September 26, 2014
Pure & Applied Sciences - Strategic Plan
Objective: To develop new cost-effective programs for the Sciences Division and the Faculty
of Arts & Sciences at Capilano University that have well defined end points.
Guidelines to be used to develop our programs:
(I)
BC Liberal Government (i.e., Post-Secondary Education in BC1)
Post-secondary programs should emphasize specific curriculum and skills that produce
graduates that are job-ready and highly paid.2
(II)
Capilano Academic Plan3
Our new science programs must (i) be sustainable in this political climate (i.e., revenue
generating), (ii) differentiate Capilano from other post-secondary institutions in the
province; avoid duplicate programs; be distinctive (i.e., different content and/or modes
of delivery), (iii) be able to attract students from across the lower mainland and beyond
given that the campus is difficult to access by public transportation (i.e., need to define
ourselves as a Destination University), (iv) be integrated (i.e., across departments,
divisions and/or faculties), (v) be high quality as measured by student success (i.e.,
assessment standards, employer feedback, etc.).
(III)
General Considerations
(i)
With respect to post-secondary Science education in the province:
Many traditional baccalaureate programs are engineered to feed into graduate
training, however, the numbers suggest this model misses an important
population of students with different goals and aptitudes. For example, in the
Table4,5 below, the data show that the majority of students who declare majors in
Chemistry in the BC post-secondary system do not complete the degree. These
students never continue to the graduate degree for which these programs are
tailored to prepare them. Furthermore, those few who do complete their
program, are often unable to pursue graduate work (due to not achieving the
required cumulative grade point average for graduate school) or they are
uninterested in doing so. This is also the case for students majoring in Physics. It
thus appears that students who enroll in the traditional Science programs
currently offered in BC and who presumably have a genuine interest in sciencerelated fields upon entry to the post-secondary system, are often turned-off the
discipline and drop out or switch to other disciplines before completion.
Surely, there is an alternative, undergraduate learning model for delivering a BSc
degree that would better serve the majority of these students.
Pure and Applied Sciences Strategic Plan
Page 2
Note: Despite declining student numbers in BC high schools, enrollment in the
Science courses, such as Biology 11 and 12, continues to increase.6
UBC Okanagan
BSc Degree
Chemistry
Environmental Chemistry
Biochemistry
Declared Majors*
(i.e., 2012/2013)
85
17
194
Graduates*
(i.e., 2012/2013)
8
2
19
* Similar numbers are reported year-to-year.
(ii)
With respect to general pedagogy:
Science programs offered by larger research institutions in the province (i.e., UBC,
SFU, etc.) tend to focus on theory and not lab skills, especially in years’ one and
two of their respective four-year degrees. Moreover, over the last decade there
has been a further erosion of labs in lower-level courses at these institutions. In
contrast, programs at poly-technical schools in the province (i.e., BCIT, KPU, etc.)
focus almost exclusively on lab skills and ignore the critical thinking/problemsolving aspects of education. Capilano has an opportunity to fill the critical void
between these two approaches. Specifically, our new science programs should
address the following student learning outcomes:
 to gain a broad-based scientific education by acquiring the academic skills (i.e.,
problem solving, critical thinking, etc.), mechanical skills (i.e., lab techniques,
etc.), experimental investigative skills, field skills (i.e., observation and sampling
techniques) and life skills (i.e., effective communication, social and
entrepreneurial know-how, environmental appreciation, etc.);
 to obtain the scientific knowledge and literacy that is required to tackle the
increasingly technological world that we live in7 ;
 to learn to effectively communicate scientific principles, in both written and
oral form;
 to develop relevant technical lab skills through scripted on campus labs,
inquiry-based labs and experiential learning (i.e., field work using the amazing
location of our main and satellite campuses and the proximity to other
biologically-diverse locales, work placements, etc.);
 to develop the social skills required to network effectively with business and
industry; and
 to develop business acumen and the accompanying entrepreneurial, marketing
and sales skills to complement their scientific knowledge.
Pure and Applied Sciences Strategic Plan
(iii)
With respect to the culture at Capilano:
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(iv)
Page 3
stop thinking university transfer; develop or re-engineer Science programs
from the ground-up without bias or memory; our faculty must:
(a) develop different ways of engaging students,
(b) find new different ways of delivering the knowledge,
(c) shape students who can tackle problems theoretically (through highlydeveloped critical thinking) and practically (through extensive hands-on
experience).
focus on minimizing attrition in our Science and Math courses
where it exists, eliminate duplicate content between intra-disciplinary and
inter-disciplinary courses/labs (in some instances developing cohorts may
achieve this end)
make effective use of the ultra-modern equipment contained in our labs;
develop labs that address present and future scientific issues
capitalize on:
(a) the strengths of our faculty,
(b) the demonstrated demand for our current courses (see Appendix 1)
(c) the predicted areas of job growth8,9 (i.e., Applied (Engineering), Health,
and the Environment)
With respect to the infrastructure hurdles at Capilano:

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expedite the admission process for all prospective Science students
ensure prospective Science students feel welcomed and connected to the
institution by improving how we communicate with him or her from the time
an application is submitted, through to graduation
improve how we advise our Science students
obtain transparent wait-listing for all lab science courses
improve the IT experience for both our students and faculty
Sciences Strategic Plan
Our strategic goals are two-fold: (i) to develop on-going revenue generating sources and (ii) to
develop a variety of programs (i.e., one-year exploration - The Cap Year, two-year diplomas,
four-year degrees, and post-baccalaureate degrees). Each program will have defined end
points and address the guidelines defined above.
(I)
Additional Revenue Generating Sources (see summary in Table below)
The following sources can all be implemented in time for the next budget year:
(i)
Attach material fees to all lab science courses to cover the day-to-day material
costs associated with the lab (i.e., glassware, hardware, dissection specimens,
Pure and Applied Sciences Strategic Plan
Page 4
software requirements, development of lab manuals, etc.). Note that material fees
are standard practice at most other universities/colleges in the province.10
(ii)
Add mark-up to all course packs generated by the Math department. Note:
Course packs must contain only original material developed by Capilano faculty in
order to avoid copyright issues.
(iii)
Increase the current calculator rental charge.
(iv)
Increase the cost associated with writing the Math Placement Test (MPT) exam
As the table below shows, the total additional revenue generated for the next budget year if
these proposals are implemented is projected to be $129,075.
Additional Revenue Sources
Implement for Fall 2015
Proposed change
Department
Current charge
(per student)
Proposed charge
(per student)
Actual Additional
Revenue
Material Fees
Biology
$0
$50
$42,650
Material Fees
Chemistry
$0
$50
$35,000
Material Fees
Physics
$0
$50
$22,750
Course Packs
Mathematics
Cost
Cost + $10
$23,625
Calculator Rental
Mathematics
$20 - $30
$40 - $50
$3,400
Math Placement
Test (MPT)*
Mathematics
$10
$25
$1,650
Total
*Note: The MPT fee increase was implemented for Fall 2014.
$129,075
Pure and Applied Sciences Strategic Plan
(II)
Page 5
Change to Course Structure & Corresponding Additional Revenue Generation
(this model should be implemented in conjunction with the launch of our new
two-year diploma programs; could launch by Fall 2016, perhaps earlier to
address program needs and budget shortfalls in the next fiscal year).
(i)
The delivery of Science education at Capilano will be re-engineered. The course
offerings in Biology, Chemistry and Physics, which currently focus on university
transfer, will be revised. Consequently, novel two and four-year Science programs
composed of new separate lecture and premium lab courses will be developed.
The lecture modules will be 3 credits and the lab modules 1, 2 or 3 credits
(generally, the longer the contact time, the higher the credits for the lab module).
This new approach, distinct to Capilano (as explained in (ii) below), will provide
our respective functional areas the flexibility to offer a wider variety of
programming in a much more cost-effective fashion.
Note: The Mathematics department will create new Precalculus (currently Math
105) and Calculus I (currently Math 116) courses that will add a math lab
component, increasing the credits for each course from 3 to 4, respectively.
These new courses will incorporate project and problem based learning in
a collaborative environment for students and will be implemented by Fall
2015.
Note: The Computing Science course COMP 101 will also increase from 3 credits
to 4 with an accompanying increase in class max to 35 from 34.
Note: We will explore block transfer of our courses as a package (i.e.,
combination of lecture and lab modules) to other institutions in BC; to
ensure that mobility of students according to BC Council on Admissions and
Transfer (BCCAT) is maintained.
(ii)
The new separate lecture and lab courses model provides many pedagogical
advantages over our old model:
 common content or themes between departments could be integrated into a
core set of lecture courses and complemented by a set of lab courses. For
example, we could re-purpose some discipline-specific chemistry, biology, and
physics courses into interdisciplinary and integrated lecture courses dealing
with the theme of pollution (i.e., the mine tailings disaster in Northern BC). Lab
courses could then be used to demonstrate the actual biological, chemical, and
physical impact on society.
 for many of our second-year and upper-level courses, our current model is
restrictive in that lectures and labs are generally taught by different faculty (i.e.,
lecturers and lab supervisors); alternatively, the opportunity for lecture faculty
to teach both the lecture and the corresponding lab courses would have the
benefit of being able to illustrate to students the practical applications of the
theory presented in lecture classes (i.e., teaching studios model); imagine a
physical space where lecture and lab coalesce into a complete learning
Pure and Applied Sciences Strategic Plan
Page 6
environment and the instructor then has the autonomy to complement theory
with practice thereby eliminating the traditional chronological and instructional
disconnect between lecture and lab; this learning model will differentiate
Sciences at Capilano from Sciences at other institutions in BC
 inquiry is central to scientific learning11; thus separate lab courses would
emphasize the extensive hands-on learning experience we offer our Science
students; separate lab courses could also provide an opportunity to create a
richer lab experience for our students by placing a greater emphasis on
community-based learning (i.e., new approaches that link classroom learning
with a complete range of learning experiences available in our community); we
predict this value-added approach to science education, distinct to Capilano,
will strengthen our reputation as a destination university for Science
programming
Note: Community-based education is known to support student mobility, assist in
overcoming academic isolation, allow community groups to do real
research, and support both the training and education of students. There is
also a growing body of research on the benefits of place-based learning.
Among them: higher test scores, better grade point averages, improved
classroom behaviour, increased self-esteem and problem-solving abilities,
and higher-level thinking skills.12
 in particular for second year and upper levels, separate lab courses would also
provide lecture faculty with the insight and the autonomy to re-design
experiments to exploit the high-end research quality equipment that we were
fortunate enough to have added to our labs in recent years; in turn, we could
expose our students to more sophisticated lab techniques that would prove
more relevant in their quest to find employment; further distinguishing the
unique character of our Science programs
 separate lab courses can be more readily adapted into field experience courses,
incorporating field trips and field studies to further experiential learning for our
students
 separate lecture and lab courses would clearly demonstrate where student
aptitudes lie (i.e., theory vs. practical skills); it would be easier to assess student
strengths and thus help us to better address their educational needs; it would
also be easier to ascertain whether or not a student had acquired the necessary
job-ready lab skills
Note: So long as lecture and lab components comprise a single course, a student
who fails one of the components has no other option but to repeat the
entire course. By separating the components into separate courses,
students who pass one but not the other would only need to repeat the
failed component.
Pure and Applied Sciences Strategic Plan
(iii)
Page 7
The new separate lecture and lab courses model provides more revenue
generating opportunities than our old model:

reducing duplicate content, where it exists, between intra-discipline and interdiscipline courses/labs and developing core lecture courses and targeted lab
courses, will lead to cost savings and greater programming choice for our
second year offerings; for example, students with an interest in organic
chemistry, green chemistry and biochemistry could enroll in the same core
lecture courses, co-requisite lab courses could then be used to illustrate the
fundamental and practical differences between these different areas of
chemistry; in general, different lecture courses sharing the same lab course
and different lab courses sharing the same lecture course could provide
greater programing opportunities for students as well as being more costeffective (see Note below)
Note: Lab faculty supervisors are paid to teach labs using a scale that is
unique to each department; all lecture faculty that teach labs are
compensated for the lab in the same manner (i.e., 0.50 sections for a 3
hour lab, 0.33 sections for a 2 hour lab).
Note: May need to re-direct funds from lecture faculty base budget to lab
faculty budget and vice versa as required.

the proposed 3 credit lecture course, 1, 2 or 3 credit lab course model may
lead to students completing more credits to satisfy their first and second year
Science program requirements; for example, students may need to complete
10 credits to satisfy their first year chemistry requirements instead of the 8
credits required currently; however, in BC this is not without precedence since
the vast majority of recognized post-secondary institutions in the province
require between 8 and 10 credits to satisfy their respective first year
chemistry commitment
Actual additional revenue generated from changes to course structure for the Fall
2016/Spring 2017 academic year (i.e., in conjunction with the launch of our new
two-year diploma programs):
Biology: $107,403
Chemistry: $84,238
Computing Science: $12,718
Engineering: $0
Mathematics: $16,573
Physics: $54,755
Total: $275,687
Pure and Applied Sciences Strategic Plan
Page 8
Note: Total additional revenue generated from all sources (i.e., lab material fees,
etc. and changes to course structure): $404,762
Note: The total revenue cited above would be in addition to revenue generated
by applying a credit hour surcharge to our new programs.
(iv)
Other advantages to the new separate lecture and lab courses model:
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teasing out the lab component from our Science courses to create separate
lab courses would make it easier to market Capilano Sciences as the place to
go to obtain the hands-on learning experience required to be job-ready
Capilano could capture new educational markets where just the lab skills we
offer are required; could offer a package of lab courses to prospective
students (i.e., Quest U has limited lab resources; broker a deal or a student
exchange program with this institution; their students take our labs, our
students participate in one of their learning modules, an international
exchange, field school, etc.)
investigate a partnership with BC Open Learning, Athabasca University and/or
BC Campus; students taking on-line Science courses can complete their lab
requirements on our campus during the summer months; could involve
premium pricing
ACTION ITEM: Contact BC Open Learning (i.e., TRU) to ascertain interest, demand,
and costs associated with the lab Science offerings; also ask about the breadth of
their Science offerings (first-year, second-year, etc.).
(III)
New Undergraduate Premium Program Proposals
(the anticipated launch of the new programs is Fall 2016, perhaps as early as
Fall 2015; premium cost per credit hour would apply to all new programs).
(i) Our strategic and re-engineered vision for the Capilano Sciences division involves
the development of a new one-year exploratory course (i.e., The Cap Year), three
new two-year diplomas (60 credits), and four new four-year bachelor degrees (120
credits). All our newly proposed inter-connected programs conform to the
guidelines we presented previously in this document: (i) are consistent with the
current political post-secondary mandates in this province, (ii) align with Capilano’s
academic and strategic plan, (iii) address a provincial post-secondary niche, and the
pedagogical, cultural, and infrastructure concerns at Capilano, (iv) are cost-effective
(i.e., revenue generating). Further, these programs have also been built to fulfill the
demands of the post-secondary landscape in BC and Canada, both present and
future.8 Specifically, (i) the demonstrated marketplace demand for job-ready
Science Technology Engineering and Mathematics (i.e., STEM) graduates, (ii) the
clear tendency for new and first-generation Canadians to pursue STEM programs
(i.e., especially important for BC), (iii) the general demand for STEM programs by
international students13, 14 and (iv) the desire for programs that lead to lucrative
careers.
Pure and Applied Sciences Strategic Plan
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(ii) The proposed new undergraduate programs are given below:

Inspirational Seminar (one-year career exploration course)
Inspiration Seminar would be a central experience to the Cap Year. This weekly
guest lecture (and site visit) series would enable a cohort of students to
collectively explore our most critical social and environmental issues and the
most promising initiatives emerging as their solutions. Inspiration Seminar
would take students on a journey to discover where their energies are most
needed in today’s world providing them with concrete ideas for possible career
directions. The Program would include one guest lecture or site visit per week
followed by a discussion session led by a Capilano faculty member from a
discipline related to the topic of the lecture/visit. Guest lectures would be
provided by distinguished community leaders invited from a range of fields
including business, science, the arts, government, planning, design and social
justice. Guest lecturers would share their accomplishments and challenges
highlighting where efforts and expertise are most needed for resolving
important social and environmental problems. Inspiration Seminar would
stress social responsibility and help students realize their place in a local and
global context while building connections and relationships with local leaders
and organizations in their areas of interest. This interdisciplinary program
would incorporate experiential learning while building community
partnerships for Capilano. The Program would support students in finding
practical and fulfilling career opportunities while engaging them in broad
intellectual problems and challenges. Inspiration Seminar would allow students
to meet faculty from across Arts and Science (and, possibly, other faculties)
and introduce them to the diversity of disciplines and programs offered at
Capilano.
Note: Should we develop a Cap Year offering for domestic international or
international students’ intent on transitioning into one of our new STEM
diploma programs?
Note: Should we create a Cap Year offering for capable high school students
who wish to get a head start on their university education? We could
call it JumpStart.; could serve as an ideal outreach initiative for Capilano.

Applied Science (Engineering) (Applied (Engineering) - STEM) (Diploma)
Most programs culminating in a degree in Applied Science in the field of
engineering that are currently offered by universities in BC are built essentially
for direct entry from high school. The one exception is Capilano’s highly
successful Engineering Transition program which caters to mature students.
Thus, building on the success our engineering program and on the
demonstrated enormous demand for our applied science programs in general
(see Appendix 2), we propose a new diploma program called Applied
(Engineering) - STEM. Working in conjunction with the English for Academic
Pure and Applied Sciences Strategic Plan
Page 10
Purposes (EAP) department, the main goal for this program is to give
domestic-international students and international students an opportunity to
obtain an applied science diploma and/or degree. The Applied (Engineering) STEM diploma program is multidiscipline, integrating the areas of Chemistry,
Computing Science, Mathematics and Physics through lectures, tutorial
workshops, laboratories and hands-on projects. Seminars featuring invited
speakers from other academic institutions, as well as from industry, will also
be used to complement this learning environment. Successful completion of
this project intensive two-year diploma program would provide Capilano
students the job-ready skills they require to:
(i) work in engineering related fields,
(ii) ladder into our new Alternative Energies (BSc. Degree), or
(iii) transfer to a recognized post-secondary institution in BC to complete an
alternative applied science credential (i.e., UBC, UNBC, etc.). Graduates
of this program could work as Engineering Technologists, Remote Sensing
Specialists (i.e., using Drones) and in the field of Resource Management.
The BC/Canada mining, energy and forestry sectors would employ these
graduates.
Note: This program will also cater to recent high school graduates and
mature students who wish to pursue a career in Applied Science Engineering but prefer a more hands-on, project-based, approach to
learning.
Note: The demand for our STEM programs and the overall profile of our
University could be raised by pursuing membership in the Natural
Sciences and Engineering Research Council (NSERC) of Canada.
Further, membership in NSERC would also provide us with additional
funding opportunities such as student research grants and industry
partnerships.

Health Science (Health - STEM) (Diploma)
Canada’s health care system is failing.15 Both cost and inefficacy are the
problem. A social health care system, such as our own, relies on a large
taxable population which for the first time in history has become less
numerous than the senescent population; simple math indicates this system is
defunct. Furthermore, the “health care system in Canada” has become an
“unhealthy care system.” The current generation of young adults will have a
life expectancy less than that of their parents.16 Obesity, type two diabetes
and neurodegenerative disease will be the leading cause of death by 2050.17
Interestingly, all three diseases are related to one another and are considered
to be lifestyle diseases in that risk factors are learned behaviors. Intervention
and modification (i.e., education) with respect to these learned behaviors is
necessary and urgent. Capilano University has an opportunity to develop into
a premier institution and destination for students wishing to familiarize
themselves with the multifactorial and complex nature of current lifestyle
Pure and Applied Sciences Strategic Plan
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diseases. The emphasis would be prevention instead of treatment. That is,
health and not disease. Students enrolled in our new Health - STEM diploma
program would choose from a broad array of courses when building their
program. Relevant areas of discipline would be sociology, anthropology,
English, biology, chemistry, physiology, psychology, epidemiology, etc.
Seminars featuring invited speakers from other academic institutions, as well
as from industry, will also be used to complement this learning environment
and to establish a program that is collaborative in nature. Successful
completion of this two-year diploma program would provide Capilano
students the job-ready skills they require to:
(i) work in health related fields,
(ii) ladder into our newly proposed Science of Human Health BSc degree, or
(iii) transfer to a recognized post-secondary institution in BC to complete
their degree.

Green Science (Green - STEM) (Diploma)
The environmental sector is experiencing a sustained boom, as global
awareness of environmental issues is now top-of-mind. Since 2001, growth in
the environmental workforce has consistently outpaced overall growth of the
Canadian workforce and is projected to continue to do so.18 Employment
opportunities have also grown and diversified outside the sector itself with
new career prospects emerging in the private sector, as corporations discover
that green corporate citizenship initiatives contribute to both long-term
sustainability and market share. Overall and of particular note, there is a
significant shortage of employees with the required mix of science and
technical skills with the soft skills of communication and community-capacity
building. This proposed two-year diploma would introduce students to the
factors, indicators and results of global ill health, for example, global climate
change, pollution and human population growth and combine these topics
with concepts of land use and management. It is expected that students will
enroll in a core foundation of science courses (STEM) but expand their views
and toolkits by taking courses in geography, ecological economics and political
policy. A planned field skills/seminar course will also be offered over four
terms which will include a service learning community-based project.
Successful completion of this two-year diploma program would provide
Capilano students the job-ready skills they require to:
(i) work in environmental related fields,
(ii) ladder into our new Alternative Energies (BSc. Degree) or Environmental
Stewardship (BSc. Degree), or
(iii) transfer to a recognized post-secondary institution in BC to complete
their degree.
The combination of lecture-based academic dialogue, applied laboratory and
field work, with service learning and community involvement will create a
graduate with a breadth of both knowledge and hands-on experience.
Pure and Applied Sciences Strategic Plan
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Graduates of the Green - STEM diploma program would be scientifically,
socially and culturally competent and trained to assume assistant-level
technical and communication positions in the fields of natural resource
management, environmental monitoring and protection, sustainable land use
planning, renewable materials and energy development, toxicology, pollution
remediation and ecological restoration .
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Alternative Energies (BSc. Degree)
The B.Sc. in Alternative Energies is a four year multidisciplinary program which
will train job-ready graduates for the growing green and alternative energy
sector. The objective is to not only to create graduates who can fill the
increasing number of available positions, but to create entrepreneurs with
skills and know-how to identify market opportunities and with the scientific
training to develop and market new technologies and alternative energy
streams. Building from a foundation with a STEM focus, training will make use
of all three proposed STEM areas (Applied (Engineering), Health and Green) in
Pure & Applied Sciences with required courses in Mathematics, Chemistry,
Biology and Physics as well as considerable training in Business Administration
and Marketing. Program requirements are front loaded into the first three
years to leave the fourth year open for specialization. The concentration will
be Alternative Power Science (Physics and Chemistry). However, the breath
of this degree may allow considerable overlap with Business (i.e., perhaps
leading to a BBA in Alternative Power Business) and/or alternatively may
incorporate an environmental sustainability option such as Renewable
Resource Management (Ecology), Waste Stream Recovery (Biology and
Chemistry) or Toxicology (Biology and Chemistry). Upper year training will be
increasingly application focused with both general (e.g., Thermodynamics,
Microbiology, etc.) and program specific interdisciplinary courses (e.g.
Alternative Energy Systems Management) leading up to a capstone alternative
energy project course that will focus on using acquired learning to benefit the
local community.

Science of Human Health (BSc. Degree)
Demographic projections for BC point to an increasingly aging population,
exasperated more so by the fact that this province is seen as a retirement
destination by many in this country.8 In addition, general advances in science
have us all living longer lives and thus placing a larger demand on our
healthcare system. As a result, the need for professionals in health-focused
careers will continue to grow. To this end, we propose a new 4-year BSc.
degree entitled the Science of Human Health. To distinguish our program
from other Health Science undergraduate BSc. degrees, currently offered in
the province, we will focus on building the ideal program for students
interested in studying the social, psychological and scientific aspects of aging
(i.e., gerontology and geroscience) or the related area of lifestyle-related
Pure and Applied Sciences Strategic Plan
Page 13
diseases. We envision the graduates of this program, equipped with a strong
understanding of the complex biological, social and behavioural factors that
affect human health, will be the ideal candidates for professional programs
that span the Health and Social Science disciplines. These include Masters
Programs in Public Health, Hospital Administration and Clinical Epidemiology.
Additionally, these graduates, armed with a solid science foundation will also
be strong candidates for the traditional Health Science fields of Medicine,
Dentistry and Pharmacy. In fact, recent changes to the MCAT exam19 to now
include topics in Sociology and Psychology in addition to those in the Physical
and Life Sciences would indicate that even in the traditional Health Science
fields there is a recognized need for more well-rounded applicants. To this
end, we at Capilano can do better for our students than what is generally
achieved from a discipline specific science major program. Those BSc. Science
of Human Health graduates who are not interested in pursuing graduate
training will head into the job-force with a broad and relevant knowledge of
science and social science, applicable to the Healthcare business sector
particularly in pharmaceutical or medical device sales, marketing, and grant
and technical writing.
To create the ideal four-year degree for a student who wanted to pursue a
career in one of the many facets of Healthcare, consider the Capilano vision:
(i) start with a solid science foundation (i.e., our new Health - STEM
diploma);
(ii) then ladder into our new Science of Health BSc. degree that would
feature upper level courses in Brain Health, Physiology of Disease,
Toxicology etc.; and
(iii) then we could complement these upper level science offerings with
relevant upper level offerings from Social Sciences and Humanities (i.e.,
Sociology, Psychology, Communication courses, etc, (iv) finally, we could
mix in some relevant upper level offerings from other disciplines (i.e.,
Accounting, Networking, Marketing, Entrepreneurial skills).
Note: Over the past ten years, we have experienced huge demand for our
human biology and health-focused science courses (see Appendix 3).

Business of Science (BSc. Degree)
If you are passionate about Science and Technology, possess strong interpersonal skills, and are keen to discover how you can bring your talents to the
marketplace, it will be well worth your time financially to learn the business
side of science. Moreover, the innovative problem-solving skills that are
fostered in a Science degree are an ideal fit for those business-minded
entrepreneurs seeking to launch their own businesses. As academic
institutions and industry continue to invest heavily in technological
equipment, individuals that possess the scientific expertise coupled with the
appropriate business training will be in high demand. Thus, Capilano’s
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proposed 4-year Business of Science BSc. degree will blend a solid science
foundation with relevant business fundamentals extracted from courses in
Accounting, Networking, Marketing, Law, and Entrepreneurship to name just a
few. Integrated cross-discipline curriculum, hands-on experiential learning in
well-equipped labs, and an opportunity to dialogue with working
professionals, will ensure that graduates have the required job-ready skills
that employers seek. Our Business of Science bachelor’s degree graduates will
be well prepared for careers in technical sales, business development, medical
liaison officers, patent law, etc. And for those graduates who do not want to
be employed by company X, they will have acquired the necessary know-how
to be company X.
Note: Given the demonstrated large demand for Business and STEM
programs by international students13, 14 the Business of Science
bachelor’s degree may have great appeal to this group of learners.

Environmental Stewardship (BSc. Degree)
The complex relationship between economic, cultural and biological wealth
and the present state of all three have created an unprecedented need to
come to terms with human impact on the environment and the need for
educational institutions to facilitate the delivery of educational packages,
which enable the student to sample a broad range of topics across many
disciplines. A deep understanding of the value of biological wealth and its
support of other forms of human wealth will not emerge within conventional
academic departments. The proposed degree is science-based and will rely
on a core of science courses over the four years. It will be enhanced,
however, by theme-based seminar courses and field work which will provide
interdisciplinary breadth and facilitate a deeper understanding of
contemporary environmental issues. For example, scientific and socio-ecopolitical knowledge will be combined with field skills in restoration of natural
systems, urban ecology and urban land-use planning. Courses, seminars, lab
and field work will be organized around themes, problems, or issues,
triggering students to seek knowledge and skills from a variety of disciplines
and provide an expanded and more complex understanding of the topics
being studied. When done well, such interdisciplinary learning eliminates the
fragmentation and the learning of isolated skills. Research has demonstrated
that interdisciplinary teaching can increase students' motivation for learning
as well as their level of active engagement. The degree would successfully
ladder into Masters programs in Environmental Architecture, Environmental
Engineering, Environmental Health, Environmental Management,
Conservation Biology, Landscape Architecture, Landscape Ecology, Urban
Planning, and “Green” MBAs, to name only a few. Importantly, the degree,
would also satisfy the credentials of both Biologist in Training (BIT) and
Registered Professional Biologist (RPBio) bestowed by the College of Applied
Biology, British Columbia. Applicants for RPBio status must have a degree in
Pure and Applied Sciences Strategic Plan
Page 15
Biology or a related discipline, submit at least one and up to three
professional reports in applied biology or publications which demonstrate the
applicant’s ability to design and implement a project, analyze and interpret
data, and develop, discuss and provide rationales for conclusions and
recommendations in a clear and understandable manner. RPBios are
classified as certified environmental professionals. Only individuals with these
credentials are legally allowed to conduct environmental assessments and
generate related reports. The environmental sector is experiencing a
sustained boom. Since 2001, growth in the environmental workforce has
consistently outpaced overall growth of the Canadian workforce and is
projected to continue to do so.20 All provinces are showing growth in
employment opportunities in the environmental sector, with British Columbia
along with Ontario showing the highest growth rates. There's a significant
shortage of environmental employees with the required science background
as well as the technical and soft skills mix to meet the demand. This proposed
BSc would help address this shortage and provide the toolkit needed by both
employees and employers. Graduates of this degree besides qualifying for
certification as environmental professionals could find themselves working as
urban planners, environmental risk assessors, outdoor educators,
sustainability managers, international “green” developers, habitat restoration
biologists, environmental chemists or science communicators and prospective
change-makers in many other fields both locally and internationally.
Note: (i) employers are expecting graduates to have intercultural skills and
international awareness,21 (ii) restoration/remediation/sustainability
courses enroll well across all disciplines,21 (iii) job market growth noted
in areas of environmental stewardship,21 (iv) institutions are advised to
offer programs that create global citizens and address international
and global issues,21 (v) knowledge of the science behind
environmental issues and environmental policies are a priority for
foreign students21
Pure and Applied Sciences Strategic Plan
Page 16
(iii) Our re-engineered strategic vision for Sciences at Capilano
(a) General profile
BSc Science of
Human Health
Block
Transfer
or
LSBA
or
other
Capilano
degrees
BSc Business
of Science
BSc Alternative
Energies
BSc Environmental
Stewardship
STEM Diploma
Year 2 - Specialized STEM
Applied (Engineering)/Health/Green
Applied Lab leading to Portfolio
APSC/BIOL/CHEM/COMP/MATH/PHYS
Year 1 - General STEM
Applied (Engineering)/Health/Green
Discovery Lab leading to Query
APSC/BIOL/CHEM/COMP/MATH/PHYS
EAP Transition
(International)
Inspiration Seminar
Job-ready
graduate
Pure and Applied Sciences Strategic Plan
Page 17
(b) General information





the STEM diplomas can provide students both the technical hands-on skills
and the fundamental academic foundation to ladder into a baccalaureate
degree; a perfect marriage of the program strengths typically associated
with the poly-technical and research oriented post-secondary institutions,
and thus distinct to Capilano
the diploma programs are constructed from a completely new architecture
of 3-credit lecture modules and 1, 2- or 3-credit lab modules (i.e.,
BIOL/CHEM/PHYS); unique to Capilano
the first year of each diploma program would consist of specific science
(i.e., may include APSC and COMP courses) and Math modules/courses
tailored for the appropriate student cohort program (i.e., Applied
(Engineering) -STEM, Health - STEM or Green - STEM)
English/Communications components would also be integrated into the
diploma
the Applied (Engineering) - STEM program would also cater to international
students
Note: The majority of international students studying in the US enroll in
business and STEM fields; India was the top provider of students for
STEM;12 warrants further exploration by Capilano.
Note: Work with the English for Academic Purposes (EAP) department to
develop a pathway to the Applied (Engineering) - STEM diploma; contact
international recruiter to pitch the new program.




students in each of the first-year general stem cohort programs (Applied
(Engineering) - STEM, Health - STEM, and Green - STEM) would also register
for a year-long lab course (i.e., the Discovery lab course); students would
have access to a dedicated multi-purpose lab where they could finish up
experimental reports, work on projects, attend work-shops/seminars; the
lab could be staffed in part by faculty using their 4th hour and/or office
hours; the lab could also be staffed by a trained IT technician that could
help students as well as act as the liaison between the Sciences Division
and IT-Services
the Discovery lab would also emphasize the cultivation of life skills (i.e.,
developing effective communication skills, promoting dialogue between
students; a venue for student/faculty presentations, etc.)
the Discovery lab course would end with all students, probably in groups,
developing a question that, with faculty help, they are keen to find an
answer for (i.e., Query); the question formulated at the end of the
Discovery lab course would be the basis for their second-year project
in addition to specific Science and Math modules the second year of the
diploma program would also feature a project-based lab course called the
Applied lab course; this capstone project would expose students to the mix
Pure and Applied Sciences Strategic Plan





Page 18
of problem solving and mechanical skills that are crucial to success in the
real-world; the project would be an excellent addition to their portfolio, as
well as providing faculty with an opportunity to assess the learning
outcomes of the program
a field trip/field study experience could also be incorporated into the
Discovery lab/Applied lab course for each cohort program
the Discovery and Applied labs would promote campus life; provide a
reason for students to stay on campus and thus begin to change the
transient culture present at Capilano
the end point of the two-year program could be a diploma; for students
wishing to enter the work force with the diploma the following
modifications to the program will be considered: (i) course/seminar on
technical writing and curriculum vitae development, (ii) building employerstudent partnerships (i.e., focus on Mining Engineering for Applied
(Engineering) - STEM, Care for the Elderly for Health - STEM, Environmental
Engineering for Green - STEM, etc.), (iii) building partnerships with the local
community to obtain financial support for our programs (i.e., TD Bank
would be an obvious fit for Green - STEM)
the end point of the two-year program could also be a block transfer to
another post-secondary institution; partnerships with UBC, SFU, UVic,
UNBC could be established so that students successfully completing our
two-year diploma programs could transfer to third-year at the respective
institutions; regarding block transfer, we should also consider transfer
involving a flexible pre-major (i.e., BCCAT)
students completing our diploma programs could also ladder into existing
degrees at Capilano (i.e., LSBA, BBA or more likely a newly created BSc.
degree)
Note: Look at incorporating the Earthworks model into our proposed two-year
diploma programs as well as any other programs that we develop.
Note: Ask for Coordinator release for each of the new programs. The co-hort
Coordinators would be responsible for screening their respective
student applicants, contacting and advising their students, marketing
their programs, etc.; the objective would be to facilitate the conversion
of applicants to registered students (i.e., aid the admission process) and
to minimize the misinformation students sometimes receive (i.e., aid the
advising process); perhaps the money saved in the Registrar’s office
could be re-directed to the coordination release.
(IV)
New Post Baccalaureate Program Proposals
(the anticipated launch of the new programs is Fall 2016; premium cost per
credit hour would apply to all new programs).
(i) Several new one- to two-year post baccalaureate degrees (i.e., 36 - 45 credits) are
proposed to complement the existing and future undergraduate Arts & Sciences
programs.
Pure and Applied Sciences Strategic Plan
Page 19
(ii) The proposed new post baccalaureate programs are given below:
 Ecoliteracy
The Ecoliteracy Post Baccalaureate would be designed for learners seeking
credentials to pursue employment opportunities in the emerging sustainability
economy. This program would attract business leaders, teachers, designers,
architects, documentary filmmakers, … anyone who seeks an understanding of
what constitutes true ecological sustainability. Exploring what transformations
are necessary for our communities to function within ecological limits, the
Ecoliteracy PB would be a science and evidence-based program tackling our most
serious environmental problems. Learners would engage first-hand with the
innovative initiatives emerging as the most promising solutions to local and
global environmental problems. This would be an experiential learning based
program that takes students out into the community to see environmental
problems directly and to meet the innovators and leaders who are designing
solutions. The Ecoliteracy PB will be co-taught by an interdisciplinary faculty
team selected from across the Faculty of Arts and Science (Biology, Chemistry,
Physics, Geography, Political Science, First Nations Studies, and others). This
team would be paired with community partners (i.e., guest lecturers working in
the fields of environmental science, environmental design, and environmental
protection and management) to deliver course content that is both academically
rigorous and grounded in real-world applications. This would be a one to two
year program with a minimum of 36 credits. The Ecoliteracy Field School
currently being proposed by Catherine Evans (Faculty of Global and Community
Studies) could be incorporated as part of the Ecoliteracy PB to expand the
experiential learning component of this program. The program could be
organized in topic based units running for 3 to 6 weeks (i.e., climate change &
alternative energy, water security, biodiversity loss and conservation) so that
learners would have the opportunity to select the units of greatest interest to
them. Using online delivery tools and offering evening lectures, the program
could be available to working professionals.
 Scientific Literacy
There are a large number of degrees offered by post-secondary institutions
containing little to no scientific content. Many graduates of these programs
retain very little scientific knowledge from their secondary school years, and yet,
as they embark on their chosen careers they hope to thrive in a highly-scientific
world. We propose offering a post-baccalaureate program of one to two years
that students can undertake to give them a basic knowledge of numerical and
scientific fundamentals integrated into a contemporary context that tackles real
world issues and problems and highlights the solutions that science can offer.
This program would assume that the students begin with very little mathematical
or scientific knowledge. Courses would be offered and taught from the scientific
Pure and Applied Sciences Strategic Plan
Page 20
perspective, and delivered at an appropriate level and pace for these students.
Students entering this program do not require any special technical background,
or mathematics beyond Grade 11 math. This program would be of use to a wide
variety of people with chosen careers as diverse as journalism, teaching, arts,
environmental activism, and business to name a few.
Note: Consider re-creating the Scientific Literacy post-bac into a general
education package for Capilano baccalaureate degrees.
Note: Look at integrating Ecoliteracy with Scientific Literacy post baccalaureate
degrees.
 Complex Systems Modeling and Analysis (Post Baccalaureate degree)
This two year Post-Baccalaureate certificate in Complex Systems Modeling has
the objective of exploiting tremendous advances in computational power to
develop modeling expertise in interdisciplinary studies and to develop Big Data
handling skills for extracting information from complex systems. The program is
meant to focus on underlying commonalities between physical, chemical and
biological systems as well as financial and social systems. Offered within a small
tightly knit division of Arts and Sciences at Capilano, it is meant to be truly
interdisciplinary with many required courses co-taught by faculty from different
departments. Students will learn hands-on modeling skills in laboratory sessions
and studio format lectures. Graduates of this program will graduate with
expertise in the tools of contemporary applied science that companies and
industry will seek out for entry level positions in such diverse areas such as: (i)
Chemical structure modeling, (ii) Material Science - property prediction, (iii)
Pharmaceutical research and development, (iv) Financial modeling, (v)
Environmental modeling, (vi) Big Data Analysis, (vii) Risk assessment, (viii)
Meteorology, (ix) Computer Animation and Game Industry. This 48 credit hour
program involves 24 credits of required courses and 24 credit hours of electives
to specialize in sub areas: Physical/Chemical/Financial/Biological complex
systems. The remaining credits filing a 2 year full time load (60 credit hours) are
available for electives and pre-requisites.
 Science of Food and Drink (Post Baccalaureate degree)
The proposed Food Science program would offer courses in a wide variety of
scientific areas that address preservation and processing of raw commodities
into healthy, safe and appealing foods. The program would cover a broad range
of interests and concerns which center on the processing, manufacture, safety
and distribution of food, and the preparation and serving of food. Also, it would
address a number of global food issues relating to the relationship between food
and human health and food security. This program would promote knowledge
with respect to the development of a safe and nutritious food supply. With
respect to the area of drink; subjects would include food pairing, cicerone,
Pure and Applied Sciences Strategic Plan
Page 21
sommelier training and an appreciation/understanding of the techniques
involved in the production of quality beers, wines, and spirits. Skills would
translate to the bar and restaurant industry, food and drink distribution industry
and tourism.
 Applied Green Technology (Post Baccalaureate degree)
The one year Green Technology certificate is an interdisciplinary program with
the objective of providing training in business administration, physical and
biological sciences relating to using modern advances in science to enhance the
sustainability and profitability of companies. This includes physical and chemical
remediation and cost-recovery technologies, biological (i.e., renewable) sourcing
of raw materials and reduction/treatment of waste streams. Additionally
student will learn how to implement the positive impacts of these technologies
on marketing and profitability.
 Bio-Technology (Post Baccalaureate degree)
Capilano Sciences prides itself on being a “hands on” learning environment, a
place where students “do” as they learn. Students who attend the larger
postsecondary schools often do not get the same exposure to labs as students at
Capilano University since there often are not labs at the first or second year level.
These students are often disadvantaged in the work place as students from
smaller schools or students with Co-op placements have more experience and
are hired first in biotechnology. Capilano Sciences is in the ideal place to offer a
post bachelor diploma program in biotechnology skills marketed to the students
from the larger schools that lack the job ready skills to enter the work force. We
can design a techniques and research heavy program to address this lack of skills
or as an upgrading of skills. We envision a 14 week program that runs during the
summer months (or possibly the January to April term). In this time students
would receive lecture instruction in techniques used in Biotechnology labs, have
field trips to the labs, possible work week placements, guests speakers from
research companies or University labs, and hands on lab activities that would get
them skills ready. Possible topics could include: Plant and animal cell culture,
PCR and RT-PCR, sequencing, agarose gels, Southern, Western and North Blotting
techniques, ELISA, cell focus assay and bioassay techniques, probe preparation,
FISH, microscopy techniques, histology, microbiology, transfection and
transformation of bacteria for DNA expression. Courses in regulatory affairs and
SOP’s can also be added as well as courses/labs in other chemistry domains.
(V)
Other ideas or thoughts
(i)
What to do, if anything, with the first year engineering transfer program; do we
rebrand it as a premium one-year engineering certificate program, especially if
we can secure a dedicated physical space?
Pure and Applied Sciences Strategic Plan
Page 22
(ii)
Given the extra face-to-face time students enrolled in the diploma programs will
receive, should we pitch the programs as our no student left behind program
(i.e., address the issue of students who have a genuine interest in the Science
related fields, enroll in Science programs, but are unable to achieve a credential
in the discipline and thus select another academic path). Rather than the
branding, no student left behind, consider find your fit, etc.
(iii)
Consider a completely different approach to building a BSc degree: let’s reengineer the problem. Ask the question what would a BSc graduate from
Capilano look like?
(iv)
Consider moving Capilano student acceptance and registration dates earlier as
well as providing returning students an opportunity to register early (i.e., first
year students register for second year upon completion of first year).
(v)
Consider implementing an outreach program between our lab science
departments and the high schools (i.e., consider contacting Capilano alumni that
are currently teaching in the high school system).
(vi)
Consider developing an Indigenous Health program.
Submitted by the Sciences Academic/Strategic Planning Sub Committee
Contact Person:
Tony Cusanelli
Chair, Pure & Applied Sciences
Pure and Applied Sciences Strategic Plan
Page 23
References
1. BC Skills for Jobs Blueprint: Re-Engineering Education and Training, WorkBC, 2014.
2. The 10 most (and least) lucrative degrees, www.macleans.ca, Josh Dehaas, May 24,
2011.
3. Capilano University Academic Plan 2014 - 2018, Capilano University, 2014.
4. UBC Okanagan Chemistry Articulation Report, presented May 10, 2013.
5. Students are fleeing STEM degrees, www.macleans.ca, Josh Dehaas, November 7, 2011.
6. BC High School Science Teachers Association, 2013.
7. Why science literacy matters, www.cbc.ca, Bob McDonald, August 29, 2014.
8. Chapter Two: The Changing Canadian PSE Landscape, Academic Group Inc., Ken Steele,
2010.
9. 3 Great Sustainability Careers that Start at $50,000+/yr, www.eco.ca, Angie Knowles,
April 15, 2013.
10. A compilation of materials fees and other fees for comparable colleges/universities in
BC, 2014 - 2015 academic year.
11. What is Inquiry?, www.justsciencenow.com, 2014.
12. www.communityservicelearning.ca/en/programs_mcconnell.htm, 2014.
13. International students come to US for business, STEM education, www.academica.ca,
September 2, 2014.
14. The Geography of Foreign Students in US Higher Education: Origins and Destinations,
www.brookings.edu, Neil G Ruiz, August 29, 2014.
15. Facts on Obesity, www.who.int/features/factfiles/obesity/facts/en, Word Health
Organization, 2014.
16. Current generation of kids to live shorter lives than parents, National Post, 2014.
17. Alzheimer’s and dementia, leading cause of death by 2050, www.alz.org, Alzheimer’s
Association, 2014.
18. ELM Profile of Canadian Environmental Employment - Environmental Labour Market
Research, 2007.
19. What’s on the MCAT2015 Exam?, www.aamc.org, Medical College Admission Test,
2014.
20. ELM Profile of Canadian Environmental Employment - Environmental Labour Market
Research, 2007.
21. Canadian University Environmental Science Network (CUESN)Conference, Alex Usher,
May 2013.
Pure and Applied Sciences Strategic Plan
Page 24
Appendix 1
Enrolment Statistics
Pure and Applied Sciences Programs
(from Fall 2014 to Fall 2011)
Seats
Offered
Seats
Taken
%
Fall 2014
420
438
104%
Academic Year 2013/14
840
836
100%
Academic Year 2012/13
875
815
93%*
Academic Year 2011/12
840
795
95%*
Fall 2014
327
331
101%
Academic Year 2013/14
654
655
100%
Academic Year 2012/13
689
690
100%
Academic Year 2011/12
654
672
103%
Fall 2014
86
95
110%
Academic Year 2013/14
207
196
95%
Academic Year 2012/13
533
492
92%
Academic Year 2011/12
430
393
91%
Fall 2014
245
240
98%
Academic Year 2013/14
525
497
95%
Academic Year 2012/13
490
433
90%**
Academic Year 2011/12
455
437
96%**
Program
Biology
Chemistry
Computing Science
Physics***
Term
* low registration in particular Biology sections in Spring term
** low registration in particular Physics sections
*** includes Astronomy
Pure and Applied Sciences Strategic Plan
Page 25
Appendix 1 (continued)
Enrolment Statistics
Time Tickets Issued for
Associate Science General and Associate Science Biology
(from Fall 2014 to Fall 2007)
Fall 2014
Associate of Science – General (100008)
Associate of Science – Biology (100012)
170
197
Fall 2013
Associate of Science – General (100008)
Associate of Science – Biology (100012)
165
124
Fall 2012
Associate of Science – General (100008)
Associate of Science – Biology (100012)
194
142
Fall 2011
Associate of Science – General (100008)
Associate of Science – Biology (100012)
157
137
Fall 2010
Associate of Science – General (100008)
Associate of Science – Biology (100012)
195
125
Fall 2009
Associate of Science – General (100008)
Associate of Science – Biology (100012)
173
96
Fall 2008
Associate of Science – General (100008)
Associate of Science – Biology (100012)
89
54
Fall 2007
Associate of Science – General (100008)
Associate of Science – Biology (100012)
113
21
Pure and Applied Sciences Strategic Plan
Page 26
Appendix 2
Enrolment Statistics
First Year Engineering and Engineering Transition Programs
(from Fall 2014 to Fall 2011)
Academic Year 2014/15
Applications Received – 404
Offers Made – 177
Time Tickets Issued:
First Year Engineering
Engineering Transition
34
64
Time Tickets Issued:
First Year Engineering
Engineering Transition
30
74
Time Tickets Issued:
First Year Engineering
Engineering Transition
28
68
Time Tickets Issued:
First Year Engineering
Engineering Transition
34
60
Academic Year 2013/14
Applications Received – 283
Offers Made – 142
Academic Year 2012/13
Applications Received – 284
Offers Made – 140
Academic Year 2011/12
Applications Received – 269
Offers Made – 135
Pure and Applied Sciences Strategic Plan
Page 27
Appendix 3
Enrolment Statistics
BIOL 112
(Human Anatomy and Physiology I for Health Sciences)
Fall 2014
Fall 2013
121 students in three sections
note: numerous students left on
wait lists
78 students in two sections
note: numerous students left on
wait lists
Note: For Fall 2014, an additional section of BIOL 112 was loaded and filled, with 30 additional
students still not accommodated. For Fall 2013, 42 students waitlisted for BIOL 112 but
the department was unable to provide these students with a seat in the course.