Journals @ Ontario Tech
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The Impact of Social Media, the Internet, and Legislation on Online Minor Sex Trafficking
No full textThis paper examines the impact of social media and the internet on the online sex trafficking of minors and assesses the impact of internet laws and legislation designed to stop online sex trafficking. Online sex trafficking of minors has been identified as a significant problem in North America and around the world, generating approximately 32 billion dollars annually. The expansion of the internet over the past 20 years has provided sex traffickers with a new way to conduct business. This article provides a review of the literature (studies, reports, gray material) published between 1996 and 2022. A review of statistics, the role of the trafficker and the characteristics of the victims provide context to the discussion of anti-trafficking laws and legislation. This review was conducted using a critical social theories lens to determine inherent bias in the work, presumed assumptions, structural inequalities, and how the growth of the internet has impacted social change. Findings indicate that the laws and legislation designed to protect victims of sex trafficking have been largely ineffective and that ethical considerations and biased results limit the methodology of many studies
Disability, Agency, and Moral Qualms: The Futility of and Harm in Contemplating Moral Agency in Animals
No full textThis paper explores how disability is built into the functionality of industrialized farming practices but is not discussed in disability justice discourse. By analyzing works by Sunaura Taylor, Thomas Bretz, Temple Grandin, and Cary Wolfe, I examine ways to condemn the disability-causing functions of industrialized agriculture as well as address the rift between the animal rights and disability justice community caused by Singer’s Animal Liberation without detracting from the work done by disability activists to destigmatize disability. The driving question for this article grapples with how to celebrate disability while simultaneously acknowledging that disability-causing structures like factory farming are bad. Through a posthumanist approach, this paper contends that by rejecting human exceptionalism and moving past agency as a qualifier for moral consideration, the two communities can be reconciled and ensure their rights. 
The United States of America v. The State of Florida: A HopePunk Coda
No full textA reflection on current events
Disability Research Principles: Lessons from a Speaker Series
No full textThis paper presents lessons learned from a project titled Advocates Assembly: Disability Research from the Ground Up. Hosted by Ontario Tech University’s Institute for Disability and Rehabilitation Research (IDRR), the series featured representatives from disability-led activist and rights advocacy groups and disability-focused healthcare and social services providers. Across the series, speakers collectively articulated a number of key principles that ground disability research in community. In this paper the authors organize and analyze themes from these events, to show how community-based research principles have the power to confront and transform institutionally entrenched forms of disability research. Those principles are as follows: researchers should seek out contextually specific knowledge, researchers should unsettle their role as experts, researchers should acknowledge and enact their accountability, and researchers should commit to sustainable and transformational change, which challenges the temporal parameters to projects
Co-Developing a Radical Mental Health Doula Model of Support: Reflections on Doing Feminist Participatory Action Research
No full textFeminist Participatory Action Research (FPAR) has the potential to create impactful research outcomes, challenge institutional hierarchies and disrupt conditions that oppress and marginalize women in the research process. This paper reflects on the application of FPAR as a methodology during the development of an innovative Radical Mental Health Doula (RMHD) framework and the accompanying training curriculum. Women and their experiences with mental health systems and services are at the centre of this project. Experts through their own experience, women co-researchers (WCRs) were instrumental in identifying problems and determining how to address gaps in what they recognized as an often cruel, fragmented and dehumanizing model of mental health care. The FPAR approach allowed us to question the roles of expert, researcher and subject. This enabled an exploration of how women’s voices and experience, which are traditionally silenced, can challenge hierarchical and patriarchal practices in mental health systems and research. Reflecting on the use of FPAR, through an analysis of data from consultation meetings with WCRs, we identified three key practices that led to the successful application of this methodology in the RMHD project. In this paper we highlight the voices of women co-researchers to examine 1. Relationship building, 2. Inquiry with women co-researchers and respect for lived experience, and 3. Holding space to share vulnerability and emotion in the FPAR process
“Why Not?” Creating Sustainable Cross-Disability Communities: Lessons from the Including Disability Global Summit (IDGS)
No full textThis paper shares insights from founding and running a large international cross-disciplinary, cross-disability virtual conference (Including Disability Global Summit) and accompanying online journal (Including Disability) that has built a global network of disabled people, advocates, educators, scholars, government officials, family members, and other allies and accomplices. Founding members share challenges, lessons learned, best practices, and technological solutions that could support virtual event planning and facilitation across different types of disabilities, languages, and locations, as well as detailing issues such as advertising, registration, real-time participation, and software selection for events with many disabled participants. This paper also reflects on the role of collaborative mentorship and the necessity of volunteers to help bring the original vision to life. Ultimately, the paper meditates on the possibility of embracing the opportunity when confronted by the need. 
Editorial: Improving Teaching with Better Feedback
No full textThis editorial situates the issues articles in the context of an emerging concept feedback literacy
Exploring Instructor Perceptions of Using Video-Based Feedback: A Review of the Literature
No full textThe use of video feedback in face-to-face, blended, and online learning classes has increased markedly since 2014. However, the use of this form of feedback is not well understood. In this study, we conducted a systematic literature review of how higher education instructors perceive video-based feedback. We analyzed 39 peer-reviewed articles from 2009 to 2019 and identified four themes related to creating videos, the quality of feedback, connecting with students, and sustaining the practice of offering video-based feedback. Overall, most instructors claimed that creating video feedback was relatively easy and time-efficient to create. However, some instructors faced specific challenges related to recording, unwieldy software tools, and feeling anxious when creating videos. Instructors also noted that videos provided more detailed, higher-quality feedback. Additionally, instructors remarked that video feedback increased personal connections with their students. Finally, research on the long-term sustainability of providing video-based feedback was mixed
Examining Online Course Evaluations and the Quality of Student Feedback: A Review of the Literature
No full textThe purpose of this article was to provide a comprehensive review of research on the quality of student feedback from post-secondary institutions using online course evaluations versus traditional paper-pencil methods. Nineteen peer-reviewed articles published from 2000 to 2020 were examined for changes to course evaluations following a transition to online collection methods. Three themes emerged from the literature: effects on response rates, presence of non-response bias, and effects on comment quality. Results suggest that using online methods for collecting student feedback tends to decrease response rates somewhat, however, the effect is often temporary. Further, using online methods generated conflicting results on the presence of a non-response bias in open-ended comments with online methods. Many studies demonstrated that online methods increase the word counts in student-provided comments and that the constructive nature of the comments improved as well. The results may inform teaching and policy decisions as more institutions transition to online course evaluation collection methods, particularly given the restrictions imposed by the current COVID-19 crisis. Suggestions for future research include examining the usability of comments as well as trends in student feedback quality following the transition to emergency remote teaching during the global pandemic
Demystifying the Overcoming Narrative: A Black Disabled Woman’s Road to the Professoriate
No full textKeynote address by Angel Love Miles (she/her), Visiting Research Scientist, The Lurie Institute for Disability Policy, The Heller School for Social Policy and Management, Brandeis Universit