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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Fletcher, Tim, Déirdre Ní Chróinín, Mary O’Sullivan, and Stephanie Beni. "Pre-service teachers articulating their learning about meaningful physical education." European Physical Education Review 26, no. 4 (January 20, 2020): 885–902. http://dx.doi.org/10.1177/1356336x19899693.
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The purpose of this research was to examine pre-service teachers’ articulation of their learning through the development of a shared professional language of teaching practice focused on meaningful physical education. Qualitative data gathered from 90 pre-service teachers over four years in Canada and Ireland were analysed. Framed by a didactical research framework, pre-service teachers used elements of the shared language to articulate why they would promote meaningful experiences in physical education, what the features of meaningful experiences tend to consist of, and how they would use particular strategies to promote meaningful experiences. This research demonstrates how a shared language that reflects a coherent approach in physical education teacher education can support pre-service teachers to access, interpret, and articulate their learning about teaching in ways that support meaningful experiences for pupils.
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Rezansoff, Stefanie N., Akm Moniruzzaman, Wei Xiao Yang, and Julian M. Somers. "A Hub intervention in Surrey, Canada: learning from people at risk." Journal of Community Safety and Well-Being 3, no. 2 (October 17, 2018): 47. http://dx.doi.org/10.35502/jcswb.69.
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Co-occurring health and public safety concerns involving mental illness, substance use, and homelessness are increasingly prevalent challenges for policymakers in cities worldwide. The Hub model is a roundtable process where the combined resources of diverse agencies are used to mitigate urgent risk of crime, victimization, illness and death, by establishing immediate connections with appropriate services and supports. Initiated in Scotland, the model has been replicated in more than 60 communities across Canada since 2012. In November 2105, the Surrey Mobilization and Resiliency Table (SMART) became the first Hub in British Columbia. Little peer-reviewed research has examined the impact of Hub inter-ventions from a client perspective. We conducted semi-structured interviews with 16 SMART clients and analyzed their responses thematically. We also examined demographic- and intervention-related characteristics reported in the SMART database. Participants described positive experiences with SMART service providers, and commented that the intervention was effective at meeting relatively circumscribed needs. However, most clients reported complex and mutually exacer-bating health and social conditions, and expressed the need for ongoing structured support (e.g., Assertive Community Treatment (ACT)). Our results emphasize the beneficial role played by SMART’s coordinated, real-time approach. They also indicate demand for social policies that include substantial and enduring forms of support to prevent crises and promote community safety.
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Koh, Kim, and Charlene Tan. "Promoting reflection in pre-service teachers through problem-based learning: an example from Canada." Reflective Practice 17, no. 3 (April 29, 2016): 347–56. http://dx.doi.org/10.1080/14623943.2016.1164683.
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Nordin, Vidar J., and Roxanne Comeau. "Forest resources education in Canada." Forestry Chronicle 79, no. 4 (August 1, 2003): 799–808. http://dx.doi.org/10.5558/tfc79799-4.
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In a new focus on forest education, forest practitioners and forest workers will redefine their roles and modify their educational training to reflect changing needs. Challenging working environments compatible with a new generation of high-tech forest practitioners need to be established by employers. Information technology will revolutionize the delivery of forest resources education and the procedures and motivation for life-long learning. The educational environment will transform increasingly from didactic to interactive problem-based learning and professors will emerge as creative facilitators of knowledge, and have a profound influence on the development of forest education. The forestry schools will need creative partnerships at home and abroad to support their mandates in education, research, and public service. Inventive, visionary leadership by the forestry schools will be essential so that the schools become leading players in national and global affairs. Aboriginal communities are facing new challenges and assuming growing responsibilities in managing their forest lands and enterprises. Exceptional measures are needed to educate forest practitioners and forest workers of Aboriginal ancestry via partnerships with forest industry, governments, academic institutions, and forestry resources associations. Key words: education, forestry resources, teaching, accreditation, information technology, curriculum, continuing education, Aboriginal.
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Raddon, Mary-Beth, and Barbara A. Harrison. "Is Service-Learning the Kind Face of the Neo-Liberal University?" Canadian Journal of Higher Education 45, no. 2 (August 31, 2015): 134–53. http://dx.doi.org/10.47678/cjhe.v45i2.184393.
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The emergence of service-learning pedagogies in Canada has received a variety of critical responses. Some regard service-learning as a public relations effort of universities and colleges; others see it as a countermovement to academic corporatization; still others consider it part of a wider cultural project to produce self-responsible and socially responsible, enterprising citizens. In this article, we argue that each type of response rests on a different critique of the neo-liberal context of post-secondary education; these critiques, in turn, stem from different conceptions of neo-liberalism: as policy, ideology, or governance (Larner, 2000). Rather than attempt to resolve contradictions among these conceptualizations, we address them as a framework for understanding divergent responses to service-learning. We illustrate the framework with the example of a high-enrolment undergraduate course, and we call for future research and educative engagement with the politics of post-secondary service-learning that is informed by a multi-faceted analysis of neo-liberalism.
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Reynolds, Jennifer, and Beth Hunter. "From contracts to culture: Exploring how to leverage local, sustainable food purchasing by institutions for food systems change." Canadian Food Studies / La Revue canadienne des études sur l'alimentation 6, no. 1 (January 12, 2019): 8–21. http://dx.doi.org/10.15353/cfs-rcea.v6i1.285.
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In recent years, certain hospitals, schools, and campuses across Canada have shown that they can transform their practices to serve more local and sustainable food. These changes have often been led by visionary champions, and in some cases aided by supportive public policies or programs. Yet the presence of these isolated success stories has so far not proven sufficient to tip a critical mass of institutions towards sustainability. There is great potential in leveraging institutional foodservices, with an estimated $8.5 billion market sales in Canada in 2016 (fsStrategy, 2016), to shift systems towards greater sustainability. In 2014, Food Secure Canada and the McConnell Foundation launched an action-research project and embarked on a learning journey to explore two key questions: how can food service operations and procurement practices be changed to increase local, sustainable institutional procurement; and how can this work be scaled. In 2014–2016, eight institutional food projects across Canada came together as a national Learning Group. Drawing from their experiences working in different contexts and scales, our action research project identified program and policy innovations to leverage systems change. This article explores how institutions currently buy food, and reveals the systemic barriers to increasing local, sustainable food procurement. We share lessons learned about the interplay of menus, food service operations, contracts, institutional demand, and food culture that helped to overcome these barriers. We identify enabling, peer-based learning and support as particularly relevant in a national context for the scaling out, up, and deep of local, sustainable food procurement.
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Liddy, Clare, Tala Abu-Hijleh, Justin Joschko, Douglas Archibald, and Erin Keely. "eConsults and Learning Between Primary Care Providers and Specialists." Family Medicine 51, no. 7 (July 5, 2019): 567–73. http://dx.doi.org/10.22454/fammed.2019.407574.
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Background and Objectives: Patients in many countries face poor access to specialist care. Electronic consultation (eConsult) improves access by allowing primary care providers (PCPs) and specialists to communicate electronically. As more countries adopt eConsult services, there has been growing interest in leveraging them as educational tools. Our study aimed to assess PCPs’ perspectives on eConsult’s ability to improve collegiality between providers and serve as an educational tool. Methods: We conducted a qualitative content analysis of free-text comments left by PCPs using the Champlain BASE eConsult service based in Eastern Ontario, Canada. All responses provided between January 1, 2015 and January 31, 2017 that mentioned education or collegiality were included. Results: PCPs completed 16,712 closeout surveys during the study period, of which 3,601 (22%) included free-text comments. Of these, 223 (6%) included references to education or collegiality. Three prominent themes emerged from the data: building provider relationships, teaching incorporated into answer, and prompting further learning. Conclusions: PCPs described eConsult’s ability to foster stronger relationships with specialists, deliver responses that provided teaching in multiple areas of their practice, and support further learning that extended beyond the case at hand and into their overall practice. The Champlain BASE eConsult service has educational value for providers. Further study is underway to explore how questions and replies submitted through eConsult can be used to facilitate reflective learning and promote feedback to providers.
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Chaplin, Jon. "ESA Olympus provides distance learning in Europe." Industry and Higher Education 2, no. 1 (March 1988): 54–55. http://dx.doi.org/10.1177/095042228800200112.
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OLYMPUS is a programme supported by 8 ESA member states, including the UK, Italy and Canada. Its objectives are to develop and prove, in orbit, key satellite technologies which will be relevant to commercial satellite programmes in the 1990s, and to demonstrate new applications of satellites for communications and broadcasting, stimulating all the players in the game. The use of the satellite for service demonstrations starting in 1989 will be normally free of charge but, in principle, the participating organizations will have to meet all other costs of the demonstration, including transport of the material to be transmitted to one of the few uplink stations.
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Bowen, Sarah, Ingrid Sketris, and Ethel Langille-Ingram. "Experiences of Health System Preceptors and Faculty Advisors with Community Service-Learning Initiatives: Learning from the Dalhousie University Drug Use Management and Policy Residency Program." International Journal of Research on Service-Learning and Community Engagement 2, no. 1 (December 30, 2014): 63–77. http://dx.doi.org/10.37333/001c.002001006.
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From 2001 to 2011, an innovative approach to pharmaceutical policy and drug use management graduate education—the Drug Use Management and Policy Residency Program—was developed and implemented by the College of Pharmacy at Dalhousie University in Halifax, Nova Scotia, Canada. This in-depth qualitative assessment of the experience of faculty members and site preceptors who guided residents in their 17-week placements identifies components, characteristics, strategies, and principles associated with successful service-learning initiatives and provides guidance around the development of programs in other jurisdictions.
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Kavanagh, Rosemary. "THE VIRTUAL LIBRARY FOR BLIND AND PRINT DISABLED CANADIAN STUDENTS." Education Libraries 23, no. 1 (September 5, 2017): 9. http://dx.doi.org/10.26443/el.v23i1.138.
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As the Information Age progresses in technological and electronic areas, so mustlibrarians re-define traditional services for those both with. and without sight. Libraries are expected to participate in setting new and better service standards for those with visual disabi lities and/or learning disorders. The Canadian National Institute for the Blind (CNIB) Library's national network (VISUNET: CANADA) supports the premise of a virtual library for print disabled C an adians. Information resources, services, and international collaborations such as the Digital Audio Based Information System (DAISY) are producing accessible materials for those who cannot read print. By interconnecting world information resources in any format of choice, and providing the best in content that is both digital and virtual with no limitations, libraries will assist print disabled Canadians to better compete for jobs in a rapidly changing working and learning environment.
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Sifeldeen, Jordan. "A Study of Limits, Ignorance, and Reading Practices: Community Service-Learning as an Exercise in the Vision of Queer Pedagogy." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 4, no. 1 (May 28, 2018): 97–105. http://dx.doi.org/10.15402/esj.v4i1.311.
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Theories and practices of community service-learning (CSL) have implicated it in a broad project of confronting the unthinkability of privilege and difference, the culturally situated, political nature of knowledge, and the dialogical, transformative potential of reading. I argue that this understanding of CSL largely aligns in vision, directives, and prospects with an exercise in queer pedagogy. With its critical inquiry into pedagogical practice informed by queer theory, Deborah Britzman’s triangulated queer pedagogy not only shares productive theoretical ground with CSL, but can also be seen to inform, enhance, and develop the academic role of service-learning as a methodology of teaching and learning. Through its development in academic institutions in Canada, CSL should look to queer theory’s established lexicon in order to take up precise, thickly descriptive, exoteric language which reflects the two fields’ productive commonalities. Furthermore, where CSL literature often identifies as volunteerism, internship, and experiential learning, queer pedagogy ascribes deep transformative potential to its approach—a perspective and a potential often undervalued by practitioners of CSL. Finally, a bringing together of community service-learning and queer pedagogy illustrates the need in service-learning literature for an approach to systematic archiving which more closely adheres to the field’s emphasis on the creation of deeply reflective and creative academic work.
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Koptie, Steven, and Cynthia Wesley-Esquimaux. "Metaphorical Reflections on the Colonial Circus of the Drunken Indian and the Kidney Machine." First Peoples Child & Family Review 4, no. 1 (May 14, 2020): 66–79. http://dx.doi.org/10.7202/1069351ar.
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This paper represents the need for First Nations community workers to share their narratives of experience and wisdom for academic review. A growing number of mature Indigenous social service workers are returning to Canada’s learning centers where they are articulating observations and insights to Indigenous experience in colonial Canada. It is imperative that post-colonial academic literature include these contributions. True reconciliation between Canada and First Peoples is only possible if those stories of resilience are reflected back from the experience of historic trauma and unresolved intergenerational suffering.
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Carr-Stewart, Sheila, Jim Marshall, and Larry Steeves. "Inequity of Education Financial Resources: A case study of First Nations school funding compared to provincial school funding in Saskatchewan." Articles 46, no. 3 (May 16, 2012): 363–77. http://dx.doi.org/10.7202/1009171ar.
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In a review of First Nations band-managed school policies, the Department of Indian and Northern Affairs Canada (2002) noted what had been devolved was “the specific operation of the school. What was not devolved was an [education] system which would support the school” (p. 5) delivery of quality educational programming for First Nations’ students. The purpose of this paper is to compare available second level services and funding levels provided in schools operated by a Tribal Council and a provincial school division. Differences in service levels and funding, the authors argue, must be addressed if equitable services and enhanced learning experiences are to be available to all students regardless of school type attended.
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Zhang, Zuochen. "Teaching ICT to Pre-Service Teachers: Experiences and Reflections." LEARNing Landscapes 8, no. 1 (August 1, 2014): 323–37. http://dx.doi.org/10.36510/learnland.v8i1.688.
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Information and Communication Technologies (ICT) are increasingly used in education settings, and graduates from teacher education programs are expected to have adequate knowledge and skills to integrate ICT in their teaching. Inspired by some studies that report cases about pre-service teachers’ ICT-related learning in different countries in Asia, this article presents, in case-study format, the experimentations carried out regarding the teaching of ICT as part of the curriculum to pre-service teachers in a teacher education program in Ontario, Canada. The aim is to share with instructors and researchers in teacher education institutions and programs what we can learn from our experiences, and how we can use these experiences to improve our practice.
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Levkoe, Charles Z., Simon Erlich, and Sarah Archibald. "Campus Food Movements and Community Service-Learning: Mobilizing Partnerships through the Good Food Challenge in Canada." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 5, no. 1 (February 19, 2019): 57–76. http://dx.doi.org/10.15402/esj.v5i1.67849.
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This paper addresses the growing collaborations among students, faculty and community-practitioners attempting to build healthy, equitable and sustainable food systems within post-secondary institutions and the ensuing implications for food movements. Specifically, we investigate the role of Community Service-Learning (CSL) in fostering food systems change through a case study of Planning for Change: Community Development in Action, a graduate CSL course at the University of Toronto and a partnership with Meal Exchange, a national non-profit organization, to develop the Good Food Challenge on college and university campuses across Canada. Using CSL to support social movements is not uncommon; however, there has been little application of these pedagogical approaches within the field of food systems studies, especially in the area of campus food movements that engage diverse groups in mutually beneficial and transformative projects. Our description of the case study is organized into three categories that focus on key sites of theory, practice and reflection: classroom spaces, community spaces and spaces of engagement. Through reflection on these spaces, we demonstrate the potential of CSL to contribute to a more robust sustainable food movement through vibrant academic and community partnerships. Together, these spaces demonstrate how campus-based collaborations can be strategic levers in shifting towards more healthy, sustainable and equitable food systems.
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Falkenberg, Thomas. "Framing an Integrative Approach to the Education and Development of Teachers in Canada." Articles 45, no. 3 (June 7, 2011): 555–78. http://dx.doi.org/10.7202/1003577ar.
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The education of teachers in Canada typically consists of a sequence of non-integrated and partially alternating phases: pre-service university-based course work, pre-service school-based practica, job-imbedded induction, professional development sessions. This article proposes an integrative approach to the education of teachers that links these different phases: Collaborative Professional Development Centres. The article draws on teacher education scholarship and research to articulate a number of assumptions about learning to teach and the purpose of teacher education, and then argues (a) that the traditional non-integrated approach to the education of teachers is incompatible with these assumptions, and (b) that these assumptions provide an excellent framework for the idea of Collaborative Professional Development Centres.
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Pechak, Celia, and Mary Thompson. "International Service-Learning and Other International Volunteer Service in Physical Therapist Education Programs in the United States and Canada: An Exploratory Study." Journal of Physical Therapy Education 23, no. 1 (2009): 71–79. http://dx.doi.org/10.1097/00001416-200901000-00010.
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DCruz, Jennifer T. "A Cry for Help: Suicide Attempts by an Iraqi Refugee and the Role of Community Service Learning." University of Ottawa Journal of Medicine 8, no. 1 (May 7, 2018): 72–74. http://dx.doi.org/10.18192/uojm.v8i1.2346.
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Community Service Learning (CSL) is a method of teaching where students learn through active participation in thoughtfully organized community service. CSL has emerged as a promising training method to address the changing needs of medical students and to improve their social accountability (1,2). Medical schools are beginning to incorporate community service learning into their curriculums as a way to introduce students to the complicated world of delivering care to vulnerable populations.
Mr. A, a refugee from Iraq, immigrated to Canada in June 2015 with his family. Five months later, during a CSL medical intake interview with two medical students and an Arabic interpreter, he revealed to have ongoing suicidal ideation and multiple suicide attempts. Due to significant cultural taboos and stigma around mental illness, Mr. A was initially very hesitant to seek medical help. However, with the help of the CSL program he was able to get much needed medical care.
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Tang, Jingjing, Rong Shi, and Fan Hu. "A Comparative Study of Community-Based Diabetes Health Education between Canada and China." Global Journal of Health Science 13, no. 8 (July 5, 2021): 50. http://dx.doi.org/10.5539/gjhs.v13n8p50.
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The prevalence of diabetes in the world is increasing largely, which has caused a heavy burden on the health service system of all countries. As one of the effective means of diabetes management, community-based diabetes health education has been carried weight for all over the world. Based on the practice in community-based diabetes health education, the authors compare community-based diabetes health education between Canada and China in fields of organization, approaches, personnel certification system, Using of social media, Role of pharmacist, and analyze successful experience in Canada which is worth learning. The final contribution of the paper helps to improve community-based diabetes education systems.
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Wilkins, John K. "Conceptual and Practical Considerations in Alternative Service Delivery." International Review of Administrative Sciences 69, no. 2 (June 2003): 173–89. http://dx.doi.org/10.1177/0020852303069002004.
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Alternative service delivery (ASD) is a Canadian phenomenon that spread, surfaced important issues and made a wider impact. ASD refers to the many and varied organizational forms and delivery mechanisms governments use to achieve their objectives. It is anchored in a spectrum of options that mirrors the diversity of the nation, its governments and its public institutions. Innovations sustain the capacity to serve the public interest and to leverage efficiency, accountability and renewal. They embrace a strategy of collaboration across sectors and boundaries to overcome impediments to change and to transform service delivery. Countless spin-offs cascade throughout the Canadian public sector. Many governments benchmark the international scene and adapt innovations to their settings. Respect for situation and reciprocal learning facilitate the transfer of good practice. Lessons learned from ASD experiences across Canada and in countries like Tanzania, Latvia and New Zealand improve the prospects of `getting service delivery right'.
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Farnen, Russell F. "Class Matters: Inequality, SES, Education and Childhood in the USA and Canada Today." Policy Futures in Education 5, no. 3 (September 2007): 278–302. http://dx.doi.org/10.2304/pfie.2007.5.3.278.
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This article examines recent trends in childhood and youth policy, political socialization, and civic education in the USA and Canada since 2000. It examines some of the current trends (such as political socialization and education research findings on children and youth) as well as policy initiatives (such as the landmark federal legislation called the ‘No Child Left Behind’ law which mandates yearly testing in reading, writing, and mathematics from grade 5 on while totally ignoring other fields critical to democratic political development (such as social studies and civics). In addition, the article broaches the subject of class and socio-economic status (SES) in the US educational system and other trends such as introducing service learning into the elementary grades. Briefly put, all measures used for evaluation to date point to SES as the principal determinant of test performance, along with race, ethnicity, urban residence, and other such background factors. Service learning is also worth discussing both for its philosophical roots (which are firmly middle class) but also for its fit with the US and Canadian volunteeristic capitalistic political cultures which stress self-reliance and individualism. The article also considers some of the counter-effectiveness research that people (such as Gerald Bracey) use to indicate that except for its elitism, the US/Canadian educational systems are not underperforming and that educational critics have a hostile anti-public policy stance because they wish to privatize everything, regardless of the consequences therefrom to a democratic society.
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Zenone, Marco, Al Raimundo, Suhail Nanji, Neha Uday, Karen Tee, Alayna Ewert, Warren Helfrich, Godwin Chan, Steve Mathias, and Skye Barbic. "Implementing integrated-youth services virtually in British Columbia during the COVID-19 pandemic." Integrated Healthcare Journal 4, no. 1 (August 2022): e000089. http://dx.doi.org/10.1136/ihj-2021-000089.
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ObjectiveDuring the COVID-19 pandemic, Foundry responded to support youth across the province of British Columbia (BC), Canada, by creating a virtual platform to deliver integrated services to youth. In this paper, we report on the development of Foundry Virtual services, initial evaluation results and lessons learnt for others implementing virtual services.Methods and analysisIn April 2020, Foundry launched its virtual services, providing young people and their caregivers from across BC with drop-in counselling services via chat, voice or video calls. Foundry consulted with youth and caregivers to implement, improve and add services. Using Foundry’s quality improvement data tool, we document service utilisation, the demographic profile of young people accessing virtual services, and how young people rate the quality of services accessed.FindingsSince launching, 3846 unique youth accessed Foundry Virtual services over 8899 visits, totalling 11 943 services accessed. The predominant services accessed were walk in counselling (32.5%), mental health and substance use services (31.4%), youth peer support (17.2%) and group services (7.3%). Over 95% of youth reported that they would recommend virtual services to a friend.ConclusionIn response to our early findings, we provide three recommendations for other implementers. First, engage the audience in which you intend to serve at every phase of the project. Second, invest in the needs of staff to ensure they are prepared and supported to deliver services. Last, imbed a learning health system to allow for the resources culture of continuous learning improvement that allows for rapid course adjustments and shared learning opportunities.
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Odame, Helen Hambly, and Natalie Oram. "Teaching and Learning Communication Process as Community-based Transdisciplinary Inquiry." Nordicom Review 33, Special-Issue (December 1, 2012): 177–88. http://dx.doi.org/10.2478/nor-2013-0034.
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Abstract This article discusses experiences in teaching and learning communication processes oriented towards social change and development, specifically, using the approach known as community service learning (CSL). The relevance of CSL is that it mobilizes university students as communicators and seeks to develop global consciousness through transdisciplinary inquiry with local communities. Using the case of an undergraduate course at the University of Guelph (Canada) involving 33 CSL individual and team projects, this article reinforces the importance of experiential learning for teaching and learning communication process. In light of policy-level calls for the reform of higher education to meet social change and development needs, CSL provides an interesting opportunity, but it also encounters distinct challenges within our academic institutions and for those of us who teach and mentor university students.
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Maharjan, Nabin, and Tom O’Neill. "Mandatory Community Service Program: A Case Study of Young Nepalese Canadians Experiences." Journal of Education and Learning 7, no. 6 (September 7, 2018): 13. http://dx.doi.org/10.5539/jel.v7n6p13.
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Canadian schools introduced community service program in 1999 to engage youth in diverse communities of Canada. Many studies have identified the gap in understanding immigrant youths’ experience on mandatory community service but has yet to study immigrant youth’s experience. Therefore, this paper explores the experiences of young Nepalese Canadians aged 18- 24 who participated in mandatory community involvement for graduating from high schools in Ontario, Canada. The findings are based on qualitative data gathered from ten interviews with young Nepalese Canadians who went to Canadian high schools, and are currently living in the Greater Toronto area (GTA). The study provides a nuanced understanding of visible minority immigrant youth’s experiences of mandatory community service in high school. The findings suggest that participants experience the program as merely an obligatory requirement to graduate from high school rather than a platform for learning civic skills and engaging in diverse Canadian communities. In addition, this case study of Nepalese Canadian youth depicts how young Nepalese Canadians depend on informal sources, mainly peer-to-peer sharing, for engaging in community, and illustrates how they conceptualize what community involvement means to them. Finally, based on this study, we argue that amendment to this mandatory program is an urgent call for engaging visible minority immigrant youth civically and meaningfully in Canadian communities.
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Markham, Ray, Megan Hunt, Robert Woollard, Nelly Oelke, David Snadden, Roger Strasser, Georgia Betkus, and Scott Graham. "Addressing rural and Indigenous health inequities in Canada through socially accountable health partnerships." BMJ Open 11, no. 11 (November 2021): e048053. http://dx.doi.org/10.1136/bmjopen-2020-048053.
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BackgroundThere are few examples of the practical application of the concepts of social accountability, as defined by the World Bank and WHO, to health system change. This paper describes a robust approach led by First Nations Health Authority and the Rural Coordination Centre of British Columbia. This was achieved using partnerships in British Columbia, Canada, where the health system features inequities in service and outcomes for rural and Indigenous populations. Social accountability is achieved when all stakeholders come together simultaneously as partners and agree on a path forward. This approach has enabled socially accountable healthcare, effecting change in the healthcare system by addressing the needs of the population.InnovationOur innovative approach uses social accountability engagement to counteract persistent health inequities. This involves an adaptation of the Boelen Health Partnership model (policymakers, health administrators, health professionals, academics and community members) extended by addition of linked sectors (eg, industry and not-for-profits) to the ‘Partnership Pentagram Plus’. We used appreciative inquiry and deliberative dialogue focused on the rural scale and integrating Indigenous ways of knowing along with western scientific traditions (‘two-eyed seeing’). Using this approach, partners are brought together to identify common interests and direction as a learning community. Equitable engagement and provision of space as ‘peers’ and ‘partners’ were key to this process. Groups with varying perspectives came together to create solutions, building on existing strengths and new collaborative approaches to address specific issues in the community and health services delivery. A resulting provincial table reflecting the Pentagram Plus model has fostered policies and practices over the last 3 years that have resulted in meaningful collaborations for health service change.ConclusionThis paper presents the application of the ‘Partnership Pentagram Plus’ approach and uses appreciative inquiry and deliberative dialogue to bring about practical and positive change to rural and Indigenous communities.
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Liboro, Renato M., Sean B. Rourke, Francisco Ibañez-Carrasco, Andrew Eaton, Daniel Pugh, Claudia Medina, Allan Rae, Paul A. Shuper, and Lori E. Ross. "Strategies Employed by Community-Based Service Providers to Address HIV-Associated Neurocognitive Challenges: A Qualitative Study." Journal of the International Association of Providers of AIDS Care (JIAPAC) 18 (January 1, 2019): 232595821882233. http://dx.doi.org/10.1177/2325958218822336.
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Background: HIV-associated neurocognitive disorders and other causes of neurocognitive challenges experienced by people living with HIV (PLWH) persist as public health concerns in developed countries. Consequently, PLWH who experience neurocognitive challenges increasingly require social support and mental health services from community-based providers in the HIV sector. Methods: Thirty-three providers from 22 AIDS service organizations across Ontario, Canada, were interviewed to determine the strategies they used to support PLWH experiencing neurocognitive difficulties. Thematic analysis was conducted to determine key themes from the interview data. Results: Three types of strategies were identified: (a) intrapersonal, (b) interpersonal, and (c) organizational. Intrapersonal strategies involved learning and staying informed about causes of neurocognitive challenges. Interpersonal strategies included providing practical assistance, information, counseling, and/or referrals to PLWH. Organizational strategies included creating dedicated support groups for PLWH experiencing neurocognitive challenges, partnering with other organizations with services not available within their own organization, and advocating for greater access to services with expertise and experience working with PLWH. Conclusion: Through concerted efforts in the future, it is likely that empirically investigating, developing, and customizing these strategies specifically to address HIV-associated neurocognitive challenges will yield improved social support and mental health outcomes for PLWH.
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Barr, Neil G., and Glen E. Randall. "Protection of digital health information: Examining guidance from the physician regulatory colleges in Canada." Health Information Management Journal 50, no. 1-2 (September 11, 2019): 26–34. http://dx.doi.org/10.1177/1833358319873968.
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Background: The use of information and communication technology (ICT) has tremendous potential to enhance communication among physicians, leading to improvements in service delivery. However, the protection of health information in digital/electronic format is an ongoing concern. Objective: The purpose of this study was to examine guidance for the protection of health information when using ICT from all 10 of Canada’s provincial regulatory colleges for physicians and to discuss the potential policy and service delivery implications. Method: A search of the regulatory college websites was conducted, followed by a document analysis (content and thematic). Results: The college website search identified 522 documents; 12 of these documents (from 8 of the 10 colleges) met the study criteria. These documents were notable for the considerable variation in the scope and detail of guidance provided across the colleges. Conclusion: While the federal–provincial division of powers in Canada enables different jurisdictional approaches to health service delivery and, thus, opportunities for policy learning, this governing structure may also contribute to a lack of incentive for collaboration, leading to an absence of standardised guidance for health information protection when using ICT. This, in turn, may result in unequal and inequitable protection of health information across the provinces. Therefore, a macro-level approach to policy development in this area may hold the greatest promise for enhancing the protection of health information and doing so in a more standardised manner in countries with federal systems of governance.
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McLellan, Gillian, Eva Kartchava, and Michael Rodgers. "Technology-Mediated Language Training: Developing and Assessing a Module for a Blended Curriculum for Newcomers." Canadian Journal of Applied Linguistics 24, no. 2 (May 31, 2021): 177–202. http://dx.doi.org/10.37213/cjal.2021.31533.
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Newcomers to Canada with low proficiency in English or French often face challenges in the workforce (Kustec, 2012). While language classes provide workplace language training, not all newcomers are able to attend face-to-face classes (Shaffir & Satzewich 2010), suggesting a need for outside the classroom, occupation-specific language training. The use of technology has been shown to be advantageous for second language (L2) learning (Stockwell, 2007), especially when used outside the classroom (i.e., mobile-assisted language learning), as mobile technology affords learners greater control and flexibility over their own learning (Yang, 2013). This paper reports on a study investigating the development of a blended curriculum for L2 learners employed in customer service. A technology-mediated module was designed and developed within a task-based language teaching framework to provide workplace-linguistic support on mobile devices, enabling learners to access the language instruction they needed, when they needed it. The module contents and usability were assessed by high-beginner English proficiency newcomers employed in customer service (n=4) and their volunteer teachers (n=4). Results confirm the overall benefits of using language learning technology in providing instruction that meets participant language needs, ensuring opportunities for individualized training. Implications for designing, implementing, and researching technology-mediated modules are discussed.
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Tucker, Patricia, Brianne A. Bruijns, Kristi B. Adamo, Shauna M. Burke, Valerie Carson, Rachel Heydon, Jennifer D. Irwin, et al. "Training Pre-Service Early Childhood Educators in Physical Activity (TEACH): Protocol for a Quasi-Experimental Study." International Journal of Environmental Research and Public Health 19, no. 7 (March 24, 2022): 3890. http://dx.doi.org/10.3390/ijerph19073890.
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Background: Early childhood educators (ECEs) influence young children’s early uptake of positive health behaviours in childcare settings and serve as important daytime role models. As such, it is imperative that post-secondary early childhood education programs provide students with the foundational knowledge and professional training required to confidently facilitate quality active play opportunities for young children. The primary objective of the Training pre-service EArly CHildhood educators in physical activity (TEACH) study is to develop and implement an e-Learning course in physical activity and sedentary behaviour to facilitate improvements in: pre-service ECEs’ self-efficacy and knowledge to lead physical activity and outdoor play opportunities and minimize sedentary behaviours in childcare. This study will also explore pre-service ECEs’ behavioural intention and perceived control to promote physical activity and outdoor play, and minimize sedentary behaviour in childcare, and the implementation of the e-Learning course. Methods/Design: A mixed-methods quasi-experimental design with three data collection time points (baseline, post-course completion, 3-month follow-up) will be employed to test the e-Learning course in early childhood education programs (n = 18; 9 experimental, 9 comparison) across Canada. Pre-service ECEs enrolled in colleges/universities assigned to the experimental group will be required to complete a 4-module e-Learning course, while programs in the comparison group will maintain their typical curriculum. Pre-service ECEs’ self-efficacy, knowledge, as well as behavioural intention and perceived behavioural control will be assessed via online surveys and module completion rates will be documented using website metrics. Group differences across timepoints will be assessed using linear mixed effects modelling and common themes will be identified through thematic analysis. Discussion: The TEACH study represents a novel, evidence-informed approach to address the existing gap in physical activity and sedentary behaviour-related education in Canadian post-secondary early childhood education programs. Moreover, e-Learning platforms, can be employed as an innovative, standardized, and scalable way to provide ECEs with consistent training across jurisdictions.
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Kernaghan, Kenneth. "Moving towards integrated public governance: improving service delivery through community engagement." International Review of Administrative Sciences 75, no. 2 (June 2009): 239–54. http://dx.doi.org/10.1177/0020852309104174.
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Community engagement for improved citizen-centred service is an important dimension of Integrated Service Delivery (ISD), which is in turn a central component of the movement towards Integrated Public Governance. The experience of such organizations as Centrelink and Service Canada can inform thinking and action on the community engagement activities of ISD organizations in general. Most of these organizations are at an early stage in the use of innovative approaches to community engagement, but many of them are well positioned to use their physical presence in local offices across their jurisdiction to enhance service delivery. This article examines eight ISD organizations in four countries as a basis for discussing such matters as the benefits and challenges of community engagement, the nature of the engagement, and the means by which these organizations have fostered it. For ISD organizations to leverage their community presence, they must collaborate with a wide variety of community stakeholders. Points for practitioners Integrated Service Delivery (ISD) organizations can leverage their physical presence in local communities to improve service for individual citizens. This community engagement activity can take the form of partnerships, consultations and contracts. The corporate level can support community engagement through administrative structures and processes and through training opportunities and learning tools. Each local office needs an appropriate measure of discretion and flexibility to adapt its engagement activities to the community's particular challenges and resources. The movement in public management towards Integrated Public Governance and the anticipated increase in the delivery of government services by private and third sector organizations point to the need for collaborative community engagement. There are significant barriers as well as benefits associated with the community engagement activities of ISD organizations.
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Booth, Annie, Sinead Earley, Kyle Aben, Barbara Otter, Todd Corrigal, and Christie Ray. "Action learning partnerships: carbon, commerce and community co-learning at a Canadian university." International Journal of Sustainability in Higher Education 21, no. 5 (May 25, 2020): 943–57. http://dx.doi.org/10.1108/ijshe-02-2020-0071.
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Purpose The purpose of this paper is to discuss an innovative course offered as a partnership between the University of Northern British Columbia (UNBC) (Canada), the Prince George Chamber of Commerce (Canada) and local businesses: UNBC’s third-year undergraduate/graduate course, carbon and energy management. Design/methodology/approach The authors have all participated in the development, design and/or delivery of the course and have provided their reflections on the experience. In addition, they sought insights from students and other interested people on the impact and significance of this course. Findings Carbon and energy management is an action learning-based co-created course initiated by the Chamber to address an interest in mitigating climate change amongst local businesses. Among businesses, the carbon economy is under considerable discussion. The increased awareness of climate change, and the need to better manage carbon, has led to local businesses eager to reduce greenhouse gases but lacking the expertise necessary. UNBC students (undergraduate and graduate) learn innovative and practical skills through creating carbon footprint analyses for small- to medium-sized business/non-profit clients, providing recommendations on reducing reliance on fossil fuels and formally presenting their findings to their clients. After five years, 46 businesses and non-profit organizations have participated in the course along with over 30 students and 5 separately hired student interns. The Chamber is now rolling out the program for Canadian Chamber of Commerce interested in similar community–university partnerships. Originality/value This paper describes a course that is a novel approach to university–community partnerships, both in approach and focus area. The linking, through the course, of small- to medium-sized businesses with the provision of plans for carbon reduction developed by university students is an unusual approach. However, there is significant value to all partners in the approach. Allowing the main community partner to serve as the lead in the project also offers an unusual experience and perspective for the university partner, as often such partnerships are largely driven by the post-secondary institution’s interests and needs, which can create a challenging power dynamic. Instead, the course offers a lesson in how a university can be clearly in service to the community at the community’s invitation. Finally, this paper offers reflections on the value of this type of project for creating sustainability initiatives from the perspective of all participants, students, faculty, university administration, city government, participating businesses and the Chamber of Commerce, demonstrating the critical need for understanding a project as an intersection of all participating actors.
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Murray-Orr, Anne, and Jennifer Mitton-Kukner. "An Exploratory Case Study of One Early Career Teacher’s Evolving Teaching Practice in Northern Canada." Articles 52, no. 1 (August 14, 2017): 71–92. http://dx.doi.org/10.7202/1040805ar.
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This paper focuses upon the case of one early career teacher, Don, a participant in a longitudinal study examining the transfer of learning about literacy practices from pre-service teacher education to the classrooms of secondary content area teachers. We followed Don from his B. Ed. program into his first two years of teaching in an Indigenous community in northern Canada, with a focus on how his pedagogical content knowledge and his culturally relevant pedagogical practices developed. This case traces Don’s journey from his goals and plans at the end of his teacher education program, through his feelings of uncertainty near the end of his first year of teaching, to his growing confidence in his second year of teaching.
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Srirangan, Kajan, and Arnaud Lavenue. "Helping Québec Pharmacists Seize the Vaccination Service Opportunity: The Pharmacy Best Practice Workshops." Pharmacy 9, no. 1 (March 3, 2021): 51. http://dx.doi.org/10.3390/pharmacy9010051.
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Vaccinations are a safe and effective way to protect against infectious diseases. The World Health Organization estimates vaccines have saved more lives than any other interventions and every year about two to three million deaths are averted worldwide through immunization. To improve vaccination coverage, pharmacists have been increasingly involved in immunization roles in their communities—as advocates, educators, and immunizers. Community pharmacy-based vaccination services have increased both in the number of immunization providers and the number of sites where patients can receive immunizations. In Canada, health care is under provincial legislation—and so, there are distinct differences in scope of pharmacist practice across the country. Prior to the COVID-19 outbreak in early 2020, in Québec, Canada’s second-largest province, pharmacists did not have the authority to administer vaccines. To help prepare pharmacists in Québec to become immunizers, we developed and deployed a series of accredited workshops. In these facilitated workshops, pharmacists were able to share best practices that may lead to providing effective vaccination services, identify common competency gaps, discuss effective patient communication skills, and determine how to target the most vulnerable population groups. Participants were also asked to evaluate the workshop. Our results indicate the evaluation was very reliable in measuring participant satisfaction (Cronbach’s α = 0.94) and pharmacists commented that the workshops’ learning outcomes exceeded their expectations, and the topics covered were relevant and applicable. The evaluation also asked participants to identify weaknesses of training, so future educational interventions can be planned accordingly. We believe this work will contribute to the continual growth and advancement of the pharmacy profession in Canada.
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Payant, Caroline, and Philippa Bell. "“Very easy, it’s an English class, therefore they should not rely on a French text”." Language Teaching for Young Learners 4, no. 1 (December 6, 2021): 143–70. http://dx.doi.org/10.1075/ltyl.21004.pay.
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Abstract In the context of additional language (AL) learning, teachers need to focus on the development of language proficiency as well as on high-level literacy skills, for example, comprehending and evaluating information and creating new meaning. From a plurilingual perspective, AL learners’ first language (L1) is conceputalised as a useful tool in the development of target language proficiency; however, limited information exists concerning AL teachers’ beliefs towards the use of the L1 for high-level literacy instruction despite its potential utility for complex skill development. The aim of the present exploratory study was to examine the beliefs of in-service teachers of English as an additional language (EAL) working in the Quebec primary and secondary school system in francophone Canada regarding plurilingual approaches for classroom literacy practices and to uncover the factors that influence their beliefs. An online survey was distributed to in-service EAL teachers (N = 57) working in the province of Quebec, Canada. Findings suggest that teachers believe that it is most beneficial to adopt a monolingual lens to literacy instruction, a belief that denies learners’ use of their L1 and this, in a bilingual country. Implications for teacher education programs that challenge a monolingual lens are explored.
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McKenzie, Marcia, and Simon Fraser University. "Beyond “The Outward Bound Process:” Rethinking Student Learning." Journal of Experiential Education 26, no. 1 (July 2003): 8–23. http://dx.doi.org/10.1177/105382590302600104.
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This article is based on a research study that explored the means by which students learn at Outward Bound Western Canada. For this study, data were collected from 92 students through questionnaires, interviews, and observation. Twenty-nine course components were found to influence course outcomes, including various aspects of course activities, the physical environment, instructors, and the group. Certain course components were found to be most influential in determining increases in students' self-awareness, self-confidence, self-reliance, self-esteem, self-concept, motivation, self-responsibility, interpersonal skills, concern for others, and concern for the environment; while several course components impacted course outcomes in negative ways. The gender, age, and population of students were also found to play a role in determining the course outcomes students experienced and which course components caused those outcomes. The study is discussed in terms of how it supports, extends, and refutes existing adventure education theory, as well as in relation to contemporary theories on modernity. A model is proposed as an alternative to the well-known Walsh and Golins' (1976) model of “the Outward Bound process” in consideration of the study's findings and the need for a renewed commitment to compassion and service within Outward Bound.
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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." International Journal of Digital Literacy and Digital Competence 7, no. 2 (April 2016): 11–22. http://dx.doi.org/10.4018/ijdldc.2016040102.
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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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Dills, Patrick, Amy Stevermer, Tony Mancus, Bryan Guarente, Tim Alberta, and Elizabeth Page. "COMET’s Education and Training for the Worldwide Meteorological Satellite User Community: Meeting Evolving Needs with Innovative Instruction." ISPRS International Journal of Geo-Information 8, no. 7 (July 20, 2019): 311. http://dx.doi.org/10.3390/ijgi8070311.
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Since 1989, the COMET<sup>®</sup> Program’s staff of instructional designers, scientists, graphic artists, and web developers has been creating targeted, effective, and scientifically sound instructional materials for the geosciences in multiple languages and formats. The majority of COMET training materials and services are available via COMET’s online training portal, MetEd. MetEd hosts over 500 self-paced English-language lessons, which are freely available to registered users. The lessons cover a broad array of topics, including satellite meteorology, numerical weather prediction, hydrometeorology, oceanography, aviation weather, climate science, and decision support. Nearly 300 lessons have been translated to other languages. NOAA NESDIS, EUMETSAT, the Meteorological Service of Canada, and the US National Weather Service all provide funding and subject matter expertise for satellite training efforts at COMET. The COMET team is focused on helping our sponsors refine their learning objectives and produce instructional material that is focused on learner engagement, knowledge retention, and measurable performance improvement. The COMET Program has continually transformed its instructional approach to better meet the shifting needs of learners. Our satellite remote sensing educational and training materials provide sound foundational knowledge for existing and new satellite products paired with increasing opportunities to apply that knowledge.
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Paras, Andrea, Michael Carignan, Ashley Brenner, Jane Hardy, Jodi Malmgren, and Melanie Rathburn. "Understanding How Program Factors Influence Intercultural Learning in Study Abroad: The Benefits of Mixed-Method Analysis." Frontiers: The Interdisciplinary Journal of Study Abroad 31, no. 1 (April 30, 2019): 22–45. http://dx.doi.org/10.36366/frontiers.v31i1.441.
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With the proliferation of short term study abroad programs at institutions of higher education, there is a need for more rigorous assessment of how these pr ograms contribute to intercultural learning. This article presents a multi institutional comparative study of students’ intercultural learning in six short term study abroad programs in Canada and the U nited S tates , employing both quantitative and qualitat ive methods. The study combines pre and post IDI survey scores with a qualitative analysis of student writing to present evidence about the impact of specific program features on students’ intercultural learning, as well as an analysis of how the students themselves make sense of their experiences abroad. We argue that the extent of pre departure intercultural training has a positive relationship with intercultural learning outcomes. Additionally, we present evidence that service learning opportunities and intra group dynamics contribute to students’ intercultural competence. We conclude that mixed methods analysis provides the most effective way of identifying how different program factors contribute to intercultural growth, when that growth occurs in a pr ogram cycle, and how program leaders can provide effective intercultural interventions to best facilitate student learning abroad.
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Salgado, Glaucia, and Sharon Koehn. "COMMUNITY-BASED SERVICES AND OLDER ADULTS: A COMBINATION IN MENTAL HEALTH PROMOTION." Innovation in Aging 3, Supplement_1 (November 2019): S845—S846. http://dx.doi.org/10.1093/geroni/igz038.3112.
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Abstract Mental health promotion among older adults has been considered an important goal by the World Health Organization (WHO, 2017). Mental health has been understood as not necessarily the absence of mental illness, but in fact, points on a continuum that although are not mutually exclusive, and it may intersect at times (Cowen, 1991; Keyes & Westerhof, 2012). With such complex health component, medical practices—although extremely critical in many cases—are often one factor of in the equation. Other practices, such as positive relationships among individuals and measures to tackle isolation are relevant and successful when planning practice for mental health promotion (Wister & McPherson 2014; Newall & Menec, 2019). A study done at a community-based seniors service in Vancouver – Canada shows that these spaces are considered a critical resource for visible minority older adults. Two focus groups were conducted at a community-based senior service with visible minority older adults between ages 55 to 80 years old. Results show that visible minority older adults strongly rely on this sector to maintain the connection with the society, and to the services provided in the wider community. Community-based seniors service provide opportunities for social inclusion and interactions, learning new things, and it has an inverse association with feeling isolated and lonely at home—a constant issue stated in the research. These findings indicate the critical role of this sector in ameliorating and promoting the mental health of visible minority older adults.
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Peacock, David, Stephen Huddart, and Chad Lubelsky. "Funding Social Innovation in Canada: A Conversation with Stephen Huddart and Chad Lubelsky of the McConnell Foundation." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 4, no. 2 (January 8, 2019): 107–16. http://dx.doi.org/10.15402/esj.v4i2.61751.
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Co-editor of this issue David Peacock interviews Stephen Huddart (President and CEO) and Chad Lubelsky (Program Director) of the McConnell Foundation, a historic supporter of postsecondary education across Canada. McConnell’s investments in community service-learning, social entrepreneurial and innovation activities and social infrastructure programs and dialogues have made them a significant partner for many Canadian higher education institutions. Yet not all community-campus engagement scholars and practitioners, and Engaged Scholar readers, may have heard McConnell articulate for itself its aims and goals for Canadian higher education and society. This interview canvasses the scope of McConnell’s work and interests in community-campus engagement, and sheds light on the actions of an influential private actor in the postsecondary sector.