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    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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    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.
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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.
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    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.
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    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”.
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    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.