Advanced Placement Transfer This Data Applies to the 2009-10 Academic Year
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Capilano University, Douglas College, Langara College
CAPILANO UNIVERSITY, DOUGLAS COLLEGE, LANGARA COLLEGE, VANCOUVER COMMUNITY COLLEGE COURSE OUTLINE TERM: SUMMER 2013 COURSE NO.: BPAC 403 INSTRUCTORS: COURSE NAME: STUDIES IN INTERDISCIPLINARY CREATION AND COLLABORATION OFFICE: SECTION NO.: E-MAILS: COURSE CREDITS: 6 COURSE FORMAT: 30 instructional hours and 135 studio hours over 15 weeks. COURSE PREREQUISITES: None MISSION STATEMENT: The cohort-based BPA program will bring together both recent college graduates and established creative artists to create a dynamic mix of students and arts backgrounds. Students will gain the skills and knowledge they need to succeed within the performing arts milieu, and a breadth of knowledge that will enable them to think critically: they will examine the historical and cultural context of the performing arts, critique the socio-political and cultural environment of the performing arts industry, and acquire the skills and tools to navigate their way through and build their own careers within this industry. They will also form a production company and develop and mount their own collaborative effort – an original, interdisciplinary performance event. Creating the production will challenge students to explore, master and apply the interdisciplinary performance theory and knowledge they have studied, and enhance their creative and performance abilities. Graduates will demonstrate competency in various aspects of producing and performing interdisciplinary projects: communication, teamwork, leadership, negotiation, critical self-awareness, problem-solving and decision-making. They will possess the core competencies required to succeed in the highly competitive world and business of the professional performing arts. The program’s unique, creative and practical blend of academic and applied studies will prime students for the multifaceted and entrepreneurial aspects of the world they are entering. -
Bccampus Funds 21 Innovative Online Projects
BACKGROUNDER 2009ALMD0009-000325 Ministry of Advanced Education and Labour Market Development March 10, 2009 BCcampus BCCAMPUS FUNDS 21 INNOVATIVE ONLINE PROJECTS Partnering Institution(s) Project Emily Carr University, University of Northern Four online undergraduate studio art courses which will British Columbia, North Island College, Donat contribute to fulfilling a bachelor of fine Arts degree and Group certificate requirements. Vancouver Island University, Educational Further development of the Learn Together Collaboratory Technology Users Group (ETUG), University – a B.C.-based professional development network that College Institute Professional Developers (UCIPD), supports networking and collaboration for teaching and Northern Educational Developers Network learning in higher education. Thompson Rivers University, British Columbia Eight educational resources to help prepare learners for Water and Waste Association, Indian and Northern training in environmental management (especially the Affairs Canada – BC Region water industry). Camosun College, Capilano University, College of Five online courses that will complete the development of New Caledonia, College of the Rockies, Douglas a provincial online medical office assistant certificate College, Vancouver Island University, North Island program supporting the growth and demand for assistants College, Northern Lights College, Northwest in the health-care industry. Community College, Okanagan College, Selkirk College, Thompson Rivers University, University of the Fraser Valley, Vancouver Community College Selkirk College, College of the Rockies Three online courses that support the development of a mountain writer’s collective and the development of creative writing talent across the B.C. interior (and beyond). University of Northern British Columbia, A participation system and registry that records and Vancouver Island University, Simon Fraser celebrates participation in professional development University, Camosun College, University of British events. -
External Awards
EXTERNAL AWARDS Financial Aid & Awards Contents General ................................................................................................................................................... 2 Awards for Students in the Faculty of Arts & Sciences .......................................................................... 13 Awards for Students in the Faculty of Business & Professional Studies ................................................. 15 Awards for Students in the Faculty of Fine & Applied Arts .................................................................... 17 Awards for Students in the Faculty of Education, Health & Human Development ................................. 21 Awards for Students in the Faculty of Global & Community Studies...................................................... 22 Awards for Study Abroad ...................................................................................................................... 23 Awards for Indigenous Students ........................................................................................................... 24 Awards for Students with Disabilities .................................................................................................... 28 Awards for International Students ........................................................................................................ 34 Awards for Youth In and From Government Care.................................................................................. 35 Irving K. Barber BC Scholarship -
“Viewpoints” on Reconciliation: Indigenous Perspectives for Post-Secondary Education in the Southern Interior of Bc
“VIEWPOINTS” ON RECONCILIATION: INDIGENOUS PERSPECTIVES FOR POST-SECONDARY EDUCATION IN THE SOUTHERN INTERIOR OF BC 2020 Project Synopsis By Christopher Horsethief, PhD, Dallas Good Water, MA, Harron Hall, BA, Jessica Morin, MA, Michele Morin, BSW, Roy Pogorzelski, MA September 1, 2020 Research Funded by the Social Sciences and Humanities Research Council of Canada. Executive Summary This research project synopsis presents diverse Indigenous community perspectives regarding the efforts needed to enable systemic change toward reconciliation within a public post-secondary educational institution in the Southern Interior of British Columbia. The main research question for this project was “How does a community college respectfully engage in reconciliation through education with the First Nations and Métis communities in the traditional territories in which it operates?” This research was realized by a team of six Indigenous researchers, representing distinct Indigenous groups within the region. It offers Indigenous perspectives, insights, and recommendations that can help guide post-secondary education toward systemic change. This research project was Indigenous led within an Indigenous research paradigm and done in collaboration with multiple communities throughout the Southern Interior region of British Columbia. Keywords: Indigenous-led research, Indigenous research methodologies, truth and reconciliation, Indigenous education, decolonization, systemic change, public post- secondary education in BC, Southern Interior of BC ii Acknowledgements This research was made possible through funding from the Social Sciences and Humanities Research Council (SSHRC) of Canada. The important contributions from the Sinixt, Ktunaxa, Syilx, and Métis Elders, Knowledge Keepers, youth, men, and women within this project are essential to restoring important aspects of education that have been largely omitted from the public education system. -
Camosun College Transportation and Parking Management Plan
Camosun College Transportation and Parking Management Plan By Todd Litman Victoria Transport Policy Institute 2009 Revised June, 2009 Camosun College Transportation and Parking Management Plan Victoria Transport Policy Institute Camosun College Transportation and Parking Management Plan 18 June 2009 By Todd Litman Victoria Transport Policy Institute Summary The Camosun College Transportation and Parking Management (TPM) Project includes a planning process to identify optimal solutions to campus transportation and parking problems. Through the TPM project, specific ways to improve transportation and parking management in order to create a more sustainable campus will be identified. The plan will be flexible and responsive to future demands and conditions. This TPM plan describes existing transportation and parking conditions, identifies current and future challenges, and recommends specific transportation and parking policies and management programs. The TPM Project will continue beyond this plan through the implementation phases. 2 Camosun College Transportation and Parking Management Plan Victoria Transport Policy Institute Contents Introduction .................................................................................................................................................... 5 Planning Goals and Objectives ....................................................................................................................... 5 Camosun College Campuses .......................................................................................................................... -
CAPILANO UNIVERSITY Cap Core Is a Framework for Selecting Courses That Helps Students Become Well-Rounded Professionals
WHAT IS CAP CORE? CAPILANO UNIVERSITY Cap Core is a framework for selecting courses that helps students become well-rounded professionals. Courses are organized into three themes that are designed to provide the foundational and professional knowledge for career success. Capilano University is a teaching-focused university CAP CORE THEMES with many specialized programs and an emphasis on experiential learning. The University is recognized Foundation Integration Professional Practice FAST FACTS for its award-winning work in sustainability and Literacy Self & Society Experiential learning Numeracy Science & Technology Capstone course NAME AND LOCATION Culture & Creative Expression commitment to indigenizing the academy. These values Capilano University (CapU), North Vancouver, BC, Canada are reflected in our general education curriculum CAP CORE CREDITS BY CREDENTIAL YEAR 1 YEAR 2 YEAR 3 YEAR 4 CARNEGIE CLASSIFICATION outcomes. CERTIFICATE 6 Primarily undergraduate university DIPLOMA 6 6 Accredited by the Northwest Commission on Colleges and DEGREE 6 18* 6 Universities (NWCCU) * Integration courses may be completed during any year of studies Our General Education Curriculum UNDERGRADUATE ENROLMENT Head count: 6,763 (Fall 2016) FTE: 5,109 (2016/2017) The CapU general education curriculum Beginning in Fall 2018, baccalaureate students OUR TEAM (see Cap Core to right) includes three themes, each will be required to complete the full Cap Core % Residential: < 1% % Commuter: > 99% with its own set of learning outcomes: foundation curriculum (30 credits; usually 10 courses) as part (literacy and numeracy), integration (science and of their degree program. A condensed curriculum DEGREES OFFERED technology, self and society, culture and creative for students earning a diploma or certificate will be 12 baccalaureate degrees (plus 28 expression) and professional practice (experiential implemented in Fall 2019. -
Inspiring Life-Changing Learning
INSPIRING LIFE-CHANGING LEARNING INSTITUTIONAL ACCOUNTABILITY PLAN AND REPORT 2019/20 REPORTING CYCLE July 1, 2020 The Honourable Melanie Mark Minister of Advanced Education, Skills and Training Government of British Columbia Dear Minister, On behalf of the Camosun College community, we are pleased to submit our annual Institutional Accountability Plan and Report (2019/20) and to accept responsibility for its contents. This reporting cycle (April 1, 2019 to March 31, 2020) features many great stories of success and accomplishment by our students, faculty and staff, of which we are very proud. The latter portion covered, specifically in March 2020, represents a significant time of uncertainty when Camosun, and the public post-secondary sector, transitioned as the COVID-19 pandemic required from us all creative thinking, new ways of teaching and providing student services and swift action to ensure our continuing ability to provide educational excellence. We are pleased to report that our community of students and employees rose to this challenge with strong completions and the challenges of meeting licensing requirements met. While this report largely focusses on the pre-COVID era, it is important to acknowledge and recognise everyone who worked hard and successfully in March during a period of transition. In particular, we want to express our gratitude to our generous and hardworking faculty and staff who quickly switched to online learning and teaching models, and student support services, and our students, who with patience and understanding, embraced the new educational and service models and were able to complete their courses and terms. The success of this transition was dependent on everyone playing their part. -
Agent Profile Company Name
International Education 100 West 49th Avenue Vancouver, B.C. CANADA V5Y 2Z6 Agent Profile Company Name Address City State/Prov/Pref Country Postal Code Telephone Fax Company Web Site Signing Officer’s Name Signing Officer’s Title Contact Person’s Name Contact Person’s Title Contact Person’s E-mail Agent Questions 1. What is the purpose of your company? 2. How long have you been an agent for overseas educational institutions? Langara College 3. What other recruiting agencies, companies or partners do you work with? 4. Which schools do you currently have contracts with? Alexander College Centennial College B.C.I.T. Conestoga College Camosun College Durham College Capilano University Fanshawe College College of the Rockies George Brown College Columbia College Georgian College Coquitlam College Humber College Douglas College Mohawk College Fraser International College (FIC) Seneca College Kwantlen Polytechnic University Sheridan College North Island College Mount Saint Vincent University Okanagan College Mount Alison University Simon Fraser University (SFU) Queens University Thompson Rivers University (TRU) York University Trinity Western University (TWU) University of Alberta University of the Fraser Valley (UFV) University of Calgary University of Northern British Columbia University of Manitoba (UNBC) University of New Brunswick University of Victoria (UVic) University of Saskatchewan Vancouver Community College (VCC) University of Western Ontario Vancouver Island University (VIU) University of Windsor British Columbia School Districts: -
Inspiring Life-Changing Learning
INSPIRING LIFE-CHANGING LEARNING INSTITUTIONAL ACCOUNTABILITY PLAN AND REPORT 2019/20 REPORTING CYCLE July 1, 2020 The Honourable Melanie Mark Minister of Advanced Education, Skills and Training Government of British Columbia Dear Minister, On behalf of the Camosun College community, we are pleased to submit our annual Institutional Accountability Plan and Report (2019/20) and to accept responsibility for its contents. This reporting cycle (April 1, 2019 to March 31, 2020) features many great stories of success and accomplishment by our students, faculty and staff, of which we are very proud. The latter portion covered, specifically in March 2020, represents a significant time of uncertainty when Camosun, and the public post-secondary sector, transitioned as the COVID-19 pandemic required from us all creative thinking, new ways of teaching and providing student services and swift action to ensure our continuing ability to provide educational excellence. We are pleased to report that our community of students and employees rose to this challenge with strong completions and the challenges of meeting licensing requirements met. While this report largely focusses on the pre-COVID era, it is important to acknowledge and recognise everyone who worked hard and successfully in March during a period of transition. In particular, we want to express our gratitude to our generous and hardworking faculty and staff who quickly switched to online learning and teaching models, and student support services, and our students, who with patience and understanding, embraced the new educational and service models and were able to complete their courses and terms. The success of this transition was dependent on everyone playing their part. -
Capilano University, Douglas College, Langara College, Vancouver
CAPILANO UNIVERSITY, DOUGLAS COLLEGE, LANGARA COLLEGE, VANCOUVER COMMUNITY COLLEGE COURSE OUTLINE TERM: FALL 2013 COURSE NO.: BPAC 406 INSTRUCTOR: COURSE NAME: STRATEGIC CAREER PLANNING OFFICE: SECTION NO.: EMAIL: COURSE CREDITS: 1.5 COURSE FORMAT: Instructional hours per week: 2 hours per week for 15 weeks. COURSE PREREQUISITES: None MISSION STATEMENT: The cohort-based BPA program will bring together both recent college graduates and established creative artists to create a dynamic mix of students and arts backgrounds. Students will gain the skills and knowledge they need to succeed within the performing arts milieu, and a breadth of knowledge that will enable them to think critically: they will examine the historical and cultural context of the performing arts, critique the socio-political and cultural environment of the performing arts industry, and acquire the skills and tools to navigate their way through and build their own careers within this industry. They will also form a production company and develop and mount their own collaborative effort – an original, interdisciplinary performance event. Creating the production will challenge students to explore, master and apply the interdisciplinary performance theory and knowledge they have studied, and enhance their creative and performance abilities. Graduates will demonstrate competency in various aspects of producing and performing interdisciplinary projects: communication, teamwork, leadership, negotiation, critical self-awareness, problem-solving and decision-making. They will possess the core competencies required to succeed in the highly competitive world and business of the professional performing arts. The program’s unique, creative and practical blend of academic and applied studies will prime students for the multifaceted and entrepreneurial aspects of the world they are entering. -
Blathering on in Krisendom, a Satirical Sculpture by George Rammell, Department of Studio Art, Capilano University
Report of the Ad Hoc Investigatory Committee On the Seizure & Dismantling of Blathering On in Krisendom, a Satirical Sculpture by George Rammell, Department of Studio Art, Capilano University June 2015 Report of the Ad Hoc Investigatory Committee on the Seizure & Dismantling of Blathering On in Krisendom, a Satirical Sculpture by George Rammell, Department of Studio Art, Capilano University Jason Brown Lecturer, Department of English as a Second Language, Thompson Rivers University Terri Van Steinburg Instructor, Department of Career Choices and Life Success, Kwantlen Polytechnic University © 2015 Canadian Association of University Teachers 2705 Queensview Drive, Ottawa, Ontario K2B 8K2 \\ 613-820-2270 \\ www.caut.ca Report \\ Blathering On in Krisendom \ George Rammell \ Capilano University June 2015 Contents 1| Introduction Terms of Reference Interviews Conducted Documentation & Source Material 2| Chronology Events Surrounding the Seizure of the Sculpture Events Leading Up to the Seizure Protests & the Administration’s Reaction George Rammell’s Sculpture Seizure & Dismantling of the Sculpture 3| Analysis Harassment Academic Freedom Academic Freedom & the University’s Respectful Learning & Working Environment Policy Larger Issues for the Capilano University Academic Community Arising from these Events 4| Recommendations Recommendations for the Capilano University Administration Recommendations for the Capilano University Faculty Association Recommendations for the Canadian Association of University Teachers Appendix A CAUT \\ Ad Hoc Investigatory Committee 3 Report \\ Blathering On in Krisendom \ George Rammell \ Capilano University June 2015 1| Introduction Terms of Reference In May 2014, the authors of this report were asked by . Joanne Quirk, Capilano University Faculty the then Canadian Association of University Teachers Association Past President (CAUT) Executive Director, Dr. James Turk, to form an . -
Capu Convocation Program Spring 2020
CONVOCATION JUNE 18, 2020 CONTENTS CONGRATULATIONS page 3 CHANCELLOR YURI FULMER page 5 STUDENT SPEAKER page 5 OUR TRADITIONS page 6 STUDENT LIFE IN PHOTOS page 8 CONVOCATION PROGRAM page 11 GRADUATING STUDENTS page 12 This program was prepared in advance of the ceremony and may not reflect last-minute updates. In the event of a discrepancy between this program and the Capilano University graduation roll, the graduation roll shall be taken as correct. Capilano University respectfully acknowledges that our campuses are located on the territories of the Lil’wat, Musqueam, Sechelt (shíshálh), Squamish and Tsleil-Waututh Nations. CONGRATULATIONS PAUL DANGERFIELD YURI FULMER BRITTANY BARNES President & Vice-Chancellor Chancellor Chair, CUAA As our newest Capilano University graduates, Congratulations to all of our graduates for On behalf of the Capilano University I feel excited about your futures and where reaching this triumphant milestone. While Alumni Association (CUAA), it is my your lives will take you from here. I’m sure I’m sad that we are not able to gather in person pleasure to congratulate you on your you, your family and friends are feeling that for convocation as we traditionally would, we academic and personal achievements. excitement as well. still recognize the importance of celebrating We are so proud to welcome another your accomplishments and honouring the graduating class of CapU alumni into Within each of you are the values that hard work and perseverance it took to get our community—that includes you. have inspired our vision of CapU in the here. I hope you take this opportunity to next few years.