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Equitable Classroom Assessment Validity: Process or Product? A Mixed Methods Study at One Ontario College
Full text linkClassroom assessment validity is the cornerstone to preparing grading judgments about students. To date, few studies document approaches to classroom assessment validity for college contexts. This participatory, mixed methods research study explored classroom assessment validity for one mandatory, first semester, college communications credit, in Ontario, Canada through the lenses of reconciliation, equity, diversity, inclusion (EDI), and sustainability.
The purpose of this study was for the researcher to come together with students and faculty to explore and describe classroom assessment validity for one final summative assessment using validity concepts and a process that considered building assessment literacy, integrating the values of reconciliation, EDI, and sustainability. Participants included 71 students, seven faculty members, and the researcher herself (as the researcher-participant). Student participants responded to a survey asking about their perceptions of assessments in the college credit; the researcher-participant and faculty participants then entered into a community of practice (CoP) to interrogate classroom assessment validity in the credit. The study converged into CoP Focus Group 6 where student survey results and earlier CoP Focus Groups 1–5 informed the development of assessment validity for the final summative exam.
The findings supported the use of the researcher’s seven-part approach for grounding reconciliation, EDI and sustainability in classroom assessment validity and that the following threats to classroom assessment validity needed to be addressed within the communications credit: (1) assessment purpose and use: narrowing the assessment purpose and use to a learning purpose focused on learning first-semester communications skills as identified in the credit learning outcomes while enacting this learning purpose through formative, metacognitive and affective inferences; (2) faculty conceptual framework: offering faculty opportunities to reify their conceptual frameworks towards improved assessment literacy and assessment inferences; (3) cultural validity: integrating student conceptual frameworks into all validity concepts towards improved student self-efficacy, metacognition, motivation, belonging, representation, and socially-mediated learning opportunities; developing a needs analysis for students; (4) construct validity: clarifying credit learning outcomes with the faculty team towards consistent expectations while redeveloping culturally-valid learning outcomes with consideration to reconciliation, EDI and generative AI; (5) instructional validity: constructive alignment of instruction and assessment; integration of assessment for learning and Universal Design for Learning in instructional approach; (6) inferential validity: using assessment tools with students towards improved inferences (exemplars, rubrics etc.); (7) systemic validity: continuing a community of practice for faculty to build assessment literacy, manage assessment change, enhance faculty agency, improve assessment workload and sustainably lead the credit.
There was no evidence that the final summative assessment supported summative inferences for faculty. Overall, the use of this seven-part approach identified several supports and threats to assessment validity in the credit’s final summative assessment and recommendations for practice. Findings illuminated the utility of pragmatic approaches to assessment validity in learning-centred college contexts, particularly the value of a CoP towards sustaining assessment validity. The study contributes to a research gap on assessment validity for college classroom assessment and explores an approach to assessment validity grounded in the values of EDI, sustainability, and reconciliation with Indigenous peoples (as identified in the Truth and Reconciliation Commission of Canada’s 94 Calls to Action)
Experimental and Numerical Investigation of the Mechanical Properties of Novel Bamboo-Timber and Bamboo Composites for Sustainable Construction
Full text linkThis research examines the mechanical behaviour of laminated bamboo and hybrid bamboo timber composites that were developed as sustainable alternatives to conventional construction materials. Thirty-six specimens were manufactured using a novel combination of bamboo and pinewood strips. The specimens were fabricated using cold press and hydraulic press techniques and bonded with bio-epoxy and polyvinyl acetate adhesives. The hybrid configuration with alternating bamboo and timber layers was fabricated to improve stress transfer, interfacial bonding, and dimensional stability while maintaining the environmental advantages of bio-based materials. Three mechanical tests were conducted using a universal testing machine (UTM). The mechanical tests consist of compression parallel to the grain, compression perpendicular to the grain, and flexure in accordance with ISO 22157 and ASTM D143 (with adjustments) in order to determine the modulus of elasticity, the compressive strength, and the bending capacity of the proposed composites. The experimental results showed that the manufactured composites performed as well as or better than the commercial bamboo and pure natural softwood references. The cold-pressed bamboo epoxy specimens reached an average modulus of elasticity of about 11.6 GPa and exceeded the commercial sample by approximately 35 percent. In compression perpendicular to the grain, the engineered bamboo groups achieved higher strength and load capacity, while the composites remained comparable to the commercial sample. In flexural testing, the bamboo bonded with bio-epoxy was the only group that clearly outperformed the commercial bamboo sample by 40 percent, and the remaining groups showed comparable bending response, which indicates a consistent and reliable behaviour across the laminate types. Numerical models developed using ABAQUS 2025 software reproduced the experimental force-displacement and stress-strain curves with excellent agreement, which validates the adopted material properties and boundary conditions and supports the use of the model for predictive design. These findings confirm that the proposed laminated bamboo and bamboo timber composites' outstanding mechanical properties make them a viable material for future sustainable construction applications
After-Effects: A Feminist Poststructural Exploration of the Young Adult Series “After” and Discourses of Romanticized Abuse
Full text linkThis thesis is a feminist poststuctural discourse analysis of the young adult (YA) romance series After by Anna Todd. The After trilogy follows a romanticized abusive relationship between two heterosexual characters that relies on stereotypical and binarized performances of masculinity and femininity to maintain the storyline. In my analysis, I first relied on Judith Butler’s (1990) theory of gender performativity to explore how gendered power is constructed and maintained through the romanticization of abuse in the series. Then, I drew on Eve Sedgwick’s (2003) concept of reparative reading, to understand how the After series offers a particular kind of comfort to its readers, who are largely heterosexual teen girls.
My qualitative thesis employed feminist discourse analysis (FDA) to identify the gendered tropes in the books. I paired a textual analysis of the series with a textual analysis of specific posts on the social media platform Reddit, which is dedicated to community-based discussion groups. I selected specific threads related to the After series to explore how readers described their experiences reading and relating to the texts. Four main themes emerged from this Reddit analysis: 1) Relating to the characters; 2) How the series functions as a form of escapism; 3) Awareness of toxicity in Hardin and Tessa’s relationship; and 4) Reflections on reading the series in their younger years. In my conclusion, I argue that the binarized performances of masculinity and femininity by the characters in the After series are what sustain and allow the gendered romance-related tropes in the texts. From the Reddit posts, it is evident that reading the series is uniquely reparative for many readers, whether it provides comfort, an escape from everyday life, or a chance to reflect on past or present experiences
Bob Welch Sr photograph album, 1922-1968
Full text linkBob Welch Sr., (also known as Robert Kemp-Welch) was born 1906 in Richmond, Surrey, England. He died 21 October 1986 in St. Catharines, Ontario.
Bob Welch Sr. was employed as a fireman and locomotive operator for the Welland Ship Canal Construction Railway from 1922-1930. Welch had a deep interest in railways and railroads. After a brief hiatus, Welch returned to railway work in 1941 as a freight brakeman and freight conductor on the NS&T (Niagara, St. Catharines & Toronto Railway), a division of the Canadian National railway. Welch retired in 1968.
Mr. Welch had a lifelong interest in technology. As a young boy he was often found tinkering in his family’s garage. He was one of the first of his peers to construct a crystal radio in his workshop. His grandson, Rob Welch, recalls that he was a very skillful craftsman and could fix or construct anything he needed. At the age of 16, Welch began work on the construction of the fourth Welland Canal. He was employed by the Welland Ship Canal Construction Railway. He serviced and operated the railway engines used to transfer many tonnes of rock and earth in the building of the new canal.
Welch also had a keen interest in photography. The photograph album is evidence of his interest in documenting the construction of the canal and recording the efforts of ordinary men in its creation. After the completion of the canal, Welch documented the many railroad locomotives and the men who worked on them. Some of the photographs document the “last run” or “final run” of railway personnel as they made their last trip prior to retirement. Included are also images of a train car derailment in 1953. Many of the photographs include identifying information on the reverse.
Photographs from this album have been reproduced in an annual calendar created by Andy Panko for the Canadian Railway Historical Association (CRHA), Niagara Division.
Bob Welch Sr. was the father of Robert S. K. Welch. Robert S. K. Welch was chancellor of Brock University from 1985-2000. First elected to provincial government in 1963, Welch held various positions, including Government House Leader, Minister of Education, and Deputy Premier. He remained connected to his Niagara region roots and took an active part in his community. In 1999, the Faculty of Education building at Brock University was named in his honour.1 red cover photograph album containing:
115 photographs - 15 col. & 100 bw
4 bw photographs printed on regular paper (8.5 x 11)
Identified photographs include the following information:
Train and Equipment Nos.
Locomotive No. 2
Locomotive No. 5
Steam Shovel #4
Locomotive No. 12
Steam Shovel #10
Electric Shovel
Track lifter (Roger & Miller)
Personnel / people
Conductor Norton
C. Boles, Engineer
R. Lampman, Fireman
Bob Reilly, Conductor
Casey Jones, Engineer
D. Sonnsburger, Fireman
T.C. Miller, Conductor
Bob [aka Robert] Welch, Fireman
? Hall, Engineer
? Jukon, Brakeman
Ike Cornelius, Conductor
L. Chadwick, Conductor
Ross Greene, Engineer
Jim Curtis
Companies
Sir William Arrol & Co. [A Scottish civil engineering and construction business]
Rodger & Miller Co. [sp] [Roger Miller (and Sons), Ltd. ] - a contractor working on the final estimate for forming a turning basin near Thorold
Locations – Welland Canal
Ontario Paper Mills wood dock, Thorold
Turning Basin, Thorold
View of twin locks and C.N.R. bridg
Swinging towards intentionality: Exploring the process of life skills development in seasonal camp staff at a sport-based PYD camp using creative non-fictions
No full textThere has been a growing body of literature to explore the experiences and outcomes associated with summer camp staff (Botting et al., 2021; Kendellen et al., 2016; Povilaitis & Tamminen, 2018). However, studies focusing specifically within the context of day camp settings remain underrepresented. Moreover, there have been calls to understand the process of life skills development. This study explored what and how life skills were developed among staff within a baseball-for-development summer camp. Ten staff (ages 18-24) engaged in three phases of data collection: (a) completing a personal meaning map (PMM), (b) a 1-on-1 interview using their PMM as a guide; and (c) a focus group. Reflexive and narrative thematic analysis identified main themes and insights from the data and supported the potential of this camp setting as a developmental space for staff, where they developed and refined intrapersonal (e.g., confidence, adaptability, patience) and interpersonal (e.g., teamwork, leadership) life skills. Further, participants discussed how the camp structure supported and helped facilitate the development and/or enhance their life skills, highlighting the value of prior experience with staff training, and familiarity within the RBI SE camp that shaped their capacity to reflect with intent, take chances, build resilience through experiences, and practice empathy. Responding to recent methodological calls (Camiré et al., 2022; Henert et al., 2021; Newman et al., 2025; Warner et al., 2021) to centre youth voices and perspectives, creative analytical practice was employed, resulting in the creation of three creative non-fictions. These creative nonfictions amplified the staff’s perspectives of developing life skills within the camp contexts. These storied findings contributed to the limited understanding of how camp experiences impact staff while recognizing that they are in a crucial stage of personal growth and development. Practical implications may inform future staff training and sport-for-development programming, including the use of creative non-fictions to illustrate the complexities of life skills development in a baseball-for-development camp program
Creating a Graphical Abstract: 10 Steps to Start
Full text linkA graphical abstract is a single image that appears alongside a written abstract, to provide a visual summary of the key findings of a study. This worksheet identifies 10 helpful steps to communicate the knowledge you wish to share in a single summary image.
This worksheet is from a series of 4 worksheets on the topic of science communication: 1. Introduction to Science Communication: Pre-worksheet; 2. Writing in Plain Language: Getting Started; 3. Creating a Graphical Abstract: 10 Steps to Start; and 4. Prior to the Podcast: Preparing for Your Episode. These worksheets are intended for individuals interested in building their science communication skills to effectively communicate science to the public as well as other knowledge users. The worksheets were developed within the Validation, Prototyping and Manufacturing Institute (VPMI) at Brock University (https://brocku.ca/vpmi/) to support the sharing of scientific findings.Created with funding through a Science Communication Skills Grant (pilot) from NSERC, “Mobilizing science from the lab to the community” to Wendy E. Ward, Brock University
Self-care Motivation and Behaviours Among Therapeutic Recreation Professionals Working in Mental Health: A Qualitative Descriptive Approach to Inquiry
Full text linkTherapeutic Recreation (TR) practitioners working in mental health settings are often exposed to emotionally demanding environments, which can impact overall wellness and quality of life. The practice of self-care has been increasingly recognized as a strategy for health professionals to reduce stress and recharge, yet limited research explores self-care among practitioners. This qualitative descriptive study contributes to the ongoing discussion of the importance of self-care for mental health professionals. Semi-structured interviews with 10 TR practitioners in Ontario, each with at least 2 years of experience, were analyzed using Braun and Clark's (2006) thematic analysis to explore their experience with self-care. Through an in-depth thematic analysis, findings are presented in three separate chapters. Chapter Four reflects on experiences and descriptions related to how practitioners describe their personal aspects and understandings of self-care. The descriptions revealed that self-care is a purposeful priority; aligned to personal values; and space for restoration and connection. Chapter Five discusses the main benefits and barriers to practitioners' self-care, including: relaxation and peace; being in the moment and mental clarity; a sense of accomplishment; and connection to others. Narratives spoke to time and commitments, mood, energy, and motivation as challenges to self-care engagement. Finally, Chapter Six examines the motivations and inclinations that lead practitioners to incorporate self-care into their lives. These descriptions showed that their motivation stems from self-preservation and wellness; professional authenticity and accountability; as well as lessons learned from the TR field.
TR practitioners view self-care as highly personal and dynamic, influenced by both individual values and professional demands. Implications include the need for TR practitioners to reflect on their values, self-care needs, and evolving self-care practices. Additionally, health educators and employers are encouraged to incorporate self-care education and training, opening avenues for promoting wellness. This study emphasizes the growing field of self-care, health research, and TR as an interdisciplinary profession intertwined within a world of caring for oneself and others. While findings suggest the importance of both proactive and reactive approaches for sustaining well-being, further research exploring this area would contribute to a deeper understanding of self-care practices
Isaac Brock silver commemorative coin, 2012
Full text linkThe commemorate coin was commissioned by the Brock family, designed by Oliver C. E. Brock and minted by the Guernsey Mint Bullion Company on the Island of Guernsey.
The Guernsey Mint is a 4th generation family business based in the Island of Guernsey and run by Bruce Russell and son Simon.
Sale of the coin supports The Brock Memorial Foundation. The Foundation promotes the life and legacy of Major General Sir Isaac Brock.Two silver coins commemorating the life of Major General Sir Isaac Brock. One one side of the coin is a silhouette image of Brock and the other side depicts the American assault on the redan battery at Queenston
Interactive Online System for Mathematical Induction
Full text linkMathematical Induction is a foundational proof technique in discrete mathematics, whereas many students struggle to cover the gap from procedural to abstract reasoning. This project is based on the interactive online system for mathematical induction, developed to teach mathematical induction with the help of structural learning, guided examples to build a strong base and real-time feedback of user inputs. Using Java Servlets, the system offers an interactive learning experience that mirrors traditional textbook notation while eliminating the obstacles of complex proof writing syntax. The system features a structured flow of learning which starts with guided examples before diving into hands on exercises. The core innovation of the system is the proof solver, which offers real-time feedback after every user input. If a step is incorrect, the system highlights the mistake and prevents students from proceeding with
a defect in the logic. When a user is facing obstacles while solving a question, the system has an option to switch towards the example environment, which has a guided
example of the same theorem the user was struggling with. Additionally, the user can ask for hints in case the user does not want to move towards a guided example to scaffold
learning without giving away the solution immediately. Unlike many other proof assistants like COQ, the system does not require users to learn any language. Instead, it maintains a natural textbook style interface with readable mathematical symbols to increase the accessibility of the system. Furthermore, the system has exercises and examples beyond numbers, incorporating generalized problem types which require students to specify the properties used in the proof step. With the integration of guided examples and immediate feedback, the system bridges the gap between theory and application. This research aims to make mathematical induction more accessible and engaging for learners with the help of technology
Mathematics Learning in a Computer Programming Environment: Co-Actional Phenomenon, Mathematical Significance, and Computational Thinking
Full text linkThis study explored the nature of interactions between learners and their programming environment as they develop and program Exploratory Objects (EOs) for mathematics investigations. This interaction is conceptualized as co-action, a reciprocal process in which learners and their environment mutually shape each other. Grounded in the enactivist concept of structural coupling and informed by the theory of stigmergy, the research reconceptualizes learning as an emergent phenomenon that arises through embodied action, sensory feedback, and evolving environmental traces. Using a qualitative phenomenological approach, data were collected from six undergraduate students enrolled in Mathematics Integrated with Computer Applications (MICA) courses at a Canadian university. Data sources included semi-structured interviews, field notes, and exploratory objects (EOs). Thematic analysis, guided by Braun and Clarke’s (2006, 2020) framework, revealed six key themes: pedagogical traces, Environmental Semantics and Social Traces, learning strategies and student agency, dynamic problem-solving, emerging perspectives and psychological empowerment, and development of proficiency. Findings highlight how learners’ adaptive engagement with programming tools supports the co-emergence of computational thinking, mathematical reasoning, and learner agency. The study offers theoretical and pedagogical insights for integrating computational thinking into mathematics education in ways that are flexible, inquiry-driven, and grounded in students’ lived experiences