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BACHELOR OF PERFORMING ARTS

Steering Committee hired Project Consultant to write degree proposal ... Degree proposal submitted for approval to - 4 College Education Councils - 4 College ...

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BACHELOR OF PERFORMING ARTS

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    1. BACHELOR OF PERFORMING ARTS

    2. A FOUR COLLEGE COLLABORATIVE DEGREE PROPOSAL Capilano College Langara College Douglas College Vancouver Community College

    3. 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

    4. THE FOUR TENORS

    Singing a New Tune: - called “ Anything is Possible” i.e. Four institutions = One Degree - however there has been times through the process that our tune has changed to: “Have We Gone Mad?” - when we explain – the fourth year rotates! then others begin to sing: “They Have Really Gone Over the Edge”

    5. WHO ARE WE AND HOW DO WE CONNECT TO EACH OTHER?

    Four community colleges situated in the Vancouver Region We are the four largest public colleges in the Lower Mainland region Collective we serve over 30,000 FTEs Between us we offer 14 programs in the performing arts

    6. Vancouver Lower Mainland Region

    Douglas College Capilano College Langara College Vancouver Community College You can see that the Douglas College region covers Burnaby and New Westminster in the west through the Tri-Cities to Pitt Meadows and Maple Ridge in the east. These are some of the fastest-growing municipalities in British Columbia. You can see that the Douglas College region covers Burnaby and New Westminster in the west through the Tri-Cities to Pitt Meadows and Maple Ridge in the east. These are some of the fastest-growing municipalities in British Columbia.

    7. SO WHY DO IT?

    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 Fit with strategic and academic directions Labour market demand Canadian Occupation Projections System (COPS) 1.9%/year to 2011 Most importantly: Increase opportunities for our students

    8. OPPORTUNITIES FOR STUDENTS

    373 students surveyed “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.” “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.” “This would make my life amazing.”

    9. WHAT DO EMPLOYERS SAY ABOUT THE PROGRAM?

    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.” 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 “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.”

    10. WHAT IS THE RESPONSE OF OTHER POST-SECONDARY INSTITUTIONS?

    Russel Hartenberger, Associate Dean, Graduate Studies, (Music) 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.

    11. WEIGHING THE BENEFITS AND THE DISADVANTAGES

    Benefits Benefits for students Benefits for faculty New directions for the organization Building institutional relations Cost saving Opportunity to capitalize on our niche programs Disadvantages Greater complexity- hidden costs Quality recognition possibly harder to achieve Pushes boundaries/comfort level of flexibility Pushes boundaries of academic control and consistency

    12. MANAGEMENT OF COLLABORATIVE DEGREE PROGRAMS

    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 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 develop agreement on operating practices that are accepted and communicated across the institution

    13. Fall 2003 4 Public College Presidents in Vancouver B.C. convened a meeting with Vice Presidents and Deans Delegated to the VPs to investigate the potential for collaborative degree development Spring 2004 Steering Committee established with 1 representative from each college and a Terms of Reference was developed 2004-2007 Steering Committee convened meeting of faculty representatives of Performing Arts from 4 colleges Faculty curriculum design committee established

    Degree Development Overview

    14. 2005-2007 Steering Committee hired Project Consultant to write degree proposal 2006-2007 Degree proposal submitted for approval to - 4 College Education Councils - 4 College Boards Degree proposal submitted for Ministry (Government) review Spring 2008 Degree proposal currently waiting for Degree Quality Assessment Board site visit

    15. THE “DETAILS”

    DEVELOPMENT PROCESS Presidents asked Vice Presidents to determine Whether there was an interest What general outcomes an applied degree should have 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 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 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

    16. NEXT STEPS A Steering Committee was established 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 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 --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 experience an interdisciplinary perspective on the arts

    17. 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 hire a project consultant 2004-2007 Faculty developed learning outcomes, curriculum design and course outlines required for the degree 2005-2007 Consultant retained to Work with the faculty curriculum group Advise the steering committee Write the degree proposal

    18. 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 Faculty union representatives re: the intent of the degree and asked for their support Registrars re: admission and credential granting issues 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

    19. Steering Committee Presented the BPAD proposal to respective College Education Councils Sought approval from respective College Boards Submitted the proposal to the Ministry Review process Posted the proposal on the Provincial website for peer review (required) Submitted the proposal to the Degree Quality Assessment Board

    20. 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 The project partners moved from “competitive” to “cooperative” as the degree proposal evolved Student learning and employment opportunities have been expanded A niche area for degree offering has been identified, and will be cost effective for students Decision making across four governance structures (councils and boards) can work well, as long as each group has similar knowledge and information is conveyed through a central “steering group”

    21. Students will have clear pathways to pursue for degree completion Ministry of Advanced Education is aware of the 4 colleges ability to collaborate and achieve a successful outcome DQAB is aware of the 4 colleges successful collaboration Faculties have expanded knowledge and understanding of various programs offered at the partner institutions Rotating the chair of the steering committee among the partners helped keep everyone engaged and committed Establishing good working relationships among steering group and faculty group required teamwork, and building trust. Having a common goal was a catalyst.

    22. FUTURE CONSIDERATIONS Presidential support and expectations should be conveyed to all relevant senior administrative levels at the commencement of a project Commit support funds when projects are first initiated Estimate time commitment as multiple of # of project partners, i.e. 1=1 year, 4=4 years Plan for decisions to take time. No single college representative can “speak for” another college Plan for personnel changes during a lengthy project Plan and budget for a consultant as the continuous project facilitator, researcher, and proposal writer. Bring them in at the beginning of the project

    23. Assign an administrative assistant from the beginning of the project Relieve steering committee of some “home institution” position responsibilities Expect government processes and regulations to change if project exceeds one year for completion Expect to make revisions based on such changes.

    24. Bachelor of Performing Arts

    25. Bachelor of Performing Arts

    A contemporary degree emphasizing interdisciplinary performance Students from the performing arts programs at the partner colleges come together as a cohort in their final year The two-semester final year culminates in the production of an original interdisciplinary performance piece

    26. Degree Requirements Performing Arts—72 credits

    60 credits at the lower level 12 credits at the upper level

    27. Degree Requirements Breadth—24 credits

    English Language & Literature (6) Elective Contemporary Cultural Practices I & II (6) Canadian Cultural Policy and the Performing Arts I & II (3)

    28. Degree Requirements Interdisciplinary Performing Arts--24 credits

    Applied Production Planning I & II (4.5) Studies in Interdisciplinary Performance (6) Performing Arts Careers (1.5) Interdisciplinary Performance Production (12)

    29. Years 1 & 2

    Students complete one of the performing arts programs at a partner institution

    30. Programs Leading to BPA

    Arts & Entertainment Management (Cap) Jazz Studies (Cap) Music (Cap or VCC) Technical Theatre (Cap) Acting for Stage & Screen (Cap) Musical Theatre (Cap) Performing Arts/Music (Douglas) Performing Arts/Stagecraft (Douglas) Performing Arts/Theatre (Douglas) Theatre Arts/Production (Langara) Film Arts (Langara) Theatre Arts/Acting (Langara)

    31. Year 3

    Students complete degree program requirements in English, electives and performing arts

    33. Final year courses

    Contemporary Cultural Practices 1 & 2 Canadian Cultural Policy and the Performing Arts Applied Production Planning 1 & 2 Studies in Interdisciplinary Performance Strategic Career Development Interdisciplinary Performance Production

    34. Interdisciplinary Performance Production Students demonstrate competence in:

    Technical aspects of performance production Marketing Booking Budgeting Financial management Contractual arrangements Taxation, benefits and salary management

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