Education is becoming increasingly portable, and students want more control and flexibility in the way they learn, so we also need to evolve to stay ahead of the changing landscape in post-secondary education.
Will course-based registration be available for international students?
No. Initially, course-based registration will only be available for domestic students enrolling in one of the four programs selected for the first phase of this project. As the project continues to evolve over the next five years, it will expand to international students.
Will this mean that tuition will increase for students?
No. RRC is committed to being one of the most affordable College’s in Western Canada while delivering long-term financial stability for the College.
Are people going to lose their jobs as a result of this shift to CBR?
No. There are no anticipated job losses, but there may be opportunities where roles are changed/expanded or additional resources are created to support this change.
Why not keep the status-quo?
The greatest risk is falling behind the trend in post-secondary education and failing to meet the needs of an educational landscape that is demanding more flexibility.
This move enables students to develop more skills, become even more employable, and allows us to be more agile in meeting the demands of business and industry.
We’re seeing more people from the workforce looking to re-skill or upgrade their current skill set. Being able to offer a pathway that can be customized and accessible for either full or part-time will drive enrolments and keep the College responsive and competitive.
Will all the programs change?
While our desired outcome is that many, if not the majority, of programs will transition to a course-based format, we’re very aware that some programs, like apprenticeship and other programs will not change.
Which programs are part of the Phase One?
Automotive Technician Certificate, Business Information Technology, Business Technology Management, and Information Security.
What programs will be involved in Phase Two and when will it start?
We are already looking for Phase Two programs (to be ready for implementation in Fall 2020-21), and we welcome all programs who wish to start the conversation to reach out to a steering committee member or the project manager.
What will things look like as more programs transition?
We will see an increased focus on program re-design, an increased opportunity for students to take courses across programs, and an increase in enrolment.
We will see more blended and online course offerings as well as a full adoption of LEARN for all instructors.
By moving to a common term, we hope to see better space utilization and more efficient classroom scheduling, which generates new opportunities.
How will this change affect other projects underway?
This project is a key priority for the College. Other projects may be affected, but there is no anticipated negative impact to other active projects.
Will this change affect the budgeting process or impact any existing budgets?
This work is still underway, so it is too early to speculate on how existing budgets may change.
What role will faculty members have in this process?
Faculty will be involved in program/course re-design, including converting programs to the new credential framework, adapting courses to common terms and the potential for greater blended/online options.
Faculty may begin instructing students outside their programs. Faculty may be invited to consider teaching evenings, weekends, and during the summer.
What role will Student Services play going forward?
As the project evolves, students will have more choices and, therefore, there will be a greater emphasis on advising. Students will need help with academic planning, and course choices to ensure they have the correct courses for their credentials.
What role will Finance play going forward?
Finance will play an important part in creating a new financial model and ensuring all courses capture direct/indirect costs. Forecasting revenue may be challenging as we are unsure how student behaviour may change when given the opportunity to take programs through a less-than full course load or outside the cohort model.
What long-term changes may faculty experience?
With courses that offer more than one section, faculty may find that class composition will be more diverse: a mixture of cohorts; blending with international students; and where there is capacity, students from other programs taking a course or two, or more. Faculty may find that upper-year courses may have more students since these courses will open up to “outsiders” who qualify and who have inter-disciplinary interests.
Faculty may find that the process of workload assignment may change by department or even program. Faculty advising may change, if the number electives programs and courses increase.
What long-term changes will Enrolment Services and Registrar experience?
Beyond the transition period, we anticipate Enrolment Services and Registrar will experience greater efficiencies through the elimination of time-consuming tasks and increased ability to dedicate more time to quality service enabling student success.
How are departments that provide support services going to be affected?
As student schedules and behaviours change in response to CBR, the Colleges’ support services may need to adapt to meet student and Faculty needs, similar to the adaptations Faculty may need.
By breaking CBR into phases, RRC will gain valuable knowledge. The idea being that we can respond to lessons learned and make the appropriate changes a little at a time. With only four programs in Phase One of CBR, we are not anticipating any major changes outside of Enrolment Services, Registrar and Finance
Who is making the major decisions for the project?
The Course-Based Registration Steering Committee is comprised of members of the Senior Leadership Team that is overseeing the project:
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