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Creating an Educative Approach to Academic Integrity within an Ontario College Public–Private Partnership
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This dissertation-in-practice investigates the impact of limited proactive educational practices to support academic integrity at the College of Central Ontario (TCCO; a pseudonym) in a public–private partnership (PPP) with a private career college (PCC). Addressing this significant leadership problem of practice is needed, as academic integrity underpins institutional reputation, the validity of academic credentials, graduate credibility, and workforce competencies. Students’ cultural socialization and educational environment play pivotal roles in shaping their understanding of integrity and practice of ethical decision-making. Thus, international students studying at TCCO-PCC benefit from ethical leadership and tailored support to uphold expected institutional integrity standards. It is crucial for leadership to support a framework that tackles present challenges, one that emphasizes solution-driven approaches to boost integrity knowledge and education at TCCO-PCC. This requires teamwork to close gaps, ensuring the institution’s dedication to integrity and collaboration with academic partners for change. The success of this dissertation-in-practice will be aligned with both transformational and transformative leadership approaches and will focus on supportive methods to reduce academic integrity issues while providing educational opportunities to explore holistic integrity (academic, personal, and professional). This dissertation-in-practice outlines a fulsome change implementation plan, a communication plan, an outline for monitoring and evaluating the change efforts, and methods for TCCO-PCC to leverage appropriate knowledge mobilization to enhance and improve integrity education and knowledge acquisition.
Keywords: academic integrity, holistic integrity, public–private partnership, PPP, international students, ethical leadership, ethical decision-makin
Improving Teacher Preparedness and Capacities: Narrowing the Gap to Support Youth Mental Health in a Catholic High School
Get PDFA significant proportion of youth enrolled in Ontario high schools struggle with mental health challenges, and educators lack the necessary readiness and capacities to address these issues. To address the problem of practice (PoP), this dissertation-in-practice (DiP) endeavours to create subject-specific professional learning communities (PLCs) with the dual objective of improving teacher preparation to effectively deal with student mental health challenges and foster collective teacher efficacy (CTE) at Central Catholic High School (CCHS). There is a definite correlation between the recent global pandemic, student well-being, mental health, and academic achievement. Considering this, CCHS must increase teacher interventions, engage policies that promote greater equity, and enhance coordination across its teaching staff and student support systems. The DiP is framed by critical social justice and Catholic social teaching (CST). The combined framework is incorporated into Kotter’s (2014) eight-step change model, which is supplemented by collaborative teacher inquiry (CTI) and appreciative inquiry (AI), to facilitate a comprehensive, school-wide improvement plan to enhance collective teacher efficacy (CTE) and support student mental health. The implementation and communication strategies are guided by the Kotter change model and AI to promote learning throughout the change process.
Keywords: appreciative inquiry, Catholic social teaching, collective teacher efficacy, collaborative teacher inquiry, critical social justice, faith-based leadership, transformative leadershi
Transforming Hearts and Minds: Racial Equity Through Human Resources Policies and Practices
Get PDFEmployers in BC are expected to protect workers’ human rights and provide a workplace free of discrimination. This comes amidst the widespread recognition that systemic racism exists—racism that is woven into the very fabric of our public institutions and their Westernized ways of knowing and being. This Dissertation-in-Practice seeks to disrupt systemic racism within a public school district in BC through the lens of an educator and human resources (HR) practitioner. This work seeks to better understand and address the wicked problem of practice (PoP) created by the absence of systemic anti-racist human relations policies and practices with the capacity to dismantle systemic racism and promote diversity, equity, and inclusion within the school district. The tools of critical theory and transformative leadership are implemented to frame this wicked problem, while a place-based change model is combined with appreciative inquiry to create the appreciative change cycle for equity. This model encourages meaningful participation and a human relations approach to building racial equity. A review of HR policies and practices through an anti-racist lens is the solution selected after an evaluation of the social justice case, business case, human relations case, speed, and agency. The change implementation plan is supported by fulsome plans for communication, knowledge mobilization, monitoring, and evaluation to promote transparency and engagement
Learning to Feed: Integrating Practical, Theoretical, and Experiential Aspects of Breast and Infant Feeding Into Nursing Curricula
Get PDFThis dissertation-in-practice (DiP) introduces a targeted improvement plan designed to elevate the proficiency of nursing faculty in X College (a pseudonym), focusing on the delivery of infant and breastfeeding education within the nursing curricula. Anchored in the principles of educational leadership and utilizing action research methodologies, this initiative addresses a pivotal gap in nursing education. It proposes a curriculum framework that intricately blends theoretical knowledge with experiential learning opportunities, aiming to enhance educational development in the nursing discipline. This comprehensive approach not only seeks to equip nursing students with the critical skills required for effective infant and breastfeeding support but also positions the initiative as a benchmark for educational innovation within the sphere of higher education. The DiP underscores the significance of educational leadership in driving substantial improvements in maternal–child health outcomes, through the expert support of infant and breastfeeding practices. Furthermore, this body of work embodies a commitment to advancing nursing faculty capabilities, fostering educational development, and promoting experiential learning as cornerstones of effective higher education in nursing
Wyi Wah! Mamaskacikiwey Itota: An Integration of Indigenous Culture and Academics at a Manitoba High School
Get PDFIndigenous student success has been a long-standing challenge for schools in Manitoba, as in other areas of Canada. This Dissertation-in-Practice examines the central question of how a high school that employs the same programming for all students has been effective with non-Indigenous students but has struggled to engage and assist Indigenous students. Albeit from different perspectives, Indigenous caregivers, their children, and the staff who support those students, agree that change is necessary. Research is clear that student voice is a necessary component of school success. It also points to the concept of Two-Eyed Seeing, the desire of Indigenous caregivers to see academic and cultural competencies included in their children’s programming. Thus, building caregiver advocacy skills is another factor for success although when juxtaposed against the inter-generational trauma caused by Canada’s Residential School system it becomes apparent that these actions may be much easier said than done. At the same time, the need for schools to listen far more, ask themselves questions, understand how ‘nothing for us, without us’ applies, and operate with an ethic of hospitality to create spaces for Indigenous students to succeed is important. To reach these goals, a change plan co-authored by all participant groups is needed. The work of this paper has been intended to extend thinking for school and system leaders on how schools can become more engaging and welcoming places for Indigenous students to succeed within, open to communicating with students and caregivers. To satisfy this end goal would be to inch closer to fulfilling the Calls to Action set forth by the Truth and Reconciliation Commission of Canada as well as the United Nations Declaration of Rights for Indigenous Peoples
St. Williams, Memorial COE, Brantford 1.3
No full texthttps://ir.lib.uwo.ca/anglican_exteriors/1160/thumbnail.jp
Interior 4, St. Georges, Owen Sound
No full texthttps://ir.lib.uwo.ca/anglican_interiors/1280/thumbnail.jp
04 Vary the Beat – Follow the Passions
No full textSing as You Speak – Tempo freedom in early 17th-century music. Discussion of period sources and examples of varying the beat (Caccini’s “Amor io parto” and Monteverdi’s “Sì dolce è’l tormento)
