Viewbook 2021-22 Quest Is Unique

Total Page:16

File Type:pdf, Size:1020Kb

Viewbook 2021-22 Quest Is Unique VIEWBOOK 2021-22 QUEST IS UNIQUE. We offer one degree, the Bachelor of Arts and Sciences. Instead of taking five classes at a time, you immerse yourself in one course for 3.5 weeks. You create a Question instead of declaring a major. Our groundbreaking curriculum offers flexible, student-centered learning that combines intellectual rigour and creativity with hands-on experience. But what really makes us stand out? You. maximum percentage of students countries class size who go abroad at represented least once percentage of students who similar universities receive scholarships in Canada and bursaries Our mission: to transform how our students think, question and engage with the world through a revolutionary educational model that sparks personal growth and intellectual development We are Canada’s first independent, not- for-profit, secular liberal arts and science university, devoted entirely to excellence in undergraduate education. ACADEMIC OVERVIEW The Question Your Question will drive your final two years at Quest, and OTHER HIGHLIGHTS An Education as Unique as You can range from narrow to broad. Every student creates a our groundbreaking curriculum unique Question. In Quest history, no two Questions have been the same! FIELD STUDIES The Keystone Every student completes a Keystone, Quest's version of an undergraduate thesis. You'll work with a Faculty Mentor learn about topics to complete a significant project based on your interests. right in the field Your Keystone can take many forms depending on your academic path: original research, multimedia projects, creative portfolios and more. EXPERIENTIAL LEARNING HERE ARE SOME EXAMPLES OF WHAT STUDENTS HAVE ASKED apply and develop your HOW SHOULD WE CREATE WHAT IS THE skills in real-world ARTIFICIAL GENERAL RELATIONSHIP BETWEEN situations INTELLIGENCE? LAW AND MORALITY? At Quest, we do things differently. Our degree, the Bachelor of Arts and Sciences, allows you to HOW DOES RISK STUDY ABROAD play a central role in designing your own education. It also offers you the best of both worlds: INFLUENCE CHOICE? WHY DO WE FEAR HOW DO OUR THE WRONG UNDERSTANDINGS a basis for advanced studies if you want to go on to specialize, with the flexibility of broad OF POVERTY knowledge and skills. HOW CAN THINGS? SHAPE OUR ATTEMPTS TO SOLVE IT? choose from over a dozen partner TRANSFORM schools worldwide YEARS 1+2 YEARS 3+4 CONFLICT? HOW CAN ANALOGICAL REASONING WHAT IS The Foundation The Concentration HOW CAN FACILITATE THE LANGUAGE LANGUAGE Program at a Glance Program at a Glance SCIENTIFIC WE BUILD OF FILM? IMMERSION Your first two years will be focused The Concentration Program can be INQUIRY? on exploring disciplines and the customized to your unique interests BETTER relationships between them, and aspirations. Based on your CITIES? developing stronger research and Question, your Faculty Mentor will collaboration skills, and help you build your personalized HOW CAN learn or improve your designing a personal Question Quest degree by guiding you in your WE USE NATURAL HOW DOES RESOURCES WITHOUT MATHEMATICAL language skills to guide your studies. research and your choice of courses WHAT IS THE UNDERMINING THE and readings. RELATIONSHIP BETWEEN RESILIENCE OF FORMALISM SYMMETRY AND BEAUTY? ECOSYSTEMS? INTERACT WITH PHYSICAL THEORY? HERE'S HOW NICOLE BUILT HER PERSONALIZED QUEST DEGREE Build Your Degree FOCUS COURSES ELECTIVES The Cold War Creative Writing Colonialism Studio Art THE FOUNDATION PROGRAM IN DETAIL Foreign Policy and the Time Travel Middle East Anthropology Political Identity and Conservation of Conflict Migratory Species The first two years of your degree consist of Postwar Europe 16 courses, a multidisciplinary curriculum CORNERSTONE RHETORIC that spans the liberal arts and sciences, Quest for Antarctica KEYSTONE tackling themes from the classic to the Security Studies Poles of Contention: contemporary. Toward the end of your War, Conflict, and History second year, you will write your personalized Polar Governance as a War, Film, and History Question, developed with faculty guidance in Path Towards Peace a dedicated course called Question. EXPERIENTIAL LEARNING WHAT SHE'S DOING NOW three Core courses Summer internship with Nicole is pursuing a three Life Sciences HOMETOWN: Calgary, Alberta the Calgary Military Family master's in International one Mathematics Resource Centre QUESTION: How can we build peace? Relations from the two Physical Sciences prestigious London School three Social Sciences of Economics and QUESTION three Arts & Humanities Political Science. one Language NO MATTER HOW YOU BUILD YOUR DEGREE, HERE ARE THE THE CONCENTRATION PROGRAM IN DETAIL TRANSFERABLE SKILLS YOU'LL TAKE WITH YOU. quantitative and qualitative analysis In the Concentration Program, you design your own academic path while working with self-direction critical thinking a Faculty Mentor. Inspired by your Question, you’ll pursue what you’re most passionate about, taking 16 courses that include Electives and Experiential Learning along with your ethical Focus courses. You’ll cap your undergraduate interdisciplinary understanding education with a Keystone project, which you problem solving will present during your Keystone course. TRANSFERABLE SKILLS at least six Focus courses collaboration one to four Experiential Learning communication three to five Electives Keystone KEYSTONE global perspectives research BLOCK PLAN One Course at a Time a focus on in-depth learning At other universities, you’d be taking four or five different classes at once and cramming for exams. Not here. We’re the only university in Canada that operates on the Block Plan. At Quest, you take one Block at a time, a single course that meets for three hours each weekday for about a month. Block Break A Block usually begins on a Monday and ends on Every Block ends the Wednesday of the fourth week. You’ll delve with a four-day deeply into a topic, which may be laser-focused or weekend. This is pull from many disciplines. your time to re- energize before the Love the subject? You get to study nothing but that next Block begins. for almost a month, and you’ll find related courses Relax, work on a to build on later. Don’t like it as much as you’d creative project, or thought? It’s over in 3.5 weeks. go on an adventure; the choice is yours! The Block Plan also allows for an immersive experience where you work both independently and collaboratively. Block Plan Benefits The Question YourIMMERSIVE Question will drive your final two yearsINTERACTIVE at Quest, and can range from narrow to broad. Every student creates a unique Question. In Quest history, no two Questions have been the same! delve deeply into one learn through subject at a time discussion and get to HOW IT WORKS The Keystone know your Tutors Every student completes a Keystone, Quest's version of an undergraduate thesis. You'll work with a Faculty Mentor 1 BLOCK to complete a significant project based on your interests. FLEXIBLE Your Keystone can take many forms dependingCOLLABORATIVE on your academic path: original research, multimedia projects, creative portfolios and more. a Block runs for 3.5 weeks and is equal to one course in a traditional semester take a month off, or work closely with spend a Block in the field classmates who bring with your class multiple perspectives HERE ARE SOME EXAMPLES OF WHAT STUDENTS HAVE ASKED 3 HOURS HOW SHOULD WE CREATE “Because of the flexibility WHAT IS THE RELATIONSHIP BETWEEN classes meet each weekday of theARTIFICIAL Block Plan, GENERAL we had from 9am-12pm or 1-4pm the opportunity to travel to LAW AND MORALITY? uniqueINTELLIGENCE? locations. Students are constantly learning together, working together 8 BLOCKS andHOW living DOES together RISK on WHY DO WE FEAR theseINFLUENCE trips, which CHOICE? adds a HOW DO OUR critically important elementTHE WRONG UNDERSTANDINGS of community to our OF POVERTY education.”HOW CAN THINGS? SHAPE OUR ATTEMPTS you’ll typically take TO SOLVE IT? 8 Blocks per year – Martin Lentz ‘19, LEAP TRANSFORM CONFLICT? HOW CAN ANALOGICAL 32 BLOCKS REASONING WHAT IS HOW CANQUEST FACILITATE MOST UNIVERSITIESTHE LANGUAGE WE BUILD SCIENTIFIC OF FILM? you’ll need 32 Blocks BETTER INQUIRY? to graduate CITIES? HOW CAN WE USE NATURAL HOW DOES RESOURCES WITHOUT MATHEMATICAL WHAT IS THE UNDERMINING THE RELATIONSHIP BETWEEN RESILIENCE OF FORMALISM SYMMETRY AND BEAUTY? one course at a time ECOSYSTEMS?multiple coursesINTERACT at once WITH PHYSICAL THEORY? FACULTY Tutors Who Love to Teach the backbone of Quest Known as Tutors rather than Professors to reflect the collaborative nature of learning at Quest, our faculty are exceptionally devoted to teaching. They are also involved in the community, and can frequently be found around campus at events, and hosting discussions and workshops. Quest faculty are accomplished scholars, extraordinary teachers and dedicated mentors. They hold the most advanced degrees in their field, and teach highly specialized courses as well as interdisciplinary classes. Under their guidance, the benefits of the Block Plan come alive: challenging classes that balance group work with individual research and creativity, and immersive, multidisciplinary learning that brings together a range of perspectives. “I'm excited to work with such engaged students! I'm also thrilled to be part of a diverse faculty who have a wide range of expertise and bring so much energy.” – Dr. Emma Davy, Physical Sciences Tutor (Chemistry) Quest prides itself on hiring faculty who TheSpotlight Question on Mentor and Mentee: embody the highest Your Question willMarjorie drive your andfinal Katietwo years at Quest, and liberal arts ideals. Here can range from narrow to broad. Every student creates a areOTHER a few HIGHLIGHTS of our many The mentor-mentee relationship is one of the most important unique Question. In Quest history, no two Questions have dedicated Tutors. aspects of the Quest program. Your mentor will help you been the same! determine your Question, achieve your goals, and support your intellectual development.
Recommended publications
  • President's Report to the Board
    PRESIDENT’S REPORT TO THE BOARD Reporting period from January 4 to March 10, 2021 PRESIDENT’S OFFICE On March 8, Provincial Health Officer Dr. Bonnie Henry advised that B.C. public post-secondary institutions can plan for a return to on-campus activities in fall 2021, stating that it is imperative to get back on campus for everyone’s health and well-being. The University is excited to engage in its initial planning to welcome students back and see maximum in-person classes and activities on campuses and learning locations in September. Guiding our planning as we move forward are the priorities, purpose and values that underpin our Envisioning 2030 plan—offering students engaging learning experiences where they can pursue their passion and potential. Our planning will embrace creative approaches as we consider the best modes of delivery for student learning and services. We will continuously reflect on and learn from our decisions and achievements to effectively advance our commitment to co-create a distinct university experience. In the weeks ahead, we will be consulting the Provincial Health Office, government, the BC Centre for Disease Control, WorkSafeBC, faculty and employees, unions (through the resumption planning process), the Capilano Students’ Union and others within our CapU community. ACADEMIC & PROVOST Continued focus is on quality teaching and learning within the context of the ongoing pandemic and supporting faculty. The Centre for Teaching Excellence is acknowledged for their contributions, as well as the faculty who are engaged in continuing to increase abilities to work online and utilizing active learning approaches. Summer term modes of course delivery will continue in remote, adapted formats with some on-campus activity.
    [Show full text]
  • West Point Grey Academy School Profile 2016–2017
    West Point Grey Academy School Profile 2016–2017 stablished in 1996, West Point Grey Academy (WPGA) Academic Highlights 2015–2016 E is an independent day school in Vancouver, British Columbia. WPGA is accredited by the British Columbia Ministry of Education and the Canadian Accredited Independent Schools and is a member of the Independent Schools Association of British Columbia. raduation Rate WPGA’s vision is to be Leaders in Future-Focused Learning. Inspired by our rapidly evolving world, we are a model for ostsecondary schools in offering interdisciplinary, experiential programs lacements and partnerships, with technology, entrepreneurship and global connectivity at the forefront. Global Focus In 2014, WPGA launched the Global Studies Program, which ap ear takes a global perspective to social studies curriculum. The program includes a challenge project and symposium in partnership with the Liu Institute for Global Issues at Advanced Placement Courses the University of British Columbia; the rigorous academic program includes Advanced Placement courses in politics, economics, statistics and language as well as a Global Online Academy course (WPGA is the only Canadian 184 member school in Global Online Academy). A ams ritten Advanced Placement Program WPGA offers a wide variety of Advanced Placement (AP) courses, which challenge students’ learning and offer the 40 opportunity for accelerated placement at university. AP A Scholars classes at WPGA are of the highest calibre, and students continue to score a 4 or 5 on their exams, which they write in May each year. Flagship Programs for Senior Students Student Population • First Responders Medical Training • The Duke of Edinburgh’s Award • Local and International Service Initiatives • Work Experience Placements Students • Outdoor Environmental Education; Wilderness Pursuits Grading System & Academic Awards 560 380 Grades are reflected on school transcripts.
    [Show full text]
  • College Counseling Program
    College Counseling Program The Oregon Episcopal School college counseling team works closely with students as they search for colleges in which they will thrive. Encouraging them to take ownership of the experience, we combine individualized advice with programs and resources designed to help students—and their families—navigate the search and application phases in a thoughtful manner. Throughout high school, we provide guidance, perspective, and timely information intended to demystify the process and encourage wise choices. Underpinning our approach is a desire to have students make the most of their high school experience in a healthy, balanced manner. COLLEGE NIGHTS FOR PARENTS We offer workshops for parents, tailored by grade level, to learn about the college search process, and a presentation on financing college. For more information, visit: COLLEGE ATTENDANCE oes.edu/college Graduates of OES attend an impressive array of colleges throughout the United States and internationally. OES has an excellent, well-established reputation with colleges across the country and hosts visits from over 130 college representatives in a typical year. Colleges Attended Public vs. Private Public 29% 71% Private Non U.S.: 4% Admissions 6300 SW Nicol Road | Portland, OR 97223 | 503-768-3115 | oes.edu/admissions OES STUDENTS FROM THE CLASSES OF 2020 AND 2021 WERE ACCEPTED TO THE FOLLOWING COLLEGES Acadia University Elon University Pomona College University of Chicago Alfred University Emerson College Portland State University University of Colorado,
    [Show full text]
  • Institutional Accountability Plan and Report 2019–2020
    Institutional Accountability Plan and Report 2019–2020 JULY 2020 Table of Contents 1. ACCOUNTABILITY STATEMENT.............................................................2 2. CAPILANO UNIVERSITY: WHO WE ARE ...............................................4 Our Programs ................................................................................................................6 CapU and COVID-19 ..................................................................................................6 3. STRATEGIC DIRECTION .......................................................................8 Our Vision ......................................................................................................................9 Our Purpose ..................................................................................................................9 Our Values ......................................................................................................................9 Envisioning 2030: A Strategic Plan Inspired by Imagination ...............................9 Other Major Plans ..................................................................................................... 11 Other Initiatives ......................................................................................................... 16 4. STRATEGIC CONTEXT ........................................................................ 19 Community Context.................................................................................................. 20 University Context
    [Show full text]
  • In the Supreme Court of British Columbia
    IN THE SUPREME COURT OF BRITISH COLUMBIA Citation: Quest University Canada (Re), 2020 BCSC 318 Date: 20200306 Docket: S200586 Registry: Vancouver In the Matter of the COMPANIES’ CREDITORS ARRANGEMENT ACT, R.S.C. 1985, c. C-36, as amended - and - In the Matter of the SEA TO SKY UNIVERSITY ACT, S.B.C. 2002, C. 54 - and - In the Matter of A PLAN OF COMPROMISE AND ARRANGEMENT OF QUEST UNIVERSITY CANADA Petitioner Before: The Honourable Madam Justice Fitzpatrick Reasons for Judgment Counsel for the Petitioner: J.R. Sandrelli V.L. Cross Counsel for the Monitor V.L. Tickle PricewaterhouseCoopers Inc.: Counsel for Capilano University: K. Mak Counsel for SESA-BC Holding Ltd. and K.M. Jackson RCM Capital Management Ltd.: Counsel for Vanchorverve Foundation: W.W. MacLeod Counsel for Bank of Montreal: S.A. Poisson Counsel for The Toronto Dominion Bank: B. Dumanowski, A/S Quest University Canada (Re) Page 2 Counsel for Her Majesty The Queen In L.V. Mauro Right of Province of British Columbia: Place and Date of Hearing: Vancouver, B.C. January 27, 2020 Place and Date of Judgment: Vancouver, B.C. January 27, 2020 Place and Date of Written Reasons: Vancouver, B.C. March 6, 2020 Quest University Canada (Re) Page 3 INTRODUCTION [1] On January 16, 2020, the petitioner, Quest University Canada (“Quest”), filed this proceeding, seeking creditor protection under the Companies’ Creditors Arrangement Act, R.S.C. 1985, c. C-36 (the “CCAA”). [2] On that date, there was limited attendance at the hearing. Two secured creditors, Capilano University (“CapU”) and Vanchorverve Foundation (“VF”), were represented by counsel.
    [Show full text]
  • Langara College
    THE 10TH ANNUAL JANUARY 19th–21st, 2017 2017 VGBA LANGARA CHALLENGE OPENING REMARKS The Vancouver Girls Basketball Association welcomes you to our 10th Annual VGBA Langara Challenge. On behalf of our Board of Directors, we send our heartfelt gratitude to our scholarship and tournament organizing committee, along with our sponsors, for allowing us to create this one-of-a-kind elite tournament for our female basketball players in Vancouver. For the sixth year, we are thrilled to expand this tournament to include a Junior Girls Division. This event would not have been possible without the generosity of Langara College and our partnership with both the Vancouver Secondary Schools’ Athletic Association and the Lower Mainland Independent Secondary Schools’ Athletic Association. It is our dream to create a sustainable basketball program for high school girls in Vancouver and continue to provide opportunties where these female athletes can develop their skills, sportsmanship, and a love for the game! Our Objectives 1. To promote, provide, and coordinate girls basketball opportunities for Vancouver student-athletes at all levels of development; participation to elite 2. To build and sustain partnership with other organizations wishing to support the mission statement and objectives of the Association 3. To create a sustainable basketball program for Vancouver girls 4. To provide opportunities for girls to develop basketball skills, sportsmanship, and a love of the game 5. To provide supervised and accessible basketball programs 6. To provide quality coaching and training 7. To develop a core group of volunteer coaches and advisors as board members 8. To establish and maintain a bursary program for girls needing financial assistance to participate in training or playing in club/provincial/national programs 9.
    [Show full text]
  • Visiting Students: a Survey of Institutional Policies and Practices In
    Visiting Students A Survey of Institutional Policies and Practices in British Columbia Post-Secondary Education Prepared for BCCAT by I. S. Education Consulting Inc. March 2015 Research by Visiting Students A Survey of Institutional Policies and Practices in British Columbia Post-Secondary Education Prepared for BCCAT by I. S. Education Consulting Inc. March 2015 © Copyright 2015 by the British Columbia Council on Admissions and Transfer. BCCAT is the official mark of the BC Council on Admissions and Transfer, as published by the Registrar of Trade-marks of the Canadian Intellectual Property Office. This report and the related executive summary are available at bccat.ca/research/projects BC COUNCIL ON ADMISSIONS & TRANSFER Research by 709 – 555 Seymour Street, Vancouver BC Canada V6B 3H6 bccat.ca | educationplanner.ca | bctransferguide.ca t 604 412 7700 | f 604 683 0576 | e [email protected] Table of Contents 1 EXECUTIVE SUMMARY 2 INTRODUCTION 3 PURPOSE, SCOPE, LIMITS, AND OBJECTIVES OF THE STUDY 3 METHODOLOGY 4 A LACK OF RESEARCH ON VISITING STUDENTS 5 DEFINITIONS AND CATEGORIES OF VISITING STUDENTS 10 THE BC TRANSFER SYSTEM AND VISITING STUDENTS POLICIES 12 BC ADMISSIONS / REGISTRARIAL PROFESSIONALS’ PERSPECTIVES ON VISITING STUDENTS 14 CONCLUSIONS 15 FUTURE RESEARCH 16 REFERENCES 18 APPENDIX A: THE QUESTIONNAIRE 19 APPENDIX B: THE LIST OF FULL NAMES OF INSTITUTIONS Visiting Students A Survey of Institutional Policies and Practices in British Columbia Post-Secondary Education Executive Summary A visiting student is a student who moves from their home institution where he or she is registered usually in a degree program, to take a specified number of courses or credits at another institution.
    [Show full text]
  • Questu-2017-Viewbook-WEB.Pdf
    How will your Question shape your future? www.questu.ca SQUAMISH population Squamish, BC +19,000 outdoor recreation Block CNN MONEY’S #1 Plan ALL CLASSES CAPITAL OF CANADA mountain town SEMINAR STYLE, to visit in 2015 ONE CLASS AT DISCUSSION- A TIME FOR BASED 3.5 WEEKS Ideal location, NEW YORK TIMES 60 MINUTES from one of 52 places to VANCOUVER & WHISTLER visit world-wide in 2015 BA&Sc BACHELOR OF ARTS & SCIENCES FOUR-YEAR DEGREE PROGRAM CAMPUS 6 RESIDENCE BUILDINGS MAXIMUM CLASS SIZE 20 STYLES OF STUDENTS STUDENT RESIDENCE 3 FACULTY RATIO: 14:1 WHISTLER SQUAMISH BRITISH COLUMBIA VANCOUVER VICTORIA A strong sense of WASHINGTON SEATTLE A GLANCE QUEST AT Accredited by the COMMUNITY is at WHILE AT DEGREE QUALITY the heart of Quest QUEST, ASSESSMENT BOARD >50% (Province of British Columbia) OF STUDENTS & member of the STUDY ABROAD EDUCATION QUALITY ASSURANCE OVER 60 COUNTRIES We would like to acknowledge 17% that the land on which we gather is the traditional, ancestral, and unceded NUMBER OF territory of the Skwxwú7mesh STUDENTS: 46% peoples (Squamish). Quest RANK IN FROM STUDENT 37% 700 University Canada sits on the ENGAGEMENT: COUNTRIES CANADA REPRESENTED: FROM Squamish traditional territory, #1 THE US and we are grateful to have the 60+ opportunity to work, learn, and live in this blessed territory. Quest University Canada was founded QUEST TO WELCOME by former University of British Columbia Welcome to Quest President, Dr. David Strangway. Quest opened with an inaugural class on We are Canada’s only independent, secular, September 1, 2007. liberal arts university designed for the future of undergraduate education.
    [Show full text]
  • West Point Grey Academy School Profile 2017–2018
    West Point Grey Academy School Profile 2017–2018 stablished in 1996, West Point Grey Academy (WPGA) Academic Highlights 2016–2017 E is an independent day school in Vancouver, British Columbia. WPGA is accredited by the British Columbia Ministry of Education and the Canadian Accredited Independent Schools and is a member of the Independent Schools Association of British Columbia. raduation ate WPGA’s vision is to be Leaders in Future-Focused Learning. Inspired by our rapidly evolving world, we are a model for schools in offering interdisciplinary, experiential programs ostsecondary lacements and partnerships, with technology, entrepreneurship and global connectivity at the forefront. Global Focus In 2014, WPGA launched the Global Studies Program, which ap ear takes a global perspective to social studies curriculum. The program includes a challenge project and symposium in partnership with the Liu Institute for Global Issues at Advanced Placement Courses the University of British Columbia; the rigorous academic program includes Advanced Placement courses in politics, economics, statistics and language as well as a Global Online Academy course (WPGA is the only Canadian member school in Global Online Academy). Advanced Placement Program WPGA offers a wide variety of Advanced Placement (AP) courses, which challenge students’ learning and offer the opportunity for accelerated placement at university. AP classes at WPGA are of the highest calibre, and students continue to score a 4 or 5 on their exams, which they have the option to write in May each year. Signature Programs for Senior Students Student Population • First Responders Medical Training • The Duke of Edinburgh’s Award • Local and International Service Initiatives • Work Experience Placements • Outdoor Environmental Education; Wilderness Pursuits Grading System & Academic Awards Grades are reflected on school transcripts.
    [Show full text]
  • West Point Grey Academy School Profile 2019–2020
    West Point Grey Academy School Profile 2019–2020 stablished in 1996, West Point Grey Academy (WPGA) is an Academic Highlights 2018–2019 E independent day school in Vancouver, British Columbia. WPGA is accredited by the British Columbia Ministry of Education and the Canadian Accredited Independent Schools and is a member of the Independent Schools Association of British Columbia. WPGA’s vision is to be Leaders in Future-Focused Learning, with raaton ate a mission of Shaping Lives of Inquiry, Action and Joy. Our Core Values, including Globally Inspired, Character Driven and Healthy Balance, reflect the school’s commitment to offering experiential Postseconary programs that empower students to take action in their local and Acceptances global communities and empower themselves to be authentic, live mindfully and prioritize wellness. 1% Global Focus ntentonal ap ear In 2014, WPGA launched the Global Studies Program, which takes a global perspective to social studies curriculum. The Advanced Placement Courses 2-year program includes a challenge project and symposium in partnership with the Liu Institute for Global Issues at the University of British Columbia; the rigorous academic program includes Advanced Placement courses in politics, economics, statistics and language as well as a Global Online Academy course. 239 AP ams rtten Advanced Placement Program WPGA offers a wide variety of Advanced Placement (AP) courses, which challenge students’ learning and offer the opportunity for 51 accelerated placement at university. AP classes at WPGA are of the AP Scholars highest calibre, and students continue to score a 4 or 5 on their exams, which they have the option to write in May each year.
    [Show full text]
  • Post Secondary Admission Requirements
    COURSE PLANNING GUIDE 2014—2015 Page 64 Acadia University: http://4u.acadiau.ca Post -Secondary Athabasca University: www.athabascau.ca Bishop’s University: www.ubishops.ca Admission Brock University: www.brocku.ca BCIT: http://www.bcit.ca/ Requirements Camosun College: http://camosun.ca/ Capilano University: http://www.capilanou.ca/home.html To access the most current admission Carleton University: www.carleton.ca requirements for post -secondary Concordia University: www.concordia.ca institutions in Canada, please refer to College of New Caledonia: http://www.cnc.bc.ca/ Dalhousie University: www.dal.ca the respective school website as listed Douglas College: http://www.douglas.bc.ca/ below and search under: Emily Carr University: http://www.ecuad.ca/ Justice Institute of BC: http://jibc.ca “Prospective Students” Kwantlen Polytechnic University: http://www.kwantlen.ca/ Langara College: http://www.langara.bc.ca/ Quest University: www.questu.ca and then McGill University: www.mcgill.ca McMaster University: www.mcmaster.ca Memorial University: www.mun.ca “Undergraduate Pro- Mount Allision University: www.mta.ca grams ” Mount Royal University: www.mtroyal.ca Queen’s University: www.queensu.ca Royal Roads University: www.royalroads.ca followed by Ryerson Univesity: www.ryerson.ca Saint Mary’s University: www.smu.ca Simon Fraser University (SFU): http://www.sfu.ca “Admission Require- SFU Portal – Student Information Systems: http://www.go.sfu.ca ments” St. Thomas University: www.stu.ca St. Francis Xavier University: www.stfx.ca Thompson River University: http://www.tru.ca/ Trinity Western University: http://www.twu.ca/ University of British Columbia (UBC, Vancouver): http://www.ubc.ca UBC Okanagan Campus: http://web.ubc.ca/okanagan/ UBC Portal: https://you.ubc.ca University of Alberta: www.ualberta.ca University of Calgary: www.ucalgary.ca University of the Fraser Valley: www.ufv.ca University of Guelph: www.uoguelph.ca University of Lethbridge: www.uleth.ca University of Ottawa: www.
    [Show full text]
  • Toran Savjord Joined Capilano University in August 2017 in the Role of Vice President, Strategic Planning, Assessment & Institutional Effectiveness
    Toran Savjord Vice President – Strategic Planning, Assessment & Institutional Effectiveness Toran Savjord joined Capilano University in August 2017 in the role of vice president, strategic planning, assessment & institutional effectiveness. In his role, Savjord promotes the implementation of the University's operational plan through sound administrative oversight and leadership of the planning, assessment and accreditation activities of the University. This contributes to CapU operating effectively as an institution, ensures CapU’s compliance with policy and legislation, and coordinates both the business planning and institution-wide change initiatives to strengthen CapU’s position as British Columbia's leading experiential University. Savjord’s career began as an educator and administrator specializing in outdoor recreation and adventure tourism. His experience in post-secondary extends to program creation and developing certificates, diplomas and degrees for colleges and universities throughout B.C. Savjord’s CapU employment connection dates back almost 20 years. He served as an instructor of outdoor recreation programs and adventure tourism program designer at Capilano College between 1998 and 2002. Savjord has served as an organizational and leadership consultant to numerous educational institutions and came to CapU from Cornerstone Developments and the Squamish Clean Technology Association, where he was the senior project manager. Prior to this, he was the vice president, operations and development/recreation and athletics for Quest University Canada. As a founding faculty member, Savjord also contributed to the design of Quest's unique curriculum. Active in community service, Savjord has served on numerous boards and committees including the Squamish Sustainability Corporation; Tourism Squamish; Squamish Official Community Plan Advisory Steering Committee; Coast Mountain Academy; Quest University Canada Foundation and the Squamish Nordic Ski Club.
    [Show full text]