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Neurology: Elbow Reflex Sitting (Jill)
No full textA female neurologist tests the elbow reflex of a large-bodied female patient sitting on the edge of a bed. There is no sound.
Clinician: Anita Florendo-Cumbermack MBBS, MHPE, FRCPC, CSCN (EMG)https://ir.lib.uwo.ca/neuro_reflexes/1005/thumbnail.jp
Doctor Patient Introduction
No full textThe neurologist introduces herself to the patient, and asks for permission to do a neurological exam
Clinician: Anita Florendo-Cumbermack MBBS, MHPE, FRCPC, CSCN (EMG)https://ir.lib.uwo.ca/neuro_general/1003/thumbnail.jp
Neurology: Testing Tone in Arms (Jill)
No full textA neurologist tests tone in the arms of a large-bodied female patient. Tests include rigidity (non-velocity dependent) and spasticity (velocity dependent). There is a medical student trainee present.
Clinician: Anita Florendo-Cumbermack MBBS, MHPE, FRCPC, CSCN (EMG)https://ir.lib.uwo.ca/neuro_motor/1005/thumbnail.jp
Utilizing Academic Advising Services to Improve First-Year Student Retention Outcomes
Get PDFStudent retention is an issue that impacts most post-secondary institutions in Canada. For the majority of these institutions, the student retention issue is most acute in first-year students. This Organizational Improvement Plan (OIP) seeks to address the Problem of Practice (PoP) of poor first-year student retention outcomes within a mid-sized post-secondary institution in Ontario (University X). Specifically, it explores the vital role that academic advisors play in retaining post-secondary students. With flat domestic enrollment numbers and challenges facing the international student market coupled with a restructured provincial government funding model, retaining students has become more important than ever before. Failure to adequately pivot to address the institution\u27s challenges may result in significant, undesirable financial consequences for the institution. Unfortunately, in its current formation, the academic advisors are not well-positioned to optimally impact student retention outcomes. Central to this OIP are the recommended leadership approaches and the adequate framing of the Problem of Practice. Transactional and transformational leadership approaches will be implemented, and the problem is framed using Bolman & Deal’s four frames along with a PEST analysis. Resistance plays a central role within this OIP and establishing ways to address it are explored through utilizing Kotter’s Eight-Stage Change Process and Duck’s Five-Stage Change Curve as a roadmap for the change. In addition, using a PDSA cycle to monitor and evaluate the success of the desired changes coupled with the implementation of a strong communication plan of the changes is central to the success of the OIP
Igniting Change in Equity, Diversity and Inclusion at a Canadian Community College Coll
Get PDFThis organizational improvement plan addresses the need to develop an equity, diversity, and inclusion strategy that will lead to systematic institutional and cultural change at Mountain College (a pseudonym). This organizational improvement plan draws upon transformational and ethical leadership principles to gain support and momentum from across all levels of the College to develop a shared vision for change and reach the new organizational state. Bolman and Deal\u27s (2013) four frames have been used as a strategic tool to examine Mountain College and identify the actions and decisions the team can take in the organizational improvement process. Following this analysis, I used The Change Path Model (Cawsey et al., 2016) to lead the change process. Three possible solutions to address the PoP were identified and examined from a financial, administrative, and human resources perspective. The preferred solution was identified, and a change implementation plan was developed. The Plan, Do, Check, Act (PDCA) concept was selected to monitor and evaluate the institution\u27s progress. Finally, a strategic communications plan has been developed for internal and external stakeholders
Problem-Based Learning to Improve International Student Outcomes
Get PDFAs education systems shift away from disciplinary-specific content and towards the development of skills that are transferable between disciplines, years and stages of life, many schools still note a gap between this desired state and their current reality. Problem-based learning (PBL) is gaining prominence as a method of closing this gap. PBL is grounded in constructionist theory, which believes that students learn best when solving authentic problems through a multi-disciplinary approach and when they have the opportunity to present this learning. This OIP addresses the absence of a school mission-aligned implementation strategy for innovative PBL programming in grades 11 and 12 at an international school in Asia. As a potential solution, it proposes a hybrid of a PBL program and a community-based global learning (CBGL) program that would see students apply these transferable skills to solving authentic problems in the wider community. This is a complex solution and requires several carefully selected frameworks and leadership approaches to achieve it. As an informal leader, I propose a diverse collective leadership approach that harnesses the knowledge and wisdom of a diverse range of stakeholders. This OIP will also embed an Appreciative Inquiry (AI) approach to leverage the success of the current grade 9-10 PBL program, to drive the monitoring and evaluation process and to ensure stakeholders remain connected to the purpose of the change. These approaches are aligned to the school’s mission and grounded in a transformative approach to change, which believes that change should strive to make the world a better and more equitable place
Educational Leadership Supporting Faculty-Motivated Professional Development in Teaching and Experiential Learning
Get PDFTeaching is one of the primary responsibilities of most university faculty members. Yet, pedagogical training and professional development in teaching and experiential learning are not employment requirements for most Ontario university faculty. This incongruence impacts faculty’s sense of self-efficacy, ability to protect their academic freedom, and their ability to design pedagogically informed curriculum. Additionally, it can negatively impact student outcomes while influencing institutional reputations and funding. In response, recommendations to address this problem of practice (PoP) must acknowledge the faculty prerogatives of autonomy, self-governance, and academic freedom. For that reason, this Organizational Improvement Plan (OIP) evaluates and proposes educational leadership approaches to promote faculty-motivated professional development at an anonymized institution designated as The Ontario University (OntU). What strategies might further promote the uptake of faculty-driven pedagogical training? With an emphasis on a collaborative, constructivist approach, this OIP recommends distributed and transformational leadership strategies to accommodate the autonomous prerogatives of faculty members and which align with both administrative and collegial governance structures. In addition to using a constructivist framework, the conceptual frameworks of self-determination and learning culture theories are used to evaluate ethical approaches to the PoP and develop recommendations. Ultimately, the goal of this OIP is to inspire and enact meaningful, transformational change at OntU that increases the number of faculty who choose to engage in pedagogical professional development and the realization of its far-reaching benefits to a variety of stakeholders
Education Technology: A Story of Faith, Community, and a Vision for Change
Get PDFThis Organizational Improvement Plan (OIP) explores technology use at Traditional Christian School (a pseudonym), a small, independent Christian school in British Columbia. The Problem of Practice (PoP) recognizes a gap between how teachers currently use education technology (EdTech) and how it could be used for greater impact. In this self-proclaimed traditional school, technology is primarily used to support teacher-directed learning; however, with teachers as change agents, effective integration of EdTech could enable a shift to student-centredness that gives students agency over their learning. Nevertheless, understanding of the transformative nature of EdTech is minimally evident at TCS, possibly because barriers based on beliefs about technology use can impede teachers from effective EdTech integration. Within a theoretical framework of social constructivism, chosen because it frames the construction of knowledge in a community of learners, a plan is proposed to change how EdTech is integrated into teaching and learning. Using Lewin’s Three-Stage Unfreeze-Change-Refreeze Change Model, teachers will be challenged to examine their teaching practices and their beliefs about EdTech. The solution described in this OIP is for teachers to engage in a continuous learning process, using the Plan, Do, Study, Act (PDSA) cycle to develop their own Technology, Pedagogy, and Content Knowledge (TPACK), enabling them to utilize EdTech to support student-centred learning effectively. Challenging teachers’ beliefs requires transformational servant leadership that inspires a vision of a more desirable future while caring deeply for the individuals implementing change, serving both the organization and its people equally with trustworthiness and humility
Increasing and Supporting Gender Equity, Diversity and Inclusion within Service X: Interrogating Leadership, Recruitment and Culture
Get PDFAbstract
Police services across Canada have been criticized for years surrounding their lack of equity, diversity and inclusion of females within their respective organizations. The problem of practice (POP) addressed in this organizational improvement plan (OIP), analyzes and focuses on the lack of female recruits applying to Service X. A gap and PESTE analysis identified three main areas of focus to effect organizational change associated to this organizational improvement plan. Recruitment and a need for examining the fitness testing of the constable selection system along with implementing advance/proactive recruitment interventions. Organizational culture and a plan for implementing a robust training approach along with resources for police officers to increase their knowledge and awareness, directed towards mitigating systemic gender inequality traditionally found in the culture of policing. Finally leadership, the aforementioned change areas shall be propelled through the appropriate leadership approaches of transformational and team/collective leadership. The former, to challenge the status quo and address higher-level needs, while the latter encourages collaboration and building commitment. A reinvestment of several personnel including officer and civilian support, throughout the organization while aligned with its new 2021 – 2024 strategic business plan objectives, provides a more effective and efficient approach to ensure oversight and accountability measures are in place to facilitate increasing and supporting females within Service X.
Keywords: organizational change, systemic gender inequality, organizational culture, police culture, transformational leadership, collective/team leadership, recruitmen
TOWARD A MORE JUST AND TRULY INTERNATIONAL EDUCATION
Get PDFInternational schools have proliferated in the last 20 years. Although one might expect students who attend such schools to represent a heterogenous, diverse population, in reality, many schools have selective admissions practices, and their education has a strong western influence derived from the few Anglophone countries from which the majority of their teachers come. The problem of practice addressed is a lack of alignment between one school’s mission and values and school practices and curricula that inadvertently continue to promote exclusion and privilege. This organizational improvement plan proposes (a) creating an admissions policy and structure that ensures that the school can include and equitably serve neurodiverse learners; (b) developing an antiracist curriculum that calls on students (and teachers) to reflect on their own privilege and learn to stand up rather than stand by; and (c) reviewing curricula, texts, and library holdings to ensure materials reflect the diversity of the student body. The ultimate goal is to help the organization become more diverse, equitable, and inclusive. Foundational to this work are transformative and transformational leadership approaches, which rely on critique of current practices combined with idealized influence and modelling for the teachers leading the change. The proposed change plan relies on a collaborative approach characterized by empathy for challenges to change; the change plan also attends to the emotional impact of the change process, offers a model for beginning and sustaining change collaboratively, offers a monitoring and evaluation framework, and provides an intentional communication plan