2024-2025 Annual Review
About Us
BCcampus enhances British Columbia’s post-secondary education sector by driving innovation, fostering collaboration, and promoting accessibility. Guided by the priorities of the Ministry of Post-Secondary Education and Future Skills, we champion innovative teaching and learning practices while supporting openness and transparency across the sector. BCcampus reduces barriers to learning, shares best practices, and saves students millions of dollars—improving education for all in the province.
Message from the Steering Committee
As the 2024-25 fiscal year concludes, we are pleased to reflect on the significant impact BCcampus has had on post-secondary education in British Columbia. This year’s achievements underscore BCcampus’ role as a leader in fostering innovation, equity, and collaboration across the sector.
Building on the foundation laid by the inaugural Steering Committee, we’ve focused on aligning BCcampus’ mission and values with evolving needs of the post-secondary sector, and the priorities of the Ministry of Post-Secondary Education and Future Skills particularly around access and affordability. BCcampus continues to act as a critical connector, creating opportunities that empower educators and improve student outcomes.
This impact report showcases how BCcampus has continued to fulfil its mandate to support the province’s post-secondary sector. We look forward to building new opportunities for collaboration and innovation to support a stronger, more equitable education system for all.
Dr. Tannis Morgan
Vancouver Community College, Co-Chair
Dr. Diane Purvey
Kwantlen Polytechnic University, co-chair
Letter from the Director
Message from Amanda Coolidge, Executive Director
It is my privilege to introduce BCcampus’ first-ever impact report—a milestone that reflects the vital collaborations both within our organization and across the post-secondary community we serve. This report is a testament to the difference we make together in fostering innovation, accessibility, and excellence in education across British Columbia.
Guided by our strategic plan, this report highlights the significant strides we have made in four key areas:
Building Relationships & Communities
We create spaces for collaboration and dialogue among educators, administrators, and learners, enabling knowledge sharing and collective growth. From facilitating workshops to hosting conferences, our efforts bring people together to address shared challenges and celebrate collective successes.
Advancing Teaching & Learning Practices
We are dedicated to supporting educators in delivering high-quality, engaging learning experiences. Through professional development opportunities, open education, and strategic projects, we support faculty in adopting and refining effective teaching practices that meet the needs of diverse learners.
Supporting Organizational Excellence
Our work is guided by core values: meaningful truth and reconciliation, collaboration, innovation, openness, accountability, and a human-centred approach that is inclusive, equitable, and anti-racist. These principles shape not only what we do but how we lead and grow as an organization.
Digital Learning Strategy
We are proud to lead initiatives that expand access to education through technology. By supporting the adoption of digital tools and resources, we enable institutions to create flexible, accessible learning environments that meet students where they are—geographically, financially, and academically.
This report celebrates the progress we have made and the impact we have on the sector; it also serves as a reminder of the work that lies ahead. Together, we will continue to innovate, collaborate, and champion a more accessible, inclusive, and transformative post-secondary education system in British Columbia.
Some Highlights from 2024-2025
$34+ million
In Student Savings
288,104
B.C. Students Using Open Textbooks
364
Participants in OpenEd Related Events
System Partners
BCcampus facilitates collaboration among British Columbia post-secondary institutions and with other organizations in the sector. We are grateful to all these partners and the contributions they make to further our mission and mandate in the province.
BCcampus Roadshow: Driving Learning and Connection
In the spring of 2024, the BCcampus Regional Roadshow hit the road to take our programs, expertise, and good times directly to post-secondary institutions and communities across the province.
The Roadshow was more than a series of workshops; it was a celebration of teaching and learning across the province and an opportunity to engage, learn, and explore current themes in teaching and learning.
One of the central goals of the Roadshow was to ensure educators in both urban centers and regional areas have an opportunity to connect with fellow educators in fun and engaging ways. At each stop on the BCcampus Roadshow, we hosted an unforgettable two days of workshops, sessions, stimulating discussions, and socializing.
Designed in collaboration with host institutions, the Roadshow featured sessions on pressing topics in post-secondary education, including generative artificial intelligence, open education, accessibility, and the B.C. Digital Literacy Framework. Each workshop and session was designed to fuel participants’ curiosity and drive their growth as an educator and facilitator.
“Having the BCcampus Roadshow team visit TRU was a welcome boost to our thinking and to our spirit. The sessions on OER, accessibility, and digital literacies were expertly facilitated, highly informative, and very well-received. We continue to incorporate what we learned into our own offerings and our practice. As ever, BCcampus modeled creative and innovative thinking, inclusiveness, a spirit of fun and inspiring team energy. The event has had an ongoing impact on our team and on our university community.”
- Brian Lamb, director. learning technology & innovation,
Thompson Rivers University
The Roadshow was a powerful reminder of the value of connection, collaboration, and community in post-secondary education.
Creating Safer Campuses: The ISV Project
In Spring 2022, the province partnered with BCcampus to develop the Intersectional Sexualized Violence (ISV) project, creating resources tailored to the unique experiences of diverse student groups, including graduate, international, and Indigenous students. The project also introduced foundational training on technology-facilitated sexualized violence—an urgent issue in post-secondary education.
Grounded in trauma-informed practices, the ISV resources offer open, synchronous, and asynchronous learning opportunities, fostering personal growth and understanding. This flexible approach allows learners to engage at their own pace, exploring topics most relevant to their experiences. A strength-based framework further empowers individuals, emphasizing their abilities and confidence-building throughout the learning process.
The Indigenous-focused resources connect learning with land-based knowledge. Jewell Gillies, author of The Medicine of the Berry Patch video series, underscored this connection:
"People need to go beyond, deepen their understanding, and develop relationships with the land and the people they’re supporting. You’re never going to shift a person’s perspective if they only sit in boardrooms or classrooms."
Graduate student resources, piloted at Simon Fraser University (SFU), address gaps in existing materials. Belinda Karsen, SFU’s educational specialist in the Sexual Violence Support and Prevention Office, highlighted their impact:
"The resource supports students by delving into nuances and providing clarity. There is definitely a need for this kind of learning; it would benefit all students, not simply graduate students."
As open-source materials, the ISV resources are easily accessible, adaptable, and customizable for various communities. Mez Jiwaji, associate director of Student Life at North Island College (NIC), emphasized their value:
"The validated resources allowed NIC to equip our facilitators with the guides and support materials needed to deliver content that is both relevant and impactful, ensuring best practices in meeting student needs."
By prioritizing deep engagement, reflection, and adaptability, the ISV project helps post-secondary institutions foster safer, more supportive learning environments—ensuring all students have access to the education and support they deserve.
Strengthening Health Care Education: The Health Care Assistant Curriculum Supplement
The Health Care Assistant (HCA) Program Provincial Curriculum is the foundation for HCA training across British Columbia, establishing learning outcomes, course requirements, and instructional guidelines for all recognized HCAs in the province.
2023
In 2023, BCcampus collaborated with the Ministry of Post-Secondary Education and Future Skills, the Ministry of Health, and other sector partners to update the HCA curriculum, aligning it with the latest health care regulations, best practices, and workforce needs.
2024
In 2024, BCcampus further developed the Health Care Assistant Program Supplement to the Provincial Curriculum to provide additional guidance, resources, and instructional support, helping educators translate complex regulatory updates into clear, practical lessons for students.
Through facilitated discussions, educators had a direct voice in shaping curriculum materials. Faculty were able to ask critical questions and refine instructional language to make regulatory updates both accessible and practical for students. Lisa Beveridge, department head of continuing care at Vancouver Community College, who led the revision work for both the curriculum and supplement as a contracted subject-matter expert, says, “One of the biggest benefits of working with current faculty was that they could pinpoint exactly what was needed. Since they were actively teaching, they could say, ‘This would be useful,’ and we were able to create it.”
The project’s success was shaped by the strong communication among educators, policymakers, and provincial health authorities. Lisa adds,
“This responsiveness to faculty feedback, combined with sector-wide collaboration, has resulted in a stronger, more cohesive educational framework [...] The process has not only improved teaching resources but has also contributed to a more connected and regulated sector overall.”
Adapting Introduction to Psychology for Equity: A Collaborative Approach to Inclusive Education
In 2023, BCcampus launched a project to adapt Introduction to Psychology – 1st Canadian Edition with a focus on diversity, equity, and inclusion (DEI). Originally adapted in 2014 to better suit a Canadian audience, the textbook has been widely used.
Appearing in
200+
Psychology courses in B.C.
$810,100
in Student Savings
By 2022, the resource needed updating to reflect new research and address equity gaps. With funding from the William and Flora Hewlett Foundation, BCcampus undertook this project to create a more inclusive, representative edition.
Rather than modifying a single textbook, the team remixed content from five different open textbooks alongside original material. A diverse, cross-institutional team of 10 contributors—including authors, editors, project managers, and illustrators—collaborated with expert advisors offering insights on Indigenous knowledges, inclusive curriculum design, and equity. Student voices were also prioritized with 10 students providing feedback on early drafts and another student creating 30 original illustrations to improve representation.
The textbook’s reach has even extended beyond academia. The lead author, Jessica Motherwell McFarlane, shared:
"When I was speaking with a counselling colleague about consent, I mentioned the ‘FRIES’ (freely given, reversible, informed, enthusiastic, and specific) model and was able to give her the link to our Gender and Sexuality chapter, which she passed along to a colleague who needed a resource. She also said all her young adult family members would feel validated reading the LGBTQIA2S+ affirming chapter."
The final product, Introduction to Psychology: Moving Towards Diversity and Inclusion, is now freely available in the B.C. Open Collection. This project stands as a testament to the power of collaboration in creating open educational resources that center equity and diverse representation in learning.
Bridging Digital Literacy and Indigenous Ways of Knowing
This summer, BCcampus launched Indigenous Digital Literacies, Educator Professional Development—a curated collection of openly licensed learning materials designed to integrate Indigenous perspectives into digital literacy education within the post-secondary sector. This initiative supports the B.C. government’s Post-Secondary Digital Learning Strategy, emphasizing skills and competencies for working with First Nations, Métis, and Inuit learners while enhancing the learning experiences of all students in digital environments.
For post-secondary institutions, these resources offer a transformative approach to digital education by embedding Indigenous ways of knowing into curriculum design, teaching practices, and student engagement. Developed by Indigenous educators with expertise in adult learning, the modules ensure educators are equipped to create inclusive, culturally responsive digital learning spaces that respect Indigenous protocols and knowledge systems.
Co-authors of the collection, Connie Strayer and Robyn Grebliunas, aimed to centre Indigenous ways of knowing and being in their work. “Best practices in Indigenous education are relevant to everyone. Educators will be able to use this information to the benefit of all their learners,” said Robyn.
The learning modules align with the eight competencies of the Digital Literacy Framework while addressing key Indigenous perspectives, such as data sovereignty, governance structures, and the role of Elders and knowledge-keepers. The foundational module on Indigenous governance provides critical context for educators, helping them foster an environment that acknowledges and integrates Indigenous histories and perspectives into their teaching practices.
By incorporating these resources, instructors can actively participate in reconciliation efforts, fostering a learning environment that values Indigenous perspectives as integral to education. This initiative not only enriches digital literacy education but also strengthens institutional commitments to decolonization, ensuring meaningful and lasting inclusion of Indigenous knowledge in higher education.
Bridging AI and Education
As artificial intelligence (AI) transforms education, BCcampus is helping educators navigate its challenges and opportunities through resource sharing, professional development, and best practices.
GenAI in Teaching and Learning Toolkit
The GenAI toolkit is an open educational resource designed to help educators integrate generative AI into teaching. It covers foundational concepts, ethical considerations, and practical implications with a flexible, reflective approach.
While offering in-depth resources, it is particularly useful for educators new to AI or hesitant about its adoption. By fostering practical and critical engagement, BCcampus supports educators in making informed, pedagogically aligned decisions.
“70% of students say they are turning to generative AI tools for help rather than their instructors [...] So what is this almost ubiquitous use of generative AI we're seeing mean for our teaching and mean for education?”
- Lucas Wright, senior education consultant,
University of British Columbia
Digital Strategy Forum Keynote Speaker, Nov 14, 2024
“Generative AI is becoming increasingly ubiquitous in our lives, which has tremendous implications for our digital literacy skills to use generative AI effectively and ethically. It gives us an opportunity to educate learners to develop digital literacy skills by experimenting it.”
- Hajime Kataoka, director, online learning services, continuing studies,
University of Victoria
EdTech AI Sandbox Series
The series empowers educators, learning designers, and graduate students to explore and evaluate AI-driven learning technologies. Aligned with the B.C. Post-Secondary Digital Literacy Framework, it promotes curiosity, troubleshooting skills, and thoughtful AI tool selection.
Through hands-on sessions, participants collaborate to test tools, assess teaching applications, and develop integration strategies. Recordings, transcripts, and blob summaries blogposts are available online, ensuring continued access to insights and resources.
West Coast Teaching Awards
BCcampus is a member of the British Columbia Teaching & Learning Council (BCTLC), a community of leaders dedicated to advancing high-quality teaching and learning throughout the province. BCcampus provides financial, administrative, and technical support, helping to sustain initiatives like the West Coast Teaching Excellence Awards.
Established in 2021, the Awards celebrate outstanding educators in publicly funded colleges, institutes, and universities across British Columbia and the Yukon. These awards recognize excellence in student engagement and learning, commitment to ongoing improvement of teaching through research and professional development, as well as implementation of any of the 94 Calls to Action from the Truth and Reconciliation Commission of Canada.
In 2024, the West Coast Teaching Excellence Award was presented to Saskia Stinson from Thompson Rivers University (TRU) and Dr. Will Valley from the University of British Columbia (UBC). Stinson, an advocate for neurodivergent students, co-founded TRU’s Education and Social Work Market, an on-campus social enterprise that provides hands-on learning experiences and prepares students for the workplace. Her work has influenced similar initiatives in other education programs in postsecondary in British Columbia.
Dr. Valley, an associate professor of teaching in applied biology and Associate Dean of Equity, Decolonization, and Inclusion in UBC’s Faculty of Land and Food Systems, integrates social justice principles into natural sciences and food systems education. His efforts to create equitable and inclusive learning environments have had a lasting impact on both students and the broader community. About the WCTEA, Dr. Valley says, “It’s an honour to be recognized for my work, but even more so, an honour to be able to support my students on their journey through exploring the principles of EDI.”