Vice-President, Academic and Provost, and Vice-Chair of Senate

It was my pleasure in April to assume the role of Vice-President Academic and Provost at OCAD University. After cycling through many administrative positions across two faculties, I am thrilled to be taking on this responsibility at the largest art and design university in Canada.

Bringing my experience as an artist, a curator, an academic and an educator to this role, at this time in OCAD U history, is exhilarating as we enter an important period of transformation at the institution. Entering the third year of a ground-breaking academic plan we can be proud of the many ways OCAD U has integrated the principles - decolonization, diversity and equity, sustainability, valuing faculty, interdisciplinarity and health and wellness – into teaching and learning. Using the priorities and goals embedded in the plan to guide our pedagogy for the 2019/20 academic year we can continue to transform art and design education. We are fortunate to have a groundswell of resources at OCAD U to help each of us with this work. Anti-Oppression and Anti-Racism training and Indigenous Cultural Competency training continue to be offered to faculty and staff, and FCDC has been undertaking the deep work of developing curricular resources in the form of Indigenous Learning Outcomes and the guiding framework of the Wholistic curriculum.

Over this year, the transformation of curriculum will continue at a structural level as we work to provide a student experience that facilitates mobility across the institution, offers more choice for students, and creates a more sustainable approach to studio education. Flow: Curricular Transformation was precipitated by our challenging budget situation. However, through numerous conversations between faculty and staff over the summer we discovered that the need for more equitable distribution of resources and for less rigid program requirements was in fact welcome and timely, and will equip students to solve problems facing contemporary society that will require the creative solutions that designers, artists and scholars of these fields can provide.

Dr. Caroline Langill, photo by Martin Iskander

 

Date: 
Tuesday, September 3, 2019 - 11:36am
Display Location: 
Image: 
CL
Constituency: 
CL
Welcome from Dr. Caroline Langill
Tuesday September 3rd, 2019

Vice-President, Academic and Provost, and Vice-Chair of Senate

It was my pleasure in April to assume the role of Vice-President Academic and Provost at OCAD University. After cycling through many administrative positions across two faculties, I am thrilled to be taking on this responsibility at the largest art and design university in Canada.

Bringing my experience as an artist, a curator, an academic and an educator to this role, at this time in OCAD U history, is exhilarating as we enter an important period of transformation at the institution. Entering the third year of a ground-breaking academic plan we can be proud of the many ways OCAD U has integrated the principles - decolonization, diversity and equity, sustainability, valuing faculty, interdisciplinarity and health and wellness – into teaching and learning. Using the priorities and goals embedded in the plan to guide our pedagogy for the 2019/20 academic year we can continue to transform art and design education. We are fortunate to have a groundswell of resources at OCAD U to help each of us with this work. Anti-Oppression and Anti-Racism training and Indigenous Cultural Competency training continue to be offered to faculty and staff, and FCDC has been undertaking the deep work of developing curricular resources in the form of Indigenous Learning Outcomes and the guiding framework of the Wholistic curriculum.

Over this year, the transformation of curriculum will continue at a structural level as we work to provide a student experience that facilitates mobility across the institution, offers more choice for students, and creates a more sustainable approach to studio education. Flow: Curricular Transformation was precipitated by our challenging budget situation. However, through numerous conversations between faculty and staff over the summer we discovered that the need for more equitable distribution of resources and for less rigid program requirements was in fact welcome and timely, and will equip students to solve problems facing contemporary society that will require the creative solutions that designers, artists and scholars of these fields can provide.

Dr. Caroline Langill, photo by Martin Iskander

 

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