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Faculty Engagement in an Interior Design Program at a Canadian Higher Educational Institution: Toward Methodical Practice
Get PDFThere is an inherent assumption that faculty ought to know and practice sound andragogical techniques that result in quality teaching. This organizational improvement plan (OIP) develops a methodical approach to engage faculty in effective teaching practices in an interior design program at a private for-profit university in Canada. The ability to build such a group in this program is threatened by external and internal factors, the most notable of which is the small pool of qualified candidates for faculty positions. A dual theoretical lens consisting of organizational cultural theory and social cognitive theory bring the problem into sharper perspective. To inform the realization of the OIP, a distributed-transformational-servant (D-T-S) leadership model was developed. The critical organizational analysis revealed gaps that pointed to a series of possible solutions. The chosen solution for implementation is the launch a peer–faculty mentoring model. Following the implementation plan, the first goal is for current faculty to act as mentors for new faculty during their first year with the university. The second goal of the plan details the peer-mentoring initiative for faculty who teach Term 1 courses both online and on-campus. Achieving these goals will help to create a faculty who are actively engaged in practices of teaching excellence, which will also improve student achievement metrics. A fully developed monitoring and evaluation plan, as well as a communication plan, support the OIP implementation plan. This work may inspire the expansion of the peer–faculty mentoring model across the campus and within the broader university community
A Critical Approach to Academic Language Proficiency for Culturally and Linguistically Diverse Nursing Students in Northwestern Canada
Get PDFThe nursing profession population demographic is homogeneous in comparison to the cultural and linguistic diversity of the larger Canadian population. This creates health disparities for culturally and linguistically diverse (CALD) clients entering the health care system where registered nurses are often first point of contact. The Canadian Nurses Association (2009) advocates for nursing programs to enroll and graduate CALD nursing students This will increase the heterogeneity of the nursing profession, minimize health disparities, and increase excellence in nursing care. However, CALD nursing students experience poorer outcomes in nursing education with academic language proficiency cited as a significant contributor. This organizational improvement plan explores the lack of implemented strategies known to support CALD nursing students’ acquisition of academic language proficiency. The PoP is explored through the critical race theory lens. The proposed solution supports students acquiring academic language proficiency at the pace required to be successful in nursing courses. This aligns with the college’s priority goals of supporting students’ success. This solution is explored through adaptive-transformational- servant leadership approaches. Lewin’s (1951) theory of planned change and Meyerson’s (2003) theory of tempered radicalism propel incremental changes forward to achieve sustainable transformational change. The plan-do-study-act (PDSA) iterative cycle monitors and evaluates change plan implementation for continuous improvement. This supports CALD nursing students’ success and enables faculty to lead innovative change for students’ success
