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Browsing by Author "Stasiewich, Ashley"

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    e-Portfolios for legal professionals
    (2024) Roth, Meg; Stasiewich, Ashley
    This study explores whether including an e-portfolio in the hiring process is effective in obtaining entry-level employment for legal assistants and/or paralegals ("non-lawyer legal professionals") by surveying perspectives from current legal professionals and MacEwan University students in the Paralegal Studies and Office Assistant - Legal Major programs where it was further factored into primary and secondary means. Primarily, this research study explored whether e-portfolio implementation within the hiring process would be effective for legal assistants and/or paralegals to gain entry-level employment in the legal industry. The study secondarily explored the impact of generative artificial intelligence (AI) on this demographic of those entering the legal profession. We hypothesize that an e-portfolio will be received favourably by employers and students where the purpose will be to analyze an e-portfolio’s value for non-lawyer legal professionals, including MacEwan legal students, to showcase their skills for entry-level employment in an ever-evolving general AI landscape. As a result of this study, we conclude that further research is warranted to analyze this objective, given the sample size in the initial survey and whether AI will affect responses in the future, which may impact participant behaviours and responses over time. This recommendation will advance our understanding of the benefit of e-portfolios and provide insight into the complex relationship of generative AI concerning non-lawyer legal professionals.
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    e-Portfolios for legal professionals analysis: value of e-portfolios to legal assistants and paralegals
    (2024) Roth, Meg; Stasiewich, Ashley
    This study explores whether including an e-portfolio in the hiring process is effective in obtaining entry-level employment for legal assistants and/or paralegals ("non-lawyer legal professionals") by surveying perspectives from current legal professionals and MacEwan University students in the Paralegal Studies and Office Assistant - Legal Major programs where it was further factored into primary and secondary means. Primarily, the research study explored whether e-portfolio implementation within the hiring process would be effective for legal assistants and/or paralegals to gain entry-level employment in the legal industry. The study secondarily explored the impact of generative artificial intelligence (AI) on this demographic of those entering the legal profession. We hypothesize that an e-portfolio will be received favourably by employers and students where the purpose will be to analyze an e-portfolio’s value for non-lawyer legal professionals, including MacEwan legal students, to showcase their skills for entry-level employment in an ever-evolving general AI landscape.
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    A stronger me: online resources dedicated to support victims of domestic violence
    (2025) Davey, Kori; Stasiewich, Ashley
    Why don’t they just leave? Roughly 24 people per minute experience a form of intimate partner violence in Canada. Despite this strikingly high statistic, domestic violence remains among the lowest of police-reported crimes, as victims often face barriers in accessing support from law enforcement due to psychological, economic, physical, sexual, or technology-facilitated abuse by their partners. Access to justice is a fundamental value in the Canadian justice system, yet it becomes a significant obstacle for victims of domestic abuse who seek to rebuild their lives after leaving their partners or as they attempt to leave (Government of Canada, n.d.). The primary focus of this project is to provide easily accessible online information to victims of domestic violence as they navigate the legal system in Alberta. My mission is to educate, encourage, and empower both survivors of domestic violence and those still navigating its challenges. Resources provided will discuss emergency protection orders, lawyers trained in trauma-informed response, shelters, and financial support. Additionally, resources will be listed to help friends and family members of domestic violence victims recognize signs of abuse and offer support. Recognizing that the effects of domestic violence extend beyond an abusive relationship, this website provides mental health support and online courses to empower survivors with knowledge and informed decision-making.
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    Teaching, technology, and time: revisiting Ellen Rose’s call for reflection in an AI era
    (2025) Stasiewich, Ashley
    Ellen Rose’s "On Reflection" explores the importance of reflective thought in education, particularly in response to the technological shifts that have reshaped post-secondary teaching. She outlines three forms of reflection—reflection-in-action, reflection-on-action, and reflection-then-action—drawing from established concepts previously discussed in literature. While Rose grounds her arguments in interdisciplinary theory, including the work of Dewey and Schön, the latter half of the book adopts a nostalgic tone, advocating for a return to pre-digital modes of reflection—an era that no longer exists. This paper critiques that stance by addressing the current realities of post-secondary educators who must navigate bureaucratic barriers, limited time, and rapid technological advancement. These challenges demand ongoing pedagogical adaptation, often leaving little room for the deep, sustained reflection Rose calls for. Reflection remains essential but must be reimagined to align with contemporary constraints. As institutions respond to demands for accountability and innovation, reflective practice is increasingly sidelined, creating new tensions around academic integrity, assessment design, and student learning. This paper examines how educators can respond to the ethical and instructional challenges posed by AI while maintaining pedagogical integrity and calls for renewed institutional support for reflection as a foundational element of effective teaching and learning.