Emily Carr Undergraduate Foundation Student Survey for Program Review

Question Title

* 1. What program are you enrolled in? Please choose only one of the following:

Foundation

2D + Experimental Animation

3D Computer Animation

Communication Design

Critical + Cultural Practices

Film + Screen Arts

Illustration

Industrial Design

Interaction Design

New Media + Sound Arts

Photography

Visual Arts

Student Profile

Question Title

* 2. What year of your program are you in?

Foundation

2nd Year

3rd Year

4th Year

Question Title

* 3. What year did you start your program?

2016 or before

2017

2018

2019

2020

2021

Other (please specify)

Question Title

* 4. What did you do in the year prior to entering your program at Emily Carr.
Please choose all that apply.

Attended high school

Attended another college or institute

Attended another university

Attended a continuing education program

Enrolled in another program at Emily Carr

Employed (full-time or part-time)

I choose not to answer this question.

Other (please specify)

Question Title

* 5. If you applied to another institution, college or University, what were the names of the other programs and institutions you applied to alongside applying to Emily Carr?

Please answer using the following format: Program 1, Institution 1; Program 2, Institution 2; Program 3, Institution 3

Question Title

* 6. How did you initially learn about the program?

Online research

General awareness of ECU before application or attendance

Friend or acquaintance

Previous professor (teacher)

Emily Carr's website

Emily Carr's social media

Education website (e.g., SchoolFinder, Educations.com)

Brochure or poster

Online ad

National Portfolio Day or other university fairs

Summer Institute for Teens

Other (please specify)

Question Title

* 7. Rate the order of importance of information available on the ECU website.

	Not Important	Somewhat Important	Neutral	Important	Very Important	Not Applicable
Funding opportunities	Funding opportunities Not Important	Funding opportunities Somewhat Important	Funding opportunities Neutral	Funding opportunities Important	Funding opportunities Very Important	Funding opportunities Not Applicable
Curriculum / practice-based education	Curriculum / practice-based education Not Important	Curriculum / practice-based education Somewhat Important	Curriculum / practice-based education Neutral	Curriculum / practice-based education Important	Curriculum / practice-based education Very Important	Curriculum / practice-based education Not Applicable
Technical services	Technical services Not Important	Technical services Somewhat Important	Technical services Neutral	Technical services Important	Technical services Very Important	Technical services Not Applicable
Relevant faculty	Relevant faculty Not Important	Relevant faculty Somewhat Important	Relevant faculty Neutral	Relevant faculty Important	Relevant faculty Very Important	Relevant faculty Not Applicable
Employability post graduation	Employability post graduation Not Important	Employability post graduation Somewhat Important	Employability post graduation Neutral	Employability post graduation Important	Employability post graduation Very Important	Employability post graduation Not Applicable
Professional development opportunities	Professional development opportunities Not Important	Professional development opportunities Somewhat Important	Professional development opportunities Neutral	Professional development opportunities Important	Professional development opportunities Very Important	Professional development opportunities Not Applicable
Community-based extracurricular activities (ex. exhibitions, lectures, student groups)	Community-based extracurricular activities (ex. exhibitions, lectures, student groups) Not Important	Community-based extracurricular activities (ex. exhibitions, lectures, student groups) Somewhat Important	Community-based extracurricular activities (ex. exhibitions, lectures, student groups) Neutral	Community-based extracurricular activities (ex. exhibitions, lectures, student groups) Important	Community-based extracurricular activities (ex. exhibitions, lectures, student groups) Very Important	Community-based extracurricular activities (ex. exhibitions, lectures, student groups) Not Applicable

Feedback on the Foundation Program overall

Question Title

* 8. Please Indicate your level of agreement with each of the following statements regarding your experience in the Foundation program.

	Strongly Disagree	Disagree	Neutral	Agree	Strongly Agree	Not Applicable
The program is well organized.	The program is well organized. Strongly Disagree	The program is well organized. Disagree	The program is well organized. Neutral	The program is well organized. Agree	The program is well organized. Strongly Agree	The program is well organized. Not Applicable
The program is academically challenging.	The program is academically challenging. Strongly Disagree	The program is academically challenging. Disagree	The program is academically challenging. Neutral	The program is academically challenging. Agree	The program is academically challenging. Strongly Agree	The program is academically challenging. Not Applicable
I have or had opportunities to collaborate with other students during the program.	I have or had opportunities to collaborate with other students during the program. Strongly Disagree	I have or had opportunities to collaborate with other students during the program. Disagree	I have or had opportunities to collaborate with other students during the program. Neutral	I have or had opportunities to collaborate with other students during the program. Agree	I have or had opportunities to collaborate with other students during the program. Strongly Agree	I have or had opportunities to collaborate with other students during the program. Not Applicable
My workload in most courses Foundation courses is/was manageable.	My workload in most courses Foundation courses is/was manageable. Strongly Disagree	My workload in most courses Foundation courses is/was manageable. Disagree	My workload in most courses Foundation courses is/was manageable. Neutral	My workload in most courses Foundation courses is/was manageable. Agree	My workload in most courses Foundation courses is/was manageable. Strongly Agree	My workload in most courses Foundation courses is/was manageable. Not Applicable
The connections between courses was clear and easy to understand in program.	The connections between courses was clear and easy to understand in program. Strongly Disagree	The connections between courses was clear and easy to understand in program. Disagree	The connections between courses was clear and easy to understand in program. Neutral	The connections between courses was clear and easy to understand in program. Agree	The connections between courses was clear and easy to understand in program. Strongly Agree	The connections between courses was clear and easy to understand in program. Not Applicable
I have opportunities to demonstrate leadership in curricular or extracurricular projects in the program.	I have opportunities to demonstrate leadership in curricular or extracurricular projects in the program. Strongly Disagree	I have opportunities to demonstrate leadership in curricular or extracurricular projects in the program. Disagree	I have opportunities to demonstrate leadership in curricular or extracurricular projects in the program. Neutral	I have opportunities to demonstrate leadership in curricular or extracurricular projects in the program. Agree	I have opportunities to demonstrate leadership in curricular or extracurricular projects in the program. Strongly Agree	I have opportunities to demonstrate leadership in curricular or extracurricular projects in the program. Not Applicable
My course schedule was convenient in the program.	My course schedule was convenient in the program. Strongly Disagree	My course schedule was convenient in the program. Disagree	My course schedule was convenient in the program. Neutral	My course schedule was convenient in the program. Agree	My course schedule was convenient in the program. Strongly Agree	My course schedule was convenient in the program. Not Applicable

Question Title

* 9. Do you think the Foundation curriculum is cohesive and makes sense from a program perspective?

Question Title

* 10. What is your perspective on HUMN 100 and 101? Please comment on delivery, format, content, and relationship to Foundation studio courses.

Question Title

* 11. What is your perspective on FDNT-108 Creative Processes? Please comment on the general content and how it supported your skills acquisition.

Question Title

* 12. What is your perspective on the Foundation Core Studios (FDNT-165, FDNT-164, 161, 160)? Please comment on how these met your expectations and prepared you for 2nd year, and supported your skills acquisition.

Question Title

* 13. For Foundation electives did you feel that there was enough breadth? Were there courses you felt should have been offered that weren't? How do you feel this impacted your studies?

Question Title

* 14. What do you perceive as the strengths of the Foundation program?

Question Title

* 15. What do you perceive as the weaknesses of the Foundation program? What would you change about your program to make it better?

Acquisition of Skills and Abilities

To what extent has the Foundation program helped you to improve your ability in the following areas:

Question Title

* 16. Skill Development

	Not at all	Very little	Neutral	Somewhat	Very much	I choose not to answer this question	Not Applicable
Developing technical skills sets required for professional art or design practice.	Developing technical skills sets required for professional art or design practice. Not at all	Developing technical skills sets required for professional art or design practice. Very little	Developing technical skills sets required for professional art or design practice. Neutral	Developing technical skills sets required for professional art or design practice. Somewhat	Developing technical skills sets required for professional art or design practice. Very much	Developing technical skills sets required for professional art or design practice. I choose not to answer this question	Developing technical skills sets required for professional art or design practice. Not Applicable
Using creativity to produce original work	Using creativity to produce original work Not at all	Using creativity to produce original work Very little	Using creativity to produce original work Neutral	Using creativity to produce original work Somewhat	Using creativity to produce original work Very much	Using creativity to produce original work I choose not to answer this question	Using creativity to produce original work Not Applicable
Understanding key concepts specific to my major or program of study	Understanding key concepts specific to my major or program of study Not at all	Understanding key concepts specific to my major or program of study Very little	Understanding key concepts specific to my major or program of study Neutral	Understanding key concepts specific to my major or program of study Somewhat	Understanding key concepts specific to my major or program of study Very much	Understanding key concepts specific to my major or program of study I choose not to answer this question	Understanding key concepts specific to my major or program of study Not Applicable
Understanding the processes and methodologies specific to my major or program of study	Understanding the processes and methodologies specific to my major or program of study Not at all	Understanding the processes and methodologies specific to my major or program of study Very little	Understanding the processes and methodologies specific to my major or program of study Neutral	Understanding the processes and methodologies specific to my major or program of study Somewhat	Understanding the processes and methodologies specific to my major or program of study Very much	Understanding the processes and methodologies specific to my major or program of study I choose not to answer this question	Understanding the processes and methodologies specific to my major or program of study Not Applicable
Understanding the theoretical underpinnings specific to my major or program of study	Understanding the theoretical underpinnings specific to my major or program of study Not at all	Understanding the theoretical underpinnings specific to my major or program of study Very little	Understanding the theoretical underpinnings specific to my major or program of study Neutral	Understanding the theoretical underpinnings specific to my major or program of study Somewhat	Understanding the theoretical underpinnings specific to my major or program of study Very much	Understanding the theoretical underpinnings specific to my major or program of study I choose not to answer this question	Understanding the theoretical underpinnings specific to my major or program of study Not Applicable
Understanding historical and contemporary approaches relevant to my major or program of study	Understanding historical and contemporary approaches relevant to my major or program of study Not at all	Understanding historical and contemporary approaches relevant to my major or program of study Very little	Understanding historical and contemporary approaches relevant to my major or program of study Neutral	Understanding historical and contemporary approaches relevant to my major or program of study Somewhat	Understanding historical and contemporary approaches relevant to my major or program of study Very much	Understanding historical and contemporary approaches relevant to my major or program of study I choose not to answer this question	Understanding historical and contemporary approaches relevant to my major or program of study Not Applicable

Question Title

* 17. Critical and Analytical Thinking

	Not at all	Very little	Neutral	Somewhat	Very much	I choose not to answer this question	Not Applicable
Developing the ability to gather, review, interpret and evaluate information	Developing the ability to gather, review, interpret and evaluate information Not at all	Developing the ability to gather, review, interpret and evaluate information Very little	Developing the ability to gather, review, interpret and evaluate information Neutral	Developing the ability to gather, review, interpret and evaluate information Somewhat	Developing the ability to gather, review, interpret and evaluate information Very much	Developing the ability to gather, review, interpret and evaluate information I choose not to answer this question	Developing the ability to gather, review, interpret and evaluate information Not Applicable
Thinking critically and analytically	Thinking critically and analytically Not at all	Thinking critically and analytically Very little	Thinking critically and analytically Neutral	Thinking critically and analytically Somewhat	Thinking critically and analytically Very much	Thinking critically and analytically I choose not to answer this question	Thinking critically and analytically Not Applicable
Synthesizing ideas, information or experiences into new understandings or methods	Synthesizing ideas, information or experiences into new understandings or methods Not at all	Synthesizing ideas, information or experiences into new understandings or methods Very little	Synthesizing ideas, information or experiences into new understandings or methods Neutral	Synthesizing ideas, information or experiences into new understandings or methods Somewhat	Synthesizing ideas, information or experiences into new understandings or methods Very much	Synthesizing ideas, information or experiences into new understandings or methods I choose not to answer this question	Synthesizing ideas, information or experiences into new understandings or methods Not Applicable
Developing and supporting arguments	Developing and supporting arguments Not at all	Developing and supporting arguments Very little	Developing and supporting arguments Neutral	Developing and supporting arguments Somewhat	Developing and supporting arguments Very much	Developing and supporting arguments I choose not to answer this question	Developing and supporting arguments Not Applicable
Recognizing the limits of my knowledge	Recognizing the limits of my knowledge Not at all	Recognizing the limits of my knowledge Very little	Recognizing the limits of my knowledge Neutral	Recognizing the limits of my knowledge Somewhat	Recognizing the limits of my knowledge Very much	Recognizing the limits of my knowledge I choose not to answer this question	Recognizing the limits of my knowledge Not Applicable
Applying an awareness of diverse social and cultural perspectives to the development of my own ideas or arguments.	Applying an awareness of diverse social and cultural perspectives to the development of my own ideas or arguments. Not at all	Applying an awareness of diverse social and cultural perspectives to the development of my own ideas or arguments. Very little	Applying an awareness of diverse social and cultural perspectives to the development of my own ideas or arguments. Neutral	Applying an awareness of diverse social and cultural perspectives to the development of my own ideas or arguments. Somewhat	Applying an awareness of diverse social and cultural perspectives to the development of my own ideas or arguments. Very much	Applying an awareness of diverse social and cultural perspectives to the development of my own ideas or arguments. I choose not to answer this question	Applying an awareness of diverse social and cultural perspectives to the development of my own ideas or arguments. Not Applicable

Question Title

* 18. Communication Skills

	Not at all	Very little	Neutral	Somewhat	Very much	I choose not to answer this question	Not Applicable
Communicating ideas or concepts visually	Communicating ideas or concepts visually Not at all	Communicating ideas or concepts visually Very little	Communicating ideas or concepts visually Neutral	Communicating ideas or concepts visually Somewhat	Communicating ideas or concepts visually Very much	Communicating ideas or concepts visually I choose not to answer this question	Communicating ideas or concepts visually Not Applicable
Writing clearly and effectively	Writing clearly and effectively Not at all	Writing clearly and effectively Very little	Writing clearly and effectively Neutral	Writing clearly and effectively Somewhat	Writing clearly and effectively Very much	Writing clearly and effectively I choose not to answer this question	Writing clearly and effectively Not Applicable
Making oral presentations and responding to others in critique	Making oral presentations and responding to others in critique Not at all	Making oral presentations and responding to others in critique Very little	Making oral presentations and responding to others in critique Neutral	Making oral presentations and responding to others in critique Somewhat	Making oral presentations and responding to others in critique Very much	Making oral presentations and responding to others in critique I choose not to answer this question	Making oral presentations and responding to others in critique Not Applicable

Question Title

* 19. General

	Not at all	Very little	Neutral	Somewhat	Very much	I choose not to answer this question	Not Applicable
Developing professional practice skills required for employment and self-employment	Developing professional practice skills required for employment and self-employment Not at all	Developing professional practice skills required for employment and self-employment Very little	Developing professional practice skills required for employment and self-employment Neutral	Developing professional practice skills required for employment and self-employment Somewhat	Developing professional practice skills required for employment and self-employment Very much	Developing professional practice skills required for employment and self-employment I choose not to answer this question	Developing professional practice skills required for employment and self-employment Not Applicable
Developing attitudes or practices that facilitate ecological sustainability and social responsibility.	Developing attitudes or practices that facilitate ecological sustainability and social responsibility. Not at all	Developing attitudes or practices that facilitate ecological sustainability and social responsibility. Very little	Developing attitudes or practices that facilitate ecological sustainability and social responsibility. Neutral	Developing attitudes or practices that facilitate ecological sustainability and social responsibility. Somewhat	Developing attitudes or practices that facilitate ecological sustainability and social responsibility. Very much	Developing attitudes or practices that facilitate ecological sustainability and social responsibility. I choose not to answer this question	Developing attitudes or practices that facilitate ecological sustainability and social responsibility. Not Applicable

Question Title

* 20. Are there activities and learning opportunities you were expecting in your degree but have not experienced?

Question Title

* 21. Is there anything you would like to add with regard to your experience in the Foundation program? Please write your answer here:

Feedback on Foundation Faculty

Question Title

* 22. Please Indicate your level of agreement with each of the following statements regarding your experience in the Foundation program.

	Strongly Disagree	Disagree	Neutral	Agree	Strongly Agree
The quality of teaching by faculty is high.	The quality of teaching by faculty is high. Strongly Disagree	The quality of teaching by faculty is high. Disagree	The quality of teaching by faculty is high. Neutral	The quality of teaching by faculty is high. Agree	The quality of teaching by faculty is high. Strongly Agree
Faculty are current and knowledgeable in their field.	Faculty are current and knowledgeable in their field. Strongly Disagree	Faculty are current and knowledgeable in their field. Disagree	Faculty are current and knowledgeable in their field. Neutral	Faculty are current and knowledgeable in their field. Agree	Faculty are current and knowledgeable in their field. Strongly Agree
I receive useful feedback on my written work from faculty.	I receive useful feedback on my written work from faculty. Strongly Disagree	I receive useful feedback on my written work from faculty. Disagree	I receive useful feedback on my written work from faculty. Neutral	I receive useful feedback on my written work from faculty. Agree	I receive useful feedback on my written work from faculty. Strongly Agree
Faculty provide useful feedback on my studio work.	Faculty provide useful feedback on my studio work. Strongly Disagree	Faculty provide useful feedback on my studio work. Disagree	Faculty provide useful feedback on my studio work. Neutral	Faculty provide useful feedback on my studio work. Agree	Faculty provide useful feedback on my studio work. Strongly Agree
Faculty are attentive to my questions and answer them effectively.	Faculty are attentive to my questions and answer them effectively. Strongly Disagree	Faculty are attentive to my questions and answer them effectively. Disagree	Faculty are attentive to my questions and answer them effectively. Neutral	Faculty are attentive to my questions and answer them effectively. Agree	Faculty are attentive to my questions and answer them effectively. Strongly Agree
Faculty when teaching are attentive to the diverse abilities and identities of students (e.g., language, culture, gender, age).	Faculty when teaching are attentive to the diverse abilities and identities of students (e.g., language, culture, gender, age). Strongly Disagree	Faculty when teaching are attentive to the diverse abilities and identities of students (e.g., language, culture, gender, age). Disagree	Faculty when teaching are attentive to the diverse abilities and identities of students (e.g., language, culture, gender, age). Neutral	Faculty when teaching are attentive to the diverse abilities and identities of students (e.g., language, culture, gender, age). Agree	Faculty when teaching are attentive to the diverse abilities and identities of students (e.g., language, culture, gender, age). Strongly Agree
My abilities and differences are respected and supported by my faculty	My abilities and differences are respected and supported by my faculty Strongly Disagree	My abilities and differences are respected and supported by my faculty Disagree	My abilities and differences are respected and supported by my faculty Neutral	My abilities and differences are respected and supported by my faculty Agree	My abilities and differences are respected and supported by my faculty Strongly Agree
Faculty are available for consultation during office hours or by email.	Faculty are available for consultation during office hours or by email. Strongly Disagree	Faculty are available for consultation during office hours or by email. Disagree	Faculty are available for consultation during office hours or by email. Neutral	Faculty are available for consultation during office hours or by email. Agree	Faculty are available for consultation during office hours or by email. Strongly Agree
Faculty used a variety of approaches to support the learning of students	Faculty used a variety of approaches to support the learning of students Strongly Disagree	Faculty used a variety of approaches to support the learning of students Disagree	Faculty used a variety of approaches to support the learning of students Neutral	Faculty used a variety of approaches to support the learning of students Agree	Faculty used a variety of approaches to support the learning of students Strongly Agree

Feedback on Foundation Class Support

Question Title

* 23. Please Indicate your level of agreement with each of the following statements regarding your experience in the Foundation program.

	Strongly Disagree	Disagree	Neutral	Agree	Strongly Agree
My class seemed to be an appropriate size	My class seemed to be an appropriate size Strongly Disagree	My class seemed to be an appropriate size Disagree	My class seemed to be an appropriate size Neutral	My class seemed to be an appropriate size Agree	My class seemed to be an appropriate size Strongly Agree
I was able to access the delivery model I preferred (online, hybrid, synchronous/asynchronous)	I was able to access the delivery model I preferred (online, hybrid, synchronous/asynchronous) Strongly Disagree	I was able to access the delivery model I preferred (online, hybrid, synchronous/asynchronous) Disagree	I was able to access the delivery model I preferred (online, hybrid, synchronous/asynchronous) Neutral	I was able to access the delivery model I preferred (online, hybrid, synchronous/asynchronous) Agree	I was able to access the delivery model I preferred (online, hybrid, synchronous/asynchronous) Strongly Agree
A variety of teaching methods are used in my courses.	A variety of teaching methods are used in my courses. Strongly Disagree	A variety of teaching methods are used in my courses. Disagree	A variety of teaching methods are used in my courses. Neutral	A variety of teaching methods are used in my courses. Agree	A variety of teaching methods are used in my courses. Strongly Agree

Feedback on Foundation Program Support

Question Title

* 24. Please Indicate your level of agreement with each of the following statements regarding your experience in the Foundation program.

	Strongly Disagree	Disagree	Neutral	Agree	Strongly Agree
I was able to access the technical resources required from my courses	I was able to access the technical resources required from my courses Strongly Disagree	I was able to access the technical resources required from my courses Disagree	I was able to access the technical resources required from my courses Neutral	I was able to access the technical resources required from my courses Agree	I was able to access the technical resources required from my courses Strongly Agree
I felt supported in my introduction to campus during my Foundation orientation	I felt supported in my introduction to campus during my Foundation orientation Strongly Disagree	I felt supported in my introduction to campus during my Foundation orientation Disagree	I felt supported in my introduction to campus during my Foundation orientation Neutral	I felt supported in my introduction to campus during my Foundation orientation Agree	I felt supported in my introduction to campus during my Foundation orientation Strongly Agree
I was given the opportunity to build community in my Foundation year at Emily Carr	I was given the opportunity to build community in my Foundation year at Emily Carr Strongly Disagree	I was given the opportunity to build community in my Foundation year at Emily Carr Disagree	I was given the opportunity to build community in my Foundation year at Emily Carr Neutral	I was given the opportunity to build community in my Foundation year at Emily Carr Agree	I was given the opportunity to build community in my Foundation year at Emily Carr Strongly Agree

Question Title

* 25. When deciding to attend Emily Carr, how important was the interdisciplinary nature of the Foundation Program to your decision?

Not Important

Somewhat Important

Neutral

Important

Very Important

Not Applicable

Not Important

Somewhat Important

Neutral

Important

Very Important

Not Applicable

Emily Carr Undergraduate Foundation Student Survey for Program Review

Question Title

* 1. What program are you enrolled in? Please choose only one of the following:

Question Title

* 2. What year of your program are you in?

Question Title

* 3. What year did you start your program?

Question Title

* 4. What did you do in the year prior to entering your program at Emily Carr. Please choose all that apply.

Question Title

* 5. If you applied to another institution, college or University, what were the names of the other programs and institutions you applied to alongside applying to Emily Carr? Please answer using the following format: Program 1, Institution 1; Program 2, Institution 2; Program 3, Institution 3

Question Title

* 6. How did you initially learn about the program?

Question Title

* 7. Rate the order of importance of information available on the ECU website.

Question Title

* 8. Please Indicate your level of agreement with each of the following statements regarding your experience in the Foundation program.

Question Title

* 9. Do you think the Foundation curriculum is cohesive and makes sense from a program perspective?

Question Title

* 10. What is your perspective on HUMN 100 and 101? Please comment on delivery, format, content, and relationship to Foundation studio courses.

Question Title

* 11. What is your perspective on FDNT-108 Creative Processes? Please comment on the general content and how it supported your skills acquisition.

Question Title

* 12. What is your perspective on the Foundation Core Studios (FDNT-165, FDNT-164, 161, 160)? Please comment on how these met your expectations and prepared you for 2nd year, and supported your skills acquisition.

Question Title

* 13. For Foundation electives did you feel that there was enough breadth? Were there courses you felt should have been offered that weren't? How do you feel this impacted your studies?

Question Title

* 14. What do you perceive as the strengths of the Foundation program?

Question Title

* 15. What do you perceive as the weaknesses of the Foundation program? What would you change about your program to make it better?

Question Title

* 16. Skill Development

Question Title

* 17. Critical and Analytical Thinking

Question Title

* 18. Communication Skills

Question Title

* 19. General

Question Title

* 20. Are there activities and learning opportunities you were expecting in your degree but have not experienced?

Question Title

* 21. Is there anything you would like to add with regard to your experience in the Foundation program? Please write your answer here:

Question Title

* 22. Please Indicate your level of agreement with each of the following statements regarding your experience in the Foundation program.

Question Title

* 23. Please Indicate your level of agreement with each of the following statements regarding your experience in the Foundation program.

Question Title

* 24. Please Indicate your level of agreement with each of the following statements regarding your experience in the Foundation program.

Question Title

* 25. When deciding to attend Emily Carr, how important was the interdisciplinary nature of the Foundation Program to your decision?

* 4. What did you do in the year prior to entering your program at Emily Carr.
Please choose all that apply.

* 5. If you applied to another institution, college or University, what were the names of the other programs and institutions you applied to alongside applying to Emily Carr?

Please answer using the following format: Program 1, Institution 1; Program 2, Institution 2; Program 3, Institution 3