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Creating equitable school cultures : administrators’ skills and supports developed through lived experience
No full textSchools serve students with a variety of learning needs, personal identities, family histories and dynamics, and cultural backgrounds. As such, administrators are being tasked with ensuring students and their families know, feel, and experience equitable school cultures. The focus of this study is to examine the lived experiences and perceptions of administrators who are seeking to create an equitable school culture. This includes reviewing literature in creating shared vision, relationship building, investing in equity work, and promoting professional development. The qualitative methodology of phenomenology is used to study the research question of: What do equity-focused school administrators perceive an equitable school culture is and what skills and supports do administrators think they need that are critical to developing that culture? Data was gathered using semi-structured interviews with five participants. Data analysis included both descriptive and values coding. The interpretation of the results arrived at four themes: inspiring; building relationships; adopting an appreciative stance; and promoting professional development. These themes add to the literature that seeks to understand the specific skillset an administrator needs and the supports that aid in the successful development of an equitable school culture. The findings of this study recognize the key role administrators play in the development of school culture as well as the barriers they face. Some recommendations include dedicated professional development days for leadership skill development and staff collaboration and ensuring additional coverage for teachers who are doing inquiry work about equity in their classrooms.administratorsequitable school cultureadaptive leadershipappreciative leadershipstrategic leadershi
Undiscovered insights into how Agent-Post Secondary Institute relationships can be effective
No full textCanadian universities are increasingly reliant on their recruitment agency partners (Agents) to achieve their international recruitment targets, and improve efficiency, flexibility, and ensure a sustainable market presence. It is unclear if the relationship between Post-Secondary Institutions (PSI) and Agents is mutually sustainable, or what factors promote a successful Agent-PSI relationship. This study explores the Agent-PSI relationship from Agents’ perspectives through the use of an analytical lens informed by supply chain theories. I aim to understand relational factors that drive satisfaction from agents’ perspectives. This study uses a theoretically driven model to analyze the survey data of 91 respondents to determine positive relational factors. Initial surveys were followed by semi-structured interviews of randomly selected respondents to provide additional analysis into data anomalies. The findings show that Relationship Trust led to improved Agent-PSI satisfaction, which leads to a mutually sustainable partnership
Collaborating towards an alternative high school for Wells, BC: Exploring rural education and community development in place
No full textRural high schools are often the heart of rural towns, as they can have significant social, cultural, and environmental contributions to community life. The absence of a high school can impact students' mental, physical, and social health and the entire community's social and economic well-being. This research used Community-Based Participatory Research to examine rural education and community development processes using place-responsive approaches in the rural town of Wells, BC. Wells is a unique, dynamic, artsy community in the BC interior and does not currently have a high school. Results suggested that a lack of a high school in Wells had reverberating social and economic effects on individual and community life. Understanding these effects can allow community members to target unique opportunities that counter impacts. Community approaches to alternative education integrated place-responsive, community-, outdoor, and art-based education that reflected community values. These values can be incorporated into educational models and programs to respond to context-specific community desires and needs. Research results can be referred to when determining future directions for local education in Wells and inform more global applications of educational and rural place-based community development policy and practices
Supporting Communities in Conducting Creative Research Panel
No full textWrapping up the series Conducting Creative Research (CCR), the Supporting Communities in Conducting Creative Research Panel took place on February 8, 2023. The panel focused on supporting Indigenous communities through ethical creative research. Panelists will describe creative research projects that impact communities, and discuss new models for research ethics in Indigenous, First Nations, Métis, and Inuit contexts.
This event launched the new guideline statement, In a Good Way: Principles Guiding Indigenous Research Ethics at Emily Carr University. https://www.ecuad.ca/academics/research-area/research-office/research-ethics-board#in-a-good-way:-principles-guiding-indigenous-research-ethics-at-emily-carr-university.
This presentation was a part of a collaborative series between Emily Carr University of Art and Design (ECU) and OCAD University (OCAD U). The series explores themes around responsible conduct in art and design research. The Conducting Creative Research events were made possible with a SRCR Education and Training Support (SETS) Grant from the Secretariat on Responsible Conduct of Research through the Panel on Research Ethics (PRE) and the Panel on Responsible Conduct (PRCR) of Research on behalf of the three federal research granting agencies: The Canadian Institutes of Health Research (CIHR), the Natural Science and Engineering Research Council of Canada (NSERC), and the Social Sciences and Humanities Research Council of Canada (SSHRC).Panelists:
Nakkita Trimble has been instrumental in the re-claiming of Nisga’a tattooing methods of skin stitching and hand poking - techniques her ancestors would have used. Nakkita’s first exhibit was a solo exhibit at the Nisga’a Museum in Grenville, British Columbia in 2014. The exhibit featured the oral history of Nisga’a Tattooing prior to contact. The oral history was passed down from Freda Morven and the Council of Elders comprised of some Matriarchs and Chiefs of the four main villages in the Nass Valley. The exhibit featured the first modern recorded oral statement of Nisga’a Tattooing practices, techniques, and ceremonies. Nakkita is currently exhibiting her art form at the Bill Reid Gallery. Nakkita’s tattoos connect generations, helping individuals reconnect with their identity while developing pride and curiosity for their family histories, stories, and traditions. With her intuitive understanding and practiced skill in tattooing, Nakkita’s work has been featured widely in public presentations, radio, and print publications.
Alison Collins-Mrakas is the Director, Research Ethics for York University. Alison Collins-Mrakas will discuss the development of a research ethics board dedicated to Indigenous research at York University. She is responsible for the management and oversight of policy, processes, and procedures as they relate to research involving humans, animals, and biological agents, as well as Research Integrity. She provides a variety of advisory resources for faculty and student researchers including one-on-one consultations, group presentations as well as monthly brown bag seminars on topics in research ethics. Collins-Mrakas holds a Master of Science as well as a Master of Laws. Alison is an avid rower who has competed at Royal Canadian Henley, FISA Masters World championships and the famed Boston Head of the Charles.
Tara Erb is of mixed Moose Cree First Nation from Moose Factory and French European ancestry and grew up in Toronto, Ontario. She completed her Bachelor of Arts in Sociology at the University of Victoria (UVic) and a Master of Arts in Sociology (UVic), with a research focus on facilitating Indigenous cultural safety and anti-racism training. Tara is currently completing her PhD in Social Dimensions of Health (UVic) with a research focus on Indigenous Cultural Safety in Research Environments/Structures. She is a research assistant on various projects, one of which developed an Indigenous-led cultural safety training (ICST) impact assessment tool in collaboration with four post-secondary institutions on Vancouver Island, BC. Her research interests include: Indigenous health and wellness, Indigenous cultural safety, anti-Indigenous racism and social theory. Currently, Tara is the Network Coordinator of the BC NEIHR residing as a guest on the Songhees, Esquimalt and WSÁNEC peoples territory.
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Tug of logic
No full textThis short video documents a match of Tug of Logic (an Internet-mediated audience response system enabling reasoning together through logically-structured social feedback) that was played by Canadian high school students in the context of the 2023 Ethics Bowl national championships at the Canadian Museum for Human Rights
Seeking Paths In Life
No full textThis thesis project aims to create a digital toolkit to help users develop a long-term life plan, track their progress towards goals and adjust their plans as needed. The toolkit provides exercises for interactive discussions, support for initiating and conducting in-depth conversations, and tools for expectation management, ultimately supporting the user's personal growth and development.
Young people (here categorized as those aged 20-30) face many unique challenges. Particularly in our current social context, where globalization and technological advances have brought about many educational and employment opportunities, the abundance of choices can lead to decision fatigue, stress and confusion. Building plans and setting goals are crucial for making informed choices and reducing stress. As such, this thesis refers to these young people, looking to determine their way in the world, as pathseekers.
My research began with the hypothesis that talking about death or death-related topics would lead people to reflect on building a better life and to spontaneously begin to create a life plan. However, during interviewing and prototype testing, it became clear that talking about death, while having some positive implications, did not directly lead pathseekers to create a long-term plan. Consequently, the focus of this study shifted from talking about death to more explicitly supporting young people to build a better life by creating and maintaining a long-term life plan.
I chose human-centred design principles to investigate how to help users establish long-term plans and achieve a satisfying future. The primary research methods used encompass questionnaires, workshops, and prototype testing, supplemented by secondary research conducted through a literature review.
Over the course of my research, I produced two design prototypes during the concept development phase by integrating design principles and drawing inspiration from existing conversation-assisted applications. The core design solutions of both prototypes are focused on assisting users in building executable long-term life plans through in-depth dialogue and inviting users to initiate discussions with family, friends or colleagues for consultation and learning. Prototype 1 is an offline card game that allows pathseekers to create avatars that represent their ideal life now and in the future. Through conversations with other participants, users gain insight and information and develop plans for a deliberate future. Prototype 2 is a digital, gamified tool with an AI-powered chatbot. Pathseekers can collaborate with trusted advisors to create multiple routes to their goal, and ultimately choose the most appropriate path.
Ultimately, this thesis explores designing and developing a long-term plan-building tool that combines gamification, self-reflection, and artificial intelligence. Through semi-structured interviews and experiments, my research provides insight into the target audience's challenges, and develops and designs an AI-driven, gamified toolkit specific to their needs, while also considering the potential and limitations of AI in this context. This toolkit enables pathseekers to build comprehensive long-term life plans and lets them make their choices and support their personal fulfillment.Self improvement appLife planningartificial intelligenceYoung adultsHuman-centred designDecision fatigueIn-depth conversatio
A guide to sustainable fashion
No full textThis zine was created as an assignment for a Global Learning Global Citizenship class (GLGC 1101) with Douglas College instructor Janice Sestan. Students created zines exploring and expressing personal passion related to the advocacy of a chosen United Nations Sustainable Development Goal (SDG)
Otipemisiwak – Between Two Worlds
No full text2023Sherry Leigh Williams was a self-taught, award-winning artist before returning to further education in 2001 and graduating with a three-year diploma from Victoria College of Art. She entered University of Victoria in 2004, intending to complete her program and become an arts professor. An unfortunate accident left her with a debilitating condition, and a brain injury. She persevered and finally graduated in 2019 with Distinction from the University of Victoria with a Bachelor of Fine Art.
Williams is highly creative, multi-facetted artist, she loves to connect with the “’muse” and approaches her work that way. She often paints in what she calls “The Métis Floral tradition” emulating the beadwork of her ancestors. She approaches the style, in a contemporary way with paint, instead of beads. In the spirit of reconciliation this is some of her most important work.
Creating art is intrinsic to who I am, and who Creator made me to be. Whether I am painting, making jewelry, or writing, when I work, I feel such joy and connection. I love the journey of discovery, the dance with the muse, the not always knowing the outcome, but proceeding anyway.
I have done many things in my life, to feed my children, to pay bills, but always came back to creativity, for joy, for connection to Spirit, and to raise awareness about Indigenous people.
As a child, art supplies, were not in abundance. My heart would race at the sight of a new package of crayons, or a piece of white paper. If none could be found, I would sneak the white page from my father’s hardcover books, so I could draw. If I couldn’t find a pencil, I used his rifle shells. I was obsessed with drawing. In my school years, every margin in my notebooks was filled with drawing.
I was self-taught artist, before returning to further education to pursue my dream of being a professor as an adult learner in 2001. I spent three years at Victoria College of Art, four years at University of Victoria where I graduated with Distinction eleven years after I started my program, due to a brain injury.
Art making helped me discover who I am, and in the process, helped me heal. Art is medicine, and healing in and of itself. When I work, I feel whole, and connected to spirit and to my ancestors. I can process difficult things, much easier when working. My goal is always, to connect to my Creator, my culture, my ancestors and to offer what I have to others.Art is in room 200 of Camosun College's Wilna Thomas building, on the Lansdowne campus
The impact of AI-powered tools on the labor market and employment in Canada
No full textArtificial Intelligence (AI) is a groundbreaking technology that empowers
computer systems to perform tasks that traditionally relied on human intelligence. This
transformative capability has sparked discussions about its potential impact on
employment and the labor market. We found that, based on 5-digit NOC, the top 10
highly AI-exposed occupations are financial managers, business development officers
and market researchers and analysts, banking and other investment managers, securities
manager, trust officers, accountants, investment analysts, notaries public, financial
auditors, lawyers and Quebec notaries in Canada. Considering the training and education,
15% Canadian occupations typically require a university degree, of which 70% of them
are highly exposed to AI. Considering the broad occupational category, our findings also
reveal that over 90% of occupations in "Business, finance, and administration
occupations" and "Legislative and senior management occupations" are highly exposed to
AI all of which employ of total 5,266,400 individuals in Canada. The highest exposed
occupational category is “Business, finance, and administration occupations” with a
16.28% employment rate to a total of 3,284,000 employed people in CanadaMBAR 661 Consulting project; Supervisor: Professor Aida KazemiChatGPTArtificial intelligenceTechnologyLabor marketEmploymentOccupationsWorkforceNO