Relevant bibliographies by topics / Service learning – Canada

Academic literature on the topic 'Service learning – Canada'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Service learning – Canada"

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Styvendale, Nancy Van, Jessica McDonald, and Sarah Buhler. "Community Service-Learning in Canada: Emerging Conversations." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 4, no. 1 (May 28, 2018): i—xiii. http://dx.doi.org/10.15402/esj.v4i1.303.

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This special issue invites engaged learning practitioners and scholars, both established and emerging, to take stock of the history of CSL, assess current practices, and consider how to move forward in the future. Is CSL the biggest thing to hit Canadian campuses since the late 1990s? With approximately fifty CSL programs or units across the country (Dorow et al., 2013), annual gatherings of scholars and practitioners, and a network of individuals who remain devoted to CSL despite challenges in funding and logistics, CSL in Canada has certainly made its mark, embedded in the context of a larger movement of engaged scholarship on campuses across the country—a movement exemplified in this very Engaged Scholar Journal, the first of its kind in Canada to focus on publishing community-engaged work.
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Briggs, Geri. "The Future of Community Service-Learning in Canada." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 4, no. 1 (May 28, 2018): 227–34. http://dx.doi.org/10.15402/esj.v4i1.319.

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Anchored by the question of what is needed for community service-learning (CSL) to continue to grow in Canada, this paper proposes three principles for effective campus-community engagement (CCE): 1) communities need to feel ownership of community-campus partnerships; 2) post-secondary institutions need to make the route to engagement clearer and easier to navigate for their communities; and 3) post-secondary institutions need to ensure infrastructure to support students, staff, faculty, and community involved in CCE. Aspiring toward better futures for CSL in this country, the author offers possible solutions for and approaches to CCE based on her observations, reflections, knowledge, and experience as former Director of the Canadian Alliance for Community Service-Learning (CACSL).
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Deng, Yuhan. "A Narrative Inquiry of the Influence of Canadian Pre-Service Teachers’ Chinese Language Learning on Cross-Cultural Learning Through Reciprocal Learning." Journal of Teaching and Learning 13, no. 1 (September 17, 2019): 25–44. http://dx.doi.org/10.22329/jtl.v13i1.5991.

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Cross-cultural experience plays a very important role to the growth of pre-service teachers. This narrative study explored Canadian pre-service teachers’ Chinese language learning and their cross-cultural experiences in China related to participating in a three-month international program between a university in Canada and a university in China. This study focuses on four participants’ Chinese foreign language learning and how their Chinese learning influenced their cross-cultural learning when being immersed in a Chinese language environment. The findings show that the pre-service teachers not only developed a basic level of oral language proficiency, but also developed a higher language tolerance for the learners who are non-native speakers of English. In addition, through learning Chinese, the pre-service teachers learned more about Chinese culture and developed an appreciation of different cultures which helped them develop better perceptions and attitudes toward multicultural education in Canada.
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Calvert, Victoria, and Halia Valladares Montemayor. "Community Service-Learning: Why Can’t Canada Be More Like Mexico?" Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 4, no. 1 (May 28, 2018): 39–59. http://dx.doi.org/10.15402/esj.v4i1.307.

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In Mexico, the community service strategy and requirements for undergraduate students are both longstanding and mandated by the Mexican Constitution. Students undertake a minimum of 480 hours of service during their undergraduate degrees, which are coordinated through their universities’ Social Service (SS) departments. Many Canadian universities and colleges offer community service through courses and volunteer programs; however, the practice and adoption levels vary widely. Student involvement with community partners, as represented through community service-learning (CSL) and volunteerism in Canada, are sponsored by many post-secondary institutions but are not driven by a national agenda. While, in Mexico, community service is documented at a departmental and institutional level for reporting to stakeholders and the government, in Canada, documentation of community service varies with the institutional mandate and is often sporadic or non-existent; the imperative for systematic student engagement and citizenship development has not been recognized at the national level. This research paper provides an overview of the community engagement practices in both countries, with the national patterns represented through a summative review of selected Canadian and Mexican universities. Suggestions for processes and practices for Canada are proposed based upon the Mexican model.
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Monchalin, Renée, Janet Smylie, and Cheryllee Bourgeois. "“It’s not like I’m more Indigenous there and I’m less Indigenous here.”: urban Métis women’s identity and access to health and social services in Toronto, Canada." AlterNative: An International Journal of Indigenous Peoples 16, no. 4 (October 30, 2020): 323–31. http://dx.doi.org/10.1177/1177180120967956.

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Colonial policies and identity debates have resulted in major gaps in access to culturally safe health and social services for Métis Peoples living in Canada. To address the Métis health service gap, this qualitative study explores urban Métis women’s identity and their experiences with health and social services in Toronto, Canada. Métis women ( n = 11) understand Métis identity as having connection to community, intergenerational identity survival strategies, a learning journey, and connection to land. Building Métis community determined understandings of Métis identity into urban health and social services may be one step toward addressing existing culturally safe health service gaps.
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Barski, Ewelina, and Camelia Nuñez. "Service-Learning as Part of the L2 Spanish Classroom in Canada." Revista Canaria de Estudios Ingleses, no. 81 (2020): 303–19. http://dx.doi.org/10.25145/j.recaesin.2020.81.20.

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Service-learning in foreign language classrooms is an effective resource for developing language motivation. Unfortunately, Canadian language programs have been off to a slow start in adopting integrative teaching such as service-learning in their foreign language curricula (Hale, 1999). This work reports on a Community Service Learning (CSL) initiative introduced at a Canadian university in the Hispanic Studies program. A total of fifty second and third year Spanish language students volunteered with various community partners on a weekly basis for a total of sixteen weeks. End-of-term questionnaire indicates that overall students had a favorable experience at their placement and CSL had a positive influence in continuing their studies in Spanish.
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Kahlke, Renate, and Alison Taylor. "Community Service-Learning in Canada: One Size Does Not Fit All." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 4, no. 1 (May 28, 2018): 1–18. http://dx.doi.org/10.15402/esj.v4i1.305.

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Community service-learning (CSL) is increasingly seen as an educational approach that can enhance student engagement and serve community needs. However, CSL programs are highly variable in their structures and goals, leading to variability in the outcomes sought and attained. In this paper, we map out the structures and priorities of CSL programs in Canada following a major influx of funding from the McConnell Family Foundation grant competition in 2004. We also contrast key features of these programs, including their institutional location, unit organization, and educational delivery approach, in order to demonstrate the potential implications of different program models. Our aim is to offer new and developing programs some guidance on the program structures that have been employed as well as their implications.
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Quist-Adade, Charles. "The Ghana-Canada Global Community Service Learning Project: Teaching and Learning through Sharing and Praxis." Theory in Action 6, no. 3 (July 31, 2013): 67–78. http://dx.doi.org/10.3798/tia.1937-0237.13022.

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Aujla, Wendy, and Zane Hamm. "Establishing the Roots of Community Service-Learning in Canada: Advocating for a Community First Approach." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 4, no. 1 (May 28, 2018): 19–37. http://dx.doi.org/10.15402/esj.v4i1.306.

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This article explores the roots of the Canadian community service-learning (CSL) movement through a comparative discussion of service-learning in Canada and the United States. The article provides a brief overview of CSL’s historical foundations in both countries, addressing especially how differences in CSL funding infrastructure have distinctly shaped the movement in each country. While national funding bodies and nation-wide institutionalization remain central to CSL in the U.S., Canada’s CSL efforts have predominantly been shaped by the efforts of private foundations and grassroots community agents. This essay analyzes the obstacles and problems currently within Canadian CSL, but also provides recommendations around documentation, sustainability, and the future of CSL in Canada, including the recommendation to maintain a community first approach in Canadian CSL. As it considers how the influence of the United States continues to shape CSL in Canada, and how the two national movements remain distinct from one another, we hope this examination will contribute an historical perspective to scholarship on Canadian CSL and will offer entry points to engage in critical conversations on the emergence of the field.
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Bell, Adam Patrick, Ryan Stelter, Kathleen Ahenda, and Joseph Bahhadi. "CanRock classroom: Two pre-service teachers’ experiences of a popular music pedagogy course in Canada." Journal of Popular Music Education 3, no. 3 (December 1, 2019): 451–68. http://dx.doi.org/10.1386/jpme_00006_1.

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Research on popular music pedagogy tends to centre on teaching and learning practices related to school-aged students; less research has focused on the training of pre-service teachers. We present the perspectives of two pre-service teachers on their experiences taking the first iteration of a popular music pedagogy course at a university in Canada as part of their music education studies. The examination we present is limited to one site and two pre-service teachers’ perspectives, but focuses on some important themes including group dynamics, songwriting, integrating technology and learning popular music instruments. We begin by surveying some recent related literature on popular music pedagogy before outlining our purpose and method. Then, we detail the underpinning ‘informal learning’ ethos of the course and provide a course description. Finally, we present our findings on the two pre-service teachers’ experiences with the course and conclude with a brief discussion that contextualizes these results with related literature.
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Dissertations / Theses on the topic "Service learning – Canada"

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Warskett, Rosemary. "Learning to be uncivil, class formation and feminisation in the Public Service Alliance of Canada, 1966-1996." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0031/NQ26889.pdf.

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Warskett, Rosemary (Rosemary Elizabeth) Carleton University Dissertation Sociology and Anthropology. "Learning to be 'uncivil': class formation and feminisation in the public service alliance of Canada 1966-1996." Ottawa, 1997.

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Abreu-Ellis, Carla. "Learning Disabilities and Success in Post-Secondary Education: How Students Make Sense of Their Experiences at a Canadian University." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1172706091.

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Freitas, Danielle Coelho Michel. "Learning to Teach in an Intensive Introductory TESL Training Course: A Case Study of English Teacher Learning." Thesis, 2013. http://hdl.handle.net/1807/35101.

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Despite a growing body of research on trainee teachers’ learning during pre-service programs, intensive introductory TESL training courses are still designed to instruct a “standard” type of trainee teacher. This research study investigates the factors that mediate trainee teachers’ learning process as well as the interaction between these factors, which either facilitate and/or hinder trainee teachers’ success during an intensive introductory TESL training course. Using a qualitative holistic single-case study, informed by an interpretivist perspective, this study explores how three trainee teachers learned how to teach during a course in Southern Ontario, Canada. An integrated conceptual framework, formed by a sociocultural perspective of teacher learning, a holistic view of curriculum, and transformative pedagogy was employed and the findings include four major factors that mediated trainee teachers’ teacher learning process and three types of interaction that facilitated and/or hindered their success during the program.
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Horner, Schwarz Kaylan. "Unequal Opportunities for Citizenship Learning? Diverse Student Experiences Completing Ontario’s Community Involvement Requirement." Thesis, 2010. http://hdl.handle.net/1807/25654.

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This thesis examined diverse students' experiences completing Ontario's community involvement requirement. An analysis of quantitative surveys and qualitative focus groups among 50 current and recently graduated secondary school students from widely contrasting socio-economic settings showed ways in which diverse participants perceived their community involvement activities, the support for community involvement in their schools, and their associated opportunities to develop capacity to make changes toward a more socially just world. Results indicated that low-income participants reported dissimilar experiences from high-income participants, in relation to the support for community involvement provided by school staffs, participants' direct or distant relationships with service recipients, and their sense of individual and collective agency to effect change. Thus, this study challenges the assumption that all students in Ontario have equal access to the citizenship education learning opportunities embedded in meaningful community involvement activities.
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Hives, Chris. "BC digitization survey results." 2009. http://hdl.handle.net/2429/4294.

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This BC Digitization Survey Results presentation was one of several presentations delivered at the BC Digitization Symposium 2008 held on December 1 & 2, 2008. For more information, please visit the BC Digitization Symposium 2008 website at: http://symposium.westbeyondthewest.ca.
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Brander, ROSEMARY. "Collaborative care relations: Examining perspectives for application and change within a Canadian hospital." Thesis, 2012. http://hdl.handle.net/1974/7288.

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Collaborative care is a philosophy which guides the work of interdisciplinary teams and patients and their families internationally. It has been demonstrated to improve quality of care, safety, and patient and staff satisfaction, yet applying this philosophy still requires much investigation. This thesis describes processes of change directed towards a vision to enhance collaborative care relationships with patients and families within one hospital site of a non-acute academic health science centre in Ontario, Canada. By building focused conversations around existing patient and family centred education and using an initial conceptual framework of customer service, healthcare providers, mid- and senior level leaders shared their perspectives, negotiated meanings and created innovations to enhance collaborative relationships within the organization. Based within the critical paradigm, a critical collaborative ethnography was constructed with the use of sequential and mixed research methodologies. The ethnography evolved over three phases in a step-wise and additive design during the three year period of study. Phase 1 examined the perspectives of healthcare providers in an exploratory case study which contributed to mid-level leaders’ discussions in Phase 2. Cumulative findings from Phases 1 and 2 were brought to discussions with senior leaders in Phase 3. Members of a participative action research team assisted with research design and study processes. Shared meanings and innovative change ideas were developed and captured through the use of semi-structured focus groups and interviews, survey, participant observation and inductive analysis. A conceptual framework of ‘partners-in-care’ emerged and was used to assist participants to make sense of the values and factors important in their work with respect to collaborative relationships. The research processes facilitated the development of many innovations to enhance collaborative practice within the hospital. The organization was described by the research as undergoing directed change to enhance collaborative care as evidenced through participant self-reports, observed initiatives and the ethnographic descriptions.
Thesis (Ph.D, Rehabilitation Science) -- Queen's University, 2012-06-25 15:06:24.687
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Books on the topic "Service learning – Canada"

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Sarafian, Haig E. Innovating the Public Service of Canada. [Ottawa: Canada School of Public Service], 2004.

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Canada. Canadian Centre for Management Development. A public service learning organization: from coast to coast. Ottawa: Canadian Centre for Management Development, 2000.

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Canada. Learning and Development Committee. A public service learning organization : from coast to coast to coast =: La fonction publique : une organisation apprenante d'un océan à l'autre. Ottawa, Ont: Government of Canada = Gouvernement du Canada, 2000.

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Terry, Wendy. Unravelling the tangle: Learning information services for adults in Canada. Toronto: Workers' Education Association of Canada, 1992.

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Keys to success: Building analytical, creative and practical skills. 6th ed. Toronto: Pearson Canada, 2013.

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Bishop, Joyce (Joyce L.), 1950- and Kravits Sarah Lyman, eds. Keys to success: Building analytical, creative, and practical skills. Boston, Massachusetts: Pearson/Allyn and Bacon, 2012.

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Bishop, Joyce (Joyce L.), 1950- and Kravits Sarah Lyman, eds. Keys to success: How to achieve your goals. 2nd ed. Upper Saddle River, N.J: Prentice Hall, 2001.

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Alberta. Alberta Health and Wellness, Canada. Health Canada. Health Transition Fund, and Alberta Primary Health Care Project, eds. Advancing primary health care in Alberta: Sharing the learning : showcase conference proceedings, November 21-22, 2000, Calgary, Alberta, Canada. [Edmonton, Alta.]: Alberta Health & Wellness, 2001.

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Ehrlich, Christine. Learning from others in far off places: Adult literacy services in the deaf communities of Sweden, Australia and Ontario, Canada. Brampton, ON: G.O.L.D., 2001.

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Teacher Education in Professional Learning Communities: Lessons from the Reciprocal Learning Project. Palgrave Macmillan, 2019.

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Book chapters on the topic "Service learning – Canada"

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Miron, Jennifer B. "Academic Integrity in Work-Integrated Learning (WIL) Settings." In Academic Integrity in Canada, 233–47. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83255-1_12.

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AbstractThis chapter highlights the imperative for attention to, and action in, the promotion of academic integrity in work-integrated learning (WIL) settings across post-secondary programs. The importance of such efforts are closely tied to the efforts of strengthening ethical comportment with graduates who will go on to contribute to client care, client service, leadership, and research that will directly impact members of the public, hiring organizations, and global systems. WIL settings provide invaluable opportunities for students to learn essential skills and acculturate to professional ethical values through real world experiences. The experiential learning that happens in these settings helps influence the professionalization of students, encouraging safe, ethical practice that benefits those receiving care/service, future employers, and society. Since WIL is offered in both college and university settings and occurs across a number of professional and service programs, it has the potential to significantly influence a vast and varied number of professionals entering numerous career paths around the world. All members of learning communities in post-secondary organizations have a responsibility to understand their roles and opportunities in supporting, maintaining, and promoting academic integrity across WIL settings. While the narrative for the chapter is Canadian, the observations and recommendations may be relevant in other countries, where WIL plays a significant role in the education and development of professionals and service providers across a number of professions and trades.
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Salm, Twyla, Elaine Caswell, Shelley G. Storey, and Alan Nunn. "Enhancing and Extending Full Service Community Schools in Saskatchewan, Canada: Educators Becoming Part of the Hub." In Developing Community Schools, Community Learning Centers, Extended-service Schools and Multi-service Schools, 149–71. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-25664-1_6.

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Brassard, Charles. "Learning in Action: Accelerating the Development of High-Potential Executives in the Canadian Public Service." In Action Learning Worldwide, 133–51. London: Palgrave Macmillan UK, 2002. http://dx.doi.org/10.1057/9781403920249_9.

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Dolloff, Lori-Anne. "A Qallunaaq on Baffin Island: A Canadian Experience of Decolonizing the Teacher." In Engaging First Peoples in Arts-Based Service Learning, 133–46. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22153-3_9.

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Muhonen, Anu, and Heidi Vaarala. "“I Have Karelia in My Soul” – Intra-action of Students, Seniors and Artefacts in a Community-Engaged Service-Learning Collaboration." In New Materialist Explorations into Language Education, 57–72. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13847-8_4.

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AbstractIn this chapter we examine a foreign language learning environment in a community-engaged setting in a Canadian city through a new materialist lens. As part of a service-learning project, Canadian students of Finnish language and culture visit a Finnish language seniors’ centre regularly to participate in different activities and spend time with the Finnish-speaking seniors. We examine the assemblage of the participants (seniors and students) and one artefact, a map, and offer a close analysis of the intra-action that takes place during one visit at the centre. In our analysis, our service-learning collaboration does not merely give a voice and agency to seniors. Rather, the seniors actively take the opportunity to voice their knowledge, and doing that, give a voice to an old Finnish school map, which retells stories of the seniors’ past in intra-action. Meanwhile the students also gain new knowledge.
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Larkin, Allyson. "7 Reflections on Global Citizenship Narratives in Canadian Higher Education Through International Experiential/Service Learning: Moving Towards New Practices for Youth and Global Poverty Engagement." In Contextualizing Childhoods, 177–90. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94926-0_12.

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Brassard, Leah, Julie Mueller, Karin Archer, and Emily Krysten Spencer-Mueller. "Learning to Teach Global Competencies in a Transforming Digital World." In Handbook of Research on Barriers for Teaching 21st-Century Competencies and the Impact of Digitalization, 37–64. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6967-2.ch003.

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In our globally connected, ever-changing society, the ability to adapt to new environments and technologies can greatly enhance success. In Canada,“21st century skills” are being prioritized in the education system so that young children can develop skills to thrive in our technologically advanced world. However, current teaching practices do not always appear to include 21st century skills in the curriculum. This chapter seeks to examine Canadian university Bachelor of Education programs to gather information about where, and how often, 21st century skill training occurs in pre-service teacher education. A keyword search was conducted on program and course descriptions from 45 Canadian university websites to determine where 21st century skill terminology was present. Next, a more in-depth examination of one specific teacher education program in a consecutive, pre-service program in a mid-sized urban centre in Ontario was conducted. Recommendations are discussed for pre-service education in support of integrating 21st century skills in teacher preparation.
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Rennick, Joanne Benham. "2 Canadian Values, Good Global Citizenship, and Service Learning in Canada: A Socio-historical Analysis." In The World is My Classroom, edited by Joanne Benham Rennick and Michel Desjardins. Toronto: University of Toronto Press, 2013. http://dx.doi.org/10.3138/9781442669079-004.

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Reuber, Markus, Gregg H. Rawlings, and Steven C. Schachter. "Neurologist, 30+ years’ experience, Canada, Germany, Jamaica." In Non-Epileptic Seizures in Our Experience, edited by Markus Reuber, Gregg H. Rawlings, and Steven C. Schachter, 108–11. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780190927752.003.0039.

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This chapter details the experience of a neurologist with a patient who suffered from seizures. Throughout high school, the patient’s main passion was sports. He had a healthy lifestyle. His dream was to become a policeman or to join a firebrigade, which came true when he was accepted to become a firefighter. On the day of his graduation, however, he had his first unprovoked epileptic seizure. The patient was then diagnosed with epilepsy and started on an epileptic drug. However, he continued to have seizures, which made the Neurologist question his diagnosis. Eventually, the Neurologist came to think that the patient might be faking it for the settlement he would get after he was discharged from the fire service. Later, the Neurologist asked a Psychiatrist to have a look at the patient. After seeing the Psychiatrist a couple of times, the patient finally told the Neurologist that he had been abused both verbally and sexually for almost his entire childhood and that his obsession with sports was his way of trying to forget all of this and live a normal life. This was an eye-opener for the Neurologist, seeing this experience as an opportunity for learning and growing both personally and professionally.
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Romero, Margarida, and Jean-Nicolas Proulx. "Conceptions and Instructional Strategies of Pre-Service Teachers Towards Digital Game Based Learning Integration in the Primary Education Curriculum." In Gamification in Education, 356–68. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5198-0.ch019.

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Teachers' digital literacy is part of the 21st century professional competences and is an essential part of the decision-making process leading to integrate the use of technologies in the classroom according to the curricular needs. This article focus on the teachers' competence to integrate technologies in the classroom by analyzing their integration strategies. The teachers' curricular integration strategies are analyzed in this article by analyzing Digital Game Based Learning (DGBL) curricular integration strategies with a group of 73 pre-service primary teachers in Université Laval (Canada). The results show the pre-service teachers selected the use of existing resources instead of the creation of new ones. The majority of the selected resources were games in the are of Mathematics. The participants discussed this strategy as the easiest way to align the digital games in the primary education curriculum. The authors discuss, at the end of the paper, the limits of this strategy and the opportunities to develop alternative ways to integrate digital games in the classroom to develop the curricular objectives such game repurposing and the creation of digital games as a learning activity.
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Conference papers on the topic "Service learning – Canada"

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Brooker, Jennifer, and Daniel Vincent. "The Australian Veterans' Scholarship Program (AVSP) Through a Career Construction Paradigm." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.4380.

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In Australia, 6000 military personnel leave the military each year, of whom at least 30% become unemployed and 19% experience underemployment, figures five times higher than the national average (Australian Government 2020). Believed to be one of life's most intense transitions, veterans find it difficult to align their military skills and knowledge to the civilian labour market upon leaving military service (Cable, Cathcart and Almond 2021; AVEC 2020). // Providing authentic opportunities that allow veterans to gain meaningful employment upon (re)entering civilian life raises their capability to incorporate accrued military skills, knowledge, and expertise. Despite acknowledging that higher education is a valuable transition pathway, Australia has no permanently federally funded post-service higher education benefit supporting veterans to improve their civilian employment prospects. Since World War II, American GIs have accessed a higher education scholarship program (tuition fees, an annual book allowance, monthly housing stipend) (Defense 2019). A similar offering is available in Canada, the UK, and Israel. // We are proposing that the AVSP would be the first comprehensive, in-depth study investigating the ongoing academic success of Australia's modern veterans as they study higher and vocational education. It consists of four distinct components: // Scholarships: transitioning/separated veterans apply for one of four higher education scholarship options (under/postgraduate): 100% tuition fees waived // $750/fortnight living stipend for the degree duration // 50/50 tuition/living stipend // Industry-focused scholarships. // Research: LAS Consulting, Open Door, Flinders University, over seven years, will follow the scholarship recipients to identify which scholarship option is the most relevant/beneficial for Australian veterans. The analysis of the resultant quantitative and qualitative data will demonstrate that providing federal financial support to student veterans studying higher education options: Improves the psychosocial and economic outcomes for veterans // Reduces the need for financial and medical support of participants // Reduces the national unemployed and underemployed statistics for veterans // Provides a positive return of investment (ROI) to the funder // May increase Australian Defence Force (ADF) recruitment and retention rates // Career Construction: LAS Consulting will sit, listen, guide, and help build an emotional connection around purpose, identity, education and employment opportunities back into society. So, the veteran can move forward, crystalise a life worth living, and find their authentic self, which is led by their values in the civilian world. // Mentoring: Each participant receives a mentor throughout their academic journey.
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Patricia, Lasserre. "Service learning." In the 16th Western Canadian Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1989622.1989626.

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Asimakopoulos, George, Thanassis Karalis, and Katerina Kedraka. "Students’ learning can be enhanced via Centres of Teaching and Learning in Higher Education: A quick view all over the world." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12871.

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This paper studies the Centers for Teaching and Learning (CTL) of the 100 top Universities in the world and investigates their role and services. The vast majority of these Centers is located in educational institutions of the US, the UK, Australia and Canada. CTL services cover many areas and target several portions of the university population. They try to meet contemporary requirements and aim to enhance teaching, learning and research processes.
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Baumgard, Alex, Matt Thompson, Harmen Van Hove, and Sean Sullivan. "The November 2021 British Columbia, Canada Storm: Observations and Lessons Learned From Assessing Pipeline Infrastructure Subject to Natural Disasters." In 2022 14th International Pipeline Conference. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/ipc2022-87220.

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Abstract In mid-November 2021, southwest British Columbia (BC), Canada was struck by a significant storm system dropping record rainfall over a 2-day period. This storm manifested resulted in significant impact and damage to critical infrastructure including bridges, highways, railways and pipelines, as well as leading to flooding that cut-off the most populated region of BC from the rest of Canada and an estimated rebuilding cost of $10 billion Cdn. This paper provides a background on the storm and the conditions that preceded it, remote sensing data that was gathered during and immediately following the event, mitigations that were implemented, and learnings needed to return the impacted pipelines into service.
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Moubayed, Abdallah, Tanveer Ahmed, Anwar Haque, and Abdallah Shami. "Machine Learning Towards Enabling Spectrum-as-a-Service Dynamic Sharing." In 2020 IEEE Canadian Conference on Electrical and Computer Engineering (CCECE). IEEE, 2020. http://dx.doi.org/10.1109/ccece47787.2020.9255817.

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Al Ridhawi, Ismaeel, Yehia Kotb, Moayad Aloqaily, and Burak Kantarci. "A probabilistic process learning approach for service composition in cloud networks." In 2017 IEEE 30th Canadian Conference on Electrical and Computer Engineering (CCECE). IEEE, 2017. http://dx.doi.org/10.1109/ccece.2017.7946604.

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Khajezade, Mohamad, Milad Ramezankhani, Fatemeh Hendijani Fard, Mohamed S. Shehata, and Abbas Milani. "Toward Using Few-Shot Learning for Prediction of Complex In-Service Defects of Composite Products: A case Study." In 2021 IEEE Canadian Conference on Electrical and Computer Engineering (CCECE). IEEE, 2021. http://dx.doi.org/10.1109/ccece53047.2021.9569130.

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White, James, Katherine Taylor, Jonny Martin, Steven Carrell, and Roland Palmer-Jones. "Estimating Pipeline Probability of Failure Due to External Interference Damage Using Machine Learning Algorithms Trained on In-Line Inspection Data." In 2022 14th International Pipeline Conference. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/ipc2022-87093.

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Abstract External interference damage is one of the main causes of pipeline failure reported in publicly available industry statistics from agencies such as the Canada Energy Regulator (CER) and the United States Pipeline and Hazardous Materials Safety Administration (PHMSA). Thus, failures due to external interference are often the most significant contributors to pipeline probability of failure in risk assessments and can play a significant role in operator decisions regarding risk-control expenditures, for example when it comes to the installation of additional impact protection, pipeline diversion or pressure restrictions. The probability of failure due to external interference damage can be estimated by combining the probability that damage occurs (i.e. that the pipeline is hit), the probability that the impact is sufficient to cause instant failure and the probability of degradation to failure, given that damage has occurred. Degradation to failure is assessed using industry standard engineering models (such as the limit state functions given in Annex O of CSA Z662-19 [1]). However, the key challenge is predicting where, when, and with what energy the external interference damage may happen. The prediction of a “hit rate,” or impact frequency, can often be subjective or based on statistics, which may not always be applicable or accurate for use on the pipeline under assessment. Top-of-line (TOL) deformation damage (dents) reported by in-line inspection (ILI) are a clear indicator of past external interference, which could have been introduced by third parties, contractors or the operator themselves. ILI data from ROSEN’s Integrity Data Warehouse (IDW) — which at the time of writing contains results from over 18,000 inspections — has been used to train machine learning models to estimate the frequency of external interference damage (per km-year). The distribution of dent sizes combined with pipe parameters is used to estimate a distribution of dent force. The following may all influence the likelihood and energy of external interference damage and may be considered as predictor variables in a machine learning model: • Local population density • Land use • Excavator types (typical bucket dimensions) • Frequency of crossings (road, rail, other services) • Pipeline burial depth • Additional impact protection • Pipeline markers and warning tape • Patrol and surveillance frequency • Operational control activities • Pipeline material properties This paper presents an approach to estimate the probability of failure due to external interface damage that use more accurate and justifiable impact frequency statistics, which are generated using worldwide ILI data and additional influencing factors based on pipeline exposure, resistance and mitigations.
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Reports on the topic "Service learning – Canada"

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Robson, Jennifer. The Canada Learning Bond, financial capability and tax-filing: Results from an online survey of low and modest income parents. SEED Winnipeg/Carleton University Arthur Kroeger College of Public Affairs, March 2022. http://dx.doi.org/10.22215/clb20220301.

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Previous research has identified several likely causes of eligible non-participation in the Canada Learning Bond (CLB), including awareness, financial exclusion, and administrative barriers. This study expands on that research, with a particular focus on the role of tax-filing as an administrative obstacle to accessing the CLB. I present results from an online survey of low and modest income parents (n=466) conducted in 2021. We find that, even among parents reporting they have received the CLB (46%), a majority (51%) report low confidence in their familiarity with the program, and more than one in six (17%) are unaware of the need to file tax returns to maintain eligibility for annual CLB payments. Self-reported regular tax-filing is associated with a 59% increase in the probability of accessing the CLB, even when controlling for a range of parental characteristics. This study confirms previous work by Harding and colleagues (2019) that non-filing may explain some share of eligible non-participation in education savings incentives. Tax-filing services may be an important pathway to improve CLB access. Low and modest income parents show substantial diversity in their preferred filing methods and outreach efforts cannot be concentrated in only one avenue if they are to be successful. The study also tests a small ‘nudge’ to address gaps in awareness and finds that information-only approaches to outreach are likely to have limited success, even with motivated populations.
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