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Reflective learning journals: a self-directed learning project
(2007) Baptista, Margo
Through this self-directed learning process, I explored definitions of and reasons for reflection, descriptions of reflective learning journals, studies examining the value of journals in higher education programs, and examples of style, structure, and medium. I also sought insights on experience with keeping a journal during pre-residency, residence and the LEAD 535 online course. Finally, I looked for advice on techniques and strategies for starting and maintaining journals. My hope is that this document gives you an understanding of the value of reflective learning journals together with ideas that you can use.
Helping the Grant MacEwan College Board of Governors acquire and transfer knowledge about presidential search
(2009) Baptista, Margo
The frequency of turnover within public post-secondary boards of governors presents particular challenges to the individual and collective ability of members to acquire and manage intellectual capital and practical knowledge on board roles and responsibilities. My study examined how, through the application of knowledge management theory, a board can learn and share knowledge on a vital board responsibility—presidential search. Normally, boards learn about presidential search while engaged in a recruitment process or through presentations at governance conferences. Seeking knowledge about this topic through a proactive and targeted approach is not common practice. Through a facilitated, qualitative action research exercise, participants engaged in a progressive learning experience to create a body of knowledge about presidential search experiences and develop strategies for transferring it when membership changes. This shared organizational learning experience is also expected to contribute to a comprehensive board succession plan for Grant MacEwan College.
A unique governance learning experience
(2013) Baptista, Margo
This paper was prepared for presentation at the 2013 Canadian Society for the Study of Higher Education (CSSHE) conference, Victoria, British Columbia, June 3, 2013. It is based on a thesis submitted in partial fulfillment of the requirement for a Master of Arts in Leadership with Royal Roads University. The research project is entitled “Helping the Grant MacEwan College Board of Governors Acquire and Transfer Knowledge About Presidential Search”.
Student mental health in counsellor education programs: barriers to help-seeking for counsellors-in-training
(2013) Dayal, Helena
The article focuses on counsellors-in-training in post-graduate Counselling and Counselling Psychology programs, and the mental health issues they face. By considering the practical and psychological barriers to help-seeking, counsellor training programs have the potential to shape the personal and professional development of future counsellors who are struggling with mental health issues of their own.
Developing the field of Work Integrated Learning (WIL) in higher education: a scoping study and curriculum inquiry
(2014) Rosse, Stephanie
The goal of the research is to develop a unified description of the Work Integrated Learning (WIL) Curriculum and a cross-disciplinary curricular framework that identifies the elements and the relationships between them. This research combined scoping study and curriculum inquiry methods and featured three cycles of data analysis and two types of curriculum theorization. Data sources included a literature review, a survey, expert interviews, and a focus group. In theorizing the WIL Curriculum in higher education, the authors develop a definition of the WIL curriculum and on the basis of this definition, put forward a unified curricular framework, as recommended by Cooper, Orrell and Bowden (2010). It begins with a WIL schema to provide an underlying organizational structure that outlines the relationships between fundamental actors and factors in the WIL Curriculum and describes twelve shared dimensions of WIL which are defined in relationship to their function in WIL curriculum development. We also propose a template for curriculum development in WIL and CSL. Finally, based on the data analysis and on patterns found to occur in cross-disciplinary data, we developed eight WIL curriculum models: Awareness, Application, Competency, Synthesis, Deconstruct-Reconstruct, Iterative Reflection, Research-Based, and Problem-Based Models. The WIL models that are advanced in this research provide a starting place for further inquiry, curriculum development and research.
MacEwan Residence Life Staff: enhancing student leadership
(2014) Lade, Tim
MacEwan Residence, on the City Centre campus of MacEwan University, opened in 2005 and houses 882 students in 450 suite-style units on a yearly basis. Offering a safe, secure, and academically focused on-campus living experience, MacEwan Residence is committed to assisting in the transition of all students pursuing a postsecondary experience and to offering convenient, affordable housing in the heart of Edmonton, Alberta, Canada. MacEwan Residence delivers this commitment primarily through the Residence Life Staff team, which is made up of 27 residence assistants (RAs) who live within each floor community and who support all residents. It is a well-known fact in Edmonton that there are many off-campus housing options to choose from including condos, apartments, and living with parents. The on-campus experience has to be more than just a convenient and fun place to live, but also needs to be a developmental experience in which relationships can be built, learning can take place, and the cost of residence is a worthwhile investment—in other words, a student doesn’t just a get a bed to put their head in but is able to thrive as a student and an individual.
From shame to shame resilience: narratives of counselor trainees with eating issues
(2014) Dayal, Helena; Weaver, Kathryn; Domene, José F.
Using narrative analysis, the experiences of 7 Canadian counselor trainees with eating issues were explored for meanings of shame and resilience. Shame was experienced as layers of discounting and disconnection from self and others, which served as barriers to help seeking and recovery. Trainees’ attempts to overcome shame were characterized by a dialectic conflict of protecting shame vs. prioritizing recovery. Finding a culture of safety and belonging, invalidating perfection, and redefining ideals emerged as elements that fostered resilience from the layers of shame. Recommendations for future research include exploring the important features of social support and examining how safe disclosure contributes to overcoming shame. Potential implications for counselor education programs include introducing self-care initiatives, discussions about counselor wellness and ethical practice, and education on eating issues.
Supporting the prevention conversation: a developmental evaluation of an innovative FASD awareness and prevention initiative
(2015) Dayal, Helena
This document presents findings from the developmental evaluation of this initiative, the purpose of which was to provide key information to stakeholders in order to inform their future decisionmaking regarding this FASD prevention initiative. The evaluation also served to track the development and implementation of the initiative, in order to assess its transferability to new contexts. This developmental evaluation employed a mixed-methods approach, collecting data from Facilitators, Service Providers, and key project team members to answer four key evaluation questions. Data collection took place between May 2013 and January 2015, during the period of development and the first year of the implementation (2014) of the initiative.
A unique governance learning experience
(2016) Baptista, Margo; Baptista, Margo
This paper reports on some of the findings of a 2008-2009 graduate study conducted as a shared organizational learning experience for the Grant MacEwan College (now MacEwan University ) Board of Governors to learn about a vital board governance responsibility-presidential search. Through a facilitated, qualitative action research exercise, participants engaged in a four-stage progressive learning experience to create a body of knowledge about presidential search experiences and to develop strategies for transferring this knowledge when membership changes. The study examined how, through the application of knowledge management theory, a board can learn and share knowledge. This learning experience contributed to the creation of a comprehensive board succession plan for the MacEwan Board of Governors and, in 2010-2011, this plan was used to guide the institution's search for its fourth president.
Resistance is fertile: productive responses to student pushback
(2017) Martin, Paul
When we as faculty members get pushback from students about any kind of innovation, assignment, or teaching choice, we tend to react in a number of different ways. Sometimes we stubbornly carry through with our plan and other times we acquiesce and make changes based on what the students want. In both cases, we often feel resentful or wonder if we’ve done the right thing. In this session, we’ll explore the reasons behind student resistance and how we can place student learning at the heart of how we respond to it.
Active learning: what is it and why should I use it?
(2017) Peck, Carla L.
CALIBER welcomes Dr. Carla Peck as the keynote speaker. Dr. Carla Peck joined the Faculty of Education at the University of Alberta in 2007. Her program of research has two main foci: The first seeks to map the qualitatively different ways that teachers’ and students’ understand key democratic concepts such as diversity, citizenship, and citizen participation in a democracy. The second area of her research is on students’ historical understandings, and in particular, the relationship between students’ ethnic identities and their understandings of history. In 2013, Carla was awarded the Faculty of Education Undergraduate Teaching Award and the Rutherford Award for Excellence in Undergraduate Teaching. As Associate Director (Curriculum) Carla is responsible for CTL’s Peer Consultation program, and is available for consultation for other curriculum-related needs as well.
IL Palooza: easy video creation using Screencast-o-matic
(2018) Peacock, Kim
Hands-on workshop with Kim Peacock on the free screencast video making tool Screencast-o-matic. Includes benefits and best practices.
Episode 3: “Welcome to Canada. Now fit in, or fuck off”: immigration and the fear of the “other”
(2019) Chaudhry, Irfan; Bukhari, Iman; MacEwan University; Bukhari, Iman
In recent years, strong and polarizing views regarding immigration, refugees, and resettlement have shaped many narratives in Alberta and Canada. These narratives have fueled hatred and misunderstanding about immigration - both online and offline. This episode explores the voices of anti-immigration in order to understand how this impacts newcomers and newcomer serving agencies in Alberta. Hosted by Irfan Chaudry and Iman Bukhari.
Episode 2: All walks of life: from hate to healing
(2019) Chaudhry, Irfan; Bukhari, Iman; MacEwan University
Alberta is located on Treaty land. An acknowledgment of the historical legacy of hateful treatment towards the Indigenous community in Canada culminated with the federal government’s Truth and Reconciliation Calls to Action in 2015. In this episode, we outline what, if anything, has changed in Alberta and how Indigenous knowledge can help us heal from historical and current narratives of hate. Hosted by Irfan Chaudry and Iman Bukhari.
The common ground teaser
(2019) Chaudhry, Irfan; Bukhari, Iman; MacEwan University
Welcome to The Common Ground, a new podcast from MacEwan University that explores the narratives of hate and counter-hate in Alberta. Each episode your hosts, Irfan Chaudry and Iman Bukhari, will speak to guests and tackle challenging and polarizing issues in the province.
Episode 4: The next generation: youth perspectives on hate in Alberta
(2019) Chaudhry, Irfan; Bukhari, Iman; MacEwan University
What do young Albertans think about what is going on in the province? Do they see any hope in looking past the hateful noise that appears to be dividing the country? This episode will explore youth perspectives on hate, and what this demographic thinks can be done to address the issue. Hosted by Irfan Chaudry and Iman Bukhari.
Episode 1: Context of hate in Alberta
(2019) Chaudhry, Irfan; Bukhari, Iman; MacEwan University; Chaudhry, Irfan; Bukhari, Iman
In an age of increasing political and social polarization, how do we understand the diverse and divisive viewpoints that are fueling the rhetoric of hate in Alberta? This episode outlines recent examples of hate in Alberta, and also speaks to groups involved on “all sides” of the debate to help us answer: What is the current context of hate in Alberta? Hosted by Irfan Chaudry and Iman Bukhari.
Episode 5: Can we find a common ground?
(2019) Chaudhry, Irfan; Bukhari, Iman; MacEwan University
The final episode of this podcast will take a look at this question, drawing from the responses of all the interviewees from the series. Based on their collective response, do we have any hope of finding common ground in the face of increasing political and social polarization? Hosted by Irfan Chaudry and Iman Bukhari.
A narrative inquiry into counsellor trainees' experiences of working with trauma
(2021) Dayal, Helena; Buck, George; Clandinin, D. Jean
Within the last 30 years, a narrative of risk emerged around the negative effects of trauma work on counsellors. This singular narrative has not allowed for an interrogation of a view of trauma work as risky practice. Questioning the dominance of this singular narrative framed this research puzzle. Using narrative inquiry, Author 1 inquired into the experiences of three counsellor trainees enrolled in a Canadian doctoral program. The research intention was to understand how their experiences, both within and outside, as well as before and after, their counselling programs, shaped their views of trauma work. Author 1 engaged in four one-on-one conversations with each participant. Four resonant narrative threads emerged across participants’ experiences: (1) Different experiential ways of coming to understand trauma; (2) Using the trauma lens to reflect on our own lives; (3) Storying trauma into our personal and professional lives; and (4) Making sense of trauma and vicarious trauma in the silences. These threads drew attention to the importance of reflective practice in training and supervision, including implications for instruction on trauma and supporting counsellor trainees within counsellor education programs.

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