THE ART INSTITUTE OF TORONTO PART A ORGANIZATION REVIEW

Transcription

1 THE ART INSTITUTE OF TORONTO PART A ORGANIZATION REVIEW

2 1.0 ORGANIZATION OVERVIEW Full Legal Name of Organization: Art Institute of Vancouver, Inc. Operating Name of Organization: The Art Institute of Toronto Common Acronym of Organization, if applicable: AITO URL for Organization Homepage, if applicable: Date of Submission: September 21/2005 Contact Information: Legal Address of organization: 655 Bay Street, Suite 200, Toronto, Ontario M5G 2K4 Telephone: (416) Fax: (416) Legal representative of organization: Last name: Trainor First name: Royden Department or Unit: Regulatory Affairs and Compliance, Assistant Corporate Secretary Address: 655 Bay Street, Suite 200, Toronto, Ontario M5G 2K4 Telephone: (416) or (902) Official Function within organization: Regulatory Affairs and Compliance Contact person to liaise with the Organization Review Panel: Name: Lisa Delorme Title: Campus President Address: 655 Bay Street, Suite 200, Toronto, Ontario M5G 2K4 Telephone: (416) Name: Royden Trainor Title: Regulatory/Compliance Counsel Address: 655 Bay Street, Suite 200, Toronto, Ontario M5G 2K4 Telephone: (416) Program Information: How many programs are being submitted to the Minister for consent at this time: Two (2). 2

3 1.2 Proposed Programs Location / Address where Proposed Program to be Delivered Street Address: 655 Bay Street, Suite 200 City: Toronto Province: Ontario Postal Code: M5G 2K4 Telephone: (416) Proposed Degree Title Proposed Degree Nomenclature Indicate Degree Level and Type to be awarded for program or part of program Does the organization already have Ministerial Consent to offer this program at another location in Ontario? If yes, please attach a copy of the terms and conditions of consent to this appendix. 1 Bachelor Graphic Design Bachelor, Graphic Design Baccalaureate Degree with an Applied Focus No 2 Bachelor Media Art & Animation Bachelor, Media Arts & Animation Baccalaureate Degree with an Applied Focus No 3

4 Table of Contents 1.0 ORGANIZATION OVERVIEW Proposed Programs ORGANIZATION INFORMATION Information About the Organization and its Operations EXECUTIVE SUMMARY Executive Summary SYNOPSIS Program Abstracts MISSION STATEMENT AND ACADEMIC GOALS History, Mission and Academic Goals Relationship of Programs to Mission Current Degree Programs Proposed Program(s) Mission/Goals Academic Policies Policy Documents ADMINISTRATIVE CAPACITY Governance Structures Organization Chart Responsibilities and Authority Reporting Structure Chart Administrative Staff Administrative Positions Academic Plan Participation in Standards and Policies

5 7.0 ETHICAL CONDUCT Ethical Standards STUDENT PROTECTION Student Recruitment Policies Art Institute of Toronto Academic Calendar Policy Awareness Academic Calendar Policy Awareness ACADEMIC INTEGRITY AND FREEDOM Academic Freedom Academic Freedom Policy Academic Freedom Constraints Intellectual Products Intellectual Products Policy Policy on Ethical Research Practices Academic Honesty Academic Honesty Policy Academic Honesty Procedure FINANCIAL Financial Audit Policy DISPUTE RESOLUTION Dispute Resolution Policies Policy Implementation and Awareness ORGANIZATION EVALUATION Periodic Review Policy and Schedule

6 13.0 OTHER INFORMATION RELEVANT TO THE CHARACTERIZATION OF THE ORGANIZATION

7 2.0 ORGANIZATION INFORMATION 2.1 Information About the Organization and its Operations Location: Address where proposed programs will be delivered: Identify type of ownership: The Art Institute of Toronto 655 Bay Street, Suite 200 Toronto, ON M5G 2K4 Telephone: (416) Fax: (416) The Art Institute of Toronto 655 Bay Street, Suite 200 Toronto, ON M5G 2K4 Telephone: (416) Fax: (416) Incorporated Company The Art Institute of Toronto is the operating name of the Art Institute of Vancouver Inc., a Canadian incorporated and Ontario registered company. The Art Institute of Toronto is wholly owned by The Art Institutes International, Inc. The Art Institutes International, Inc. ( Art Institutes ) is a wholly owned subsidiary of Education Management Corporation, also known as EDMC or Education Management. Education Management is among the largest providers of private postsecondary education in North America, based on student enrolment and revenue, with over 72,000 students at over 72 campus locations in 24 states and two Canadian provinces. EDMC's education institutions offer a broad range of academic programs in the media arts, design, fashion, culinary arts, behavioural sciences, health sciences, education, information technology and business, culminating in the award of associates through doctoral degrees. EDMC has provided career-oriented education for over 40 years. ART INSTITUTE OF TORONTO, REGISTERED OPERATING NAME OF THE ART INSTITUTE OF VANCOUVER INC. Incorporated: REGISTRATION # , (Ontario) Directors: John R. McKernan, Jr. J. William Brooks, Jr. Robert T. McDowell ADDRESS AND CONTACT FOR DIRECTORS: All Directors can be reached through the Art Institutes International/Education Management Corporation office at 210 Sixth Avenue, 33rd Floor, and Pittsburgh, PA Telephone: Fax:

8 3.0 EXECUTIVE SUMMARY 3.1 Executive Summary Overview The Art Institute of Toronto ( AiTO ), previously ITI Information Technology Institute ( ITI ), a career college registered with the Ontario Ministry of Training Colleges and Universities, opened at its current location in Toronto in More than 10,000 students graduated from ITI s post bachelor programs in applied information technology and some continuing their studies by accessing credit transfer agreements allowing for graduate credits towards MBA or Masters of Education Programs. Similar to the Art Institutes, ITI s programs focused on outcome driven, quality career relevant education and the success of its graduates. In 2001, ITI became part of the Art Institutes and renamed The Art Institute of Toronto ( AiTO ). This combined the strengths, missions and capacities of both organizations. Education Management Corporation ( EDMC ), parent of the Art Institutes, is among the largest providers of private postsecondary education in North America with more than 72 campus locations in 24 states and two Canadian provinces. Education Management Corporation s education institutions offer a broad range of academic programs in the media arts, design, fashion, culinary arts, behavioral sciences, health sciences, and education and information technology. Education Management Corporation through The Art Institutes has been a provider of quality applied post-secondary education for more than 40 years. It is an outstanding education organization with a proven track record of dedication to student success, building institutional capacity, quality education and organizational integrity. The Art Institute of Toronto s mission is focused on providing quality postsecondary education in the applied arts that prepares students for career entry. AiTO applies best practices, policies, organizational structures and systems appropriate for a post-secondary education institution, including accountability and validation processes that ensure adherence to its mission academic goals and quality assurance. The relationships of the academic goals to the programs are 10

9 demonstrative, direct, integrated and inseparable from the mission and academic goals. Reporting structures and systems are well developed and based on extensive experience and a dedication to organizational and educational excellence. The Art Institute of Toronto organizational structure creates a stimulating learning environment where committed and talented students can develop their creativity and acquire the knowledge and skills required to pursue careers in their chosen field. This proposal is consistent with a proven capacity of the Art Institutes to establish, develop and deliver quality regionally degree programs in the applied arts and design fields. Past performance demonstrates success establishing entirely new or start-up organizations that were developed from green-field sites. The locations are both regionally and nationally accredited degree granting institutions. Four recent examples of these new starts institutions include The Art Institutes of Washington DC, Phoenix and California (Los Angeles and Orange County). These institutions have combined enrollment in excess of 5,000 students, including students enrolled in Media Arts & Animation and Graphic Design degree programs. In other cases the Art Institutes have acquired smaller intuitions, not unlike the Art Institute of Toronto, and invested, developed and grown these institutions into highly successful regionally and nationally accredited degreegranting institutions. The Art Institute of Portland, the Miami International University of Art & Design, and The Illinois Institutes of Art at Chicago and Schaumburg are examples of such acquisitions. Today these institutions have combined enrollment that exceeds 6,000 students. While every academic community has its own special nature and every environment different, the Art Institutes proven track proven past performance confirms the capacity and demonstrative success in establishing and maintaining the success of new or acquired institutions. Across the Art Institute system there are more than 12, students enrolled in degree level programs in Media Arts & Animation and Digital Design. This proven track record of success provides confidence and significant strength to this proposal. 11

10 Mission Relationship to the Organization AiTO s approach to education is based on effective and appropriately tested post-secondary education organizational structures, models and processes. The organizational and reporting structures of The Art Institute of Toronto reflect sound established principles of organizational capacity building, accountably reflective of a high quality post secondary education institution. While the organizational and reporting structures reflect the uniqueness of the Toronto school, it benefits from the experience and capacities of sophisticated and well-developed organizational models and process systems of the Art Institutes. Students in Art Institute programs learn by doing. Programs incorporate a blend of theory and practice intended to develop and demonstrate the student s readiness for employment in the occupational field. Programs of study offer a competency based, outcome focused and market driven core curriculum that prepare students for the performance requirements in the applied arts and design fields. Current industry and employment outcomes determine the design of the core curriculum, including expected learning outcomes for each course. The programs proposed will continue the Art Institute of Toronto s dedication and success in student employment placement after graduation. Ongoing curriculum evaluation and industry input ensures that the skills taught are those necessary to meet community and industry needs. The curriculum promotes the educational goals and reflects sound academic practice in higher education for determining length, credit value, assessment, learning outcomes and promotion of post-secondary education values and objectives. Curriculum committees, together with system-wide processes, ensure the integrity of programs and processes for curriculum review and revision. Curricula development draws on the expertise 12

11 of faculty, Program Advisory Committees, system-wide curriculum capacities and recognized curriculum development models. Systematic qualitative and quantitative analyses assess institution and program effectiveness and student success. Feedback processes involve regular input from faculty alumni, students, employers and industry advisors. The programs proposed are consistent with the trend towards increased international harmonization in post-secondary education standards and are expected to be able able to articulate with existing Art Institutes. The curriculum includes technical courses complemented by a liberal arts breadth education component. Programs reflect what Industry Canada, Conference Board of Canada, the Ontario Royal Commission on Post Secondary Education and others describe as essential skills sets: numeric, writing, oral communication, teamwork, lifelong learning, and thinking and computer competency. The programs are demonstratively consistent with programs currently taught at AiTO and subject areas of strength of the Art Institutes system. Organizational and Reporting Structures Supporting the Mission The organizational structure promotes quality education, accountability and robust organizational practices. Integrity driven practices are a core value of the institution and EDMC. The organizational structures, processes and polices are based on the mission and purpose, including continuous improvement, quality assurance and the contributions of faculty, students and staff. The Art Institute of Toronto organization includes clear lines of accountability and description of role, responsibilities and performance evaluation. The Art Institute of Toronto is dedicated to quality, applied career relevant, postsecondary education. The Art Institute of Toronto adheres to stringent policies, processes and accountability systems for quality assurance, compliance, validation and ethical business practices on an 13

12 institute and system basis. These processes include systematic regular reporting, auditing, compliance as well as outcomes assessment for the institution, programs, students and staff. The organization and structures incorporate sound business and academic practice that support its mission, academic goals and strengths. Outcome and performance metrics for student success, institutional effectiveness and all areas of key performance are measured against expectations, employer and student satisfaction. These tools are used to assess institutional and student success and are integrated into ongoing planning and key performance strategies. Complementary Ai system and AiTO processes promote institutional and program effectiveness, accountability and evidence based decision-making. The Art Institute of Toronto capacities include sophisticated systems, operations models, management procedures and processes that are proven effective in demanding post secondary educational environments. Established processes include robust financial and operational models that provide objective and rigorous attention to operations, internal controls and auditing requirements that meet rigorous internal and externally validated measures. Dedication to doing things right and business ethics is an uncompromising value and reflected in the organizational structures. Reviews of business practices include the business practice evaluations of all materials and policies before they are approved for publication. Every element of the organization pays careful attention to ethical business practices. Compliance and business practice assessments take place of policies, publications and procedures to ensure compliance with applicable laws, regulations and business practice standards. Rigorous accountability processes are in place including business practice and compliance reviews, ethical business practice policies and training and dedicated personnel supporting this function. 14

13 The President is appointed by the Board of Directors and is the chief administrative office of AiTO. An executive team, with clearly defined responsibilities and duties, supports the President. The relationship among the Board, administration, faculty and staff is predicated on a shared sense of purpose, open communication integrity, respect and quality. The executive team is composed of The Dean of Academic Affairs, Director of Financial and Administrative Services, Director of Admissions, and Director of Career and Student Services. Students and faculty contribute and participate in decision-making process through Student Advisory and Faculty Council s. Additional quality assurance, operational oversight and validation processes are provided by a system wide Policy and Coordinating Board has an external oversight function with The Art Institute of Toronto. Academic operations are led by the Dean of Academic Affairs, is the chief academic officer. The Dean of Academic Affairs helps coordinate academic decision-making, including admission standards and program design, reflects the decision-making process involving the faculty and the faculty committees. With the Faculty the Dean is responsible for policy and curriculum development, delivery, assessment, evaluation and program revisions. Under the leadership of the Dean of Academic Affairs, the Program Directors deliver learning-centered, industry-relevant, and competency-based instruction, imbued with goals of higher learning. Like the President, the Dean of Academic Affairs accesses additional expertise from across the Art Institutes system. These resources include quality assurance processes, subject matter expertise, curriculum development, self-study, institutional effectiveness planning and assessment, student success models, faculty development and the use of system wide best practices and standards. AiTO is committed to highly qualify academic personnel who possess the professional, academic credentials and experience appropriate to an institution of higher education offering applied degree level programs. Faculty planning includes an assessment of each faculty member s 15

14 academic credentials and professional history relative to the courses he or she currently teaches and may teach in the future. The commitment to highly qualified faculty includes support for professional development and access additional learning opportunities. The Dean of Academic Affairs is responsible for the overall supervision, coordination and development of instructional policies, programs and personnel. Credentialed faculty are responsible for the delivery of effective classroom instruction of the programs. In fulfilling this responsibility and in support of the mission and goals, faculty members contribute -- individually and collectively -- to an ongoing process of curriculum development and revision. Review and revision of curricula is a responsibility shared among the faculty, Program Directors, Dean of Academic Affairs, Curriculum Committee and Program/Industry Advisory Committees ( PAC ). The Industry led PACs play a critical role in curriculum development and supports the mission of the programs and the institution. AiTO organizational and operational structures of the Art Institute of Toronto recognize the need to support the whole student, beginning with the admission process and continuing through enrolment and following graduation. Student support services are integrated throughout multiple departments including the Admissions, Student Financial Services, Academic Affairs, Student Affairs and Career Services, all play an important role in student success. AiTO s mission and program design integration can be seen its investment in career and employment support services for students. This investment when integrated with professional and employment skills built into curriculum design is an important feature of AiTO programs and a reflection of the priority we place on student success and achieving the mission of the institution and programs. The budgeting, organizational and strategic planning processes are an inclusive exercise involving the President, faculty and staff and are linked to the institute s strategic plan mission and goals. An annual strategic plan, which includes development and delivery of degree programs, involves the ongoing assessment of institutional operations and key performance 16

15 indicators. Throughout this process, President, faculty and staff utilize both internal and external tools of assessment. Budgeting includes the resources necessary to meet the mission and goals including the delivery of degree-granting programs, which is an established priority of the AiTO strategic plan. The Art Institute organization and administrative capacities includes robust quality assurance processes dovetailed with student protection. Conclusion With over forty years of experience and success, the Art Institutes is a leader in postsecondary education particularly in the areas of art and design. The learner centered approach to education and committed to the success has been instrumental in the success of the Art Institutes. The Art Institute of Toronto and the Art Institutes are committed to supporting the successful development and growth of The Art Institute of Toronto and this proposal to offer degree level programs. The Art Institute of Toronto recognizes that its programs are highly applied and technical in nature and that it is necessary to provide access to program specific technology-related resources such as computers, software, video and audio equipment, imaging equipment and printing services. The career relevant nature of the programs requires significant resources to support student career planning and placement. These investments are essential for students and are linked to the mission and academic goals. Classrooms and lab facilities will be equipped with the appropriate industry hardware and software as required by the curricula. Library resources will provide access to learning resources such as relevant texts, journals and research for all programs, including liberal arts education. The Art Institute of Toronto has proposed bachelor programs in areas of degree strength that are successful in the Art Institutes and in the same subject areas The Art Institute of Toronto currently delivers advanced diploma level programming. The Art Institute of Toronto is committed to this 17

16 proposal which, among other things, will increase the opportunity for qualified Ontario students to access high quality, recognized, applied, postsecondary education that can open door for them and launch their careers. The Art Institute of Toronto is confident in its plan and capacity to deliver the quality degree programs proposed. The Art Institutes system has extensive experience with the development and delivery of degree level programming, institutional effectiveness and the development and delivery of quality post-secondary education programs available to support this proposal. The Art Institutes have a proven track record and capacity to support the development and success of The Art Institute of Toronto as they demonstrated with the growth of outstanding Art Institutes through various stages of development. The business and academic plans provide additional detail on the capacity and commitment to develop and deliver the necessary human, administrative and academic resources and facilities referred to in this proposal. From a financial perspective the Art Institutes have the capacity and commitment to support the success of the Art Institute and this proposal and are confident in the success of both. This commitment and capacity includes insuring the Art Institute of Toronto can withstand the financial pressures anticipated with delivering two new bachelor s programs. The Art Institutes have a proven track record of successfully developing and delivering high quality recognized bachelor programs in Graphic Design and Media Arts and Animation including the institutional, faculty and organizational capacities necessary. The Art Institute of Toronto is excited about and committed to this proposal and the ongoing growth and success of the Art Institute of Toronto. This proposal can open new doors and opportunities for Ontario students to access high quality, recognized, innovative, career relevant, applied bachelor level programs that meet recognized program quality assurance and institutional capacity standards and benchmarks. 18

17 4.0 SYNOPSIS 4.1 Program Abstracts Graphic Design - The Art Institute of Toronto s Graphic Design program is intended to prepare students for careers as graphic designers and as prepress technicians. The program requires a level of conceptual sophistication, specialized knowledge and intellectual autonomy similar to that in a specialist degree program but with the disciplinary content oriented to an occupational field of practice. More specifically, outcomes of the program are linked to employment-specific outcomes and require that students will be able to: 1. Utilize conceptual and visual skills in service of commerce to elicit a specific action; 2. Develop a message that is clear, credible and focused; 3. Understand and produce work using the design process; 4. Accomplish technical implementation of design for multiple media; and 5. Develop an understanding of and be able to apply history of graphic design, professional knowledge, process skills and business and legal knowledge to solve working-world problems with reasonable expectations that match clients needs. Publishing, broadcasting and communications are the largest industries for graphic designers, and many designers work in specialized design services, newspaper, book and directory publishing, advertising and related services, printing and related support activity and architectural and engineering services. The faculty will develop programs and initiatives relevant to these industries. In addition to developing expertise in graphic design, graduates of the program will develop an awareness of the modes of analysis of at least one discipline outside their main field of study and of the society and culture in which they live and work. The program will focus on preparing a student to enter the professional graphic design field and to understand a blend of theory and practice. A senior portfolio designed to demonstrate the student s readiness for employment is also a requirement of the program. Media Arts & Animation - The Media Arts & Animation program provides graduates with art, design, technical, business and life skills for employment in the field. The program requires a level of conceptual sophistication, specialized knowledge and intellectual autonomy similar to that in an honours or specialist degree program but with the disciplinary content oriented to an occupational field of practice. Students will be able to: 1. Develop visual thinking skills; 2. Learn fundamental and advanced concepts and skills of animation process including animating characters and objects; and 3. Acquire sufficiently broad skills to be versatile as the field evolves and have a strong grasp of the business aspects of the field. Graduates of the program may work in animation studios, film, television or video production, game companies and corporate communications. They could hold positions as Artist or Digital Artist (for generalists), Modeler or Rigger, Texture Mapper, Animator specializing in Set, Character, or Object Image, or as a Retouch Artist, Lighting and/or Set Specialist. In addition to developing expertise in Media Arts & Animation, graduates of the program will develop an awareness of the modes of analysis of at least one discipline outside their main field of study and of the society and culture in which they live and work. The program will focus on preparing a student begin their professional career in the Media Arts & Animation field and to understand a blend of theory and practice. A senior portfolio, designed to demonstrate the student s readiness for employment, is also a requirement of the program. 19

18 5.0 MISSION STATEMENT AND ACADEMIC GOALS 5.1 History, Mission and Academic Goals Introduction The Art Institute of Toronto is a private career college registered with the Minister of Training Colleges and Universities. AiTO s predecessor, ITI, began in 1982 and delivered quality postbachelor s and professional development programming focusing on information technology for business application. The post-bachelor s programs benefited from articulation agreements with U.S. and Canadian graduate institutions for graduate credit. ITI was acquired by Education Management through the Art Institutes International in September The acquisition of ITI by EDMC was approved by the Ministry of Training Colleges and Universities of Ontario, as required under Ministry and OSAP policies and regulations. Education Management began in 1962 and is headquartered in Pittsburgh, Pennsylvania. EDMC is a post-secondary system. All but the Canadian schools are U.S. accredited degree-granting institutions. The Art Institutes and Education Management are among North America s largest systems of post-secondary education with an established track record of more than 40 years of delivery of high quality post secondary education. Education Management operates in more than 72 primary locations, with more then 163,000 alumni and an annual student population of more then 72,000 students. Education Management s post-secondary institutions offer regionally, nationally and professionally accredited programs at the Bachelor s, Master s and Doctorate levels. The Art Institutes is EDMC s largest operating unit with more than 32 locations in North America. The Art Institutes is the direct model and mentor for The Art Institute of Toronto. It is an important source for design, media arts, fashion and culinary professionals. The Art Institutes schools enrol students from all 50 of the United States, from all provinces of Canada and from more than 114 other countries. Schools within the EDMC system include: Atlanta, Georgia; Boston, Massachusetts; Charlotte, North Carolina; Chicago and Schaumburg, Illinois; Dallas and Houston, Texas; Denver, Colorado; Fort Lauderdale, Miami, Sarasota and Tampa, Florida; Honolulu, Hawaii; Las Vegas, Nevada; Los Angeles (Santa Monica and Orange County), San Diego and San Francisco, California, Minneapolis, Minnesota; New York, New York; Philadelphia and Pittsburgh, Pennsylvania; Phoenix, Arizona; Portland, Oregon; Seattle, Washington; Washington, D.C.; Toronto, Ontario; and Vancouver and Burnaby, British Columbia. MISSION STATEMENT ART INSTITUTE OF TORONTO To be a leader in student centered employment-relevant postsecondary education that prepares its students for careers in the applied arts, design and technology. Graduates are prepared for entry-level positions and advancement in their chosen fields through a curriculum that emphasizes applied career skills and competencies. Programs are delivered by qualified, caring faculty in an environment that encourages expression, creativity, leadership and individual responsibility. 20

19 Academic Goals (Bachelor) The Art Institute of Toronto goals are an extension of the mission. The academic goals of The Art Institute of Toronto are to educate applied arts, media and design professionals through quality post-secondary educational programs designed to support the student s development of skills that are transferable to performance in the workplace. Program goals seek to prepare students for entry-level employment and professional advancement within their chosen fields by providing a balanced education with breadth and depth integrating curriculum that combines applied arts, technology, related business practices and liberal arts. Academic goals focus on learner-centered, applied career outcomes delivered in a supportive, engaging environment. Students are provided with the education, methods, breath, depth and motivation necessary to achieve success in their chosen fields. Qualified and experienced faculty brings knowledge of subject fields from education and work experience to their instruction. Students are expected to gain an understanding of a body of theoretical and practical knowledge appropriate to their degree objectives. This understanding is demonstrated through measurable student-learning outcomes specified in the outline of each course for each degree program. In The Art Institute degree programs, students are expected to complete specific courses and develop critical and analytical learning abilities, together with educational values, that contribute to lifelong learning. Academic Goals The Art Institute of Toronto : 1. Foster an educational setting that inspires creativity, critical thinking and innovation; 2. Uphold a standard of institutional excellence through the recruitment of experienced and related professionals; 3. Provide student-focused services that enhance student development; 4. Ensure an environment of academic freedom and responsibility, collegiality and professionalism with policies driven by students, faculty and staff; 5. Provide content and methodology required of traditional academic offerings in major areas of knowledge and skills that support lifelong learning and professional development; 6. Deliver learner-centered outcomes driven by faculty who exhibit excellence in teaching and possess the appropriate academic credentials and industry experience; 7. Provide safe, clean and accessible facilities appropriate for the delivery of applied postsecondary education programming, and maintain equipment and technologies to meet the needs of the program standards; 8. Develop and revise curricula through regular reviews by a community of employers, advisor-subject experts, faculty, students and alumni; 9. Benefit from system-wide program review processes, and track and report key performance indicators such as persistence and placement; 10. Contribute to the dissemination of knowledge through teaching, learning and the creation of knowledge and service to community and related professions; 21

20 Values: 11. Provide varying lengths of academic and skills-based programming, leading to Diploma and Bachelor programs with an applied focus; 12. Support continuous improvement, including faculty professional development, effective use of system-wide, internal and external quality assurance processes and resources, ongoing staff and faculty performance review and accountabilities; and 13. Support curriculum that reflects sound practices in higher education for determining length, credit value, assessment, learning outcomes. Learner-centred educational programs, delivered in a supportive, interactive environment in which faculty and staff grow with students. Education, methods and motivation necessary to achieve success in their chosen fields. Continuous improvement and growth through a culture that values individual responsibility, teamwork and professional development. Beliefs: Excellence in applied career-focused education that has its foundation in the expressed needs of the business, occupational and professional communities that our programs are designed to serve. Education that is learning-centred and measured by practical outcomes that enhance the lives of students, enabling them to contribute positively to the workplace. Value for the graduate s investment. Respect for one another and encourage active participation by all employees. Fostering an environment where both students and faculty are expected to engage in an open dialogue. We have created a collaborative environment that fosters learning-centred education. We consistently operate our school in an ethical and prudent manner and with integrity. Employee development and ownership is essential to our productivity and our growth. A full and balanced treatment of the academic body of knowledge, theories and opinions with respect to the various individual subjects and general discipline. Objectives The worth and potential of each student and strive to provide quality programs and services which foster development of that potential. Foster an educational setting that fosters creativity, critical thinking and innovation. Uphold a standard of institutional excellence through the recruitment of experienced and related professionals to join our faculty and staff. 22

21 Provide student focused services that enhance student development. Ensure an environment of academic freedom and responsibility, collegiality and professionalism with policies driven by students, faculty and staff. Provide content and methodology required of traditional academic offerings in major areas of knowledge and skills that support life long learning and professional development. Deliver learner-centered outcomes driven instruction by faculty who exhibit excellence in teaching and possess the appropriate academic credentials and industry related experience. Provide safe, clean and accessible facilities appropriate for the delivery of applied post secondary education programming; maintain equipment and technologies to meet the needs of the program standards. Develop and revise curricula through regular reviews by a community that employers, advisor-subject experts, faculty, students and alumni as well as benefiting from system-wide program review processes. Contribute to the dissemination of knowledge through teaching, learning, and the creation of knowledge and service to community and related professions. Deliver varying lengths of academic and skills based programming which leads to Diploma and Bachelor programs with an applied focus. Support continuous improvement including faculty professional development, effective use of system-wide quality assurance processes and resources, ongoing staff and faculty performance review and accountabilities. Support curriculum that reflects sound practices in higher education for determining length, credit value, assessment and learning outcomes. 5.2 Relationship of Programs to Mission Current Degree Programs The Art Institute of Toronto offers a number of advanced diploma programs in the fields of Interior Design, Graphic Design, Media Arts, Animation and Game Art & Design, as well as a host of professional development programming for business application. Our sister Art Institutes and related EDMC institutions offer degree level programs, including in Media Arts & Animation and Graphic Design. 23

22 The Art Institutes - Principal Academic Programs Media arts Digital Media Production Game Art & Design Interactive Media Design Media Arts & Animation Photography Video Production Visual Effects & Motion Graphics Design Graphic Design Industrial Design Interior Design Fashion Fashion Design Fashion Marketing Culinary Culinary Arts Education Management Corporation 11

23 The Art Institutes - Enrollment by Area of Study Media Arts 41% Fashion 9% Culinary 14% Design 36% * Based on Fall Term 2005 Enrollment Education Management Corporation 12

24 The Art Institutes - Enrollment by Academic Level Bachelor's 60% Associate's 32% * Based on Fall Term 2005 Enrollment Diploma/ Certificate 8%

25 The Art Institutes is the largest operating unit with more than 32 locations in North America. The Art Institutes schools enrol students from all 50 of the United States, from all provinces of Canada and from more than 114 other countries. Graphic Design, degree level programs are offered at Art Institutes ( approx. student program population 7500) Media Arts & Animation degree level programs are offered at the Art Institutes: ( approx. student program population 5700 ) 24

26 5.2.2 Proposed Program Mission and Academic Goals Narrative Graphic Design The Graphic Design program reflects the mission and academic goals of The Art Institute of Toronto. In particular, the program prepares students for career entry and professional advancement within their chosen fields. The curriculum is up-to-date and balanced, combining applied arts technology and techniques, related business practices and liberal arts education. This is a degree program area in which the Art Institute system, as of the date of the production of this document, more than 7500, students enrolled and a subject area with which the Art Institutes have been providing programming for more than 20 years. The program is designed to require a level of conceptual sophistication, specialized knowledge and intellectual autonomy similar to that in an honours or specialist degree program, but with the disciplinary content oriented to an occupational field of practice. The program offers education by qualified professionals and prepares students for career entry and growth in their field. Graphic Design curriculum takes a well-rounded approach that allows students to develop their creativity and the needed knowledge and skills in technology, aesthetics and design, and business. The curriculum is also designed to increase the students understanding of the utilization of creative and applied professional skills of the Graphic Design sector. The curriculum emphasizes applied job skills needed in the relevant field; this is at the core of The Art Institute s mission and academic goals. In addition to personal and intellectual growth, the program is designed to prepare students for employment in the field of practice. Students achieve proficiency in using technology related to the field and support the development of higher-level intellectual skills that are needed to produce ideas, create art and design and manage and lead creative teams. Students graduating from the Bachelor program can expect to find employment in a wide variety of work environments, attain opportunities for career advancement and salaries that are commensurate with a Bachelor degree. Consistent with the mission and goals of The Art Institute of Toronto, the program reflects and recognizes higher education practices for determining length, credit value, assessment, learning outcomes and the promotion of educational and learning goals of post-secondary education. Students learn by doing. Emphasis is placed on preparing students for entry into an occupational field of practice. The programs incorporate a blend of theory and practice. The creation of a senior portfolio, intended to develop and demonstrate the student s readiness for employment, is also a requirement of the program. The technical elements of the curriculum provide the practical hands-on skills necessary for employment upon graduation. The student will build the requisite skills and capabilities to meet the challenges and demands of the design industry. The faculty facilitates the student s learning through learner-centred instruction in a curriculum that reflects industry-appropriate methodologies and practices for solving complex conceptual design challenges. 25

27 Increasingly entry into graphic design and professional growth in this sector requires postsecondary education either at the advanced diploma or degree level. Entry-level graphic designers are also often expected to have experience as graphic arts technicians, or in other words, to have acquired a strong background in the technological specifics of the printing process. Graphic designers are also expected to use a full suite of digital programs and tools, including multimedia presentations, animated graphics and Web design. Upon completion of the Graphic Design program, students will be able to: utilize conceptual and visual skills in service of commerce to elicit a specific action; develop a message that is clear, credible and focused; understand and produce work using the design process; accomplish technical implementation of design for multiple media; develop an understanding of and be able to apply the history of graphic design and professional knowledge; and process skills and business and legal knowledge to solve working-world problems with reasonable expectations that match clients needs. The program incorporates a blend of theory and practice, and includes a terminal portfolio to demonstrating the student s readiness for employment in the occupational field of practice. The student develops lifelong learning and ongoing professional skills. Graduates must also demonstrate developed skills in oral and written communication and must successfully complete liberal arts and related studies in subjects outside the area of concentration. The depth and breadth courses outside of the field are structured to provide students with an introductory knowledge to the humanities, social and behavioural sciences and mathematics and sciences. These courses provide the opportunity to acquire an understanding of the assumptions and modes of analysis of another discipline and of the society and culture in which they live and work. Publishing, broadcasting and communications are the largest industries for graphic designers, and many designers work in specialized design services, newspaper, book and directory publishing, advertising and related services, printing and related support activity and architectural and engineering services. Students are provided with educational experiences that develop conceptual sophistication, specialized knowledge and intellectual autonomy. The program has been benchmarked using a panel of employers and experts in the field. The program is applied, relevant and informed by industry, faculty and research. Employment opportunities are expected to continue to grow ahead of economic growth, but at the same time, there is significant competition for employment as a graphic designer. A university degree with a specialization in graphic design, commercial art, graphic communications or cartooning is expected to be required increasingly. Although some employers will accept a college diploma in graphic arts, the standard continues to migrate to towards the degree standard. The proposal appreciates the work of the Ontario Association of Registered Graphic Designers and the increased focus of industry on appropriate credentials and accreditation standards. There will be continued pressure and increasing demand for advanced training, education and formal credentials in the graphic design sector. The Art Institute of Toronto Graphic Design proposal is consistent with other applied bachelor programs offered in Ontario, Canada and accredited programs in the United States. This program proposal is demonstratively linked to the mission, purpose and goals of The Art Institute of Toronto and the Art Institutes. 26

28 Media Arts & Animation Media Arts & Animation programs are robust and well established across the Art Institutes system. Consistent with the mission and goals of The Art Institute of Toronto, this program provides graduates with relevant career skills needed to obtain and develop careers in the animation industry. The goal is accomplished through a focused curriculum based on industry validated program exit competencies. This is a degree program area in which the Art Institute system, as of the date of the production of this document, more than 5500 students enrolled and a subject area with which the Art Institutes have been providing programming for more than 15 years. The curriculum emphasizes applied job skills needed in the relevant field. This is at the core of the Art Institutes mission and the academic goals of The Art Institute of Toronto. The program is designed to require a level of conceptual sophistication, specialized knowledge and intellectual autonomy similar to that in an honours or specialist degree program, but with the disciplinary content oriented to an occupational field of practice. The program is balanced, providing students with conceptual thinking skills and a liberal arts education, in addition to a foundation in art and design. The curriculum allows students to develop their creativity and the needed knowledge and skills in technology, aesthetics and design and business. Students are taught to understand the utilization of creative and applied skills of the Media Arts & Animation and related sectors. The Media Arts & Animation proposal is committed to providing relevant curriculum and instruction. The Media Arts & Animation curriculum seeks to prepare its students for career entry and professional advancement within the fields, by combining current applied arts technology and techniques, related business practices and liberal arts education. The student develops lifelong learning and ongoing professional development skills. Students achieve proficiency in using technology related to the field and contribute to the development of higher-level intellectual skills that are needed to produce ideas, create art and design and manage and lead creative teams. The curriculum promotes sound practices in higher education for determining length, credit value, assessment, learning outcomes and the promotion of educational and learning goals of postsecondary education. Students learn by doing; emphasis is placed on preparing students for entry into an occupational field of practice. The program blends theory and practice. The creation of a senior portfolio project, intended to develop and demonstrate the student s readiness for employment, is also a requirement of the program. The technical elements of the curriculum provide the practical hands-on skills necessary for employment upon graduation. In addition to being in the same subject area as programs currently taught at AiTO, the proposed programs are in areas of demonstrated strength and are directly linked to the mission of both The Art Institute of Toronto and the Art Institutes. Courses provide students the opportunity to apply knowledge under the direct supervision of faculty. In addition, the program includes an internship as well as a capstone portfolio course, designed to help students complete projects that integrate the knowledge gained through their studies. The portfolio course also provides the student with example of his or her work that may be shared with prospective employers. The Media Arts & Animation Program requires that students build the requisite skills and capabilities to meet the challenges and demands of the design industry. The faculty facilitates the student s learning through learner-centred instruction in a curriculum that reflects industryappropriate methodologies and practices for solving complex conceptual design challenges. The program is benchmarked using research, employers-input and subject matter program experts. 27