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Balancing the Equation: Trauma-Informed Practices for Equity in Student Academic Achievement and Well-Being Outcomes
Get PDFAdverse childhood experiences and trauma can have detrimental effects on students\u27 academic performance and overall well-being, often resulting in inequitable academic and social outcomes. The problem of practice addresses how to build capacity for trauma awareness and trauma-informed practices in educators to support students impacted by trauma and their classmates. The organization involved in this change process is a large, suburban elementary school in Ontario, serving students in kindergarten through to grade eight. The Dissertation-in-Practice provides a framework for educators to better support students impacted by adverse experiences and/or trauma, through the development of socio-emotional learning competencies and the provision of psychological safety within their classrooms. Transformative and trauma-informed leadership approaches will be embedded within a layered framework that combines the change path model and the Missouri model for trauma-informed schools and applied to the problem of practice. Possible solutions are presented and include job-embedded professional learning, a classroom-based socio-emotional learning program, and parent engagement to mitigate the impacts of adverse experiences and trauma and achieve an envisioned future state. The preferred solution engages educators and students through a classroom-based socio-emotional learning program and offers change agents the opportunity for collaborative capacity building, while providing immediate supports for students. Enhancing psychological safety within each classroom will provide opportunities for school-wide transformation that will mitigate the impacts of trauma and support equitable academic and well-being outcomes for all students.
Keywords: Trauma, adverse childhood experiences, equity, socio-emotional learning, transformative leadership, trauma-informed leadershi
Strategic Transformation through Collaborative Innovation: Fostering Dynamic Capabilities at a Regional College Campus
Get PDFThis Dissertation-in-Practice (DiP) explores the transformative potential of collaborative innovation at Lakeside College’s Peninsula Campus, a rural-serving regional college campus in Ontario, Canada. Employing constructivist and systems thinking, this DiP examines the barriers to innovation and strategic adaptation at the Peninsula Campus. The findings highlight the challenges of systemic underfunding, bureaucratic inertia, underdeveloped dynamic innovation capabilities, and the critical role of leadership in dismantling these barriers. Analysis reveals that a culture valuing cocreation, open communication, shared leadership, and a strong ethical foundation that explicitly commits to community engagement enhances innovation. By enhancing dynamic capabilities, the campus can better sense emergent trends, seize on insights and intelligence, and transform opportunities into sustainable outcomes. This DiP integrates transformational, relational, complexity, and distributed leadership theories to propose a regional campus collaborative innovation model to transform the campus and bolster its role in regional socioeconomic development. The DiP details the implementation of the RCCIM change initiative, emphasizing a structured yet adaptable communication strategy to foster widespread buy-in and an inclusive monitoring and evaluation plan designed to track progress, assess impact, and iteratively refine approaches based on feedback. This DiP contributes to understanding strategic change at regional campuses within multicampus institutions, underscoring the need for leadership alignment with campus dynamics. I advocate for a distributed, participatory leadership model, emphasizing continuous learning, agility, and collaborative innovation for sustainable growth and community impact
Interior 1, St. Andrew\u27s, Howdenvale
No full texthttps://ir.lib.uwo.ca/anglican_interiors/1249/thumbnail.jp
Interior 2, St. George\u27s, Owen Sound
No full texthttps://ir.lib.uwo.ca/anglican_interiors/1262/thumbnail.jp
12 Patti Sings Mozart
No full textPatti Sings Mozart – A discussion of Mozart\u27s Voi che sapete as sung by Adelina Patti (1905) and what we can learn about early 19th-century vocal performance from Patti\u27s recording
10 Legato and Staccato – Cornerstones of Expression
No full textSing as You Speak: Legato and Staccato – Cornerstones of Expression. Late 18th- and early 19th-century singers incorporated legato and staccato in their performances to animate recitatives and arias with a pleasing variety. Discussion of the various practices associated with the terms.https://ir.lib.uwo.ca/bel_canto_videos/1004/thumbnail.jp
Stimulating Faculty Participation in Supporting and Developing Change Initiatives
Get PDFThe School of Business at Oceanic College (a pseudonym) is focused on developing initiatives aligning with the UN Sustainable Development Goals and UN Global Compact Principles for Responsible Management Education. The process has been top-down driven, with limited participation by the faculty in developing initiatives and activities. The faculty members work on initiatives mainly in isolation with limited collaboration or coordination, reducing the overall participation levels. The problem of practice to be addressed in the School of Business is how to stimulate participation from faculty at the grassroots level in generating change initiatives or new approaches that would support the Sustainable Development Goals. As a department chair, I serve as a leader amongst peers of my department in the School of Business. I will utilize my organizational and leadership skills to drive change from the grassroots, utilizing a collegial theoretical perspective and servant leadership approach. Solutions to this end are developed utilizing Cawsey et al.’s (2016) change-path model, Lavis et al.’s (2003) knowledge mobilization framework, Gopichandran and Krishna’s (2013) ethical framework, McLaughlin and Jordan’s (2015) logic model, and Markiewicz and Patrick’s (2016) monitoring and evaluation plans. Addressing this problem of practice will result in increased faculty engagement and contributions, leading to embedding the Sustainable Development Goals as part of the School of Business’s culture. The Sustainable Development Goals will become part of the value system and culture as collegial frameworks and collaborations become commonplace