BACHELOR OF PERFORMING ARTS BACHELOR OF PERFORMING ARTS

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<ul><li> Slide 1 </li> <li> BACHELOR OF PERFORMING ARTS BACHELOR OF PERFORMING ARTS </li> <li> Slide 2 </li> <li> A FOUR COLLEGE COLLABORATIVE DEGREE PROPOSAL Capilano College Langara College Capilano College Langara College Douglas College Vancouver Community College Douglas College Vancouver Community College </li> <li> Slide 3 </li> <li> Presenters at the CCBA Eighth Annual International Conference Feb. 29 Mar. 2, 2008 Linda Arnold, Langara College Jan Lindsay, Douglas College Jackie Snodgrass, Capilano College </li> <li> Slide 4 </li> <li> THE FOUR TENORS Singing a New Tune: - called Anything is Possible - called Anything is Possible i.e. Four institutions = One Degree i.e. Four institutions = One Degree - however there has been times through the process that our tune has changed to: Have We Gone Mad? Have We Gone Mad? - when we explain the fourth year rotates! - then others begin to sing: They Have Really Gone Over the Edge </li> <li> Slide 5 </li> <li> WHO ARE WE AND HOW DO WE CONNECT TO EACH OTHER? Four community colleges situated in the Vancouver Region Four community colleges situated in the Vancouver Region We are the four largest public colleges in the Lower Mainland region We are the four largest public colleges in the Lower Mainland region Collective we serve over 30,000 FTEs Collective we serve over 30,000 FTEs Between us we offer 14 programs in the performing arts Between us we offer 14 programs in the performing arts </li> <li> Slide 6 </li> <li> Vancouver Lower Mainland Region Douglas College Capilano College Langara College Vancouver Community College </li> <li> Slide 7 </li> <li> SO WHY DO IT? Legislative changes had recently enabled colleges to grant bachelor degrees in applied areas Legislative changes had recently enabled colleges to grant bachelor degrees in applied areas To demonstrate that several colleges could voluntarily collaborate to develop a viable degree in a discipline of common interest To demonstrate that several colleges could voluntarily collaborate to develop a viable degree in a discipline of common interest Fit with strategic and academic directions Fit with strategic and academic directions Labour market demand Labour market demand Canadian Occupation Projections Canadian Occupation Projections System (COPS) 1.9%/year to 2011 System (COPS) 1.9%/year to 2011 Most importantly: Increase opportunities for our students Increase opportunities for our students </li> <li> Slide 8 </li> <li> OPPORTUNITIES FOR STUDENTS 373 students surveyed I think it would give me more tools and increase my options. I think it would give me more tools and increase my options. I am incredibly enthusiastic towards this proposal as I see both the content and the credentials as opportunities that will foster productive and educated theater professionals. I am incredibly enthusiastic towards this proposal as I see both the content and the credentials as opportunities that will foster productive and educated theater professionals. It is unique and I would definitely consider it. It is unique and I would definitely consider it. The lack of a degree has been a great frustration to me and I know that it has influenced others away from this particular style of learning in the Arts. The focus on interdisciplinary creations and practical skill is ideal. The lack of a degree has been a great frustration to me and I know that it has influenced others away from this particular style of learning in the Arts. The focus on interdisciplinary creations and practical skill is ideal. This would make my life amazing. This would make my life amazing. </li> <li> Slide 9 </li> <li> WHAT DO EMPLOYERS SAY ABOUT THE PROGRAM? Christopher Gaze, Director, Bard on the Beach Shakespeare Festival Christopher Gaze, Director, Bard on the Beach Shakespeare Festival This unique educational opportunity will give students the tools to function in many capacities and therefore make the arts a richer more viable career choice. This unique educational opportunity will give students the tools to function in many capacities and therefore make the arts a richer more viable career choice. Joanna Maratha, Executive Director, B.C. Touring Council Joanna Maratha, Executive Director, B.C. Touring Council Innovation, diversity and flexibility are certainly the buzzwords to describe the changes in the performing arts sector over the last decade. Developing programs that will broaden the scope and expand opportunities for artists is a very positive directions. Julie Smith, PhD., Interim Director, Coastal Jazz and Blues Society Julie Smith, PhD., Interim Director, Coastal Jazz and Blues Society As a graduate of the Interdisciplinary Arts MA program at Columbia College in Chicago I can attest to the importance of an interdisciplinary degree that engages a multitude of art forms, challenges notions of discreet artistic disciplines and generates new and exciting artistic work. </li> <li> Slide 10 </li> <li> WHAT IS THE RESPONSE OF OTHER POST-SECONDARY INSTITUTIONS? Russel Hartenberger, Associate Dean, Graduate Studies, (Music) Russel Hartenberger, Associate Dean, Graduate Studies, (Music) University of Toronto University of Toronto A program such as the one proposed by the Partner Institutions in Vancouver seems to provide excellent preparation for graduate study in a variety of disciplines. This continuum arrangement would seem to be an ideal situation for a broad- based offering of courses which combines various arts disciplines in an effective way. </li> <li> Slide 11 </li> <li> WEIGHING THE BENEFITS AND THE DISADVANTAGES Benefits Benefits Benefits for students Benefits for students Benefits for faculty Benefits for faculty New directions for the New directions for theorganization Building institutional relations Building institutional relations Cost saving Cost saving Opportunity to capitalize on our niche programs Opportunity to capitalize on our niche programsDisadvantages Greater complexity- hidden costs Greater complexity- hidden costs Quality recognition possibly harder to achieve Quality recognition possibly harder to achieve Pushes boundaries/comfort level of flexibility Pushes boundaries/comfort level of flexibility Pushes boundaries of academic control and consistency Pushes boundaries of academic control and consistency </li> <li> Slide 12 </li> <li> MANAGEMENT OF COLLABORATIVE DEGREE PROGRAMS Program is dependent on the cooperation of all partners Program is dependent on the cooperation of all partners Need to have language in the MOU that indicates how the interests of students will be protected in the event of a breakdown in the partnerships i.e. a dissolution clause Need to have language in the MOU that indicates how the interests of students will be protected in the event of a breakdown in the partnerships i.e. a dissolution clause The Steering Committee terms of reference need to outline program operating, communication and reporting procedures The Steering Committee terms of reference need to outline program operating, communication and reporting procedures Need to continually nurture awareness, understanding and support for the program at the senior management and Board level Need to continually nurture awareness, understanding and support for the program at the senior management and Board level Need to develop agreement on operating practices that are accepted and communicated across the institution Need to develop agreement on operating practices that are accepted and communicated across the institution </li> <li> Slide 13 </li> <li> Fall 2003 4 Public College Presidents in Vancouver B.C. convened a meeting 4 Public College Presidents in Vancouver B.C. convened a meeting with Vice Presidents and Deans with Vice Presidents and Deans Delegated to the VPs to investigate the potential for Delegated to the VPs to investigate the potential for collaborative degree development collaborative degree development Spring 2004 Steering Committee established with 1 representative from each Steering Committee established with 1 representative from each college and a Terms of Reference was developed college and a Terms of Reference was developed 2004-2007 Steering Committee convened meeting of faculty representatives of Steering Committee convened meeting of faculty representatives of Performing Arts from 4 colleges Performing Arts from 4 colleges Faculty curriculum design committee established Faculty curriculum design committee established Degree Development Overview </li> <li> Slide 14 </li> <li> 2005-2007 Steering Committee hired Project Consultant to write degree proposal Steering Committee hired Project Consultant to write degree proposal2006-2007 Degree proposal submitted for approval to Degree proposal submitted for approval to - 4 College Education Councils - 4 College Education Councils - 4 College Boards - 4 College Boards Degree proposal submitted for Ministry (Government) review Degree proposal submitted for Ministry (Government) review Spring 2008 Degree proposal currently waiting for Degree Quality Assessment Board site visit Degree proposal currently waiting for Degree Quality Assessment Board site visit </li> <li> Slide 15 </li> <li> THE DETAILS DEVELOPMENT PROCESS Presidents asked Vice Presidents to determine Whether there was an interest Whether there was an interest What general outcomes an applied degree should have What general outcomes an applied degree should have What some advantages of and barriers to degree development might be What some advantages of and barriers to degree development might be WHY PERFORMING ARTS? Each of the 4 colleges offered diploma and certificate programs in a Each of the 4 colleges offered diploma and certificate programs in a variety of Performing Arts areas, each with unique focus and outcomes variety of Performing Arts areas, each with unique focus and outcomes Performing Arts programs are generally costly to deliver and sustain. A partnership might enable an economically sustainable degree students would want to pursue Performing Arts programs are generally costly to deliver and sustain. A partnership might enable an economically sustainable degree students would want to pursue Would serve a niche area and not duplicate other degrees offered in the province, nor across the country Would serve a niche area and not duplicate other degrees offered in the province, nor across the country Would maximize use of human and fiscal resources Would maximize use of human and fiscal resources </li> <li> Slide 16 </li> <li> NEXT STEPS A Steering Committee was established A Steering Committee was established A Memorandum of Understanding was written and circulated to the Presidents for their signatures A Memorandum of Understanding was written and circulated to the Presidents for their signatures included a statement of purpose, expected range of activities, statement of financial support included a statement of purpose, expected range of activities, statement of financial support Steering Committee developed its Terms of Reference Steering Committee developed its Terms of Reference WINTER 2004 Determined the focus of the degree would be the Performing Arts (including music, theatre, stagecraft, dance, arts and entertainment management, film arts, and creative writing for performance Determined the focus of the degree would be the Performing Arts (including music, theatre, stagecraft, dance, arts and entertainment management, film arts, and creative writing for performance --excluded visual (fine arts.) --excluded visual (fine arts.) Met with the faculty program heads who were supportive and excited about the possibilities for students who could: take courses in more than one area of the Performing Arts and attain a degree take courses in more than one area of the Performing Arts and attain a degree experience an interdisciplinary perspective on the arts experience an interdisciplinary perspective on the arts </li> <li> Slide 17 </li> <li> Steering Committee discussed the degree initiative with Ministry personnel. Received an informal expression of interest in the concept * this was new territory for the Ministry. Steering Committee sought funding to support release of 4 faculty to form a task force and design viable degree curriculum support release of 4 faculty to form a task force and design viable degree curriculum hire a project consultant hire a project consultant2004-2007 Faculty developed learning outcomes, curriculum design and course outlines required for the degree Faculty developed learning outcomes, curriculum design and course outlines required for the degree2005-2007 Consultant retained to Work with the faculty curriculum group Work with the faculty curriculum group Advise the steering committee Advise the steering committee Write the degree proposal Write the degree proposal </li> <li> Slide 18 </li> <li> Steering Committee Convened meetings with respective authorities of the 4 colleges including Labour Relations/Human Resources re: the employment of faculty under 4 different union agreements Labour Relations/Human Resources re: the employment of faculty under 4 different union agreements Faculty union representatives re: the intent of the degree and asked for their support Faculty union representatives re: the intent of the degree and asked for their support Registrars re: admission and credential granting issues Registrars re: admission and credential granting issues Librarians to develop a list of current and required resources and estimate budget for degree acquisitions Librarians to develop a list of current and required resources and estimate budget for degree acquisitions Vice Presidents of Finance their approval of a proposed financial plan and agreement that the degree would be financially viable Vice Presidents of Finance their approval of a proposed financial plan and agreement that the degree would be financially viable </li> <li> Slide 19 </li> <li> Steering Committee Presented the BPAD proposal to respective College Education Councils Presented the BPAD proposal to respective College Education Councils Sought approval from respective College Boards Sought approval from respective College Boards Submitted the proposal to the Ministry Review process Submitted the proposal to the Ministry Review process Posted the proposal on the Provincial website for peer review (required) Posted the proposal on the Provincial website for peer review (required) Submitted the proposal to the Degree Quality Assessment Board Submitted the proposal to the Degree Quality Assessment Board </li> <li> Slide 20 </li> <li> LESSONS LEARNED POSITIVE Presidential support of inter-institutional projects is essential to the ultimate success of the project Appreciation of depth and breadth of performing arts programs offered among the institution partners has been enhanced Appreciation of depth and breadth of performing arts programs offered among the institution partners has been enhanced The project partners moved fro...</li></ul>