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Anterior Right Upper Lobe Assessment 4th IC space
No full textAnterior Right Upper Lobe Assessment 4th IC spacehttps://ir.lib.uwo.ca/clinicalskills_respexam/1009/thumbnail.jp
Anterior Left Upper Lobe Assessment 4th IC space
No full texthttps://ir.lib.uwo.ca/clinicalskills_respexam/1007/thumbnail.jp
Improving Faculty Capacity to Support Student Mental Health
Get PDFMental health issues are on the rise among students at postsecondary institutions (PSIs), necessitating a campus-wide initiative to address growing concerns about mental health problems among students. Extending the circle of care model to include faculty ensures the timely delivery of support and services to address students’ mental health needs. This integrated approach also enables faculty to respond to students’ needs and direct students to the appropriate resources. However, faculty must be equipped with the knowledge needed to recognize the signs of mental health issues among students to positively impact students’ overall health and well-being. Improving faculty capacity to support student mental health minimizes risk factors, prevents issues from escalating, and enables students to receive immediate support. To achieve this goal, this Organizational Improvement Plan (OIP) proposes the development of a professional learning community (PLC). This organizational change requires the institution’s leadership to effectively support students’ needs. The Department of Humanities and Social Sciences, in collaboration with other stakeholders, leads this change initiative at a Canadian college. Thus, the OIP is underpinned by a framework that consists of distributed and servant leadership approaches and a social constructivist lens for learning. In addition, Kotter’s (1996) Eight-Stage Change Model is used to establish a plan of action that incorporates key stakeholders, with clearly defined roles and responsibilities to enact the proposed change. Ultimately, collaboration among stakeholders is important to reduce barriers for students seeking mental health assistance and to ensure the sustainability of supports that foster progressive change and a supportive environment
Frozen in Time? Exploring Faith-based Admission Standards in Christian Higher Education
Get PDFLow enrollment is a significant problem in small Christian liberal arts colleges. It is my position that addressing the adaptive challenge of organizational identity will create an inclusive, accessible, and relevant faith-based college community which appeals to applicants and thereby grow enrollment. Drawing on process organization theory, situated learning theory, and adaptive leadership theory, I propose in this organizational improvement plan a change process enacted by a community of practice to foster sensemaking about organizational identity through college admissions work. This plan identifies portfolio-based admissions and critical policy analysis as ways to invite applicants to demonstrate their strengths; the approaches honour individual faith practice and foster a sense of belonging during the admissions process. The community of practice advances continuous improvement and innovation in the change implementation plan and creates space for varying degrees of stakeholder change readiness in the process
A Faculty-Based Approach to Engaging University Alumni
Get PDFAlumni engagement is widely defined as the level of relationship graduates have with their alma maters. Universities have an opportunity to leverage benefits from having strong connections with their alumni. Furthermore, graduates generally have a stronger affinity to the academic departments they graduated from than to the universities where these departments are based. Additionally, the fiscal and regulatory pressures facing Canadian universities within the province of Ontario highlight the advantages that come with having an engaged alumni community. The Problem of Practice (PoP) investigated in this Organizational Improvement Plan (OIP) is the lack of alumni engagement within a faculty of business at an Ontario-based university and the negative impact it has on students, faculty members, staff, alumni, and external partners. The change process undertaken to close the gap in alumni engagement within the organization is described, as well as several possible solutions for improving alumni engagement. As the Director of Student Engagement and Alumni Development for this business faculty, my thinking is influenced by having a social constructivist view. A good example is my focus on stakeholder engagement and leveraging the knowledge that it provides. I also have the agency to enact the change process and apply authentic, shared, and transformational leadership approaches to close the gap that results from the PoP. The aim of the OIP is to mobilize stakeholders across academic departments within the university and achieve the envisioned future state of enjoying a stronger relationship between alumni and their alma mater.
Keywords: alumni engagement, leadership, faculty, social constructivism, universities, organizational chang
Equitable Curricula and Assessments for Students With Complex Needs: Structures to Support
Get PDFThis organizational improvement plan (OIP) addresses the inequitable assessment measures that are currently used to support students, all with complex needs, within an urban Educational Service District (ESD) in the Western United States. This Problem of Practice (PoP) considers strategies that can be implemented to ensure that students with complex needs are supported with assessments and curricula that are responsive to their unique needs. Grounded in critical theory, with its focus on social justice and the amelioration of marginalizing practices, the PoP is at its core a consideration of the ways in which students with complex needs are marginalized as they are supported using tools designed for neurotypical or less complex students. The problem is considered within an organizational and historical context, with particular attention paid to the neoliberal context that continues to be prevalent in American education. In addition, the problem is situated within the author’s particular leadership and theoretical belief systems. Guiding questions focus on the connection between collaborative opportunities for teachers and more responsive student assessments and curricula, the connection between increased teacher and parent input and more responsive student assessments and curricula, and the possibility that increased administrator engagement with classroom work of students would lead to more responsive student assessments and curricula. The gap between current and future state is considered, and the change readiness of the organization is discussed. The framework for leading change is considered through a transformative leadership lens. Possible solutions are discussed, with a recommended solution that includes a multi–loop process incorporating an administrator community of practice, a dialogic community group, and classroom knowledge communities. A multi–step framework for change implementation is selected within the context of a discussion of a range of change implementation frameworks, as well as strategies for monitoring and adjustment. Finally, next steps and future considerations provide concrete actions moving forward. When implemented, this OIP will provide the systems and structures needed to ensure that students with complex needs are supported with curricula and assessment tools that are responsive to their specific needs, allowing them to demonstrate their strengths in a meaningful way
