure: Credentials Awarded Assessment: Substantially Achieved
3 CREDENTIALS AWARDED
Performance Targets4
2015/16 2016/17 2016/17 2016/17 2017/18 2018/19 2019/20 Actual Target Actual Assessment Target Target Target
Substantially 399 402 399 393 TBD TBD Achieved
Ministry Objective: Access Performance Measure: Aboriginal Student Spaces Assessment: TBI
5 ABORIGINAL STUDENT SPACES
Performance Targets
2015/16 2016/17 2016/17 2016/17 2017/18 2018/19 2019/20 Actual Target Actual Assessment Target Target Target
Maintain or Maintain or Maintain or increase increase increase 70 TBI 74 TBI Aboriginal Aboriginal Aboriginal FTEs FTEs FTEs
Ministry Objective: Quality Performance Measure: Student Satisfaction with Education Assessment: Substantially Achieved
6 STUDENT SATISFACTION WITH EDUCATION (BACHELOR DEGREE GRADUATES)
Performance Targets
2015/16 2016/17 2016/17 2016/17 2017/18 2018/19 2019/20 Actual Target Actual Assessment Target Target Target
83.2% 81.7% Substantially ≥ 90% ≥ 90% ≥ 90% ≥ 90% (+/- 4.1%) (+/- 4.0%) Achieved
3 Annual performance is measured using a rolling three-year average of the most recent fiscal years, e.g., the results for the 2016/17 reporting year are a three-year average of the 2013/14, 2014/15, and 2015/16 fiscal years.
4 Targets are subject to change.
5 Results from the 2015/16 reporting year are based on data from the 2014/15 fiscal year; results from the 2016/17 reporting period are based on data from the 2015/16 fiscal year.
6 Results from the 2015/16 reporting year are based on 2015 survey data; results from the 2016/17 reporting year are based on 2016 survey data. For all survey results, if the result plus or minus the margin of error includes the target, the measure is assessed as achieved. In all cases, the survey result and the margin of error are used to determine the target assessment. Survey results are not assessed if the number of respondents is less than 20 or the margin of error is greater than 10%.
Page 36 of 39
Ministry Objective: Quality Performance Measure: Student Assessment of Quality of Instruction Assessment: Substantially Achieved
5 STUDENT ASSESSMENT OF QUALITY OF INSTRUCTION (BACHELOR DEGREE GRADUATES)
Performance Targets
2015/16 2016/17 2016/17 2016/17 2017/18 2018/19 2019/20 Actual Target Actual Assessment Target Target Target
81.1% 83.8% Substantially ≥ 90% ≥ 90% ≥ 90% ≥ 90% (+/- 4.4%) (+/- 3.9%) Achieved
Ministry Objective: Quality Performance Measure: Student Assessment of Skill Development (average %) Assessment: Substantially Achieved
5 STUDENT ASSESSMENT OF SKILL DEVELOPMENT (BACHELOR DEGREE GRADUATES)
Performance Targets
2015/16 2016/17 2016/17 2016/17 2017/18 2018/19 2019/20 Actual Target Actual Assessment Target Target Target
77.7% 77.2% Substantially ≥ 85% ≥ 85% ≥ 85% ≥ 85% (+/- 4.7%) (+/- 4.4%) Achieved
Ministry Objective: Relevance Performance Measure: Student Assessment of Usefulness of Knowledge + Skills in Performing Job Assessment: Not Achieved
STUDENT ASSESSMENT OF USEFULNESS OF KNOWLEDGE + SKILLS IN PERFORMING JOB 5 (BACHELOR DEGREE GRADUATES)
Performance Targets
2015/16 2016/17 2016/17 2016/17 2017/18 2018/19 2019/20 Actual Target Actual Assessment Target Target Target
77.3% 75.8% Not ≥ 90% ≥ 90% ≥ 90% ≥ 90% (+/- 5.8%) (+/- 5.2%) Achieved
While a limited number of graduates have responded that their skills are not useful to their work, the breadth of examples of work that our graduates are doing extend well beyond art and design practice. As well, these graduates did not benefit from the renewed, intentional programming of our Career + Professional Development area, launched in the spring of 2015. Since that time, we have expanded resources for students and are helping them to connect their own skills to the variety of industries or entrepreneurial pursuits that are taken up by Emily Carr alumni.
Page 37 of 39
Ministry Objective: Relevance Performance Measure: Unemployment Rate Assessment: Exceeded
5,7 UNEMPLOYMENT RATE (BACHELOR DEGREE GRADUATES)
Performance Targets
2015/16 2016/17 2016/17 2016/17 2017/18 2018/19 2019/20 Actual Target Actual Assessment Target Target Target
≤ unemployment rate for 16.4% 7.6% ≤ 10.8% Exceeded 10.6% individuals with high (+/- 4.4%) (+/- 3.0%) school credentials or less
Ministry Objective: Quality Performance Measure: Student Assessment of Skill Development Assessment: Substantially Achieved
STUDENT ASSESSMENT OF SKILL DEVELOPMENT (BACHELOR DEGREE GRADUATES)
Performance
2015/16 2016/17 2016/17 2016/17
Actual Target Actual Assessment
Skills 77.7% 77.2% development ≥ 85% Substantially Achieved (+/- 4.7%) (+/- 4.4%) (avg.%)
Written 68.3% 65.2% communication (+/- 5.5%) (+/- 5.1%)
Oral 80.4% 83.1% communication (+/- 4.5%) (+/- 3.9%)
Group 76.3% 66.3% collaboration (+/- 4.8%) (+/- 5.0%)
89.1% 92.6% Critical analysis (+/- 3.4%) (+/- 2.7%)
Problem 71.7% 72.3% resolution (+/- 5.2%) (+/- 4.7%)
Learn on your 86.2% 87.6% own (+/- 3.9%) (+/- 3.5%)
Reading + 72.0% 72.1% comprehension (+/- 5.3%) (+/- 4.8%)
7 Target is the unemployment rate for those aged 18 to 29 with high school credentials or less for the province.
Page 38 of 39
FINANCIAL INFORMATION
For the most recent financial information, please see the ECUAD Audited Financial Statements available online at: http://www.connect.ecuad.ca/resources/finance/financial_statements
Page 39 of 39