College and Program Information

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Bachelor of Digital Communications Section A, Page 1 A1 College and Program Information

Full Legal Name of Organization: Humber College Institute of Technology and Advanced Learning

URL for Organization Homepage (if applicable): www.humber.ca Proposed Degree Nomenclature: Bachelor of Digital Communications Location (specific address) where program to be delivered:

Humber Lakeshore Campus

3199 Lake Shore Boulevard West, Toronto, ON M8V 1K8 Date of Submission:

Contact Information:

Person Responsible for This Submission: Name/Title: Ann Dean

Associate Dean, Planning & Development

Full Mailing Address: Humber Institute of Technology and Advanced Learning 205 Humber College Boulevard

Toronto, Ontario M9W 5L7 Telephone: 416-675-6622, ext. 4553

Fax: 416-675-6681

E-Mail: [email protected] Site Visit Coordinator (if different from above): Name/Title: Sandra Cardinal

Program Development Consultant

Full Mailing Address: Humber Institute of Technology and Advanced Learning 205 Humber College Boulevard

Toronto, Ontario M9W 5L7 Telephone: 416-675-6622, ext. 5142

Fax: 416-675-6681

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Bachelor of Digital Communications Section A, Page 2

SECTION A: INTRODUCTION ... 1

A1 College and Program Information ... 1

A2 Table of Contents ... 2

A3 Executive Summary ... 7

A4 Program Abstract ... 17

SECTION B: DEGREE LEVEL STANDARD ... 1

SECTION C: ADMISSION, PROMOTION AND GRADUATION ... 1

C1 Admission Requirements for Direct Entry ... 6

C2 Admission Requirements for Mature Students ... 6

C3 Promotion and Graduation Requirements ... 6

C4 Advanced Standing Policies and Requirements ... 6

C4.1 Degree Completion Arrangements ... 6

SECTION D: PROGRAM CONTENT STANDARD ... 1

D1 Ad-Hoc Program Advisory Committee ... 16

D1.1 Program Advisory Committee Membership ... 16

D1.2 Committee Members’ Profiles ... 17

D1.2 Program Advisory Committee Minutes ... 22

Formal motion to endorse the Bachelor of Digital Communication program ... 33

D2 Professional Accreditation ... 34

D3 Program Learning Outcomes ... 35

D3.1 Degree Level Learning Outcomes ... 35

D3.2 Core Program Level Learning Outcomes ... 37

D3.2.1 Design of Program Learning Outcomes ... 37

D3.2.2 Courses Contributing to Program Learning Outcomes ... 38

D3.3 Non-Core Program-Level Learning Outcomes ... 41

D4 Bachelor of Digital Communications Program ... 43

D4.1 Program Design ... 43

D4.2 Program Map, Bachelor of Digital Communications ... 45

D4.3 Core Course Descriptions ... 46

D4.3.1. Media Elective Course Descriptions………..55

D4.4 Non-Core Course Description ... 62

D5 Academic Course Schedules ... 97

D5.1 Course Schedule 1 ... 97 D5.1.1. Media Elective ... 100 D5.1.2 Non-Core Electives ... 102 D5.2 Course Schedule 2 ... 113 D5.2.1. Media Electives……….. ... …115 D5.2.2 Non-Core Electives……… .... …116

D6 Work Experience Required for Degree Completion ... 127

D6.1 Program Structure Requirements ... 127

D6.2 Nature of Work Placement ... 127

D6.3 Support for Work Experience ... 127

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D7.1 Core Courses ... 140

D7.1.1 Course Development and External Review ... 140

D7.1.2 Course Outline Submission Requirements ... 140

D7.1.3 Classroom and Equipment Requirements ... 141

D7.1.4 Degree Level Standards and Learning Outcomes ... 143

D7.1.5 Hours and Methods of Instruction ... 143

D7.1.6 Identification of Previously Assessed Core Course Outlines ... 144

D7.3 Bachelor of Digital Communications Non-Core Course Outlines ... 501

D8 Bridging Courses ... 502

D9 Gap Analysis - Diploma to Degree Transfer ... 503

D9.1 Summary of Gaps- Media Communications Diploma ... 503

D9.1.1 Gaps Identified ... 503

D9.1.2 Gap Analysis……….. ... 505

D9.1.3 Transfer Arrangements……… ... 510

D9.1.4 Sample Program….. ... 512

D9.2 Summary of Gaps- Multi-Media Design and Development Diploma… ... 513

D9.2.1 Gaps Identified……….. ... 513

D9.2.2 Gap Analysis……… ... 515

D9.2.3 Transfer Arrangements……… ... 519

D9.2.4 Sample Program ... 521

D9.3 Summary of Gaps- Web Design and Interactive Media Advanced Diploma.. .. 522

D9.3.1 Gaps Identified… ... 522

D9.3.2 Gap Analysis………. ... 524

D9.3.3 Transfer Arrangements. ... 528

D9.3.4 Sample Program... 530

SECTION E: PROGRAM DELIVERY ... 1

SECTION F: CAPACITY TO DELIVER ... 1

F1 Learning and Physical Resources ... 5

F1.1 Library Resources ... 5

F1.2 Computer Resources ... 13

F1.3 Existing Classroom Space ... 16

F1.4 Specialized Space Facilities ... 17

F2 Resource Renewal and Upgrading ... 19

F3 Support Services ... 22

F4 Faculty ... 27

F4.1 Projected Staffing Requirements ... 27

F4.2 Faculty Recruitment and Development Plan ... 28

F4.2.1 Recruiting Procedures... 28

F4.2.2 Specific Hiring Plans for Core Courses ... 29

Section 1: Proposed Academic Credentials ... 30

Section 2: Faculty Complement: Current and New Hires ... 32

Section 3: Sample Faculty Plan by Core Course ... 33

Section 4: Summary of Anticipated Results ... 37

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F5.3 Curriculum Vitae of Faculty Assigned to Deliver Non-Core Courses ... 125

SECTION G: CREDENTIAL RECOGNITION G1 Program Design and Credential Recognition ... 1

G2 Consultation ... 2

G3 Letters of Credential Recognition - Universities ... 4

Ontario Council of Universities ... 5

Simon Fraser University ... 6

Concordia University ... 7

Northwestern University ... 8

University of Washington ... 9

Saginaw State University ... 10

G4 Letters from Organizations and Employers ... 11

International Association of Business Communicators ... 11

Brown & Cohen ... 12

Crescent Group ... 13

Environics Public Relations ... 14

Jesson & Co. ... 15

Canadian Institute of Chartered Accountants ... 16

Punch Canada ... 17

G5 Evidence of Employer Support ... 18

SECTION H: REGULATION AND ACCREDITATION ... 1

SECTION I: PROGRAM EVALUATION ... 1

SECTION J: NOMENCLATURE ... 1

SECTION K: ACADEMIC FREEDOM AND INTEGRITY ... 1

SECTION L: STUDENT PROTECTION ... 1

SECTION M: EVIDENCE OF ECONOMIC NEED ... 1

SECTION N: DUPLICATION ... 1

N1 Similar/Related College Programs ... 1

N2 Similar/Related University Programs ... 4

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O3 Credentials Framework ... 10

SECTION P: POLICIES ... 1

SECTION Q: CURRICULUM REVIEW ... 1

Q1 Prof. Spencer’s CV ... 2

Q Summary of Desk Examiner’s Report ... 16

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Bachelor of Digital Communications Section A, Page 6 Introduction

Communication studies are becoming recognized as one of the most significant of the social sciences in the 21st century. Increasingly, societal notions of the world are shaped through messages received from television, film, the web, social media and portable devices and a host of media arts, with profound impacts on how we view the world and ourselves. The construction of everyday lives and identities are negotiated through digital media and social networks which expand connectivity and influence how we live, the products we produce and consume. The Digital Communication program invites students to explore the dynamic media environment and the cultural, social, economic and political implications of digital innovations.

The program grounds students with the theoretical and critical frameworks and digital production skills necessary to become literate contributors to the digitally mediated world. Students work creatively in the confluence of art, technology and business, becoming consummate digital storytellers who are valuable in a wide range of employment fields.

About Humber

Humber College was established in 1967. A leader in polytechnic education, Humber offers over 140 full-time programs including: baccalaureate degrees, diplomas, certificates, graduate certificates and apprenticeship programs. Humber receives more than 56,000 applications annually; more than any other Ontario college. In Fall 2011, Humber enrolled 21,300 full-time students and had 56,000 part-time registrations, as well as employees in customized corporate training. Its strong partnerships with employers, as well as transfer agreements with many universities and colleges, help ensure success. In February 2003, Humber received a new designation as an Institute of Technology and Advanced Learning, which builds on the strategic direction of the institution. The designation allows Humber to further expand its programming to meet changing skill requirements and to provide up to 15% of its programming in degree programs.

Humber has been offering degree-level education since 2001. Humber’s experience with degree delivery began with the launch of the collaborative nursing program in conjunction with the University of New Brunswick in September 2001. This four-year B.N. program is delivered by Humber faculty using UNB’s curriculum. The following year saw the launch of the University of Guelph-Humber. In partnership with the University of Guelph, Humber offers integrated 4-year honours degree/diploma programs in the following program areas: Business; Early Childhood Education; Family & Community Social Services; Justice Studies; Kinesiology; Media Studies; and Psychology. The development and delivery of the programs is shared between the two institutions.

Humber received its first consent to offer degrees in 2002 and launched its first three degrees in September 2003. It currently offers sixteen degrees and has recently received consent for an additional degree which will be offered in fall 2012. (A more detailed overview of the institution is available in Section O1.)

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full-time post-secondary diploma and certificate programs, 12 postgraduate programs and 4 degree programs to over 3500 students. A wide range of 20 certificate programs are also offered on a part-time basis. The School of Media Studies and Information Technology also offers a joint program with the University of Guelph where graduates of the Honours Bachelor of Applied Arts (Media Studies) program receive a 2 year diploma in Media Communications in addition to the degree credential. In addition, the School provides customized training and education to agencies and institutions in the sectors that it serves.

Program Design

The Bachelor of Digital Communications program was designed over a period of one year, evolving and shaped through dialogue with members of the advisory committee, course developers, the outside desk reviewer, and Humber faculty and administrators. The Ontario Qualifications Framework, a current literature review and research into the changing face of communications education around the world helped to inform the design. The intent is to provide 21st century education which prepares graduates for the real working life of practicing professional communicators who will make important cultural, social, environmental and economic contributions. To design such a program demanded a balance between traditional and innovative approaches.

Through consultation, a model was developed based on identified core competencies agreed to be desirable, and to ensure that courses addressed these competencies. At the core of the model is the concept of the graduate as a proficient “digital storyteller” who embodies the traditional competencies in written and oral language and critical thinking and who is also versant in the digital realm. Digital storytelling is envisioned as primarily web-based,

incorporating photography, video, audio, web and interactive design, social media and written text. Digital storytellers are prepared to contribute to the growth and maintenance of the positive on-line presence of a range of organizations. Six embedded clusters of competencies were identified:

• Communications and Media Theory • Media Production Skills

• Writing and Research • Business Fundamentals • Creative Development

• Social, Political and Cultural Awareness.

A strong theoretical background is essential to becoming flexible, resilient communicators, who easily adapt to the ever-changing technological, ethical and stylistic challenges of modern communications.

Technical competency supports communication development by helping students gain

proficiency with traditional and emerging production techniques. Within the production stream, students practice using the latest equipment and software for photography, video, audio, web and interactive design and social media, while also casting a critical eye towards the judicious use of these technologies. To allow students to specialize further or to inform their practice through related study, media electives are offered in years three and four, providing a wide

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Writing and research are the cornerstones of proficient communication practice. Both the advisory committee and Humber’s employer survey strongly supported the inclusion of writing and research as high priorities. While these skills are present in most courses offered, it was decided to include four dedicated courses designed specifically to hone written language skills. For those students who wish to pursue graduate studies after completion of the degree, it is recommended that they study formal research methods from a scholarly perspective. Hence, the media elective course “Research Methods for Digital Communication” is offered as a 3rd or 4th year elective course.

Making a living as a media communication professional is most likely to become reality when well-versed in business principles. The program offers a stream of courses in business in which consistent contact with working professionals; a work placement and senior projects infuse economic principles in students’ consciousness.

Creativity is fostered when students are empowered to make creative decisions regarding practices, styles, and content to achieve their unique vision. In practice, this core principle infuses all coursework, with special emphasis in a stream of creative development courses which are student idea-driven. These include two e-portfolio courses and two capstone project courses.

Digital storytellers may be viewed as visual cultural commentators. Awakening students’ social, cultural and political awareness is vital to professional and personal development. Humber is well-positioned with its deep resource base to offer an extensive set of breadth electives encouraging students to consider factors such as historical context, cultural influences,

theoretical models, issues of representation, role of the media, and aesthetics. Students will find courses to feed their curiosity and interests, and in the process help them become informed and engaged citizens. Bachelor of Digital Communications students will be integrated with students from a range of bachelors programs throughout their four years in ten breadth electives where their social consciousness is developed and they are challenged to read and respond to a range of complex texts.

It is recognized that in an ever-changing future, graduates will be required to continuously adapt, relearn and innovate. Humber’s program is designed to meet those challenges by fostering a love of storytelling, self-discipline, social and environmental responsibility, diverse cultural awareness, the ability to communicate effectively, and a desire to become lifelong learners.

Recognizing the inherent overlap of these areas, all courses address all six core competencies; however, a stream of courses in each area emphasizes assignments, readings and activities designed to highlight the intended learning outcomes of each category.

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The program consists of 120 course credits with 40 courses each earning 3 credits. A capstone project is required in the final year of the program.

Bachelor of Digital Communications Program Requirements: 26 Specialization Courses

4 Media Electives courses 10 Breadth Electives courses

1 Work Placement Preparation Course (no credit) 1 work placement (14 weeks)

Bachelor of Digital Communications Program of Study:

YEAR Fall Semester Winter Semester

1 Video / Audio Production 1 Photography 1

Media Writing Fundamentals Introduction to Digital Media and Communication

Breadth Elective 1

Video / Audio Production 2 Photography 2

E-Portfolio 1

Communications Law and Ethics Breadth elective 2

2 Multi-Media Design 1 Social Media 1

Writing and Research for New Media Visual Communication Breadth Elective 3 Multi-Media Design 2 Social Media 2 Digital Storytelling Breadth Elective 4 Breadth Elective 5 3 Web and Interactive Design

E-Portfolio 2

Digital Media and Society Media Elective 1

Breadth Elective 6

Web Building and Site Management Multi-Media Project Management Media Elective 2

Breadth Elective 7 Breadth Elective 8

Professional Practice (non-credit) Summer: Work Placement – 14 weeks

4 Capstone Project 1 Digital Social Narratives Persuasive Campaigns Media Elective 3 Breadth Elective 9

Capstone Project 2

Critical Analysis of New Media Web and Social Media Analytics Media Elective 4

Breadth Elective 10 Methods of Delivery

Creative work lies at the core of the program. Instructors act as guides, coaches, facilitators and authorities challenging students to experiment, reflect, and engage in critical discourse. In addition, students participate in lectures, seminar groups, labs, independent reading and research, guest speakers and demonstrations. Students are encouraged to equip themselves with a laptop computer as most of the required work is submitted digitally. Students are expected to keep an on-going e-portfolio from which to draw artifacts and to examine and showcase their learning. Open access to cameras, photography studios and computing spaces with appropriate supervision, and meeting spaces for dialogue with faculty and other students

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qualifications and their intimate association with the real world of professional media and digital communications in order to provide the student with an immersion experience as part of the business community.

Nature of the Paid Work Term Experience

Students will participate in one mandatory 14-week work term. Students will be able to select from a wide variety of opportunities in corporate or non-profit businesses, media-related organizations, or communications consulting firms. They will acquire hands-on experience in creating digital communication projects and developing client relationships. To date, 7

employers have indicated their willingness to provide co-operative work placements for Humber Bachelor of Digital Communications students. (Humber Employee Needs Assessment 2012). Students will be supported by the School of Media Studies and Information Technology Placement Advisor who provides tools and resources for assisting students in securing placements. Each year, the Placement Advisor establishes new media contacts, enabling students to become informed about the functions of different organizations and the needs and career opportunities within them.

Every effort will be made to find paid work placements, however, there will be unpaid work opportunities which will be more appealing to some students depending on their career interests and the placements available. Humber has a history of successfully finding quality professional placements for students in its Media Studies programs.

Nomenclature

Humber takes a number of steps to ensure the program meets degree-level standards, in both subject matter and outcomes, including:

• benchmarking the program against similar programs and courses in Canada and other jurisdictions;

• having courses developed by faculty members who are familiar with degree-level study in the field;

• having the program reviewed by university professors from other institutions. Comparable degrees offered in Ontario and other Canadian universities typically offer the credential Bachelor of Arts with specialization in Communications which denotes a strong background in communication theory, developed skills in written and oral communication and a broad liberal arts background, but usually without the applied focus of Humber’s proposed program. There are examples of Ontario universities providing programs comparable to Humber’s proposal through partnerships with colleges, such as the University of Toronto with Sheridan College and Western University with Fanshawe College. Such arrangements typically provide graduates with two credentials: the B.A. and an Ontario College Certificate or Diploma in Digital Communications, Contemporary Media or other related field. Typically programs which confer both a university degree and a college certificate or diploma take an approach

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academic credits does not exceed other bachelors programs.

Humber’s approach differs from that of collaborative partnership programs by marrying theory and practice in all core courses. The mix tends to favour one or the other depending on the course and its purposes towards the attainment of program learning outcomes. Theoretical perspectives and scholarly research are brought to bear on the production of media elements, and vice versa. The proposed nomenclature, Bachelor of Digital Communications, reflects this integrated approach by effectively blending together the name of the degree with its area of applied focus into one recognizable title.

The degree name “Bachelor of Communication” is used in Western Canada at the University of Calgary, Grant McEwan, Capilano and Mount Royal Universities. The nomenclature provides potential employers and graduate schools a recognisable credential. In addition to the expected attributes of a Bachelor degree in liberal arts, Humber’s Bachelor of Digital Communications promises competence in the digital realm and experience in applying skills in the working world. Humber considers the nomenclature “Bachelor of Digital Communications” to be the most representative of the intent and content of the proposed degree program.

Strategic Fit

The Bachelor of Digital Communications builds on the strong foundation established by Humber’s existing diploma, graduate certificate and degree programs. It contributes to the School’s goal of offering a full-range of programming and providing opportunities for diploma graduates who wish to further their education.

The degree supports Humber’s goal of being a leader in polytechnic education and responds specifically to three of the priorities and their supporting initiatives identified within Humber’s current strategic plan.

Priority 1: Manage Enrolment Growth.

The proposed degree offering is the logical next step in Humber’s growth as a vibrant and responsive post-secondary institution. It also contributes to Humber’s plans as an Institute of Technology and Advanced Learning to include a broad range of programming, from skills training to specialized degrees that are responsive to market needs, and to provide educational pathways for graduates wishing to move from diplomas to degrees.

Priority 2: Commitment to Teaching and Learning

In order to realize Humber’s vision of “excellence in polytechnic education” and its commitment to a learner-centred culture, quality is the cornerstone of all the institution’s activities. This degree program embraces this notion and contributes to the goals of enhancing the quality of the teaching and learning environment, augmenting resources, enhancing teaching skills, and providing a broad range of opportunities, such as Study Abroad options, for students.

Priority 3: Commitment to Human Resource Planning and Professional Development

The program supports this priority through the recruitment of qualified candidates with advanced credentials and the enhancement of existing faculty credentials.

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Humber has 10 years of experience in offering degree-level education, both through its own degrees, the first 3 of which were launched in 2003, and through collaborative programs with the University of New Brunswick and University of Guelph. Humber’s graduates have been successful both in finding employment and in continuing their education at the Master’s level or in professional degrees such as law.

Since 2001, Humber has taken many steps to enhance its capacity to offer degree-level programming. Humber has increased the number of faculty with terminal credentials. Since 2003, 78 new faculty members with Ph.D.’s have been hired. Current faculty members have been encouraged to pursue further education. A detailed faculty plan is prepared for each new degree.

For the Bachelor of Digital Communications programs, Humber currently employs several key faculty members who will form the core of the instructional team in the first two years of operation, holding either Ph.D. or Master’s level credentials. When hiring is required, Humber will seek out qualified faculty holding terminal credentials as appropriate for the area of study, typically a Ph.D. qualification in Communications or related discipline.

After undergoing an independent review of the breadth curriculum offered by the School of Liberal Arts and Sciences, PEQAB concluded that Humber’s capacity to offer this curriculum within its degree programs to be satisfactory.

Humber is committed to ensuring faculty engage in a level of scholarship and research or creative activity to ensure their currency in the field. Opportunities are provided for faculty members to attend conferences, present papers and produce some scholarly work, and faculty are encouraged to identify and pursue such activities. In 2009, Humber hired a Dean of

Research to advance the research agenda at the college. Humber Research supports and enriches research opportunities for faculty and students.

Library collections have been enhanced, with Humber investing $7,564,730 to expand library collections over the past 10 years.

Facilities have been improved through the acquisition, renovation and building of new space. The Humber Lakeshore campus which houses most of Humber’s degrees has undergone significant expansion and classroom facilities have been enhanced. In the period between 2007 and fall 2011, there has been over $80 million spent in construction projects at the Lakeshore Campus.

The location for the Bachelor of Digital Communications program is the Humber Lakeshore campus giving students access to those facilities in addition to designated photography studios. Credential Recognition

The design of this program is expected to facilitate credit transfer to and credential recognition by other postsecondary institutions. Issues of transferability and equivalence of credit have been a focus of Humber’s attention in order to facilitate the mobility needs of its graduates. Efforts have been made to ensure that courses are commensurate with undergraduate instruction at other postsecondary institutions. University professors from related programs at Brock, York and Western Universities served as advisory committee members and provided advice and

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received letters indicating recognition of the proposed degree from Simon Fraser University, Concordia University, Northwestern University, University of Washington, and Saginaw Valley State University.

In addition, the program has been endorsed by the International Association of Business Communicators (Toronto Chapter) to “enrich the educational landscape for communicators in Canada and offer a progressive curriculum that will equip communicators to truly be digital storytellers.”

In terms of the curriculum quality and currency, an outside qualified academic in the field

thoroughly assessed the program during its development phases, and commended the program for its interdisciplinary approach, its integration of theoretical frameworks with hands-on skill building, its articulation of clear and measurable learning outcomes, and the honouring of creativity. He suggested modifications which were considered by the development team, program administration, coordinators and faculty and the curriculum was amended where appropriate.

In most cases, the breadth elective courses are transferable. Many of Humber’s existing courses (for example, courses offered through the Liberal Arts and Science Division) have already been recognized as equivalent by universities such as the University of Guelph, the University of New Brunswick, York University and Thompson Rivers University, as well as various universities in the United States and Australia.

Rigorous assessments have been built into each course in the Bachelor of Digital Communications including thematic projects, written reflections, essays, tests and

examinations. These assessment strategies parallel degree course requirements in other jurisdictions and will provide graduates with samples of degree-level work to include in their applications to other postsecondary institutions.

Need for Program

The need to develop a Bachelor of Digital Communications was based on an analysis of the communications field as a contributor to the well-being of Canadians, in a broad sense, employment prospects for graduates, employer support, and student interest. Data was gathered through a number of mechanisms including a literature review, a search of related websites and surveys of employers and students. This section of the application is an

examination of the social, cultural and economic need for the program, informed by a number of perspectives including:

• Recognition of the inter-relatedness of social, cultural and economic factors in

determining the value of the Bachelor of Digital Communications program as an addition to the available educational offerings in media, journalism, public relations, film and media production and creative advertising and an opportunity to build on an area of Humber’s strength;

• An analysis of other programs offered by Ontario postsecondary degree-granting institutions and the conclusion that there is an opportunity to offer a broader and more contemporary program specialty in communications. The proposed program offers a

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and content-producing writing skills, recognizing that the highest paid jobs to continue to be filled by those with degrees;

• The acknowledgement that the current diploma in Media Communications offered by Humber attracts students who may already have requirements for degree level admission;

• Employer and Steering Committee support for the program.

Communication is central to all corporations, non-profits and governmental organizations. Communication is what allows organizations not only to function, but also to flourish. There is a definite correlation between high-performing organizations and strong communication practices. Successful enterprises recognize that effective communication is much more than public

relations; contributing to missions that are understood and accomplished, an engaged workforce, increased customer confidence, strengthened management cohesiveness, crisis avoidance, credibility and an informed market. Organizations are setting and achieving high standards for transparency, accountability and reputation-enhancing practices, requiring skilled and sensitive communicators within their staffs. Businesses are moving towards hiring well-rounded, tech-savvy, critical thinking graduates. The proposed Bachelor of Digital

Communication program is designed to meet this imperative with an intentional blending of technical digital skills, writing and critical thinking developed through courses in digital production, media studies, breadth electives and media electives.

Internal and external communications are increasingly creative and digitalized, requiring expertise in a range of production and content-creation areas such as writing, photography, video, web design, multi-media, and social media, as seen in the 10-year 40% increase in digital media companies. Ontario now has over 1000 digital media companies, up from 600 a decade ago. This focus on digital production does not preclude the need for strong interpersonal communications to foster engagement and productive relationships and to prevent and solve problems. Progressive organizations recognize the need for an integrated approach to

communications which includes print, telephone, audiovisual, electronic and personal strategies. The past decade has seen the proliferation of social media as an important communication addition, requiring professionals to become critical consumers and producers of social products, adapting and strategizing to enhance the on-line presence of their organizations. Spending in digital advertising is surging worldwide, with an expectation for 18% growth in 2012 to $99 billion, and in 2013, 22% growth. All digital spending trends are positive, irrespective of local economic conditions.

As agents of change, professional communicators have the capacity to effect positive change in social behaviours, contributing to the environmental, social and economic aspirations of Ontario and the world. Communication practitioners who can translate technical information into plain language, bold visuals and strong messaging are valued for their ability to encourage and empower community participation. Employers are looking for communicators with the right mix of leadership, creativity and agility to understand their needs and respond effectively.

Social media presents a particular challenge for Canadian businesses, and this is an area of emphasis for the Bachelor of Digital Communications program. While the study of social media is still in its earliest phases, Humber is dedicated to leading the province in innovative ways to

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Employers today demand the soft skills of interpersonal communication, team-play and

leadership, the hard skills of content production and the positive influence of a well-established and respected on-line presence. The proposed Bachelor of Digital Communications program will prepare communications practitioners with integrated skillset in demand to address the internal and external communications challenges of a broad range of organizations.

Prospects for graduates of a Bachelor of Digital Communications degree program may expect a promising employment outlook for well-paid, permanent positions within a variety of settings. Employers value a degree when hiring for new positions, such as communication coordinators or specialist roles such as social media, editing, or marketing. There is a high degree of employer support for this program and a willingness to provide entry-level jobs for graduates with strong competencies in writing, professional soft-skills, continuous learning, strategic planning, social media, and technology and business skills.

Conclusion

After a review of the need for a Bachelor of Digital Communications program, Humber determined it was valuable to add it to its postsecondary offerings because:

• Humber has the proven capacity to provide quality programming in related fields, on which to draw and build.

• The current employment prospects for graduates of the proposed program are strong, as evidenced by primary and secondary research.

• The proposed program is attractive to potential students, providing pathways from secondary school and from existing diploma programs towards degree-level education, with high levels of retention and graduation.

• Graduates of the proposed program will be prepared to make meaningful contributions in a range of organizations towards the prosperity, sustainability and resiliency of Ontario’s socio-economic future.

Anticipated Start Date

A September 2014 start date is planned. Anticipated Enrolment

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The four year Bachelor of Digital Communications program is innovative and rigorous, centred on developing digital storytellers skilled in writing, visual communication, web applications, social media and business acumen. Students work in a dynamic studio-based environment where cross-pollination of creative ideas and methods develop. Students collaborate and innovate, while gaining technical competency.

Intensive lectures, studios and labs provide direction, sharpen technical skills and stimulate critical discourse using the students’ work as the point of departure. Open access to studios, workshops and computing spaces sustains reflective project work while developing networks of diverse faculty, students and visitors. Historical, legal, ethical and theoretical considerations are embedded in the creative process. Students engage with an array of breadth courses designed to deepen consciousness of their roles as citizens, aware of the social, political, environmental and cultural contexts of their work, and to inspire written, verbal and visual literacy.

Senior students specialize in advanced communication theory and technique and create a culminating production project designed to launch their professional careers. Business studies ensure students are well-prepared for the growing opportunities ahead in the burgeoning digital media industry or as communication professionals within commercial, non-profit, governmental or other organizations. Graduates are also prepared to continue their studies at the master’s level.

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Bachelor of Digital Communications Section B, Page 1

In order to ensure that a baccalaureate standard has been attained in each course and across the program, the program framework and courses were:

• benchmarked against similar programs and courses in Canada and other jurisdictions, • developed by faculty members who are familiar with degree-level study in the field of

practice,

• reviewed and approved by the program Steering Committee which includes members from the communication business and higher education in communications. These include:

1. Geordie Allen, CEO, Crescent Group Communications

2. Christine Andrew, Sr. Marketing Manager, KPMG and Vice-President- Finance, IABC (Toronto);

3. Barbara Jesson, CEO, Jesson & Co. Communications

4. Kim Cohen, CEO, Brown & Cohen Communications and Public Affairs; Jeff Lake Managing Partner, Punch Canada

5. Dr. Amanda Coles, Associate Researcher, Interuniversity Research Centre on Globalization and Work

6. Vince Manzerolle Lecturer, Faculty of Information and Media Studies, University of Western Ontario

7. Dr. Barbara Crow Assoc. Dean of Teaching and Learning, Faculty of Liberal Arts & Professional Studies, York University

8. Veronica Feihl, On-Line Communication Strategist, Net Potential Communications Inc.

9. Kiel Hume, Consultant, Environics Public Relations

10. Laura Sellors Director, Client Services, Crescent Group Communications.

• developed in consultation with Humber’s Planning and Development office which manages the development and approval processes of all of Humber’s degree level programs, and • assessed by an external reviewer Dr. David Spencer of the Faculty of Information and

Media Studies, University of Western Ontario. Excluded from his review were the breadth electives which have been reviewed as part of previous Humber degree submissions.

Ontario Qualifications

Framework –

Qualifications Standard for Baccalaureate/Bachelor’s

Degree: Honours

How This Degree Meets the Degree Level Standard

Depth and Breadth of Knowledge

a. A developed knowledge and critical understanding of

The degree program develops foundational and advanced knowledge in the creation, production and implications of digital content. Core courses develop creative, technical and critical concepts, methodologies, and theoretical frameworks

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Bachelor of Digital Communications Section B, Page 2 Qualifications Standard for

Baccalaureate/Bachelor’s Degree: Honours

the key concepts, methodologies, current advances, theoretical approaches and assumptions in a discipline overall, as well as in a specialized area of a discipline; b. A developed understanding of many of the major fields in a discipline, including, where appropriate, from an interdisciplinary

perspective, and how the fields may intersect with fields in related disciplines; c. A developed ability to: i)

gather, review, evaluate and interpret information; and ii) compare the merits of alternate hypotheses or creative options, relevant to one or more of the major fields in a discipline; d. A developed, detailed

knowledge of and

experience in research in an area of the discipline; e. Developed critical thinking

and analytical skills inside and outside the discipline; f. The ability to apply learning

from one or more areas outside the discipline.

in the overall field of media communications. Students specialize in areas of their interests and talents, through e-portfolio and capstone projects where they deepen and broaden understanding in chosen areas. The required

breadth component requires students to choose courses from the humanities, social sciences, liberal arts and sciences and other disciplines such as business, providing students with knowledge of the historical, cultural, political and economic factors that shape the contemporary world, and increase their numeracy and information literacy. All breadth courses are designed to provide graduates with the skills, knowledge and awareness needed for future roles as professionals, citizens and members of the global community. Breadth courses provide more than an introductory knowledge in the humanities, sciences, social sciences and global cultures. Both lecture and lab-based courses require students to gather, review and interpret texts, visual and auditory media as they develop visual literacy. Assignments challenge students to explore and critically discuss alternative

viewpoints in media history and theory, to respond critically to issues and themes and to develop compelling creative ideas and concepts.

Students read and critique works by major media theorists and researchers. Critical thinking and analytic skills are intentionally addressed in both lecture and lab-based

courses, as students make links between theory and practice and critique the work of communicators working in the media. Guided creative courses are designed to support students in applying learning and ideas from other disciplines and their own growing awareness of contemporary issues.

Students are expected to demonstrate critical understanding of the forces that shape or influence media images and texts and how they are accepted by their intended audiences from an interdisciplinary perspective.

Knowledge of Methodologies An understanding of methods of enquiry or creative activity, or both, in their primary area of study that enables the student to:

a. Evaluate the

appropriateness of different

Methodologies are presented, assessed and applied in all courses. In theory courses, the methodological traditions of criticism and research are investigated and students are required to formulate, sustain and defend critical arguments. In lab-based courses, a range of creative and technical methods are explored and applied. As students gain

proficiency, they are invited to solve communication problems by assessing and using the most suitable established or

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approaches to solving problems using well established ideas and techniques;

b. Devise and sustain arguments or solve problems using these methods; and

c. Describe and comment upon particular aspects of current research or equivalent advanced scholarship.

experimental creative approaches. Each course has a list of required and supplemental readings which are discussed in class. Students are expected to engage in scholarly inquiry and discourse regarding current research and practice. Students investigate primary and secondary research and qualitative and quantitative research methodologies.

Application of Knowledge a. The ability to review,

present and critically evaluate qualitative and quantitative information to: i. develop lines of

argument;

ii. make sound judgments in accordance with the major theories, concepts and methods of the subject(s) of study; iii. apply underlying

concepts, principles, and techniques of analysis, both within and outside the discipline; iv. where appropriate use this knowledge in the creative process; and b. The ability to use a range of

established techniques to: i. initiate and undertake

critical evaluation of arguments,

assumptions, abstract concepts and

information; ii. propose solutions; iii. frame appropriate

questions for the

Critical analysis of media is a key component of all communications courses. Students are expected to apply theories, concepts and aesthetic understanding to the creation of compelling media texts and images, and to demonstrate visually literate media skills. Specialized techniques are introduced in year 1 and extended in years 2,3 & 4 of the program, in such courses as Video/Audio Production, Photography, Multi-Media Design, and Social Media. Students may also choose from a range of media electives to broaden their skillset. In creative development courses students propose and solve communication problems and critically evaluate their work for its aesthetic and communicative effectiveness.

In the lecture portion of courses, students critically evaluate historical, geographical, social and cultural contexts of new media and apply this understanding to frame questions and propose responses, and to develop and justify particular points of view. Students are expected to discuss the global perspectives of the role and function of the media and design in contemporary culture.

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purpose of solving a problem;

iv. solve a problem or create a new work; and c. The ability to make critical

use of scholarly reviews and primary sources. Communication Skills The ability to communicate information, arguments, and analyses accurately and reliably, orally and in writing to a range of audiences.

Students are expected to develop their oral, written and visual communication skills throughout the program, including the use of vocabulary, language and paradigms central to the study of media and communications. Students are required to communicate a narrative point of view, paying close attention to their intended audience. Students are required to demonstrate research and technical skills in their analyses of media.

Awareness of Limits of Knowledge

An understanding of the limits to their own knowledge and ability, and an appreciation of the uncertainty, ambiguity and limits to knowledge and how this might influence analyses and interpretations.

In each course an intentional focus is made on the opportunities, challenges, ambiguities and uncertainties inherent in the particular area of study or creation. The primary means for this inquiry are the processes of critique, self-reflection and portfolio selection and refinement.

Students are required to demonstrate an appreciation for the complex and evolving nature of knowledge and practices in media communications.

Professional

Capacity/Autonomy

a. Qualities and transferable skills necessary for further study, employment,

community involvement and other activities requiring: i. the exercise of initiative,

personal responsibility and accountability in both personal and group contexts;

ii. working effectively with others;

iii. decision-making in complex contexts; b. The ability to manage their

own learning in changing

Each course helps to foster professional accountability through expectations for self-directed scholarly and creative projects. Group critiques develop skills in giving, receiving and utilizing constructive feedback responsibly. Professional studies courses provide students with practical skills in commercial and entrepreneurial practices specific to the media communications and to general business applications. In preparation for the work term placement, students are expected to develop a working knowledge of the field to which they are assigned.

Throughout the program, students are expected to consider the social and environmental consequences of their media activities and to make responsible decisions. Creative problem-solving, conflict resolution, effective independent and group work are expectations for the program as indicators of readiness for professional roles.

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circumstances, both within and outside the discipline and to select an appropriate program of further study; and

c. Behaviour consistent with academic integrity and social responsibility.

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Bachelor of Digital Communications Section C, Page 1

The following table indicates how the Humber program meets the Board’s requirements. Board Requirements for

Admission

Humber Program Specific

Direct Entry Admission requirements are appropriate to the learning outcome goals of the program and the degree-level

standard. Admission to a bachelor degree normally requires at a minimum an Ontario Secondary School Diploma or equivalent, six university or university/college courses at the Grade 12 level, a minimum average of 65 per cent and additional

requirements as program requires.

Ontario secondary school students must have completed a minimum of a secondary school diploma (OSSD) with six 12U, M (U/C) or OAC level courses, including Grade 12U English or OAC English 1, or equivalent and a minimum average of 65%. In addition to the minimum average of 65%, the applicant must achieve a final grade of not less than 65% in Grade 12U English and 60% in each of the other published subject requirements for his/her program of interest.

Related Policies See the Academic Regulations for Degree in the

electronic policies file.

None

Mature Students

• Mature students have demonstrated academic abilities equivalent to those of Ontario high school graduates, verified by successful completion of courses at the

postsecondary level or an entrance examination. • Credits awards and their

transcript entries are monitored to avoid giving

Applicants entering as mature students must possess the published subject requirements or equivalent in order to be accepted for admission. This category of admission is for students who have not completed secondary school, are

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credit twice for the same learning.

• Policies and procedures applied to assessment, including provision of for appeal are fully disclosed and prominently available. • All personnel involved in

the assessment of learning should receive adequate training for the functions they perform and there is provision for their continued professional development.

• Advanced standing decisions are regularly monitored, reviewed and evaluated to ensure their ongoing validity for the degree program.

at least 21, and who have been away from school for 2 years. The Humber

Admissions and Study Committee (HASC) reviews applications from mature students. Applications from Mature Students will be assessed in competition with other new applicants and admissions will depend on

qualifications and the availability of seats in the program. Students are given no

advanced standing in the degree and start at Year 1. Admission policies for mature students are clearly outlined in the

academic regulations which are published on the college website.

Mature students who have completed secondary school apply under the direct entry requirements. Mature students who have completed some previous

postsecondary education apply as transfer students and are subject to the advanced standing policies below. Related Policies See the Academic

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Regulations for Degree in the

electronic policies file for the complete requirements. Advanced

Standing

• Credits accepted for admission to a degree program are in proportion to the affinity with and/or applicability to the specialist content of the program

• Are fair, reasonable and consistent

• Identify the bases on which the decision are made

• Limit the number of credits that will be awarded for prior diploma level study such that advanced standing to be awarded does not exceed:

o 65% degree level credit for a 4-year degree from a completed 3 year advanced diploma

o 40% degree level credit for a 4 year degree program from a completed 2 year diploma program • Require a gap analysis • Ensure the degree level

standard and program learning outcomes are met • Identify any requirements

for bridging studies

Block transfer credits are based on program affinity and are

determined through a gap analysis comparing provincial diploma outcomes to required degree outcomes. Block transfer credits do not exceed the guidelines established in the PEQAB benchmarks. Students are required to meet all degree level outcomes in order to graduate. Students are also required to fulfill the 20% breadth

requirement. Residency

requirement: Transfer of credit for courses, including those obtained through a Letter of Permission, may normally replace no more than 75% of the course credits in apply program. Credit for courses obtained through Prior

Learning Assessment and Recognition may normally replace no more than 50% of the course credits in any applied degree program. For degree programs, the limit on

For this program, qualified transfer students from the two-year Media

Communications Ontario College Diploma program will receive a block transfer of 48 credits (40% of degree level study) towards the degree. This is within the guidelines set in the PEQAB

benchmark. Qualified transfer students from the Multi-Media Design and Development Ontario College Diploma program will receive a block transfer of 45 credits (37.5% of degree level study). This is within the guidelines set in the PEQAB

benchmark.

Qualified transfer students from the Web Design and Interactive Media Ontario College Advanced Diploma program will receive a block transfer of 63 credits (52.5% of degree level study). This is within the

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the number of credits that will be awarded for prior diploma level study, with and

without affinity, toward the degree program (excluding any work experience/internship requirements) such that the advanced standing to be awarded will not exceed:

a. 65% of the course credits for a four year degree program from a completed three year diploma program b. 40% of the course credits for a four year degree program from a completed two year diploma program. Advanced standing decisions are periodically reviewed. The performance of students who receive advanced standing is assessed as part of the program review process.

Related policies See the Academic Regulations for Degree in the

electronic policies file for the complete requirements.

guidelines set in the PEQAB benchmark.

No bridging program is required. Students may be required to take some ‘reach-back‘ courses if they exhibit a greater gap than indicated in the analysis.

Related Sections of Submission

See Sections D9 for complete details on the block transfer arrangements and gap analysis for this and other programs.

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Promotion & Graduation

Promotion and graduation requirements are consistent with the learning outcome goals of the program and the degree level standard and include:

• Appropriate policies governing academic remediation, sanctions, and suspension

• A grading system that is easily understandable and meaningful

• Acceptable performance corresponds to student work that demonstrates the degree level has been achieved

• Minimum overall average acceptable achievement (across all degree

requirements, breadth and discipline-related) for progression in the

program is not lower than the level typically

designated by C- or 60-62%

• Minimum overall average acceptable achievement in discipline related

requirements for progression in the program not lower than the level typically

designated by a C- or 60-62%

• A higher level of overall achievement expected in the main field or discipline of study than the overall average

Candidates for graduation will be required to meet all of the following:

a) Students must complete the program within 175% of the normal program duration. For example a four (4) year

program has a maximum completion timeframe of seven (7) years. Failure to complete the program within the 175% timeframe will require a student to apply for re-admission at which time the student’s previous course work will be evaluated for currency and the student will be subject to the curriculum in place at the time of re-admission. b) A 65% weighted overall cumulative program grade point average (CGPA) c) Students admitted to a Humber degree program beginning in September 2012 must complete the following to be eligible to

graduate: - Two lower-level breadth courses from no less than two different breadth categories. Categories are Society, Culture & Commerce; Science & Technology or Arts

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& Humanities.

Completion of at least 30% of breadth courses contained in the degree at the upper-level.

d) A minimum 20% of the courses taken must be breadth courses

e) Students must have taken at least twenty-five percent (25%) of their credits for the program at Humber in order to satisfy residency requirements

f) No more than 50% of the program can be satisfied through the Prior Learning Assessment and Recognition (PLAR.) g) Satisfactory completion of the work term. Related Policies See the Academic Regulations for Degree in the

electronic policies file for the complete requirements.

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Bachelor of Digital Communications Section C, Page 7 Program Admission Requirements

Academic Ontario secondary school students must have completed a minimum of a secondary school diploma (OSSD) with six 12U, M (U/C)

courses and a minimum average of 65% including Grade 12U English or equivalent. In addition to the minimum average of 65%, the applicant must achieve a final grade of not less than 60% in each of the published subject requirements for his/her program of interest.

Related work/volunteer experience

Not applicable

Other (e.g. portfolio, specialized testing, interview, G.R.R., etc.)

Not applicable.

C2 Admission Requirements for Mature Students See electronic policies file.

C3 Promotion and Graduation Requirements See electronic policies file.

C4 Advanced Standing Policies and Requirements See electronic policies file.

C4.1 Degree Completion Arrangements

Humber will allow diploma-to-degree transfer for qualified applicants of related diploma programs according to the policies articulated in Section C4 of this proposal and with the maximum amount of transfer credits falling within the PEQAB benchmark.

Specifically, block transfer will be granted for:

 Qualified graduates of the 2-year Diploma Program in Media Communications, or the 2-year Diploma Program in Multi-Media Design and Development or their equivalent, will require 5 additional semesters of degree-level study to complete the

requirements for the degree. Graduates will receive a block credit transfer of up to 40% of degree-level credits. Graduates must have an overall GPA of 70 per cent or better in their diploma program to be considered for admission to the degree. Graduates must also possess ENG4U or Humber’s College Reading and Writing Skills (WRIT100) and Workplace Writing Skills (WRIT200) with an average grade of 70 per cent.

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study to complete the requirements for the degree. Graduates will receive a block credit transfer of up to 65% of degree-level credits. Graduates must have an overall GPA of 70 per cent or better in their diploma program to be considered for admission to the degree. Graduates must also possess ENG4U or Humber’s College Reading and Writing Skills (WRIT100) and Workplace Writing Skills (WRIT200) with an average grade of 70 per cent.

Notes:

1. Qualified graduates of the above diploma programs who exhibit a greater gap in either non-core (breadth) or professional core courses may be required to take additional coursework to complete requirements for graduation from the degree. 2. Graduates of all other programs will be considered on an individual basis.

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Bachelor of Digital Communications Section D – Page 1

D. PROGRAM CONTENT STANDARD

Humber has taken steps to confirm that the content of this proposed program, in both subject matter and final outcomes, meets the degree-level standard as stated in the Handbook for Ontario Colleges in the following ways:

• The non-core course component of the program meets PEQAB’s standards where at least 20% of the curriculum credit hours are outside the field of study in order to further the student’s breadth of knowledge. The non-core component in the Bachelor of Digital Communications constitutes 25% of the program curriculum.

• The development team has conducted in-depth research to compare this program with other related diploma and degree programs in Ontario. This research confirms that the program addresses similar curriculum content as offered in diploma level study but with greater emphasis on integration of theory with practice, intellectual rigour, scholarship, business acumen, and social/political/cultural awareness. In addition, this proposed program differs significantly from non-degree study in fostering a conceptual base for media communications.

• Similar to diploma programs, there is an intentional focus on employability skills, but the degree program more acutely recognizes the need for graduates with greater capacity for creative and conceptual thought.

• The proposed program has been designed in alignment with the undergraduate degree level expectations of the Ontario Qualifications Framework and compared with other baccalaureate programs in communications in Ontario and elsewhere. It compares favourably in terms of breadth and rigour, as witnessed by letters of recognition from Simon Fraser University, Concordia University, Northwestern University, University of Washington, and Saginaw State University, included in Section G.

• In terms of the curriculum quality and currency, an outside qualified academic in the field, thoroughly assessed the program during its development phases, and commended the program for its interdisciplinary approach, its integration of theoretical frameworks with hands-on skill building, its articulation of clear and measurable learning outcomes, and the honouring of creativity. He suggested modifications which were considered by the development team, program administration, coordinators and faculty and the curriculum was amended where appropriate. Prof. Spencer’s CV, a summary of his report and Humber’s detailed response have been included in this submission (see Section Q).

• In addition, three outside qualified academics in the field, assessed the curriculum (except for non-core courses) as members of the program advisory committee and provided specific feedback which has been incorporated into the final drafts of some curriculum outlines.

• The program has been endorsed by our Program Advisory Committee, as innovative, current and useful, addressing the needs of the burgeoning digital communication sector in the Greater Toronto Area and contemporary thinking in the communications

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Bachelor of Digital Communications Section D – Page 2 Program Overview

Graduates of the Bachelor of Digital Communications (B.D.C.) program achieve a sound understanding of the principles, technologies and professional standards in their field of study and learn to apply these widely. The program provides graduates with a range of creative skills in digital media communications supported by the study of theoretical frameworks drawn from media studies and a variety of related disciplines as a sound basis for critical analysis and innovative decision-making. The courses afford students the opportunity to examine the implications, impact, and results of digital communication interactions on individuals, organizations, and the larger society. This analytical model is accompanied by a multi-disciplinary approach where philosophical, historical, psychological, sociological and

technological aspects will be scrutinized in order to derive a holistic understanding of media communications. The degree is anchored in the ethical and professional standards and accreditation criteria of the International Association of Business Communicators (IABC), an umbrella organization with a number of international chapters. One of the important functions of IABC is the accreditation of individual communication professionals with the Accredited

Business Communicator (ABC) designation. Although graduates of the program would not be eligible for ABC accreditation for at least 5 years after graduation, the principles embedded in the degree program set the foundation for ethical, legal, professional, curious and highly skilled practice which is considered essential for accreditation.

The ABC examination requires demonstration of excellence in the following skills: • Goal-setting

• Audience/constituent research • Writing communication plans • Budgeting and cost control • Oral presentation

• Project Management • Time management • Measuring effectiveness

• Writing proposals for communication programs • General management skills

• Written communication

• Managing employee communication programs • Media relations

• Communication ethics

• Problem-solving and consulting skills • Organizational culture and politics • Investor/shareholder communication • Technology

Skills covered in optional questions include (among others): • Writing news and features

• Editing

• Writing for audiovisual and video programs • Marketing communication

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Bachelor of Digital Communications Section D – Page 3 • Technology use

All of these required skills are introduced and developed within the Bachelor of Digital Communications program, producing graduates prepared to function as communication generalists with strong skills in digital media.

In addition, ABC accreditation requires a professional portfolio. The portfolio preparation process is developed during the Bachelor of Digital Communications program in courses E-Portfolio 1&2, and is enhanced with original specialized projects in Capstone Project 1&2. As an emerging professional standard, the e-portfolio, developed during the undergraduate years, has the potential as the basis of a career-enhancement vehicle as well as a foundation for on-going professional growth.

Analytical, creative and problem solving skills are developed in both the core courses and in the breadth component of the program, enhancing graduates’ capacities to meet the challenges of careers in a wide range of corporate, non-profit, community or governmental organizations. Over the four years of the program, students will move through four stages of conceptual and skill development:

Stage 1: Foundational development of media production and writing skills and knowledge acquisition to broaden and deepen a valuable base of knowledge, skills and attitudes. Students begin the process of rigorous self-reflection in a supported environment where excellence is fostered.

Stage 2: Transitional development of communication methods and conceptual and critical understanding, expanding awareness of personal, social, cultural and environmental themes. Students engage in critical analyses of texts, media concepts and practices against professional standards, market demands, known understandings, creative practices and simulated models. Stage 3: Intermediate development of theoretical and practical experience, with opportunities for synthesis and specialization of skills and understanding and the application of creative thinking to multi-layered challenges.

Stage 4: Advanced development and internalization of creative, curious, critical, and reflective thinking applied to a variety of contexts and range of perspectives. Students gain confidence as independent professional practitioners able to make insightful decisions leading to fulfilling careers, further educational opportunities and meaningful contributions to their field. The program offers highly practical creative and digital media production skills coupled with deep theoretical and conceptual understanding. Courses emphasizing media communication methodologies pay particular attention to the development of writing, creative and analytical skills and orientation towards ethical and legal responsibility. A stream of business-related courses and workplace experiences prepare students to use their skills and knowledge in employment contexts. Throughout the program, students are challenged to interpret and analyse media messages for their historical, social, commercial and cultural impacts, to solve complex communication problems and to develop their own leadership potentials and

professionalism.