Ken Steele is back with his 4th annual Holiday Special, and this time he’s counting down the top ten higher ed holiday videos from last December, based on a rubric including production quality, acting, music, creativity and emotional impact.
The Holiday Top 10:
#10 – Elon University “Holiday Video” – A great sing-along video featuring 27 staff and student vocalists. https://youtu.be/0-pIVbnNxVM
#9 – The University of Virginia “Celebrating the Holidays” - Beautiful video of decking the lawn, baking cookies, and doing good deeds. (Featuring Holley Maher’s “This December.”) https://youtu.be/oS7rkgRjSvA
#8 – University of the Arts “Holiday Card” - Student musicians perform “Winter Wonderland” as we see artists, videographers and others. https://youtu.be/Q2tKXvdxW7o
#7 – Marquette University “Joy Is” - Freshman Ariana Madson performs “Joy to the World,” as we see students demonstrating the values of shaing, caring and kindness. https://youtu.be/OWOpJWCJCzI
#6 – University of North Texas “Building Mean Green Holiday Spirit” - More than 15,000 Lego bricks and painstaking stop-motion animation went into this recreation of 4 campus buildings. https://youtu.be/YFm-63zKa2g
The “Behind the Bricks” behind-the-scenes video may be even better – https://youtu.be/c06G0CLHutY
#5 – York University “Re-Connect this Holiday Season” - Student Olivia is heartbroken that her sister won’t make it home for the holidays, but gets a warm surprise after her exams. https://youtu.be/4KOYIhXz4JM
#4 – George Mason University “The Perfect Setting” - A diverse group of students brings together delicacies from all over the world to a shared holiday feast where they “pass the joy.” https://youtu.be/bPCezNjKuuw
#3 – Otago Polytechnic “Merry Christmas” - A senior executive “Christmas Squad” comes to the rescue as a group of students suffers through noodles for Christmas. https://youtu.be/u8dbPeBMCgA
#2 – Azusa Pacific University “Christmas Lights” - Students in residence reach out with a puzzling gift: light bulbs. But the lights awaken fond childhood memories of stringing Christmas lights, and ultimately build a community based on a gift of hope. https://youtu.be/IVKg2umsFMI
#1 – University of Connecticut “Warm Holiday Wishes” - uConn mascot husky Jonathan travels the campus with mistletoe, kissing students and staff. https://youtu.be/EhObu7AruiA
Also worth a watch is the uConn blooper video - https://youtu.be/_83vNKE8Ubk
We missed “Happy Holidays from all Huskies at Heart” back in 2015 - https://youtu.be/FU6caXxn8Kg
Honourable Mentions:
University of La Verne – https://youtu.be/rje5PQCEL3Q
Branksome Hall “Spread the Love” – https://youtu.be/SHzSjig3280
Branksome Hall ARLA music video – https://youtu.be/dKSYkNDarKA
University of Toronto Mississauga “Holiday Chemistry” – https://youtu.be/tPlMZADyHUg
Southern Connecticut State University - https://youtu.be/VWC4Xy12Zpg
Other Notable Examples:
Georgia Tech Police Dept - https://youtu.be/_iDJ6J896Uo
Casper College – https://youtu.be/a66WuBupuMk
Carroll University – https://youtu.be/vFVmrw4IhoY
Newscastle University – https://youtu.be/dBhKdSX-V9w
Towson University - https://youtu.be/PGM7HWBqikk
Our Playlists:
Excerpts also appear in this episode from previous 10K Holiday Specials. Check out 2 hours worth at https://www.youtube.com/playlist?list=PLodJ8ParJmYWOlX6xOJpuo5nloz1Q6dA1
Videos highlighted in this episode are all contained in this playlist: https://www.youtube.com/playlist?list=PLodJ8ParJmYXThZ6t3KKp2dMYNAVdmZJY
Check out the full 9-hour playlist of 208 videos from 2017 at https://www.youtube.com/playlist?list=PLodJ8ParJmYVmGMsmXoJqATfMohQ5cEYb
We’re already compiling a list of 2018 higher ed holiday videos for next year’s Holiday Special! Add yours to our playlist using this special link: https://www.youtube.com/playlist?list=PLodJ8ParJmYXZ7unDyH9cDK-lwTwGul7B&jct=FPMYWPTiiHTp94kpX6IzmfNKgQmYfA
We’ll be back in January 2019 with more site visits, interviews, and episodes about higher ed trends and innovations. To be sure you don’t miss a thing, subscribe today! http://eduvation.ca/subscribe/
Happy Holidays!
Last week, Ken Steele sat down with Vianne Timmons, president of the University of Regina, to discuss why Indigenization matters to higher ed. (ICYMI see it at https://youtu.be/iLe1mxiT4rM).
This week, we turn from “why” to “how”, and look at dozens of ways that colleges and universities can better accommodate Indigenous students, integrate Indigenous ways of knowing and learning, and introduce all students to Indigenous perspectives. This episode highlights more than 40 examples of ways in which non-Indigenous faculty, staff and administrators can help to indigenize the campus.
The examples are drawn from “100 Ways to Indigenize and Decolonize Academic Programs and Courses,” a checklist developed for the UofR by Dr Shauneen Pete in 2015, when she was the University’s Executive Lead of Indigenization. You can find the full checklist at:
or read Dr Pete’s article in Aboriginal Policy Studies vol. 6, no. 1, 2016:
http://accle.ca/wp-content/uploads/Pete-100-Ways-of-Indigenizing-Decol.pdf
Because every Indigenous person and community have had very different experiences, it is important to work with elders, knowledge-keepers, and Indigenous staff and faculty to develop approaches for your own context. Without a doubt, we need to recruit more Indigenous staff, faculty, students, and graduate students. A big part of the challenge is to overcome financial and geographic barriers for prospective students in remote communities. Specialized cohort programs can encourage student success. Sessional hires can prioritize Indigenous candidates.
There are many small things that cumulatively can improve the campus experience for Indigenous students. We can recognize Indigenous names and symbols on campus, acknowledge traditional lands, display Indigenous symbols and art. We can honour Indigenous alumni, nominate Indigenous scholars for awards, and recognize Elders with gifts and honoraria. We also may need to revise criteria for faculty promotion, perhaps by recognizing relational capital.
We can also incorporate traditional celebrations and events on campus, from major annual pow-wows to traditional feasts, smudging, and round-dances. These events should engage all students, Indigenous and non-Indigenous, and can be considered at the departmental level.
Every campus needs a gathering place for Indigenous students, where they can feel comfortable in their culture and share joys and challenges with each other and with elders. We can ensure that signage and promotional materials recognize Indigenous students’ languages and contributions. “You must invest financially in supports for Indigenous students,” says Timmons.
We can create some courses designed specifically for Indigenous learners, and make others mandatory on “shared work” such as settler-Indigenous relations and reconciliation. Professional schools need to insert mandatory courses, and pursue Indigenous language programs like First Nations University’s Denee Teacher Education Program.
The biggest challenge for settlers is to recognize our biases. Many of us have been raised in a Eurocentric culture, and we take capitalism and the scientific method for granted. Whiteness isn’t neutral, and we can help overcome students’ limitations by naming the dominant worldview, and ensuring that alternative perspectives are visible. Administrators can ensure that workshops, release time and financial supports are available for faculty interested in Indigenizing their courses. Faculty can co-teach with Indigenous elders, alumni and community members. We can establish Aboriginal Advisory Circles within each Faculty. Instructors can move away from lecture and try a circle format in class, or land-based learning. Even nontraditional evaluation methods, like performance or artistic expression, could be considered.
Ultimately Indigenization can’t just be the job of Indigenous people: it will only have succeeded when everyone on campus understands and advances it. Indigenous faculty and staff are already burdened with much extra work, and Indigenous students cannot be expected to fill in gaps in the curriculum. All of us know how to learn, and need to commit time and energy to the topic. Indigenous history is being written, and Dr Pete’s checklist includes a helpful bibliography of sources. All faculty should consciously seek out Indigenous scholarship in their field, and every campus leader has a responsibility to learn more about Indigenizing the academy.
Vianne Timmons began her teaching career on the Babine First Nations Reserve in BC, and was appointed President of the University of Regina in 2008. She has helped advance Indigenization through dozens of initiatives, and two successive strategic plans. Vianne is one of 12 recipients of the national 2019 Indspire Award.
Shot on location at First Nations University, on the University of Regina campus, in October 2018, by campus videography staff – thank you again!
Next week, it’s the annual Ten with Ken Holiday Special! To be sure you don’t miss it, subscribe today! http://eduvation.ca/subscribe/
And if you would like to host a 10K Site Visit at your campus, see http://eduvation.ca/twk/site-visits/for further information!
In the wake of the UN Declaration on the Rights of Indigenous Peoples, and Canada’s Truth & Reconciliation Commission findings, higher ed is realizing just how much work lies ahead if it is to reconcile itself with Indigenous peoples, and indigenize the curriculum. Saskatchewan, where some projections say that 30% of the population will be Indigenous by the year 2045, is in many ways the epicentre of indigenization.
This week, Ken Steele talks with Vianne Timmons, President & Vice-Chancellor of the University of Regina, to better understand why Indigenization matters.
Vianne grew up in Labrador and is of Mi’kmaq heritage, but Ken is quite conscious of being a white settler of European ancestry. How can non-Indigenous people get over their reticence to talk about a challenging subject? Vianne reassures us that people appreciate genuine interest and a desire to learn, even if they make errors in protocol.
The University of Regina has been Indigenizing for 40 years. Vianne has an Executive Lead – Indigenization who reports directly to her office, and an Aboriginal Advisory Circle that provides feedback. “Shoulder to shoulder we work together to Indigenize our campus.” The latest UofR strategic plan, “peyak aski kikawinaw”, has Indigenization as a top priority.
First Nations University is a federated college of the University of Regina, independent administratively, but integrated academically. In 2009 there were unsubstantiated allegations of mismanagement that led the federal and provincial governments to suspend FNUC’s funding. Indigenous communities and students protested, and the University of Regina stepped up to assume administrative oversight of FNUC for five years until it regained its independence. Now FNUC is financially stable, with solid leadership and growing enrolment. The UofR was presented with an Eagle Staff as a symbol to thank them for their advocacy, but also to challenge them to continue being warriors for truth and reconciliation, and Indigenous education rights.
The UofR’s Aboriginal Advisory Circle defines Indigenization as “the transformation of the existing academy by including indigenous knowledges, voices, critiques, scholars, students and materials, as well as the establishment of physical and epistemic spaces that facilitate the ethical stewardship of a plurality of indigenous knowledges and practices so thoroughly as to constitute an essential element of the university. Indigenization is not limited to Indigenous people, but encompasses all students and faculty, for the benefit of our academic integrity and our social viability.” (See https://www.uregina.ca/strategic-plan/priorities/indigenization.html)
So to truly Indigenize, institutions need to include Indigenous peoples as students, faculty, and staff; include Indigenous scholarship and perspectives in curriculum; provide physical and symbolic spaces dedicated to Indigenous use; and re-think the foundations of the academy.
Indigenous peoples are the founding people of Canada, and institutions need to reflect their country – but Indigenization benefits ALL students. It provides them with a better appreciation of First Nations peoples, a more nuanced understanding of historical truth, and prepares them for a world in which indigenous peoples and settlers are truly reconciled. “There is so much that went unsaid in our past, that needs to be spoken in our future.”
Vianne Timmons began her teaching career on the Babine First Nations Reserve in BC, and was appointed President of the University of Regina in 2008. She has helped advance Indigenization through dozens of initiatives, and two successive strategic plans. Vianne is one of 12 recipients of the national 2019 Indspire Award.
Shot on location at First Nations University, on the University of Regina campus, in October 2018, by campus videography staff – thank you again!
Next week, Ken’s conversation with Vianne Timmons continues, as we explore “100 Ways to Indigenize Your Campus.” To be sure you don’t miss it, subscribe today! http://eduvation.ca/subscribe/
And if you would like to host a 10K Site Visit at your campus, see http://eduvation.ca/twk/site-visits/for further information!
This week, our conversation continues with Steve Robinson, interim President & Vice-Chancellor at Brandon University in Manitoba. We tackle one of the toughest questions for today’s higher ed leaders: how to encourage a culture of innovation and entrepreneurship on campus.
Many academics, Steve explains, regard the drive to innovation with a great deal of suspicion, as part of modern trends to neoliberalization and commercialization of the academy. But really, innovation means “thinking creatively, and finding solutions to new problems” – which is exactly what academics have always done in their own research. Now, universities and colleges are simply trying to apply some of that same creativity to the way we operate as institutions. Higher ed has the opportunity now to be intentional and strategic, “leading the way” rather than being driven by external forces when we have no choice.
Campus leaders need to reassure staff and faculty, dispel anxiety about innovation, and encourage innovators to step forward. Steve identifies 3 ways to incentivize innovation, starting with making funding available for new projects. The president’s office needs to send the signal throughout the institution that we are willing to consider new strategies, programming, processes and infrastructure – even when we may not be sure it will pay off. Incentive funds for innovation would be ideal, whether carved from existing budgets or raised through foundations and donors.
Even more important than money, administrators need to make it clear that they are willing to “go out on a limb a little” and experiment with new pedagogies, program collaborations with other institutions, and more – and assuming some risk, although still being careful stewards of public money. With most innovations, there is not absolute certainty of success from the beginning.
Finally, colleges and universities need to recognize the contributions made by innovators, even if only to learn from their failed experiments. Existing criteria for promotion and tenure need to be expanded.
Steve concludes by observing that “most innovation means discomfort for somebody,” but “the discomfort is worth feeling.”
Steve Robinson became interim President and Vice-Chancellor at Brandon University in August 2017, after serving two years as VP Academic and Provost, and several terms as Associate Dean of Arts, Acting Dean of Arts, and chair of the Philosophy department. Steve previously taught at the University of Guelph and University of Regina.
Shot on location at Brandon University in April 2018, by campus videography staff – thank you again!
We’ve tackled this topic multiple times in past episodes of 10K – check out the “Culture of Innovation” playlist at: https://www.youtube.com/playlist?list=PLodJ8ParJmYUlDXmluj1Xm80dXc8GybtE
And there are more episodes to come! To be sure you don’t miss them, subscribe today! http://eduvation.ca/subscribe/
And if you would like to host a 10K Site Visit at your campus, see http://eduvation.ca/twk/site-visits/for further information!
This week, Ken Steele talks with Steve Robinson, interim President & Vice-Chancellor at Brandon University in Manitoba, about one of the most urgent changes facing higher ed in the next decade: indigenization.
Every university in Canada, particularly those in Western Canada, is faced with the challenge of accommodating Indigenous peoples and cultures on their campuses, and since institutions and local Indigenous communities vary widely, the solutions and innovations will be unique at each institution.
Campus leaders need to ensure they create an environment in which Indigenous people feel welcome, through visual symbols, dedicated spaces, practices and ceremonies that reflect and respect Indigenous cultures. But universities also need to reinvent traditional western decision-making processes and governance mechanisms in order to embrace Indigenous perspectives. Institutions need to bring more Indigenous peoples, elders and knowledge-keepers, to campus in order to participate in institutional governance, programs and student supports.
At Brandon University, there is a long history of Indigenous participation and service to Indigenous communities. Brandon is re-establishing its elders program. It holds a large, all-nations Pow-Wow at convocation every year. It has a beautiful Indigenous Peoples Centre, and is participating in the Brandon Friendship Centre’s campaign to erect symbolic teepees across the city, and on the campus. But Steve emphasizes that Brandon knows it is still fundamentally a western institution, and although it has made some progress, “we still have a long way to go.”
European colonial traditions permeate the culture and structure of the academy. So although universities have a critical role to play in Indigenous reconciliation, they are beginning to realize just how challenging it will be. What’s required, Steve explains, is not just more Indigenous student enrolment, or more Indigenous representation among faculty and staff; universities must find new ways to operate that incorporate, respect, and energize Indigenous culture and perspectives. Universities must “open up their administration, faculty and governance structures to the significant participation of its Indigenous communities,” and reach out to understand and meet the needs of Indigenous peoples.
Steve Robinson became interim President and Vice-Chancellor at Brandon University in August 2017, after serving two years as VP Academic and Provost, and several terms as Associate Dean of Arts, Acting Dean of Arts, and chair of the Philosophy department. Steve previously taught at the University of Guelph and University of Regina.
Shot on location at Brandon University in April 2018, by campus videography staff – thank you again!
#ICYMI, check out last year’s interview on “Serving Indigenous Students Better” with Nipissing University president Mike DeGagné: https://youtu.be/5mpQ4Cs59o8
In the months ahead, 10K will continue this discussion in interviews with Assiniboine Community College president Mark Frison, and University of Regina president Vianne Timmons. To be sure you don’t miss them, subscribe today! http://eduvation.ca/subscribe/
And if you would like to host a 10K Site Visit at your campus, see http://eduvation.ca/twk/site-visits/for further information!
This week, Ken Steele concludes his conversation with Paula Burns, President & CEO of Lethbridge College. In part 1, Paula described 3 notable innovations at Lethbridge College, in competency-based learning, stackable modular credentials, and the use of VR technology ( https://youtu.be/9-kxnnMA8nM). In part 2, she outlined 5 ways that institutions can prepare for evolving students and the labour market over the next decade (https://youtu.be/zSKoxZI7b_s).
This week, we explore the question of how higher ed leaders can nurture a culture of innovation on campus. Academic environments tend to be cautious and risk-averse, and truly experimenting with programs or pedagogy usually requires curiosity, creativity, collaboration and genuine courage.
Paula admits academic innovation can be challenging, but also presents immense opportunity. Campus leaders need to walk a fine line, respecting tradition and preserving the strengths of the past, while reassuring people that it is also safe to try new things.
Paula uses the metaphor of a marathon: there will always be some pace-setters leading the pack, and others bringing up the rear. The campus leader’s job is “to make sure that everybody is at least in the race.” Paula puts a lot of her own energy into supporting those who are trying to innovate, and believes you need to hire a broad team of visionary leaders to provide direction to the whole college.
Ken points out that research on innovation emphasizes the importance of personal passion in successful innovation, but that there are many obstacles to empowering front-line staff to advance their own ideas. At Lethbridge College, Paula explains that their people development strategy is about finding people’s passions and skills, and unleashing them to benefit the institution. But she also admits that most colleges have far more policies than they really need, and they definitely can be obstacles to innovation.
Paula recommends the “sandbox” model: establish clear parameters, within which staff and faculty can feel free to “play” creatively and innovate. The clear guidelines help to reduce the fear that can accompany experiment. Only when someone needs to step “outside the box” do they need to have a discussion about it. When extreme risk aversion causes us to overly control any environment (a college campus or a schoolyard playground), we inadvertently stifle creativity. Instead, we need to loosen up the rules, and provide a “loose play” structure in which staff and faculty can build and create.
10K will be returning to the question of campus innovation in many more episodes over the months ahead. To be sure you don’t miss them, subscribe today! http://eduvation.ca/subscribe/
Paula Burns served as Provost & VP Academic at NAIT for 5 years before joining Lethbridge College as President & CEO 5 years ago. In addition to a decade of experience in senior administration, she holds a PhD in Education from Toronto’s OISE, and an executive MBA from Royal Roads University with a specialization in leadership.
Shot on location at Lethbridge College in May 2018, by campus videography staff – thank you again! (If you would like to host a 10K Site Visit at your campus, see http://eduvation.ca/twk/site-visits/ for further information.)
This week, Ken Steele continues his conversation with Paula Burns, President & CEO of Lethbridge College, about 5 key ways higher education should be preparing for the decade ahead.
(Last week, Paula described 3 notable innovations in competency-based learning, stackable modular credentials, and the use of VR technology: https://youtu.be/9-kxnnMA8nM)
Students not only need Work-Integrated Learning (WIL) but, Paula argues, will increasingly need “Integrated Work Learning,” allowing working adults to return to college for short periods of upskilling and reskilling while continuing to work. Institutions need to respond with flexible learning and delivery models, to accommodate more and more part-time learners.
Higher ed can’t afford to take months or years to develop programs for new technologies like Virtual Reality, when industry needs our graduates yesterday.
There is worldwide recognition that the skills of the future will be people skills, communication, critical thinking and collaboration skills – so colleges have to ensure that they go beyond the technical aspects of our programs, to prepare our students for the evolving economy.
Colleges and universities need to innovate as a system overall. Collaboration and potentially mergers and integration will be the way of the future, says Paula. “Institutions can’t all continue to do the same thing and think that we’re going to be sustainable.” Technologies should allow global collaboration on research and teaching alike. although “we talk lots about collaboration, but the system is still set up for competition.”
Institutions should try to integrate their traditional full-time academic programs, continuing education and research or applied research labs into a centre of excellence that can reinforce each other. Every college or university might focus on 3 or 4 key areas of strength, to differentiate and focus each institution’s resources on its real strengths.
Paula concludes by observing that the broader world is pushing higher ed to innovate. We can be leaders in our communities, partner to innovate, we just have to “step out of our own box and be part of a wider whole.”
Next week, Ken’s conversation with Paula concludes with some ideas for nurturing a culture of innovation on campus, thinking about lessons learned from the marathon running course and the playground sandbox. To be sure you don’t miss it, subscribe today! http://eduvation.ca/subscribe/
Paula Burns served as Provost & VP Academic at NAIT for 5 years before joining Lethbridge College as President & CEO 5 years ago. In addition to a decade of experience in senior administration, she holds a PhD in Education from Toronto’s OISE, and an executive MBA from Royal Roads University with a specialization in leadership.
Shot on location at Lethbridge College in May 2018, by campus videography staff – thank you again! (If you would like to host a 10K Site Visit at your campus, see http://eduvation.ca/twk/site-visits/for further information.)
This week, Ken Steele talks with Paula Burns, President & CEO of Lethbridge College, about 3 notable innovations in programming, pedagogy and applied research at her institution: competency-based learning, stackable modular credentials, and the use of virtual reality technology.
Don’t let its location in small-town Alberta fool you – Lethbridge Collegeis a born innovator, and the frontier mindset seems to spark plenty of innovation. It opened in 1957 as the first publicly-funded community college in Canada, currently enrols more than 5,000 students and 1,900 online learners, and has been named one of the country’s top 50 research colleges. (For more info, visit https://lethbridgecollege.ca)
Police Cadet CBE:
In partnership with the police forces for Lethbridge, Medicine Hat, and the Blood Tribe, Lethbridge College has introduced competency-based cadet training. Formerly, graduates of the Justice Studies programs had to repeat training on the job in order to satisfy national police board competency requirements, but the College redesigned the program to align with and test those competencies, so students are field-ready upon graduation.
Modular Agricultural Credentials:
Lethbridge College has also been thinking outside the box when it comes to delivering its programs for non-traditional students. For example, it converted the Agriculture Business Risk Management certificate program into a series of one-month modules that students can begin at any time, and take in any order – providing unprecedented flexibility to part-time working students. Moreover, the certificate is “stackable” – leading directly into the College’s own Agricultural Enterprise Management Diploma program, or even a degree program at the University of Lethbridge.
Virtual Reality for Research & Teaching:
In October 2017, Lethbridge College opened a beautiful new 170,000 sq ft Trades Technologies Renewal and Innovation building, including 7,000 sq ft of interdisciplinary multipurpose “innovation space.” Paula describes the current uses, including an irrigation research study and a virtual reality lab being used for research and several programs on campus. Lethbridge College uses VR for its Wind Turbine Technician program, and Interior Design students used VR for their final capstone projects, designing a house for a local industry competition. Lethbridge students also organized “Merging Realities” in April 2018, the world’s first full-day conference aboutVR conducted entirely inVR, which will now become an annual event. (For more info see https://lethbridgecollege.ca/news/announcement/overwhelming-success-lethbridge-colleges-virtual-reality-conference-prompts-plans)
Paula Burns served as Provost & VP Academic at NAIT for 5 years before joining Lethbridge College as President & CEO 5 years ago. In addition to a decade of experience in senior administration, she holds a PhD in Education from Toronto’s OISE, and an executive MBA from Royal Roads University with a specialization in leadership.
Shot on location at Lethbridge College in May 2018, by campus videography staff – thank you again!
Next week, Ken’s conversation with Paula continues with a look forward to the challenges and opportunities that will shape the next ten years of higher ed. To be sure you don’t miss it, subscribe today! http://eduvation.ca/subscribe/
And if you would like to host a 10K Site Visit at your campus, see http://eduvation.ca/twk/site-visits/for further information!
Simon Fraser University is committed to community engagement, so much so that its campus master plan and infrastructure is focused on building communities, in Vancouver, Surrey, and on Burnaby Mountain. SFU is literally setting its vision in stone!
Last week 10K looked at how SFU’s Engagement Strategy has been socialized across the institution, reinforcing efforts at community-based research, cultural engagement, public events and even April Fool’s videos. (ICYMI, check out “Embracing Engagement at SFU” - https://youtu.be/EGWvfBqJEGs ).
In this episode, we look at SFU’s “concrete” commitment to engagement, manifested in its campus infrastructure:
Science Plaza
Although SFU has no Astronomy department, it has constructed the Trottier Observatory on its Burnaby Mountain campus. Several times a month, hundreds of people from the community gather for “Starry Nights” stargazing, and the Science Courtyard incorporates architectural elements to convey a love for science. Ken speaks with Howard Trottier, SFU Physics professor, and founder of the Starry Nights program.
SFU Surrey
SFU opened a major campus in suburban Surrey’s city centre, which is driving the development of a major metropolitan centre from scratch. The main building, designed by Bing Thom, brings together a university, a shopping centre, and an office tower in a mixed-use concept sometimes called “Vancouverism” – and that mixed-use concept is a good metaphor for SFU’s vision of the “Engaged University.” Ken speaks with SFU president Andrew Petter, and VP External Joanne Curry, who for 12 years led the development of the Surrey campus.
Downtown Vancouver
SFU also has the largest presence in downtown Vancouver, including the Segal Graduate School of Business, the RADIUS social innovation incubator, the Harbour Centre, and the Centre for Dialogue. Ken speaks with Shauna Sylvester, the director of the Centre for Dialogue, about the beautiful purpose-built facility and its unique Asia-Pacific Hall.
SFU Woodsworth’s
In the heart of Vancouver’s downtown eastside, SFU constructed a new School for Contemporary Arts in a former landmark, Woodsworth’s Department Store. The development was a vision of Michael Stevenson, former SFU president, to revitalize a troubled region of social and political tension, and built community relationships through music, culture and the arts. Ken speaks with Howard Jang, then the director of the SFU Woodsworth’s Cultural Unit, and Am Johal, the director of SFU’s VanCity Office of Community Engagement.
SFU UniverCity
The most remarkable example of SFU’s community-building is the 65-acre UniverCity development atop Burnaby Mountain, adjacent to its main campus. While the university had a land grant over much of the mountain, they asked the municipality to compress the density of that land grant to a much smaller area. The result is a small town that will ultimately be home to 10,000 people, and some of the world’s most sustainable architecture and community infrastructure. Ken speaks with Gordon Harris, CEO of the SFU Community Trust, which manages the UniverCity development.
10K will revisit SFU’s UniverCity project, the RADIUS incubator, the Science Plaza, the Centre for Dialogue and more in future episodes. To be sure you don’t miss them, please take a moment now to subscribe! http://eduvation.ca/subscribe/
And stay tuned for some bloopers at the end of this episode!
At BC’s Simon Fraser University, “the Engaged University,” the slogan is much more than mere marketing; it’s the focus for the institution’s planning framework. (Although yes, it also helps differentiate the university’s brand.) SFU president Andrew Petter invited Ken Steele for a campus site visit late last year, and this is the first of many episodes that will be the result.
Since the brand launched in 2012, SFU’s Engagement Strategy has articulated how the institution will make a strategic priority of engagement:
Engaging Students through active and experiential learning, community service learning, co-ops and business incubators.
Engaging Research by partnering with people and organizations in the community and worldwide for mutual benefit.
Engaging Communities beyond mere philanthropy. SFU doesn’t just provide value, but gains value in the process.
See “SFU: Engaging the World” at https://youtu.be/QeHcNcdAglo
What’s most striking about the SFU vision is how it has been thoroughly socialized across all of its campuses, from Burnaby to Surrey and downtown Vancouver. Ken heard about engagement loud and clear when he spoke with Howard Jang (then the Director of SFU Woodward’s Cultural Unit), Joy Johnson (VP Research & International), Shawn Smith (Co-Director of RADIUS SFU social innovation lab and venture incubator), Sarah Lubik (Director of Entrepreneurship & Innovation), Shauna Sylvester (Director, SFU Centre for Dialogue), and Am Johal (Director of SFU’s VanCity Office of Community Engagement). More from these interviews will appear in future episodes!
SFU students even put the theme to music in this official anthem, created for SFU’s 50th anniversary: https://youtu.be/L1AfIcsDNxU
The vision has taken root across the campus because the commitment to engagement has been “part of the DNA” of the institution for decades. It was not a top-down strategy, but it has helped to focus and motivate faculty and staff efforts -- and as it has started to shape hiring decisions, the momentum for engagement continues to build.
One of SFU’s signature engagement programs is the Public Square, which organizes speakers and events that can be shared, both online and through mass media partnerships, to engage the broader public in dialogue. https://youtu.be/sxVGSFchR2c
SFU also clearly invests the resources necessary to produce top-quality video content for use in the classroom and for the public. And SFU’s commitment to engaging the public includes developing some of the best higher ed April Fool’s videos in the world. (See our episode on “Higher Ed Hijinks” at https://youtu.be/I2v4DnFX_Oo ).
Next week, we’ll look at some even more “concrete” ways in which SFU contributes to community-building, investing in physical infrastructure to engage and even create communities. To be sure you don’t miss it, subscribe today!
And if you would like to host a 10K Site Visit at your campus, see http://eduvation.ca/twk/site-visits/ for further information!
Ken Steele returns to the Brand Chemistry™ lab to round up 10 recent examples of colleges and universities that have focused their brands on a single word. It can be a real challenge to get campus-wide consensus, but there’s a growing trend to quite literally “own a word” in the higher ed marketplace.
1) UC System – “Public”
The University of California system launched an online and OOH campaign in 2014 playing with the word “public” to emphasize the value of their research to Californians, and the world.
2) American U – “Wonk”
There are plenty of “policy wonks” in Washington DC, but in 2010 AU extended the idea to all sorts of disciplines, asking “What kind of wonk are you?” (See an extended 10K segment at https://youtu.be/IQJ27h9CtFg).
3) NSCC – “Strive”
Nova Scotia Community College launched a powerful, aspirational, and emotional campaign in 2016 emphasizing the challenges their students overcome, and their hopes for the future. https://youtu.be/P3ZkHOyqi_I).
4) uLethbridge – “Shine”
Southern Alberta gets tons of sunshine, so the University of Lethbridge’s shield highlights the sun and their motto “Fiat Lux” the illumination provided by education. And their latest campaign, launched in 2015, spotlights their talented students, faculty and alumni, who “shine.” https://youtu.be/lN4ojnM4WrE
5) uWindsor – “Promise”
Many branding agencies will tell you that you need to articulate a brand promise, but Ontario’s University of Windsor made “Promise” their brand promise! https://youtu.be/Zi8oumjX-dM
6) Keyano – “Power”
Keyano College, in Fort McMurray Alberta, serves the labour needs of the Athabasca Oil Sands, and plays a critical role in the global energy sector. So they built a catchy, bold position using superhero capes and the slogan, “You’ve got the power!”
7) BCIT – “Complex”
Likewise, the British Columbia Institute of Technology wanted to empower its students and prospective students by preparing them for a complex world. https://youtu.be/nCmrk3CCArE
8) Brescia – “Bold”
Brescia University College is a Catholic, women-only institution affiliated with Western University, in London Ontario. In 2009 they launched a new brand to highlight a key benefit of a single-gender learning environment: more confident, outspoken students. So they focused on the word “Bold.” https://youtu.be/TDqmcIgOMks
9) Maryville – “Brave”
Almost a decade later, another Catholic (and originally women’s) college in Missouri launched a new online brand based on a very similar word: “Brave.” https://mistress.agency/work/maryville-university-lets-be-brave-together-ad-campaign/
(See an extended 10K segment discussing “The Bold and the Brave” at https://youtu.be/UKHQjuUPKG0)
10) uWyoming – “Cowboys”
The most recent, and controversial, of these “One-Word Wonders” came from the University of Wyoming – an institution steeped in generations of cowboy symbolism. Their new slogan, “The World Needs More Cowboys,” launched in August 2018 and sparked some immediate criticism for potentially reinforcing sexist and racist stereotypes. But the whole point of the campaign was to redefine the word cowboy and emphasize the diversity of “Cowboys” at uWyo. https://youtu.be/EbJXn_he_sg
(See an extended 10K segment on the Wyoming Cowboys brand at https://youtu.be/W6JweEAeX7s)
We’ve been looking at marketing slogans and brand campaigns, but to truly deliver on your brand promise, the institution must “live the brand”, incorporating it into strategic planning, budgeting, hiring and more. Next time, we’re going to visit a campus that has done just that, literally “moving mountains” to embody its brand!
To be sure you don’t miss it, take a moment now to subscribe! Or sign up for our free email newsletter at http://www.eduvation.ca/subscribe
College and university marketers have to work hard to gather research and build campus consensus around a new brand position. Although the goal is to develop a distinctive position, the reality is that many higher ed branding projects result in some awfully similar creative executions.
Next week, we’ll round up ten recent examples of “One-Word Wonders” – higher ed brands that try to “own a word” in the marketplace. But in this teaser episode, we’ll look at two of them that wind up looking awfully similar.
Brescia University College, affiliated with Western University in London Ontario, is Canada’s only women’s university. In 2009, they launched a new brand position that focused on a key benefit of a single-gender learning environment: young women become more confident and outspoken. Thus “Brescia Bold” was born.
Brescia Bold Teaser (Sept 2017) - https://youtu.be/TDqmcIgOMks
Almost a decade later, a Catholic university in St Louis Missouri, Maryville University (which perhaps coincidentally was also founded as a women’s college back in 1872, although it went coed in 1968) developed a new brand campaign for its online programs, offered in partnership with Pearson. The campaign focused on the bravery of adult students going back to study, and the creative hinged on another “b” word, “Brave”: “Let’s Be Brave Together,” “The Future Belongs to the Brave,” etc.
Maryville University campaign - https://mistress.agency/work/maryville-university-lets-be-brave-together-ad-campaign/
Brescia and Maryville, about 500 miles apart, were both founded as Catholic women’s colleges (although each has adapted and evolved since then). Yet in trying to convey the quality of their students, they arrived at very similar words: “Bold” and “Brave.”
Later this week, Ten with Ken will examine 10 examples of similar “One-Word Wonders” in a full-length episode. To be sure you don’t miss it, take a moment now to subscribe!
Sure, your brand needs to “own a word” in the minds of your customers. But what if some think it’s an insult?
Ken Steele has been a higher ed brand consultant for decades, working with hundreds of institutions across North America. He’s seen plenty of “one-word wonders” – college or university brands that focus on a single word. But no doubt, one of his favourites came from American University, in Washington DC, back in 2010.
“Capitalizing” on their location in Washington DC, AU built their brand position around the idea that their students, faculty and alumni are “wonks”. Not just policy wonks or journalism wonks, but all kinds of wonks. The result was a fun, memorable brand with “legs.”
We feature excerpts from a documentary on the AU Brand, “Get to Know Wonk,” from October 2011. (The original source is no longer available online.)
Another AU branding documentary, appears on Vimeo at https://vimeo.com/60581638
We also use an excerpt from AU’s 30 sec commercial, “All the Wonks are Talking”: https://youtu.be/GVzH0v78iYE
Whenever an institution tries to distill its identity into a single word, it runs the risk of upsetting campus stakeholders who see it as a gross oversimplification. But in recent years, there have been more and more of these “one-word wonders” in higher ed branding! Next week, Ten with Ken will examine 10 recent examples in a full-length episode.
To be sure you don’t miss it, take a moment now to subscribe! And if you agree (or disagree) with Ken’s verdict, please comment or like this video!
When maverick university marketers create a brilliant brand, but campus stakeholders feel uncomfortable about potential sexist or racist implications, what do you do?
In the “Wild West” of higher ed branding, the University of Wyoming charged ahead with its new slogan, “The World Needs More Cowboys” – and noted higher ed brand strategist Ken Steele thinks they were right to do so.
The $1.5 million campaign, launched in July 2018, was based on months of solid research that showed the word “cowboy” offered a real opportunity to differentiate uWyo from its competitors. As president Laurie Nichols emphasizes, the brand campaign “redefines what it means to be a cowboy in this day and age” by juxtaposing the word, with its white male settler connotations, with images of diverse students, faculty, researchers and alumni.
Objections from faculty and others are an “undeserved rough ride”. This campaign is bold, memorable, and aspirational. The marketers knew they were “bucking” political correctness, since they built in plenty of explanation in the original brand video.
For the full University of Wyoming brand video, “The World Needs More Cowboys,” see https://youtu.be/EbJXn_he_sg
Whenever an institution tries to distill its identity into a single word, it runs the risk of upsetting campus stakeholders who see it as a gross oversimplification. But in recent years, there have been more and more of these “one-word wonders” in higher ed branding! Next week, Ten with Ken will examine 10 recent examples in a full-length episode.
To be sure you don’t miss it, take a moment now to subscribe! And if you agree (or disagree) with Ken’s verdict, please comment or like this video!
As Ten with Kenbegins its FIFTH season, we’re adopting some online video best practices and streamlined processes that we think will be big improvements!
1. New Brand!
We’re using a compressed, 4-second “bumper” more suitable to shorter videos, and showcasing 10K’s first real logo. The icon, simultaneously a stylized “K” and the symbol for “forward-looking video,” nicely sums up what we’re all about.
2. Colour Coding
You’ll see that logo in at least 5 different colours, to identify the topic of each episode and make it easier to browse our channel, which now has more than 100 videos!
3. Every Friday
Instead of being “almost weekly,” we’re now going to aim to publish new episodes every Friday morning. It’s going to be a real challenge, but it will help people find us if we can be consistent.
4. Shorter Episodes
It’s going to help us publish weekly if we vary the format, from 2 and 3 minute videos all the way up to 10 minute episodes. Instead of comprehensive looks at particular topics, which usually take weeks of research, we’re going to try episodes based on a list of 10 things, or a selection of 10 slides already in Ken’s master deck – which has more than 7,000 to choose from now!
5. Campus Visits
For years we’ve attended the Ontario Universities’ Fair, and gathered enough footage to keep us busy for months! The problem is that it skewed our coverage towards 4-year universities based in Ontario, while Ken actually spends half his time on 2-year college campuses across Canada, and increasingly in the US as well. This year, we’ve started a new approach, shooting interviews and facilities tours while Ken is already on campus to deliver a lecture or facilitate a workshop or retreat. So far, Simon Fraser University, Brandon University, Lethbridge College, and LaSalle College Vancouver have all generously provided the expertise and talent of their staff or student videographers to assist Ken on campus.
If you’d like us to interview someone on your campus, or feature an innovative program or new facility, you just need to find an excuse to bring Ken to campus! Check out some options at http://eduvation.ca/services/campus-pd-presentations/
To be sure you don’t miss future episodes, join more than 13,000 Ten with Ken subscribers and followers on any of a dozen platforms. Stay in the Loop by subscribing to our free email newsletter at http://eduvation.ca/subscribe/.
And please “Like” or comment on this video to get the conversation going. What do you think of our proposed improvements, and what else would you suggest?
In September, the 10K crew went on location to the 2017 Ontario Universities’ Fair, to interview a dozen higher ed leaders about trends in innovation.
Thomas Dunk taught at Concordia, McMaster, and Toronto before entering administration, as Dean at Lakehead and Brock Universities, and most recently as interim Provost of Brock (2016-18). His sociology research focuses on the intersection of environmental controversies and regional economic transformations.
In this special bonus episode, Ken asks Tom to answer 3 key questions about higher ed innovation.
Innovations at Brock?
Brock University is particularly proud of its investments in expanding experiential learning opportunities, from Canada’s fifth-largest co-op program to service learning and work-integrated learning in every program, on six different continents. Brock’s senate has approved a co-curricular map that records community engagement, leadership and personal growth activities in ten categories. Brock has a “BOOST” program that offers an alternative to academic suspension for struggling students, allowing them to take 3 courses and skills development training to get back on track. Brock is also innovating in flexible delivery, like its “Supercourses”, which compress 3-month courses into just 2 weeks. Brock also has a long history of offering transdisciplinary programs, like Cold Climate Oenology & Viticulture, Child & Youth Studies, and Sport Management.
The Decade Ahead?
Tom predicts continued growth in post-graduate diplomas and flexible delivery, and the integration of humanities and social sciences with the STEM disciplines (what is often called “STEAM”). People with highly technical skills will need “soft skills” to manage a complex, globalized and multicultural world. Growing political awareness has led to a resurgence of interest in Political Science, too.
Culture of Innovation?
Tom observes that bicameral governance by senate and board has its strengths, but requires the two to work together, share information and build trust. Ultimately trust is critical, or people retreat into themselves and become very conservative, rather than innovative. Insecurity does not breed courage, and people need to feel comfortable to risk experiment or entrepreneurial activity. We also need to encourage students, faculty and staff to undertake international experiences to broaden their worldview and bring back fresh new perspectives and ideas to the campus. Higher ed innovation requires funding, and sometimes what looks like resistance is not so much ideological as resource limitations. Every year our institutions bring in young students, faculty and staff with fresh ideas who promise to continue to innovate, push boundaries and make the world a better place.
Watch for a new-look Ten with Ken starting this fall, with more concise, faster-paced episodes on narrower topics. To be sure you don’t miss them, join more than 15,000 Ten with Ken subscribers and followers on any of a dozen platforms. Stay in the Loop by subscribing to our free email newsletter at http://eduvation.ca/subscribe/
In September, the 10K crew went on location to the 2017 Ontario Universities’ Fair, to interview a dozen higher ed leaders about trends in innovation.
When Mike DeGagné was appointed President of Nipissing University in 2013, he became one of the first Aboriginal university leaders in the country. He had 25 years of public sector leadership experience in federal government departments and non-profits focused on Indigenous affairs, and has published and spoken internationally on Aboriginal reconciliation and healing.
In this special bonus episode, Ken asks Mike to answer 3 key questions about higher ed innovation.
Innovations at Nipissing?
Mike observes that Nipissing has long been innovative in developing flexible program delivery to meet the needs of students, from the summer Aboriginal Teachers Certification Program to one of the first Concurrent Education degrees in Canada. The majority of Nipissing’s students get experiential and work-integrated learning because so many of the programs are applied, such as Teaching, Nursing, and Social Work. Nipissing also has extensive partnerships with colleges and associations to meet learner needs.
The Decade Ahead?
Mike predicts that government and PSEs will start providing more secondary and tertiary education options in remote Aboriginal communities, and that universities will need to be more flexible in offering bridging programs to Indigenous students who have not been exposed to university-level courses in high school. He observes that northern institutions have the opportunity to partner more, and expects microcredentials and short-term programs to grow in popularity, particularly in the North. It is a critical task to help Canadians understand why Indigenous issues are important, and curricula at all levels will continue to be more nuanced and detailed in its exploration of Aboriginal history and society.
Culture of Innovation?
Mike agrees that universities are among the oldest institutions in the world, and have a deep reverence for tradition which limits their ability to be nimble, or launch new programs quickly. He believes the best way to challenge those traditions is collegiality: shared governance structures, discussions about efficiency, and market research can provide common goals for everyone on campus. But while market research may indicate demand for new programs, Mike emphasizes the need to balance student trends with traditional humanities programs that are critical for an educated populace.
Watch for more interviews soon, or to be sure you don’t miss them, join more than 15,000 Ten with Ken subscribers and followers on any of a dozen platforms. Stay in the Loop by subscribing to our free email newsletter at http://eduvation.ca/subscribe/
In September, the 10K crew went on location to the 2017 Ontario Universities’ Fair, to interview a dozen higher ed leaders about trends in innovation.
Celia Ross began teaching French Literature at Algoma in 1982, became Dean in 1997, and served as President from 1998 until 2010 – 12 busy years in which Algoma gained its independence from Laurentian University, and signed the Covenant with Shingwauk Education Trust. When her successor resigned in 2016, the board of governors appointed Celia Acting President until a search could be completed. (Asima Vezina, formerly the board chair, was appointed President in October 2017).
In this special bonus episode, Ken asks Celia to answer 3 key questions about higher ed innovation.
Innovations at Algoma?
Algoma University is particularly noteworthy for its partnerships with First Nations peoples. The University is in a former Indian Residential School building, but is working to change the paradigm of education from colonial to a “two-way dialogue.” As a small university, Algoma demonstrates the continuing value of small undergraduate seminars from first year onward – although now it utilizes videoconferencing and other technologies to create small groups across a wide geography. Algoma’s Institute for Community-Based Research gives students research and volunteer experience, and even leads to paid internships. Again, the philosophy is one of collaboration, in which the communities grow their own solutions.
The Decade Ahead?
In a world of rapidly advancing automation and globalization, Celia predicts that university students will be increasingly international, and seek ever-narrower specializations. At the same time, with coming labour market disruptions, Celia anticipates that students will turn to their educations to bring meaning to their lives, resulting in a renaissance of interest in Philosophy, Religious Studies, the Humanities and Fine Arts. She also sees exciting developments in First Nations education coming thanks to Ontario’s funding of the Aboriginal Institutes Consortium. Universities will need to ensure that a diverse range of students feels comfortable on our campuses, and that all our students come to understand other cultures and histories. We need to be forerunners in the fight against ignorance and racism. Over the next decade, universities will increasingly partner with colleges, industry and other communities: “the days of the ivory tower are gone.”
Culture of Innovation?
Celia observes that it can be challenging to nurture a culture of innovation on campus. We need to value the innovators on campus, no matter how difficult or demanding they may seem. Leaders need to make time to discuss the big ideas, either in a strategic plan consultation process or during an off-site strategic retreat. Especially for isolated institutions, it is very important to bring in external speakers to spark new ideas. Our students are being encouraged to think innovatively, and you can see them becoming the leaders of tomorrow.
Watch for more interviews soon, or to be sure you don’t miss them, join more than 15,000 Ten with Ken subscribers and followers on any of a dozen platforms. Stay in the Loop by subscribing to our free email newsletter at http://eduvation.ca/subscribe/
In September, the 10K crew went on location to the 2017 Ontario Universities’ Fair, to interview a dozen higher ed leaders about trends in innovation.
At the time, Brian Stevenson was finishing his term as President & Vice-Chancellor at Lakehead University. (Moira McPherson replaced him as interim President in January 2018). Brian’s extensive higher ed administrative experience includes founding the Canadian Studies program at ITAM in Mexico, serving as AVP International at uAlberta, Provost at uWinnipeg, and most recently President at Lakehead (2010-17). In this special bonus episode, Ken asks Brian to answer 3 key questions about higher ed innovation.
Innovations at Lakehead?
Brian starts by describing Lakehead’s new “Student Central,” a brand-new one-stop student services office that aims to help students focus on academic studies instead of bureaucratic paperwork. He then observes that Lakehead has been a leader in Indigenous higher ed for decades, from Canada’s first Vice-Provost Aboriginal Initiatives and Truth & Reconciliation Chair, to mandatory Indigenous courses and extensive support services for Indigenous students. Lakehead’s “Achievement Program” reaches out to students starting in grade 4, bringing them to campus and setting aside scholarship funds for them. Lakehead has immersive telepresence technology connecting its two campuses in Thunder Bay and Orillia, allowing professors to co-teach students on both campuses. And Lakehead has extensive partnerships with Confederation College and Georgian College, to create seamless collaborative programs that offer students “the best of both worlds.”
The Decade Ahead?
Over the next ten years, Brian predicts that higher ed will make more effective use of technology for distance education, offer more experiential and work-integrated learning opportunities, and increasingly make use of technology and active learning pedagogies in the classroom. Key to encouraging faculty to adopt effective approaches will be the expansion of campus centres, like Lakehead’s new Teaching & Learning Commons. Universities will also work to promote entrepreneurship, not just among business students but across the campus, through programs like Lakehead’s Entrepreneurship Certificate. Brian also emphasizes that internationalization will be critical for universities, not just to recruit students and generate revenue, but more importantly to expose local students to global experience, other languages, and global citizenship.
Culture of Innovation?
Brian believes that universities are “hotbeds of innovation,” because they are not only disseminators of knowledge but also creators of knowledge, through innovative research. First and foremost, to nurture a culture of innovation, higher ed leaders need to LISTEN to students, faculty and staff across campus: ultimately the sustainable innovations won’t come from senior administration, but will arise from those working on the front lines. Leaders also need to promote strategic partnerships, with other educational institutions, the private sector, non-profits, municipalities, and international organizations and institutions. Universities are social agents for positive change, Brian says, primarily because of those external partnerships.
Watch for more interviews soon, or to be sure you don’t miss them, join more than 15,000 Ten with Ken subscribers and followers on any of a dozen platforms. Stay in the Loop by subscribing to our free email newsletter at http://eduvation.ca/subscribe/
In September, the 10K crew went on location to the 2017 Ontario Universities’ Fair, to interview a dozen higher ed leaders about trends in innovation.
Leo Groarke holds a PhD in Philosophy from Western, and has experience as Provost at the University of Windsor, and founding Principal of the Wilfrid Laurier campus in Brantford. Since 2014, he has served as President & Vice-Chancellor of Trent University. In this special bonus episode, Ken asks Leo to answer 3 key questions about higher ed innovation.
Innovations at Trent?
Leo observes that Trent is proudly focused on the undergraduate experience, and is starting to return to its roots of federated colleges, modelled after Oxford and Cambridge. Trent is revitalizing humanities programs by offering a wide range of double degrees, and has partnered with Swansea University in Wales to offer an international Law and Arts dual degree. The renowned Bata Library is currently undergoing a $20-million renovation, and will remove half of its print collection to make room for an entrepreneurship centre, research and active learning classrooms. And finally, Trent is developing an 85-acre research park focused on environmental science and green industry. The park will generate revenue, advance research, and offer students experiential learning opportunities.
The Decade Ahead?
Leo predicts Internationalization will be very significant for Canadian universities over the next 5-10 years, and not just for revenue but to build global understanding. Likewise Indigenization will be a big priority, although Trent has been working at this since the 1970s when it launched Canada’s first Indigenous Studies programs. Trent’s Indigenous Environmental Science program, in particular, tries to marry the Eurocentric, scientific perspective with Indigenous ways of knowing. Leo dismisses MOOCs as overhyped, having had marginal effect on most university programs, but he notes the growing emphasis on applied learning and work experience: the Ontario government wants 100% of undergraduates to get experiential learning opportunities. But Leo cautions that universities also play an important role as places for reflection. The decade ahead will be “tough times for universities,” thanks to pressure on demographics and government funding, but “necessity is the mother of invention” and universities are good at recreating themselves in useful ways.
Culture of Innovation?
Ken suggests that academic culture tends to reinforce “zero fault tolerance,” which can make it difficult to encourage innovation or entrepreneurial approaches. Leo agrees that universities don’t tolerate mistakes well, and that in itself is a mistake: even failed experiments can lead to crucial insights that move knowledge forward. Universities put too much emphasis on grades for admission, attracting students who have never experienced failure, and are unwilling to take risks. Even researchers tend to be cautious in order to attract funding and pass peer review: the system is stacked against radical disruptive ideas. Higher ed leaders need to support innovators on campus, provide them with budget and moral support. When you have creative people, there is a great deal of opportunity for universities launching innovative new programs.
Watch for more interviews soon, or to be sure you don’t miss them, join more than 15,000 Ten with Ken subscribers and followers on any of a dozen platforms. Stay in the Loop by subscribing to our free email newsletter at http://eduvation.ca/subscribe/
In September, the 10K crew went on location to the 2017 Ontario Universities’ Fair, to interview a dozen higher ed leaders about trends in innovation.
Janice O’Farrell is the Associate Vice-President Enrolment Management at Carleton University, and has 24 years of experience in higher education. In this special bonus episode, Ken asks Janice to answer 3 key questions about higher ed innovation.
Innovations at Carleton?
Janice starts with several examples of Carleton’s commitment to community engagement and community-based learning opportunities for students, bringing the classroom to the community. This year, Carleton held 75 “Campus to Community Days” in which students went out to serve local agencies, and students and faculty went abroad on the “Alternative Spring Break” program to construct a school in central America, and work on water conservation efforts in Alberta. Carleton is also considered a Canadian leader for its Residence Curriculum programs, which help students develop self-awareness and positive relationship skills. And Carleton has been developing new programs to meet industry needs, like the Bachelor of Media Production and Design, which combines creative writing with technical skills. Carleton also has several collaborative programs with Algonquin College, like the Bachelor of IT in Photonics and the BIT in Information Resource Management. Students are simultaneously admitted to both the university and the college, take courses at both institutions, and graduate in 4 years with a degree and an advanced diploma. Even more innovative is Carleton’s partnership with dot-com company Shopify, in which Comp Sci students work full-time for 4 years, take courses onsite at the company, and earn $160,000 in salary, tuition, and perks. Carleton has also developed its “Degree Audit” to a 3-colour scorecard to help students determine if they are on-track to graduation.
The Decade Ahead?
Janice predicts greater emphasis on preparing students to address societal challenges like mental health, homelessness and poverty, and more opportunities to bring the classroom into the real world, through partnerships with industry and community service learning opportunities. She expects we will continue to see more diverse program delivery methods and program lengths, stacked and laddered credentials, and more transfer options between college and university and vice-versa. Collaborative degree programs are a great opportunity for colleges and universities to play together nicely “in the same sandbox.”
Culture of Innovation?
Janice believes that universities are drivers of change in science and society, but “not necessarily for ourselves.” To nurture a culture of innovation on campus, leadership needs a compelling vision, needs to be open and transparent, and needs to engage the campus community. There must be an allowance to try new things, to take some risks, and to think outside the box – and there also have to be adequate resources available. Since 2012, the “Carleton Leader” program has brought together faculty and admin staff from “the sidelines, the front lines, and the cutting edge” to work together for 6 months on a “wicked” problem like student engagement or the value of a university degree. Janice believes the cross-campus representation on those task forces provide the key benefit to drive innovative ideas. She concludes by observing that this is an exciting time for universities, and that we need to embrace the opportunity to do new things creatively, rather than being fearful of change.
Watch for more interviews soon, or to be sure you don’t miss them, join more than 15,000 Ten with Ken subscribers and followers on any of a dozen platforms. Stay in the Loop by subscribing to our free email newsletter at http://eduvation.ca/subscribe/
In September, the 10K crew went on location to the 2017 Ontario Universities’ Fair, to interview a dozen higher ed leaders about trends in innovation.
Benoit-Antoine Bacon holds a PhD in neuropsychology, and has 14 years of experience in university administration at Bishop’s University (2004-2013), Concordia University Montreal (2013-16), and Queen’s University (2016-18). After this interview, he was appointed President and Vice-Chancellor of Carleton University, effective July 1 2018.
Ken had a wide-ranging, hour-long discussion with Benoit, which has been edited down to just 11 minutes in this special bonus episode, to focus on 3 key questions about higher ed innovation.
Innovations at Queen’s?
Benoit starts with Queen’s new $100-million Innovation & Wellness Centre, which will combine centralized student health and wellness supports, and custom-designed entrepreneurship and innovation space. He also points to a brand new mental health initiative to “embed” counselors in faculty and residence offices. Queen’s has also been investing $1 million+ every year in new active learning classrooms, like those in Ellis Hall, and is finding them in great demand and having significant impact on student learning. There is also international attention on Queen’s “Major Maps,” which outline extracurricular and experiential opportunities to enhance every undergraduate degree, and potential career outcomes.
The Decade Ahead?
Benoit emphasizes that the convergence of geopolitical, technological and societal pressures will make the next ten years absolutely critical, and identifies 4 things that will be key. In an increasingly global and diverse world, universities have a central role in fostering inclusion and helping people live together. Curricula, hiring, and even university symbols need to be reconsidered in a diverse and inclusive environment – not just to be nice, but because institutional success depends on attracting and retaining the world’s best talent. Universities also have to decide whether they will be local or global in their focus. The NYU “transnational” model is impressive but likely unique. Universities also need to take a fully-integrated, strategic approach to digital technologies, often appointing an academic CIO or a Vice-Provost Digital Planning. Research will continue to become more and more interdisciplinary in order to address the world’s big challenges and issues. But Benoit believes the biggest disruption over the next 10 years will be a shift toward measuring student learning outcomes and skills instead of traditional inputs.
Culture of Innovation?
Benoit believes senior leaders need to avoid blocking innovation, instead creating a culture of “saying yes.” In fact, risk-aversion might be the greatest risk that universities run today, so leaders need to shift to a culture of intelligent, measured risk-taking. Benoit says that “everything starts with hiring” for innovation instead of the status quo, from the top on down. Benoit concludes that there are many things you can do to shift institutional culture quicker than people might think.
Watch for more interviews soon, or to be sure you don’t miss them, join more than 15,000 Ten with Ken subscribers and followers on any of a dozen platforms. Stay in the Loop by subscribing to our free email newsletter at http://eduvation.ca/subscribe/
In September, the 10K crew went on location to the 2017 Ontario Universities’ Fair, to interview a dozen higher ed leaders about trends in innovation.
Sara Diamond has worked in higher education for 3 decades, at BC’s Emily Carr University of Art + Design, Alberta’s Banff Centre, and Ontario’s OCAD University, where she has been President since 2005. In this special bonus episode, edited to 10 minutes, Ken asks Sara 3 key questions about higher ed innovation.
Innovations at OCAD?
Sara proudly points to OCADU’s new Academic Plan, which brings together STEAM+D – Science, Technology, Engineering and Math (or Medicine) with Art and Design in a powerful interdisciplinary combination. All OCAD students will be provided with basic programming skills so they can be “digital citizens.” OCADU also has a strong focus on Indigenous knowledge, culture and creativity, and “decolonization” is OCAD’s first guiding principle. OCAD has diversified its curriculum and built a cosmopolitan campus, with international students from around the world. And OCAD is opening several new buildings, including the waterfront Campus for the Connected World, and the Centre for Emerging Artists & Designers, both of which will focus on new experiential and work-integrated learning opportunities for students. OCAD’s business incubator for recent graduates, the Imagination Catalyst, has a very high success rate launching new ventures. And OCAD is partnering with UOIT to bring together design and hard science for STEAM+D.
The Decade Ahead?
Over the next decade, Sara predicts a world of continuous learning in which universities offer increasingly flexible degrees, badges and stackable microcredentials, as well as flexible timetables for working and entrepreneurial students. Digital delivery will intensify, but the “sociality” of learning will continue to bring students together in one place to learn. She also anticipates some really dynamic “international aggregates of institutions” offering students trans-national learning experiences and credentials. And Sara projects ongoing and increasing investment in “blue-sky” investigator-driven research, and the increasing importance of artificial intelligence in the “expressive economy.”
Culture of Innovation?
Sara emphasizes that university leaders must support the integration of research and teaching, and maintain curricular openness to new learning. They must be “militant proponents of diversity”, be highly collaborative across campus, and also reinforce the “porosity” of the university, building partnerships with industry and external organizations to help build their communities. Ultimately, Sara observes, university research can help solve the world’s big problems, so long as we stay “at the coal face” of the real world.
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In September, the 10K crew went on location to the 2017 Ontario Universities’ Fair, to interview a dozen higher ed leaders about trends in innovation.
Pierre Zundel has served as a university leader for almost a decade, first as President of the University of Sudbury (2009-2016), then as Provost and VP Academic at Laurentian University (2016-17), and since August 2017 as Laurentian’s Interim President. In this special bonus episode, edited to 8 minutes, Ken asks Pierre 3 key questions about higher ed innovation.
Innovations at Laurentian?
First and foremost, Laurentian has been a leader in introducing Indigenous content across the curriculum, has more than 25 indigenous faculty members, and a spectacular new Indigenous Sharing & Learning Centre. Laurentian has recently completed an ambitious renovation of more than 60 classrooms and labs, and created a new Welcome Centre to integrate student services. Laurentian excels at developing college pathways and partnerships, particularly with Cambrian College and Collège Boréal in Sudbury.
The Decade Ahead?
Over the next decade, Pierre predicts that all Canadian universities will be working to figure out the part they can play in reconciliation with Indigenous peoples. Moreover, universities will become more “porous,” with more community and industry connections, more work-integrated learning and co-op education – particularly in programs like the Arts, where co-op has been uncommon in the past. Pierre anticipates growth in student mental health programs, open textbooks, blended delivery, just-in-time tutoring, and predictive analytics based on “big data” to launch early interventions and student supports.
Culture of Innovation?
Pierre identifies 3 things campus leaders can do to foster a culture of innovation. 1) Firstly, leaders can showcase good innovative ideas or good attempts, whether successful or not. 2) Secondly, they can run interference, helping to create space for innovation by preventing resistance from shutting it down early. 3) And thirdly, leaders have to make it possible to fail, so that we learn from failed attempts instead of focusing on laying blame.
Pierre emphasizes that universities may be “as conservative as cats” but they are also hugely creative places!
Watch for more interviews soon, or to be sure you don’t miss them, join more than 15,000 Ten with Ken subscribers and followers on any of a dozen platforms. Stay in the Loop by subscribing to our free email newsletter at http://eduvation.ca/subscribe/
In September, the 10K crew went on location to the 2017 Ontario Universities’ Fair, to interview a dozen higher ed leaders about trends in innovation.
Catherine Newell Kelly was appointed Registrar at the University of Waterloo just a month before this interview, after serving for two decades as Director of Waterloo’s Centre for Extended Learning, as well as stints as Executive Director of eCampus Ontario and President of CAUCE and OCULL. In this special bonus episode, edited to 7 minutes, Ken asks Cathy 3 key questions.
Innovations at Waterloo?
Cathy emphasizes Waterloo’s liberal intellectual property policies, and its roots in co-operative education, and its co-op program has grown to be the largest in Canada, with students earning $253 million a year. Waterloo is pushing the envelope to make experiential learning more flexible, like the EDGE experiential learning certificate program for non-co-op students. Waterloo’s Velocity is the largest free start-up incubator in the world. After 50 years in online learning, Waterloo is exploring Labster and Riipen to bring laboratory and co-op work experiences to online students.
The Decade Ahead?
Cathy predicts that university-business partnerships will become much more important, with the government’s emphasis on work-integrated learning. Transformative research, which changes what we know, will grow, and interdisciplinarity will continue to drive research and teaching. Universities will also need to enhance the flexibility of program delivery and structure for adult learners and working students.
Culture of Innovation?
Cathy believes that senior leadership has to foster a culture of entrepreneurship on campus, in which students, staff and faculty feel safe enough to take strategic risks.
Watch for more interviews soon, or to be sure you don’t miss them, join more than 15,000 Ten with Ken subscribers and followers on any of a dozen platforms. Stay in the Loop by subscribing to our free email newsletter at http://eduvation.ca/subscribe/