New Program Opportunities. Summary of Notes. AP #22 Promote dynamic and contemporary cross-interdisciplinary themes :

New Program Opportunities Summary of Notes

AP #22 “Promote dynamic and contemporary cross-interdisciplinary themes”:

1. Cross modeling of existing programming that connects professional programs, liberal arts and social sciences: skills and core competencies.

 Coastal trade development – trades/academics

 applied interdisciplinary research with partnership/community

 Art of Aging: health sports, arts, creative writing, economics, tourism – market to seniors

 integrate existing programs in vocational/academic

 Explore learning: Education/psychology/metacognition/trades: various modalities

o learning as we age o potential masters

o build on strengths of vocational/academic o certificate: Interdisciplinary

o learning skills as a student

o identify new programs/program areas  focus on existing assets –

o identify where existing course/program can be combined in new ways  Policy studies

 Trades to degrees processes e.g. ENGL /HEO; welding/art; rec tourism/marine tech

 Students able to build their own degrees

 need a model for constructing/approving interdisciplinary programs: enabling supporting

 need for interdisciplinary champions

 balance student choice with program design  Bachelor of Interdisciplinary Studies

o Agriculture Tourism

o Farm to table food security

o brewing certification/Vintner certification  Bachelor of Technology: a mix of science and trades

 Sports studies: BA: multidisciplinary exist in UK (some USA build on existing courses in HIST/Health and Human Service/ Psychology of Sports/etc and co-op/internship

 HEO/Forestry Resource Programs – English/HEO/Road Building  Blending degrees: English/Journalism/Creative Writing

 Nursing/Psychology

 Trades/Business/Entrepreneurship  Green Building/HVAC

 Creativity Studies/Trades laddering  Welding/Art

 Exceptional applied interdisciplinary research with participating community  Policy studies

 Integrated health and science wellness credential  Biotechnology: brew master/wine making

 Create a degree: build your own program  Biological/environmental chemistry  Vancouver Island Forest Industry studies  Recreational and Wellness Management  Interdisciplinary in social/applied research

 Conservation biology path physiology: biology streams  Computer gaming

 Indigenous governance/laddered across disciplines  Robotics and device programming

 Business management with sustainable practices and leadership  Heritage carpentry/art history

 flexible, multiple entry points to same credential

 Leadership programming – including trades to management/BBA

 Art of aging: interdisciplinary cluster of programs: e.g. health, sport, arts, creative writing, economics, tourism

 Expand elective offerings for diplomas that have different way of streaming so students ‘ladder’ into other 4 year degrees/streams more flexibility in diplomas  Masters of Canadian Studies

o Arts and Humanities and Interdisciplinary o International students

o blog on existing courses

 Horticulture/Aquaculture – aquaponics program  Medicinal plan production

o Aquaponics/Business/Hospitality and Tourism  Integrate a business component into programs; e.g. trades  Tourism and rural recreation

 Integration of digital media/art: capturing existing programs  Alternative business/entrepreneurial models

2. Integration and application of experiential learning

 Career related education: job preparation and pre-prep for jobs

 laddering is supported: life experience counts towards educational experience  Internationalization of existing programs – integrating

 use PLA and outreach to enable student to credential faster  service learning and cultural learning

 employability – consult employers o learning outcomes

 trades and entrepreneur connections (to business)

 Career Management diploma: business writing, management/life skills  Experiential education

o post grad certificate

 Using PLA and outreach to enable students to credential faster 

3. Interdisciplinary food studies: connecting to themes of sustainability and Aboriginal  Islands: food security/two biospheres/climate change/culture

 Business of Sustainable Eating: management/culinary/hospitality and tourism/English/anthropology/history/First Nations/science/geography  food sustainability: food security/agriculture/urban/aquaculture/culture  integrate food/health: healthy food/diet wellness

 Agr/aquaculture/agriponics medicinal

 Food security food production: Aqua/food production  Artisan culinary applications: cheese making/sausage

 Sustainable farming linked with geography, geology and nutrition  Food Studies: Horticulture/Agriculture

 Cuisine of Salish Sea

 Indigenous/historical food and health production 

4. Integrated holistic health and wellness/healing

 recreation/leisure/health/dental and cross cultural/health and science  tourism and healthy aging

 healthcare and well-being in a regional context

 Art of Aging: health sports, arts, creative writing, economics, tourism – market to seniors

 integrate food/health: healthy food/diet wellness

 connecting and broadening health across programming and disciplines  Human Services Institute

 Holistic health and healing education: all ages

 Food security food production: Aqua/food production  Gerontology

 Sports studies

 Nutrition/Physical Education/Dietician  Tourism/health aging

 Health care and well-being in a regional context  Integrated health and science wellness credential  Gerontology/healthy aging nursing

 Nursing masters – laddering and internationalization  Recreational and Wellness Management

 Dental hygiene/laddering/internationalization and specializations  Health care administration management

 Medical laboratory science

 Art of aging: interdisciplinary cluster of programs: e.g. health, sport, arts, creative writing, economics, tourism

 Designing senior facilities – Design/Trades/Health and Human Services/CHA  Medicinal plan production

o Aquaponics/Business/Hospitality and Tourism  Holistic health and healing education: all ages

 Holistic healthy and community development  Intergenerational health education

o sociological and cultural/media/trades  Human Services Institute

5. Interdisciplinary coastal degrees that focus on regional knowledge (Centres of Excellence)

 coastal issues/people/places/landscapes

 Canadian studies rural coastal linking existing programs

 sustainable coastal trades development e.g. forestry workers across skills o Centre for Excellence

o intersection of trades/academics  Aquaculture: business side Culinary  Coastal Tourism Management  Coastal/Island studies

 Rural Development studies

 Nice programming at Powell River (and other regional sites)  Trades for Sliammon managers

 Food security food production: aqua/food production 

6. Stronger Aboriginal knowledge embedded into programs

 broaden inclusivity/focus to all cultures including language  explore learning – First Nations traditions of learning  Aboriginal governance management

 Become renowned for cultural learning; International part of VIU and the broader community two way engagement/learn and stay.

 interdisciplinary food studies: connecting to themes of sustainability/Aboriginal  teaching and learning in higher education: dual

credit/international/Aboriginal/pedagogy  integrated Health and Wellness – cross cultural

 Sustainable Aboriginal community, government  Indigenous governance

 Cross cultural relationship/understanding: Aboriginal and Asian International  Indigenous wisdoms and environment

 Indigenous governance/laddered across disciplines  Cultural global studies

 Sustainable Aboriginal community, government  integrating aboriginal knowledge

7. Community

 Community: Sustainability; development; local to global o global citizenship/involvement

 VIU’s place as a community partner/ Not for Profits/volunteers and link to business community

 exceptional applied interdisciplinary research with participating community  Shifting demographics/economy – island affected/what action to adopt  Community Studies

o community development o NGO management

 Masters in Community Planning

 K-16 collaboration, (individual dual credit) promotion

 Programs aimed at developing contracts, service agreements, other quasi-legal agreements, finance and administration (aimed at specific Aboriginal

communities)

 Citizenship and community engagement: citizens engaging

 Not for Profit: aligning to them/creating interaction e.g. Providence Farm  VIU help develop “model community” at Powell River – possible research

AP #22 “Maintain a viable mix and distribution of high-quality programs”

1. Foundations Programs: gateway transitional from high school to university to increase success

 ABE: connecting science to culinary

 provision of preparatory courses – career exploration

 improving transitions from high school to first year or trades  applied math

 Transition studies for student success: o high school without university o International without university  Articulated curriculum K – 12 to ‘U’

2. Coastal studies: island/tourism/natural resource management/social sciences  Sustainable coastal trades development: e.g. forestry workers across skills

o Centre of Excellence

oIntersection of trades/academics  Coastal Tourism Management

 Coastal/Island studies  Adventure Tourism  Integrated marine science  Eco-tourism

 Some physical/recreational program taking advantage of geography, etc.  Alternative energy/technologies

3. ‘Intro to U’ dual credit (12 week)

 K-16 collaboration, (individual dual credit) promotion 

4. Bachelor of Interdisciplinary Studies

5. Career Management: Pre/Post employment training: business writing/management/life skill

 Professional Development: lifelong learning/mid-career  Leadership development

 Post-employment training

ocertificates/supports/experiential/summer institutes, mentorships oITAS in Cowichan

o applied systems across areas/bridges with E-literacy o international/domestic mix  Pre-employment training o life skills o pathways o K-12/’U’ o U 101

6. Agri-tourism/winery/marine

 Brewing certification/Vintner certification  Agriculture Tourism

 Farm to table food security

 Brewing certification/Vintner certification 7. Indigenous governance

 cross cultural context

 BA Governance and Leadership – Aboriginal focus 8. Community project as ID capstone

9. Food studies/coastal/indigenous/sustainable  Agriculture Tourism

 Farm to table food security

 Brewing certification/Vintner certification

 Indigenous/historical food and health production  Food Studies

 Cuisine of the islands of the Salish Sea

 Programs aimed at developing contracts, service agreements, other quasi-legal agreements, finance and administration (aimed at specific Aboriginal

communities)  Rural sustainability  Economic Sustainability  Cultural tourism

 Environmental and alternative energy  Nutrition/Physical Education/Dietician

 Business of Sustainable Eating: management/culinary/hospitality and tourism/English/anthropology/history/First Nations/science/geography  Artisan culinary applications e.g. cheese making/sausage etc.

 Land use/planning/sustainable land development: Aboriginal focus  BA Minor in Food Studies

 Environmental Education

 Data Analytics/informatics: practical/programming  Environmental studies: progress/issues/research +++  Diplomacy/peace studies

 Graduate finance focus  Small business management  Major in Chinese studies  Engineering streams o environmental o civil o software  Bioinformatics  Journalism  Neutral studies

 Speciality with trades: advanced training

 Broadening media and film studies technical and artistic Other Comments

 Holistic approach

o integration of ‘U’ delivery o services: intra

o merging silos

o internal/external communities o i.e. complex thinking: Wiber o compassion/conscientious  Social construction

o nucleus around community (internal/external)

o how are communities formed/membership developed/served o poly vocality

 Innovation hub/”U” Village

 Technology: Fluency technological literacy  Use of technology in instruction

 Technology: practical application staying at the forefront o creative technologies synergies

 increase offerings, pathways

 What students do in their program (vs themes, “content”)

 Re-designing existing programs to make more “dynamic and contemporary”  Students being able to credential their degree

 Use of on-campus environmental sustainability as a link into existing programming  Land resource use