3 Program Innovation and Development
Transformation through inquiry is propelled through thoughtful, academically-grounded, and innovative programming. Available expertise, research opportunities, and community & market demand are important to consider; so too is the type of credential, mode of program delivery, and the profile of potential students. Deciding where to go next – in other words – is complicated. The Strategic Plan provides some broad guidance in this area. This section refines and focuses our vision. It introduces incentives, guidelines, and targets for action – while simultaneously endorsing a new emphasis on digital literacy, life-long learning, and expanded opportunities for L’nu communities.
3.1
Strengthening programs and developing new academic opportunities for transformation through inquiry by creating an academic innovation seed fund to be administered by the Provost Group
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Actions:
3.1.1
Develop through the Provost Group an application process for the academic innovation seed fund that prioritizes improvement of existing degrees, creation of new credentials, and teaching development and experimentation.
3.1.2
Through the report of the Vice-President Academic (Provost) to Senate, Provost Group will provide regular updates on the activities of the seed fund.
3.1.3
Make academic institutes, centres, and Unama’ki College eligible to apply to the seed fund to create opportunities for cross-school and university-wide collaboration in course and program development.
3.1.4
Support, through the seed fund, the preparation of a self-study tool to assist schools, departments, faculty, and staff to understand what it means to Indigenize in the CBU and L’nu context.
3.2
Strengthening programs and developing new academic opportunities for transformation through inquiry by committing to new programs in areas of external need and internal expertise as identified in Strategy 2.1 of the CBU Strategic Plan – health, tourism, cultural & heritage, science-based innovation, and entrepreneurship
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Actions:
3.2.1
Pursue, as a first priority, additional credentials in health-related fields.
Updates:
A Post-Baccalaureate Diploma in Health Care Management has been developed for submission to the Maritime Provinces Higher Education Commission (MPHEC) in June 2020.
In collaboration with the association of Nurses Specialized in Wound, Ostomy and Continence Canada (NSWOCC)’s and the Wound, Ostomy and Continence Institute ( WOC Institute), a Master of Nursing, Wound Care program is under development.
3.2.2
Re-examine existing credentials to identify possible ways in which other offerings might be developed (consistent with Strategy 2.1 of the Strategic Plan), as well as programs that could be amended or retired.
3.2.3
Invest in the administrative capacity for graduate studies and develop a supporting policy framework.
3.3
Strengthening programs and developing new academic opportunities for transformation through inquiry by cultivating a culture of quality enhancement
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Actions:
3.3.1
Implement best practices to support the completion of quality assurance (QA) reviews in a timely manner.
3.3.2
Establish clear follow-up and reporting mechanisms to guarantee QA review recommendations are addressed.
3.3.3
Seek accreditation for eligible academic programs to ensure the highest professional standards are being met.
3.4
Strengthening programs and developing new academic opportunities for transformation through inquiry by laying the foundation for a university-wide digital strategy
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Actions:
3.4.1
Establish the role of a digital strategist to lead digital initiatives and to support the integration of digital competencies into existing and future programming.
3.4.2
Provide administration, faculty, and staff with access to education, training, and scholarship related to e-learning pedagogy, including blended learning, open educational resources, and data visualization.
3.4.3
Develop and promote an option(s) in computer studies and/or data literacy that is suitable for students across all degree programs at CBU.
3.4.4
Actively reach out to corporate, government, community, and foundation partners to sponsor the development of purpose-built digital classroom spaces on campus.
3.4.5
Respond to the interest expressed by students, community groups, and L’nu communities in online learning by developing at least ten additional strategically-selected online courses across all academic schools and consider continuing, in modified form, the credit, completion, and curiosity model of open access education.
Updates:
The COVID-19 pandemic has accelerated the development of many new online courses. Much emphasis has been placed on high-quality online experiences through the support of the Centre of Teaching and Learning (CTL). The CTL has created a resource-rich Online Teaching and Learning site on the CBU Intranet and new podcast series entitled, “Beyond the Class“.
3.5
Strengthening programs and developing new academic opportunities for transformation through inquiry by providing leadership in the areas of community engagement and extended learning
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Actions:
3.5.1
Conduct an in-depth analysis of extended learning models and develop a comprehensive set of recommendations.
3.5.2
Engage with communities across the island and employ university expertise to identify the needs and resources related to extended learning on Cape Breton.
3.5.3
Identify potential pathways through which extended learning courses might count towards credit in academic programs.
3.6
Strengthening programs and developing new academic opportunities for transformation through inquiry by strengthening bridging and in-community programs in L’nu communities
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Actions:
3.6.1
Conduct a review of the Elmitek and Kwitn programs in light of past practices, changing trends in L’nu school curriculum, and shifting social, economic, and political needs of First Nations communities.
3.6.2
Establish regular meetings between Unama’ki College, CBU deans, relevant department chairs, and local Mi’kmaw Kina’matnewey Education Directors to discuss opportunities and challenges.
3.6.3
Create an orientation session for faculty members who choose to teach as part of CBU’s in-community program and pro-actively bring together existing in-community instructors to seek advice with respect to future practices.
3.6.4
Develop strategic partnerships with NSCC to co-deliver in-community programming in areas of mutual interest and community need.
3.6.5
Continue to diversify the range of courses offered in L’nu communities.
3.6.6
Explore the feasibility of extending and tailoring co-op education opportunities to L’nu students through innovative collaborations with communities and allied agencies, institutions, and employers.
