The document proposes the creation of an Experiential Media Institute (XMI) at Ryerson University. The XMI would be a transdisciplinary institute that brings together faculty and students from different programs to develop new curriculum and research at the intersection of experiential media and other disciplines. Through project-based learning clusters, students would develop skills like bricolage, ethnography, entrepreneurship and programming while integrating multiple disciplines. The goal is for students to graduate with hybridized skillsets and media practices embedded in traditional programs. The XMI would complement existing schools and create opportunities for interdisciplinary education, research collaboration, and innovation across the university.

1. XMI:
EXPERIENTIAL MEDIA INSTITUTE
In collaboration with:
G. Mothersill and Abby Goodrum, Associate Deans, FCAD
A. Bal, S. Daniels, C. Davies, G. Elmer, J. Nolan, L. Pine, R. Lachman

2. XMI: EXPERIENTIAL MEDIA INSTITUTE
 The sustainable future of universities involves trans-
disciplinary cross-pollinations of research &
education.
 XMI addresses student-needs in growing domain
and university mandates for innovation and
research.
 XMI is one of many trans-disciplinary clusters where
faculty and graduate students develop curriculum
from shared research agendas.
 XMI faculty and students fuse experiential media
with their own disciplines through project-based
inquiry.

3. XMI: MOTIVATION
 Societal shifts created by emerging network
cultures call for shifts in educational practices. The
21st century sees the emergence of peer-to-peer
cultural innovators.
 Youth have embraced peer-to-peer and DYI (do it
yourself) media, and are aware of their role as
creators of knowledge, culture and social realities.
 This awareness requires a new set of learning skills
from post-secondary institutions.

4. XMI: LEARNING OBJECTIVES
 XMI’s approach to learning develops skills needed by
cultural innovators:
 bricolage,
 ethnography techniques,
 entrepreneurship,
 programming.
Students:
 develop critical, conceptual and practical skills to
incorporate new modes of communication in their
practice;
 integrate a variety of disciplines in diverse societal and
employment sectors;
 graduate with multifaceted/hybridized and unique media
practices firmly embedded in traditional knowledge
found in existing programs.

5. XMI curriculum is based on faculty member’s
research:
 Facilitating cross-disciplinary practices;
 Working towards trans-disciplinary project-based
pedagogy;
 Implementing an emergent learning model;
 Specializing in cultural innovation and the
development of emerging media practices.
XMI: RESEARCH AS CURRICULUM

6. XMI - EXPERIENTIAL MEDIA INSTITUTE
 Ryerson needs a trans-disciplinary learning and
research structure in order to successfully address
the needs of our students, industry and society.
 XMI will be the first of many such institutes
complimenting existing schools that supports studio-
based education for novel forms of communication.
 XMI creates opportunities that reach across traditional
program boundaries through existing structures
collaboratively and economically.
 XMI compliments existing programs, offering
opportunities for students to develop hybrid skills and
professional practices in experiential media.

7. RESEARCH CLUSTERS
Research clusters will bring
faculty, graduate and
undergraduate students
together from a variety of
disciplines. They will share
and develop new teaching
and research practices. They
will develop new research
opportunities and invigorate
existing work across the
university.

8. XMI: RESEARCH AND CURRICULUM CLUSTERS
XMIXMC
XMO
Interdisciplinary
courses
EAS
B
ARTS
FCAD
CS
GS
Trans-disciplinary
External
ResearchSandbox

9. A PROGRAM MADE OF CLUSTERS
• program = 42 courses in 7 clusters
• cluster = 6 discipline specific courses
• typical program: 3 clusters in a specific
discipline + 4 clusters chosen by the student

10. XMI: RYERSON-WIDE SHARING
Introduction courses:
• lecture-based
• through creative industrie,
• equivalent to liberal arts
Intermediate studio/lab courses:
• interdisciplinary electives
•shared among schools
• designed by researchers
•taught by graduate students
• offered by XMI
Advance studio courses:
• tied to schools specific curriculum
• taught by researchers
• offered by XMI
• Two introduction + four intermediate
courses constitute a minor
• Two introduction + four intermediate + three
advanced courses constitute a major

11. XMI: THEMATICOVERLAP OF PROGRAMS
Program Specific Courses

12. XMI PROGRAM
Undergraduate:
•Degree
•Minor
• Major
•Specialization
Graduate:
M.A., M.Sc., M.F.A., Ph.D.

13. XMI: KNOWN BARRIERS
1) No norms for sharing and substitution of courses;
necessary for:
 diversity-flexibility
 course scheduling
 value (credit)
 duration (hours)
 Faculty load
2) No shared administrative and financial structure
 for sharing costs and revenue
3) No shared safety and equipment training
 need for an interdisciplinary delivery platform
4) No shared curricular structure and standards
5) Disincentive for non-tenured faculty involvement