CSSHE Annual Conference

Official2018CSSHEConferenceProgram

CSSHE2018Conference…….1

CSSHEAnnualConference

May27th–May29th2018

OfficialConferenceProgram

UniversityofReginaRegina,Saskatchewan



Welcome Welcometothe2018AnnualConferenceoftheCanadianSocietyfortheStudyofHigherEducation(CSSHE),heldwithintheCongressoftheHumanitiesandSocialSciences,hostedthisyearattheUniversityofReginasituatedonTreatyFourlandwithintheWascanaurbanparkinRegina,Saskatchewan.Ourconferenceofferstheopportunitytogather,sharefindingsandtalkabouthighereducationresearch,practice,andideas.Wehopethatyoufinditanengagingandstimulatingexperience,anopportunitytobuildyournetwork,formcollaborativeteams,andfindprofessionalfriendships.ItismysincerehopethatyourexperiencewillcontributetoCanada’shighereducationlandscapeoftomorrow.

Inkeepingwiththisyear’sthemefortheCongress,“Gatheringdiversities”wehaveputtogetheraprogramcomprisedofavarietyofsessionsandtopicspresentedbyhighereducationscholars,practitioners,andgraduatestudents.Inadditiontoourconferencelineup,Congresshasmanyopeneventsandservices.DetailscanbefoundontheCongresswebsitehttps://www.congress2018.ca/program.

TheBigThinkinglectureserieswillbeheldattheRiddellCentre-RC170UniversityTheatrefrom12:15to13:15.Seehttps://www.congress2018.ca/program/big-thinking.ThisseriesisfreeandopentoallCongressregisteredattendeesandthepublic.BigThinkingLecturesheldduringthedaysofourconferenceinclude:

• MelinaLaboucan-Massimo,LubiconCree,IndigenousKnowledge&ClimateChangeFellow,DavidSuzukiFoundation.“Onthefrontlines:Indigenouswomenandclimatechange.”Saturday,May26;

• MargaretMacMillan,ProfessorofHistoryattheUniversityofToronto,formerWardenofSt.Antony’sCollegeandProfessorofInternationalHistory,UniversityofOxford.“Thinkingaboutwar.”SundayMay27;

• MarieWilson,C.M.,O,NWT.Commissioner,2009-2015,TruthandReconciliationCommissionofCanada.“Diversityandreconciliation.”MondayMay28.

OtherCongresseventsincludetheCareerCorner-aprofessionaldevelopmentworkshopserieswhereeveryonefromgraduatestudentstoestablishedfacultymemberscanlearnhowtoadvancetheiracademiccareers,publishandmarkettheirresearch,improvetheirlessonplanningandteachingskillsandfindoutaboutcareersoutsideofacademiahttps://www.congress2018.ca/program/career-corner.PleasebesuretoattendtheCSSHEAnnualGeneralMeeting(AGM)andAwardsLuncheonscheduledforMondayMay28that11:30–13:30inCL126.TheAGMisanopportunityforyoutolearnmoreabouttheBoard’sactivities,toofferfeedbackandtorecognizeourAwardrecipients.Ihopetoseeyouthere!Thankyoutoeveryonewhotookthetimetosubmitaproposaltotheconference,andtothoseofyouhere,andelsewhere,whosogenerouslydonatedtheirtimeandexpertizethroughparticipationinthepeerreviewprocess,awardscommitteesandmore;youhavemadeasignificantcontributiontothesuccessofthisconference.

Finally,IwouldliketoacknowledgeandgivemyveryspecialthankstotheCSSHEProgramCommitteeandTwylaSalmfromtheUniversityofReginawhoactedasourLocalArrangementsCoordinator.UndertheleadershipofDr.TamaraLeary,ProgramChair,assistedbyDr.LaurieHill,Programco-chair,andcommitteemembersDrs.KathleenMatheosandMichelleMcGinn,andDrannaAndrews-Brownyouhavepreparedanamazingline-upofspeakers,panels,papers,ignitesessionsandmore.YouhaveworkedtirelesslyandwithsomuchefforttomaketheCSSHEAnnualConference2018asuccess.Merci.

Dr.AnneCharlesPresident



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2018 CSSHE Annual Conference CONGRESSOFTHEHUMANITIESANDSOCIALSCIENCES

UniversityofRegina

May27th–May29th2018

SundayMay27th2018 Time EventTitle Location

8:00–8:30am CSSHEHospitalityRoom CL1098:30–9:45am CSSHEConferenceOpeningWelcome

Keynote:Dr.MalindaSmithCL126

10:00–11:15am SESSIONSGROUPA 1A CurriculumandProgramDevelopmentSeries:

#1011Collegesaslocalinstitutionalactors:Usingthecapabilitiesapproachtotheorisethemissionofcommunitycolleges

CL420

#1084Propositiond’unmodèledeformationàdistanceselonlamodalitémixtefavorisantlapersévéranceetlaréussiteenenseignementsupérieur

#933UsingtheOnlineSearchToolstoImproveTeachingsSkillsattheUniversityofLubumbashiOnceCurriculumDoNotAligntheDemandsfromSociety#1064GatheringDiversityinHigherEducation:WhyitisImportanttoLearnAboutthePre-colonialChristiansofIndia

2A EquityandDiversitySeries:#959PublicPolicyforGenderEqualityinUniversities:LessonsfromCanada

CL417

#963LegitimacyandinstitutionalsupportforstudentgroupsatCanadianpost-secondaryinstitutions:Implicationsofresourceallocations#1004Contestedspacesofdiversity:Trans*experiencesofauniversitycampusinnorthernEngland#1026ExploringEquity-MindednessinRemedialMath:AnAnalysisofCurricularArtifacts

3A ScholarandResearchPractice:

CL418

#1092LessonsLearnedfromConfuciusandSocratesonaFailedLessononConfuciusandSocrates#951PrecariousfacultyinCanadianhighereducationinstitutions:Anunsustainabletrend#1087Conditionsforthedevelopmentofonlineteachingcapacity:acasestudy

4A TheTopicof“Interdisciplinary”Series:#1062ASurveyofUndergraduateStudentsonAttitudestowardMultidisciplinaryinCourseRequirements

CL434

#1076Inter-disciplinarilyforSale:Knowledge,MarketsandCustomization

#1039Conceptualizingthefutureofcredentialsintheentrepreneurialuniversity



11:25–12:50pm OpenSessionwithGraduateStudents(Lunchprovided) CL128

13:00–14:15 SESSIONSGROUPB SYMPOSIUM1B #973ADevelopingResearchAgendaforHigherEducationReform

throughBlendedandOnlineLearningCL420

2B ScholarandResearchPractice CL418

#1083HowIbecamearesearcher?Aself-studyoftheprocessofwritingadoctoraldissertationproposal#1055ImpactofCollegialityonFacultyPerformance#1057Cultivatingasharedcommunityofpractice:Intra-campuscollaborationforteachingandlearningintheDigitalHumanitiesandSocialSciences

3B StudentSuccessSeries:#992Usingguidedwritinggroupstosupportself-efficacyandcombatwritinganxiety

CL417

#1091ALongitudinalAssessmentofStressinUndergraduateStudentsaroundaFallReadingWeek

14:30–15:45 SessionsGroupC SYMPOSIUM1C #1075 GatheringDiversitiesinPost-SecondaryAccessibilityand

Accommodation:SurveyingtheStateofPolicyandPracticeCL418

2C ReconsideringHigherEducationSeries:#998Universityeducation:Afreechoiceorcoerceddecision

CL434

#1002DrawbackstoInternationalization:ACaseofHigherEducationinVietnam#1079WhoseFireisitAnyway?IndigenousLedandSettlerSupportedCommunity-UniversityArts-BasedPrograms#974GatheringDiversities/ReflectionsonEmergentResearchMethodsforaCollaborativeOnlineInstructionalPracticesInquiry

3C StudentSuccessSeries:#962ExploringAcademicAcculturationExperiencesofChineseInternationalStudentswithLowOralEnglishProficiency

CL417

#972Aboriginalstudentswhoareparents:Experiencesoftheirjourneysthroughhighereducation#1029AttendingCollegewhileParenting:TheExperiencesofImmigrantstoCanada

4C GlobalIssuesandPartnershipsinHigherEducation:

#994Mobilitéinternationaleauxcyclessupérieurs:motivationsettransitionauxétudesdoctorales

CL420

#987TheintegrationofdiversitiesineducationbetweenCanadaandAfrica:ACaseStudyonCoted’Ivoire’sVocationalTrainingInstitutions/L’intégrationdesdiversitésdel’éducationparmileCanadaetl’Afrique:uneétudedecasesurlaformationprofession

16:00–17:30AffinityGroups

AH412BlendedOnlineTeachingandLearningAH206Colleges,Institutesand,PolytechniquesAH309GovernanceAH313.3InternationalHigherEducationAH321StudentServices



MondayMay28th2018 Time EventTitle Location

8:00–8:30am CSSHEHospitalityRoom CL1098:30–9:45am Provosts’Panel:CriticalQuestions CL12810:00–11:15am SESSIONSGROUPE

1E Leadership,PolicyandGovernanceSeries:#941TheChangingRolesandQualificationsofCanadianUniversityProvosts

CL417

#1053UnderstandingtheUnderlyingPerspectivesandDynamicswithinUniversityGoverningSystems#1061 RevisitingtheQuebecMapleSpring:"Excusemefortellingyounow"abouttheneoliberalhegemony

2E CurriculumandProgramDevelopmentSeries:#1085BlendedLearningandtheDigitalClassroom

CL418

#1015CompassionandLabourMarketAQuantitativeoverviewofNursinginCanadaasaregulatedfield#1019AccreditationProcessesandEducationalPathwaysinNursinginCanada

#1006UnderstandingandMitigatingtheChallengesofNursinginRuralandRemoteCanada

3E GlobalPartnershipsinHigherEducation:#943HowmultiplepolicyactorperspectivesontheInternationalstudentsasidealimmigrants’policydiscourseimplicatesuniversities

CL434

#1033Trendsandgapsintransnationaleducationresearch:Asystematicreview

#1054InternationalizationofCanadianHigherEducation:OpportunitiesandChallengesinCross-borderPartnershipswithChineseUniversities#1082Cross-CulturalCatalystsinInternationalAcademicPartnerships:CanadianTechnicalAssistancetoChineseandUkrainianUniversities

4E StudentSuccessSeries:#969Power,freedom,andresistance:AFoucauldiananalysisofthetransitionfromschooltoworkinneoliberaltimes

CL305

#950TheSoundofSilence:AMusicallyEnhancedNarrativeInquiryintotheAcademicAcculturationofChineseInternationalStudents#1023ConsiderationsforCanadiangraduatestudentsineducationtoattendconferences#1048PrecariousPossibilities:Disability,Self-Advocacy,andUniversityLearning

11:30–13:30 CSSHE2017AGMandAwardsLuncheon/SSHRCPresentation CL12613:15–14:15 AwardeePresentations CL126

CL420

POSTERS#978Adyadic,mixed-methodsinvestigationofpartneredmaturestudentsinuniversitystudy

#989Addressingstudentdiversityusingtranslanguaginginacademicwriting:Throughthelensofplurilingualism#995UncoveringEssentialSkillsforStudentRetention:TheCreationofaSoft-



SkillsEducationProgram #1000AnalyzingtheEffectsofSelf-efficacyonWell-beinginGraduateStudents

#1014LeadingChangeinPostgraduateMedicalEducation#1017Therippleeffectsofadarklegacy:AnIndigenousresearchers’story

14:30–15:45 SessionsGroupF1F Leadership,PolicyandGovernanceSeries:

#942ConceptualizingPolicyInteractions:TheCaseofCanadianUniversityDeans'Reappointments

CL417

#1018TheRestructuringofVietnam’sUniversitiestowardsCorporateGovernanceModel

#1060BecominganAgeFriendlyUniversity

#965Spanningtheboundary:Thechallengesoftranscendingtheculturalabuttalsforprofessionalstaffinhighereducation

2F ScholarandResearchPractice CL418

#1047TheSyllabusScan:Purpose,Process,andInstitutionalUtility

#1074ExaminingFacultySubcultures:MotivationsandBehavioursDrivingCross-CampusPartnerships#1043FacultyPerceptionsofTeaching:ComparisonsAcrossTimeandInstitutions

3F ConnectingPost-SecondaryandLabourMarketSeries#985ContributingtotheDiversificationofVocationalEducationModels:ACaseStudyofTaiwan

CL434

#1008VocationalEducationasaContextforPromotingSocialJusticeinCanada:DiverseInternationalCaseStudies#1020Aprogressreportoneducationalandoccupationalprogression

#1090Slowlearning:trainingvseducationinapost-Fordistworld

4F CurriculumandProgramDevelopmentSeries#957TheSurreyPortfolioPathwayPartnership

CL305

#1028BeyondtheClassrooms:AnExaminationofthePedagogicalandCommunityBenefitsofStudent-LedCommunityBasedParticipatoryResearch#1025EvaluatingtheimpactsofUAlbertaCommunityService-Learningoveradecade#1078Willfulengagements:Exploringresistanceandcomplianceincommunityengagedscholarship

17:00to19:00 UniversityofReginaPresident’sReception/Réception



TuesdayMay29th2018 Time EventTitle Location

8:00–8:30am CSSHEHospitalityRoom CL1098:30–9:45am CSSHEPanel:IndigenousPerspectives:MovingForwardinCanadianHigher

EducationCL128

10:00–11:15am SESSIONSGROUPG 1G Leadership,PolicyandGovernanceSeries:

#980HowdoprogramrecruitersinterpretInternationalizationstrategicplanfromanOntariouniversity?

CL420

#1027Accountabilityandqualityimprovement:Examiningcasesofimplementingoutcomes-basedqualityassurancemechanismsinOntariopostsecondaryinstitutions#1045IndigenousMethodologiesandResearchApproachesinIndigenousEducationalResearch#1069ADayattheUniversityFair:HotBrands,HouseofBrandsandPromotionalTacticsinHigherEducation

2G ScholarandResearchPractice#1046Formativefeedbackforteachingdevelopment:ExploringstrategiesforgatheringInformationaboutteachingandlearning

CL130

#964InternationalisationthroughGovernmentfundedinternationalscholarshipprograms-AcaseofPakistan#997Rockaroundtheclock:Socialproductionintheresearchpolicylandscapeforsocialscienceacademics#1038Understandingpolicyrationalesforcollaborationinacademicscience:AcomparativecasestudyofCanadaandBrazil

3G StudentSuccessSeries#949Studentsupportservicesforinternationalstudents:Investigatinginformationoninstitutionalwebsites

CL126

#954DisinvitedStudents:CommunityColleges&MandatoryWithdrawal

#936ExploringCanadianStudents'TransitiontoPost-secondaryEducation:HearingTheirStories#1044AcademicHelp-SeekinginaUniversityFacebookConfessionsPage

11:30–12:45pm IGNITESESSIONS(LunchProvided) CL128#1010TheIdeaofUniversityoftheFuture:ItsChallengesandPotential#1050Thepenismightierthanthekeyboard:Howtointegratetabletswithcitationmanagement,PDFmarkups,andQDAsoftware

13:00–14:15 SessionsGroupH 1H Leadership,PolicyandGovernanceSeries:

#934WhoSpeaksforInternationalEducation?AnOntarioCaseStudyCL434

#991Epluribusunum?SomeimplicationsoftheBChighmobilitysystemfordifferentiatedinstitutions#1005ComparingtheProtocolsUsedtoDetermineCompulsoryNon-Tuition-RelatedAncillaryFeesatOntario’sUniversities#1013Validationd’unetypologiedesconceptionsdescollègescanadiensenvued’évaluerleurperformance(phase2):Ladimensionenseignement

2H

EquityandDiversitySeries:#990FemaleFacultyMembers'ExperiencesandPerceptionsofTimeandTemporality

CL420

#1032Wickedproblems’inEquity,DiversityandInclusivityPolicyAgendas–TheMissingDiscourseofInternationalization



#1037AgentsofChangenotSpectatorsinCanada:TransformingtheTraditionalModelofInternationalStudents#1088Navigatingtheaspirationsandanxietiesofinternationalfacultydevelopmentinpost-colonialcontexts

3H ScholarandResearchPractice#1093Findingsfromthe“AcademicProfessionintheKnowledgeSociety”(APIKS)Survey:The(New)CanadianProfessoriatePaper1:Professors’workloadandworksatisfaction:AcriticalstancePaper2:Gender,diversityandpromotionintheacademicprofession:A2007-2017comparisonPaper3:AcademicresearchproductioninCanada:Afirstanalysisofindividual,institutionalandsystemicfactorsPaper4:Thenationalandinternationaloutreachofprofessors:analyzingunionactivitiesandprofessors’engagementwithsociety

CL305

Thank you for participating in this years CSSHE annual conference.

The conference is presented to you by a committed group of volunteer CSSHE Board and Society members and we thank each one of them for their contribution of skills,

knowledge and time.

We look forward to seeing you again at the 2019 CSSHE conference hosted by the University of British Columbia!



2018CSSHEConferenceSessionDescriptions*Tracksidentifiedinparenthesis:BlendedOnlineLearningTeaching(BOLT);CollegesInstitutesPolytechniques(CIP);ContinuingEducation(CE);Governance(G);InternationalHigherEducation(IHE);Open(O);StudentServices(SS).

934 WhoSpeaksforInternationalEducation?AnOntarioCaseStudy(IHE)

Thisstudyattemptstounderstandtheuniquepostsecondaryinternationaleducation(IE)policymakinglandscapeinOntariousingDiscourseCoalitionFramework

Throughexaminingmedia’scoverageofIEbetween2005-mid2017,thisstudyexamineshowIEisconstructed,whothepolicyactorsare,andwhatroletheyplayinempoweringandsilencingdifferentdiscourses.

AmiraElMasri YorkUniversity PhDStudent 936 ExploringCanadianStudents'TransitiontoPost-secondaryEducation:HearingTheirStories(O)

Thisqualitativecasestudy,focusingonstudenttransitionstoCanadianhighereducation,usedsemi-structuredinterviewswithfocusgroupsofundergraduatestudentstoexploresupportsforandchallengesoftransitions.Studentsnotedpersonalsupportsasmosthelpfulandissueswithrelationshipswithfacultyandinstructorsasmostchallengingintransitions.

VickiSquires UniversityofSaskatchewanNatallia Zakharchuk UniversityofSaskatchewan 941 TheChangingRolesandQualificationsofCanadianUniversityProvosts(GOV)

ThispaperexaminesthechangingrolesandqualificationsofCanadianuniversityprovosts.Thestudyusesjobadvertisementsfrom22universitiespublishedbetween1987and2017.Preliminaryfindingssuggestthatprovostialrolesandqualificationshavechangedfrompurelyscholarlytoduallyscholarlyandmanagerial.

EricLavigne OntarioInstituteforStudiesinEducation 942 ConceptualizingPolicyInteractions:TheCaseofCanadianUniversityDeans’Reappointments(GOV)

Thisstudypresentsaconceptualframeworkdescribinghowandwhypoliciesinteractwithoneanother.TheframeworkisdevelopedbasedontheinvestigationoffourteenCanadianuniversitydeans’reappointmentsandborrowsfromconflictmanagementtheory.Preliminaryresultsshowthatpoliciescompeteorcollaboratebasedontheirintrinsiccharacteristics.

EricLavigne OntarioInstituteforStudiesinEducation

943 Howmultiplepolicyactorperspectivesontheâ€˜Internationalstudentsasidealimmigrants’policydiscourseimplicatesuniversities?(IHE)

Thispaperexaminesperspectivesofdifferentpolicyactors,governments,universities,studentsandemployers,ontheâ€˜internationalstudentsasidealimmigrants’policydiscourseimplicatingtheuniversityasakeyfactorinthe



selection(implied,weedingout)[and]policingofpotentialimmigrants’monitoringtheirreadinessforthelabourmarket(Cerna,2014,6).

RoopaTrilokekar YorkUniversity AmiraElMasriYorkUniversity 949 Studentsupportservicesforinternationalstudents:Investigatinginformationoninstitutionalwebsites (IHE)

Thisstudyexaminestheextentoftheproliferationofinternationalprogramsinpubliclyfundedpost-secondaryinstitutionsinOntarioandthestudentservicesforinternationalstudentstherein.Theauthorsarguethataccesstoaccurateinformationisessentialforinternationalstudentstomakeinformeddecisionsintheirinstitutionalandprogramselectionprocess.

Rahul Kumar BrockUniversity Clinton Kewley OntarioInstituteforStudiesinEducation 950 TheSoundofSilence:AMusicallyEnhancedNarrativeInquiryintotheAcademicAcculturationofChineseInternationalStudents(IHE)Thisstudyexploredtheacademicacculturationexperiencesofinternationalstudentsusinganewlydevelopedarts-basedresearchmethodology:musicallyenhancednarrativeinquiry.Thisapproachbuildsontraditionalnarrativemethodsbyutilizingsoundandmusictore-tellparticipantstories.Themusicalrepresentationsgeneratedcanaffectaudiencesinnewways.Implicationsarediscussed.

DeyuXingQueen'sUniversity SawyerHogenkamp Queen'sUniversity 951 PrecariousfacultyinCanadianhighereducationinstitutions:Anunsustainabletrend(GOV)OneofthemostdramaticchangestoCanada’suniversitiesoverthelastquartercenturyhasbeentheshiftinthenatureofacademicworkawayfrompermanentfull-timetenure-streampositionstowardsinsecure,contractpositions.ThissessionwillreviewthecurrentliteraturethathasexploredprecariousworkinCanadianhighereducationinstitutions.

LisaAllen UniversityofBritishColumbia DoctorateofEducation,student 954 DisinvitedStudents:CommunityColleges&MandatoryWithdrawal(CIP) Persistenceisaseriousconcernforcolleges,typicallyacceptingahighershareof“at-risk”studentsthantheiruniversitycounterparts.Manystudentsarewithdrawnfromtheirprogramsforpoorperformance.Findingsfromamixedmethodsstudyaboutthestudentexperienceoffailureandmandatorilywithdrawalandprofessionalgatekeepingwillbediscussed. TanyaShute LaurentianUniversity PhDCandidate



957 TheSurreyPortfolioPathwayPartnership(CIP)Thispresentation,co-authoredbyafacultymemberandtwoundergraduateresearchers,discussesanambitiousk-16partnershipbetweenalocalschooldistrictandalocaluniversitythatseekstocreateacompetencybasedadmissionsystemtoallowBritishColumbianstudentstomovefromtheirK-12experience(whichisincreasinglycompetency-basedandpersonalized)totheirpost-secondarystudieswithadecreasedrelianceonlettergrades.Init,wediscussthesuccessesandfailuresofourattempttoadmitstudentsusingmoreauthenticmeasuresofachievement,aswellasourexperiencedrawingbothsecondaryandpost-secondarystudentsintothepolicyreformprocess.

DavidBurns KwantlenPolytechnicUniversity AnyaGoldin KwantlenPolytechnicUniversity 959 PublicPolicyforGenderEqualityinUniversities:LessonsfromCanada(IHE) Inmostindustrializedcountries,womenareunder-representedintheacademicprofession.ThispresentationexaminestheincreaseinthenumberoffemalefacultyatCanadianuniversitiesinrelationtopublicpolicy.Itprovidesinsightintohowthepolicyenvironmentiscreatedtohelpachievegenderequalityinhighereducation.

NorikoInuzuka Den-enChofuUniversity(Japan) 962 ExploringAcademicAcculturationExperiencesofChineseInternationalStudentswithLowOralEnglishProficiency(IHE)ThisnarrativeinquirysoughttounderstandtheacademicacculturationexperiencesofChineseinternationaluniversitystudentswithlimitedspokenEnglish.Findingsindicatetheautonomy,competenceandrelatednessofallsixstudentswerecompromisedasaresultoftheirlimitedoralEnglishcapacity.ImplicationsforuniversitiesandChineseinternationalstudentsarediscussed.

DeyuXing Queen'sUniversity 963 LegitimacyandinstitutionalsupportforstudentgroupsatCanadianpost-secondaryinstitutions:Implicationsofresourceallocations(O)

Legitimacytheorysuggeststhatorganizationalallocationscreateperceptionsofrelativeimportanceandpriorities.Allocationsofresourcestostudentgroupsmaynotonlycreateperceptionsofhierarchicalimportance,butmayalsoaffecttheabilitiesofthosegroupstoachievedesiredoutcomes.WeinvestigatesourcesandtypesofresourcesallocatedtostudentorganizationsrepresentingmarginalizeddemographicgroupsatCanadianpost-secondaryinstitutions.

AlysonKing UOIT FionaMcQuarrie UniversityoftheFraserValley 964 InternationalisationthroughGovernmentfundedinternationalscholarshipprograms–AcaseofPakistan(IHE)

Thispaperexplorestheplacementofgovernmentfundedinternationalscholarshipprogramsbydevelopingcountriesintheinternationalisationarenaanditseffectsonboththesenderandrecipientcountries.Anin-depth



explorationofliterature,reports,andotherkindsofdocumentanalysis,setspaceforalargerstudytounderstandthegovernmentfundedinternationalscholarshipPrograminPakistan.

ShahrmanKhattak OntarioInstituteofStudiesinEducationDoctoralStudent

965 Spanningtheboundary:Thechallengesoftranscendingtheculturalabuttalsforprofessionalstaffinhighereducation(O)Withintheconceptualframeworkoforganizationalculturesinhighereducation(Berquist&Pawlak,2008),thechallengeoflegitimacythatprofessionalstafffaceinacademiawillbeexamined.Usingacollaborativeinquiryapproach,theauthorsexploretheirrespectiverolesbyinvestigatingtheperceivedeffectsoftheircontributiontoinstitutionaldecision-making.

Erica Jung UniversityofManitoba DoctoralstudentBrandy Usick UniversityofCalgary Jerome Cranston UniversityofManitoba 969 Power,freedom,andresistance:AFoucauldiananalysisofthetransitionfromschooltoworkinneoliberaltimes(O)

Thispaperexamineshowstudentsexperiencetheirtransitionfrompost-secondaryeducationtowork;specifically,howworkersinsocialservicefieldsacceptorresistneoliberalexpectations.Drawingonco-creatednarratives,IuseaFoucauldianunderstandingofpowerandresistancetoshowhowpowerisworkingonandthroughparticipantsastheynavigatetheirtransition.

MeaghanDougherty DouglasCollege 972 Aboriginalstudentswhoareparents:Experiencesoftheirjourneysthroughhighereducation(O)Indigenityremainsattheforefrontofmanyinstitutionalinitiatives;however,systemicandstructuralbarrierscontinuetolimitIndigenousstudentsuccess.ThroughanIndigenouswholisticlens,thispaperexploreshowAboriginalstudent-parentsnavigatetheirmultipleidentitiesastheypursuepost-secondaryeducation,andconcludeswithimplicationsforinstitutionalpoliciesandpractices.

RebeccaCox SimonFraserUniversity MichellePidgeon SimonFraserUniversity 973 ADevelopingResearchAgendaforHigherEducationReformthroughBlendedandOnlineLearning (BOLT)In2017,researchersmettoformulateaCanadianresearchstrategytoadvancehighereducationreformthroughblendedandonlinelearning,examiningquality,sustainability,andsocialjusticethroughlifelonglearning,andforrural,remote,removedandrefugeelearners.Inthissymposiumwediscusspreliminaryprojectstofosterthisnationalagenda.

Wendy Freeman RyersonUniversity Jennifer Lock UniversityofCalgary MartiCleveland-Innes AthabascaUniversity ElanPaulson WesternUniversity



VivekanandanKumar AthabascaUniversity Swasen Lakhal UniversitedeSherbrookeDorotheaNelson UniversityofCalgary NormanVaughan MountRoyalUniversity 974 GatheringDiversities:ReflectionsonEmergentResearchMethodsforaCollaborativeOnlineInstructionalPracticesInquiry(O)Thepaperconsidersthestudyandimplicationsofanemergentresearchmethodologydevelopedbyfourscholar-practitionersco-investigatingcollaborationininstructionwithinafullyonline,cohort-basedgraduateprogram.Researchersdescribetheircollaborativein-situapproach,whichhonouredeachmember’sdiverseexperiencesandperspectivesandwasresponsivetothechangingcontextsofthework.Throughacycleofreflection,participatoryresearchersconsiderthevalueandchallengesofaresearchmethodologythatalignswiththesubjectofstudyandthepositioningoftheco-investigators.Thispaperalsoprovidesanopportunityforparticipantstosharetheirownexperienceswithappliedresearchmethodologiesonpedagogiesusedinblendedandonlinelearninginhighereducation. ElanPaulson WesternUniversity ScottLowrey WesternUniversity 978 Adyadic,mixed-methodsinvestigationofpartneredmaturestudentsinuniversitystudy(SS)Thisdyadic,mixed-methodsstudyexaminesrelationshipandschoolexperienceswhenonepartnerisenrolledinpost-secondarystudywithagoalofdevelopinganunderstandingofhowromanticrelationshipsareaffectedbyonepartnerattendingschoolaswellashowacademicsuccessisinfluencedbysupportfromaromanticpartner.

TriciavanRhijn UniversityofGuelph DeborahGores UniversityofGuelph Caitlyn Osborne RyersonUniversity RuthNeustifter UniversityofGuelph 980 HowdoprogramrecruitersinterpretInternationalizationstrategicplanfromanOntariouniversity? (CE)

Thestudythatoriginatesthisproposalfocusesonhowprogramrecruitersinterpretauniversity’sstrategicplanandhowtheytranslatethispolicyinitiativeintotherecruitmentofChineseinternationalgraduatestudents.Inthisstudy,recruitersareregardedasoneofthemanygroupsandindividuals(e.g.President,ProvostandVice-Provosts,Deans,AssociateDeans,etc.)whointerprettheuniversity’sinternationalizationstrategicplan.Basedonthiskeyassumption,thispaperarguesthattherecruiters’jobisprominentandinfluential.Theyinterprettheuniversity’sexpectationsasenactorsoftheuniversity’sinternationalizationpolicy.Thus,togainadeeperunderstandingofinternationalizationofhighereducation’sprocesses,thisstudyexploreshowprogramrecruitersunderstandtheinternationalizationstrategyinCanadianpost-secondaryeducation.Aqualitativeresearchapproachisusedfordesigningthisstudy.Thedataisgatheredfrompolicydocumentsandsemi-structuredinterviewswithrecruitersfromanOntariouniversity.

JingQu WesternUniversity Master‘sstudent 985 ContributingtotheDiversificationofVocationalEducationModels:ACaseStudyofTaiwan(IHE)



ThispaperexaminesthestructureofhigherandvocationaleducationinTaiwan,whichcouldcontributetodiversifiedvocationallyorientedpost-secondaryeducationinCanada.Throughtheproductivecapabilitiesapproach,thepaperexploreshowTaiwan’svocationaleducationhaspreparedgraduatesforsustainabledevelopmentthroughpractice-emphasized,whole-personoriented,andresearchfocusededucation.

Leping Mou OntarioInstituteforStudiesinEducation LeesaWheelahan OntarioInstituteforStudiesinEducation 987 TheintegrationofdiversitiesineducationbetweenCanadaandAfrica:ACaseStudyonCoted’Ivoire’sVocationalTrainingInstitutions/L’intégrationdesdiversitésdel’éducationparmileCanadaetl’Afrique:uneétudedecasesurlaformationprofession(IHE)

PresentingpotentialimplicationsonhighereducationforimmigrantCanadianstudents,thiscasestudyreportsonvocationaleducationinCôted’IvoireinthecontextofitsrichAfrican,francophonehistoryandculture.Usingtheproductivecapabilitiesapproach,itexplainsvocationaleducation’seffectivenessinafrancophonecontext.Utilisantlecadrehistoriqueetculturelledel’Afrique,cetteétudedecasviseàfaireunrapportagesurlaformationprofessionnelleenCôted’Ivoire.Elleviseàexpliquerl’effetdecetteformationsurlesétudessupérieurespourlesétudiantsimmigrantscanadiens.Cetteétudeapourobjectifd’employerl’approchedescapacitésproductivespourexpliquerl’efficacitédelaformationprofessionnelledansunmilieufrancophone.

AimanJafar OntarioInstituteforStudiesinEducation AnnetteFord OntarioInstituteforStudiesinEducation LeesaWheelahan OntarioInstituteforStudiesinEducation GavinMoodie OntarioInstituteforStudiesinEducation LepingMou OntarioInstituteforStudiesinEducation 989 Addressingstudentdiversityusingtranslanguaginginacademicwriting:Throughthelensofplurilingualism(SS)Withadearthofresearchfocusingontranslanguaginginwriting,thisstudyexplorestranslanguagingasonewaythatstudentscangatherandprojectoutdiverselinguisticandculturalresourcesinwriting.Usingplurilingualismasatheoreticallens,translanguagingisreframedasamediatingstrategyandasacontrolledprocess.

JadeKim UniversityofToronto 990 FemaleFacultyMembers’ExperiencesandPerceptionsofTimeandTemporality(GOV)Thisresearchappliescasestudymethodologytoexaminehowfemalefacultyperceivetimeandtemporalityinacademicwork.Researchfindingssuggestthattheexperienceoftimeinacademiaisgendered,andnormsandpracticesintheacademiccommunityproduceandreproducethatphenomenon. ZHE(Jessica)LI UniversityofVictoria 991 Epluribusunum?SomeimplicationsoftheBChighmobilitysystemfordifferentiatedinstitutions (O)TwoofthemostpowerfulfactorsaffectingthehighereducationsysteminBCaretheoriginaldesign,featuringahierarchyofcolleges,teachinguniversities,andresearchuniversities,andsustainedeffortstosupportstudent



mobility.Empiricalanalysisdemonstratedastrongcorrelationbetweenreducedtransferintohighstatusinstitutionsandincreasedlocalavailabilityofdegrees,suggestingthatthehierarchymaybelesssignificantthanenvisaged.

RalfSt.Clair UniversityofVictoria 992 Usingguidedwritinggroupstosupportself-efficacyandcombatwritinganxiety(O)Studentstransferringtouniversityfollowingthesuccessfulcompletionofacollegediplomaweresupportedviaaguidedwritinggroupwhilewritingtheirtheses.Writingsamples,questionnaires,andinterviewswereusedtoassesstheeffectivenessofthewritinggrouptoreducewritinganxietyandsupportstudents’self-efficacyforwriting. KarenJulien BrockUniversity PhDStudent 994 Mobilitéinternationaleauxcyclessupérieurs:motivationsettransitionauxétudesdoctorales(IHE)

Cetteprésentationportesurlesmotivationsd’ordrepersonnel,socialetprofessionnelquimènentdesdoctorantsd’origineBrésilienneàquitterleurpaysd’originepourétudieràl’étranger,ainsiquedeleursexpériencesaucoursduprocessusd’admissionetdetransitionaudoctoratdansdesuniversitésenOntarioetauQuébec.

LiliaSimoesForte UniversityofOttawa 995 UncoveringEssentialSkillsforStudentRetention:TheCreationofaSoft-SkillsEducationProgram (SS)Apreliminaryresearchstudythatinvestigateshowvaryinglevelsofsoft-skillsamonglearnersmightaffecttheircapacitytoengagewiththeinstitutionalresourcesintendedfortheirsuccessandretention.Questionsofhowsoft-skillsmightimpactpost-secondarystudentexperiencesanddecisionstopersisttograduationareexplored. Nicole Lee UniversityofWindsor PhDstudent 997 Rockaroundtheclock:Socialproductionintheresearchpolicylandscapeforsocialscienceacademics (GOV)Theresearchpolicylandscapeshapestheworkenvironmentandcareersofsocialscienceresearchers.Wepresentadescriptivesummaryandanalysisofrepresentativedocumentsfrominternationalagencies,CanadianandOntariogovernments,intermediaryorganizations(includingSSHRC),andtwouniversities.Ourinterpretationsofthislandscapeanditspotentialeffectscomplementinternationalliterature.

Caitlin Campisi OntarioInstituteforStudiesinEducationMichelleMcGinnBrockUniversity 998 Universityeducation:Afreechoiceorcoerceddecision(IHE)

Thecontemporarytrendofuniversitycontinuingeducationforinternationalandimmigrantstudentsisnotalwaysamatteroffreechoiceratherisoftenacoerceddecisionasaninclusionstrategy.Employers’biasforotherness,inapostcolonialcontextcreatesstridentconditionswhichnecessitatesacallforcriticaljusticeapproach.

Najmus Sabah UniversityofRegina PhDcandidate



1000 AnalyzingtheEffectsofSelf-efficacyonWell-beinginGraduateStudents(CIP)Thepresentlongitudinalstudyexaminedtheeffectsofgraduatestudents’self-efficacyacrossmultiplementalhealthindicators.Analysesofaninternationaldataset(N=4,749)revealedsignificantbeneficialeffectsofself-efficacyonbothepistemicandfailure-relatedemotions,emphasizingtheimportanceofcontinuedeffortstoexamineandpromoteself-efficacyingraduatestudents.

Samira Feizi McGillUniversity Nathan Hall McGillUniversity 1002 DrawbackstoInternationalization:ACaseofHigherEducationinVietnam(IHE)Educationremainsasignificantculturalgoodforsocialmobilityandfinancialadvancement,particularlyinaneraemphasizingtheimportanceofenteringintothelabourforce.Throughliteratureresearchandanalysis,thispaperexamineshowinternationalizingVietnam’seducationexperienceperpetuates,1)institutionalhierarchies;2)socio-economicinequality;and3)regionaldisparities. Connie Phung OntarioInstituteforStudiesinEducation 1004 Contestedspacesofdiversity:Trans*experiencesofauniversitycampusinnorthernEngland(O)Thispapersharesfindingsofastudyconcerningthewaysinwhichsocialandspatialrelationsareconstructed,contestedand(re)imaginedbyTrans*studentsandstaffonauniversitycampusinnorthernEngland.WedescribethechallengesconfrontingTrans*peoplewhilstelucidatingthelessonslearntinrespectsofdiversitybroadly.

GraemeMearns NewcastleUniversity,UK 1005 ComparingtheProtocolsUsedtoDetermineCompulsoryNon-Tuition-RelatedAncillaryFeesatOntario’sUniversities(SS)Thisstudyexaminedandcomparedtheprotocolsoncompulsorynon-tuition-relatedancillaryfeesineffectatOntario’spublicly-assisteduniversitiesintermsoftheiroutlinedapproachestodecision-makingasrelatedtodeterminingcompulsorynon-tuition-relatedancillaryfeelevels.Findingsindicateconsiderablediversityindecision-makingmodelsandthepotentialforimbalancesindecision-makingpower. JacquelineBeaulieu UniversityofToronto PhDStudent 1006 UnderstandingandMitigatingtheChallengesofNursinginRuralandRemoteCanada(CE)ManypeoplewhostudynursinginCanadacontinueinthenursingfieldintheirfurthereducationandemployment.However,therearechallengesintheeducationandretentionofnurses,especiallyforthosewhogainemploymentinruralandremoteareasofCanada.Thispaperdiscussesthesechallengesandsuggestswaystomitigatethem.

AnnetteFord OntarioInstituteforStudiesinEducation PostdoctoralResearcher EdmundAdam OntarioInstituteforStudiesinEducation



1008 VocationalEducationasaContextforPromotingSocialJusticeinCanada:DiverseInternationalCaseStudies(CIP)VocationalEducationisanavenueforsocialjusticeinCanadaandelsewhere.Thisstudyteststheapplicationofproductivecapabilitiestodevelopingvocationaleducation'spotentialcontributiontosocialjusticeinCanadabyexaminingitsapplicationincountrieswithverydifferentbutgreatsocialneed.

AnnetteFord OntarioInstituteforStudiesinEducation PostdoctoralResearcher Aiman Jafar OntarioInstituteforStudiesinEducation Leping Mou OntarioInstituteforStudiesinEducation 1010 TheIdeaofUniversityoftheFuture:ItsChallengesandPotential(BOLT)ByreviewingavailablescholarlyandgreyliteratureonMOOCSandOn-lineeducation,IwilldiscusshowIenvisionhighereducationwillchange,whatthelandscapewilllikelylooklike,andhowthetrajectoryoftheuniversityofthefuturewillfollowthefootstepsofitsolder“sibling”—thethousand-year-olduniversityoftoday.Furthermore,bydescribinghistoricaleventsthatconflatedwithtechnologicalinnovation,Iwillillustratehowtheuniversityofthefuturewillameliorateaccessandquality.AndbydescribingsomeofthereasonsthatculminatedintothelowcompletionratesofMOOCstudents,IwillillustratehowtheMOOCevangelistsanddetractorswerebothwrongandthattheuniversityofthefuturewillbeahybridofthetraditionaluniversityandtheinnovationthatwillstandonitsshouldersBerhaneSertu UniversityofToronto 1011 Collegesaslocalinstitutionalactors:Usingthecapabilitiesapproachtotheorisethemissionofcommunitycolleges(CIP)ThistheoreticalpaperintroducesthecapabilitiesapproachtodebatesaboutthemissionandroleofcollegesinCanada,AustraliaandEngland.Itarguesthatthecapabilitiesapproachpositsaroleforcollegesaslocalinstitutionalactors’thatsupporttheirstudents,localcommunities,andindustries,andsustainableeconomicandsocialdevelopment.

LeesaWheelahan OntarioInstituteforStudiesinEducation LepingMou OntarioInstituteforStudiesinEducation AimanJafar OntarioInstituteforStudiesinEducation EdmundAdam OntarioInstituteforStudiesinEducation 1013 Validationd’unetypologiedesconceptionsdescollègescanadiensenvued’évaluerleurperformance(phase2):Ladimensionenseignement(GOV)

UnedeuxièmephasedelavalidationdelatypologiedeLaroucheetal.2012auprèsdescollègescanadiensamenéàbonifierladimensionenseignementauprèsd’ungrouped’experts.Lesparadigmesdel’enseignementsontassociésauxconceptionsdescollègescanadienspermettantdemieuxciblerladiversitédesbutsdel’enseignement.

CatherineLarouche UniversitéduQuébecàChicoutimiDenisSavard UniversitéLavalLucieHéon UniversitéLaval



1014 LeadingChangeinPostgraduateMedicalEducation(O)Thisresearchwillbevitaltosheddinglightonthepostgraduatemedicaleducationparadigmshiftandtheroleofleadershipinthechangeprocess.Itwilldescribethegeneraltheoriesabouthowtoleadachange,howleaderscanidentifythemagnitudeofthechangeevent,andhowtosustaintheimplementedchanges. HasanKettaneh Queen'sUniversity 1015 CompassionandLabourMarkets:AQuantitativeoverviewofNursinginCanadaasaregulatedfield (IHE)

ThispaperreportsdatafromStatisticsCanada’s(2011)NationalHouseholdSurvey(NHS)toexaminetherelationshipbetweeneducationqualificationsandlabourmarketforthefieldofnursing.Itfindsaclosecorrespondencebetweengraduationandemploymentinnursing,butanunexpecteddistributionofnursesbylevelofoccupationandqualification.

Jennifer Hounsell OntarioInstituteforStudiesinEducation GavinMoodie OntarioInstituteforStudiesinEducation 1017 Therippleeffectsofadarklegacy:AnIndigenousresearchers’story(O)ThisposterdepictsanIndigenousresearcher’sauto/ethnographicexperienceworkingwithvisualdocumentationofCanada’sresidentialschoolingsystem.ThispersonalnarrativestrivestogivevoicetoIndigenousresearcherswhoselivedrealitiesareentwinedintheaftermathofthisassimilationprocessandwhofurthertakeondecolonizingresearchventures. LynTrudeau BrockUniversity PhDstudent 1018 TheRestructuringofVietnam’sUniversitiestowardsCorporateGovernanceModel(GOV)Corporategovernanceisamodelappliedgloballyinresponsetopolicychangesonuniversityautonomy,especiallyinAsiandevelopingcountries.Usingaqualitativemethodandmultiple-casedesign,thisstudyexploreshowVietnamesepublicuniversitieshaverestructuredtheircorporategovernancemodeltorespondtopolicychangesinthehighereducationsector. AnhLe WesternUniversity 1019 AccreditationProcessesandEducationalPathwaysinNursinginCanada(CIP)ThisstudyexplorestheaccreditationprocessesofeducationalprogrammesandeducationalpathwayswithinthefieldofnursingacrossCanada.Thefindingsprovideinsightsintohowthenursingprofessionisregulatedandtheextenttowhichithelpsnursesachievethefullpotentialofnursingqualifications.

EdmundAdam OntarioInstitutionforStudiesinEducationLeesaWheelahan OntarioInstitutionforStudiesinEducationJenniferHounsell OntarioInstitutionforStudiesinEducationAnnetteFord OntarioInstitutionforStudiesinEducation



1020 Aprogressreportoneducationalandoccupationalprogression(O)ThisreportsprogresswithaprojectfundedbySSHRCtoinvestigatequalifications,thelinkbetweeneducationalandoccupationalpathways,andlabourmarketoutcomes.ItreportsananalysisofStatisticsCanadadataontheextentandnatureofprogressionbetweenlevelsofpostsecondaryeducationandbetweenlevelsofrelatedoccupations.

GavinMoodie OntarioInstituteforStudiesinEducation Jennifer Hounsell OntarioInstituteforStudiesinEducation 1023 ConsiderationsforCanadiangraduatestudentsineducationtoattendconferences(CE) Conferenceattendanceforgraduatestudentsisanopportunitytodevelopasenseofprofessionalidentity,confidence,andbelonging.SurveyresponseswerecollectedfromgraduatestudentsineducationfromacrossCanada,toseekwhichlogisticalandpersonalfactorsposeasparticipationbarriersforstudents.

SusanHe OntarioInstituteforStudiesinEducation Master'sStudent 1025 EvaluatingtheimpactsofUAlbertaCommunityService-Learningoveradecade(CE)ThisstudyexaminestenyearsofCommunityService-Learningevaluationdatageneratedbyend-of-termsurveysofstudents,communitypartnersandinstructors.FindingsindicatetheconsistencyoflearningoutcomesforallCSLparticipants,aswellaspointtosomestructurallimitationsofourmodelandhowwehavebeenevaluatingCSLoutcomes.

DavidPeacock UniversityofAlberta 1026 ExploringEquity-MindednessinRemedialMath:AnAnalysisofCurricularArtifacts(O)Weusecriticaldiscourseanalysistoexploretheextenttowhichremedialmathcurricularartifactsembodyexplicitmessagesaboutculturalinclusiveness,reflectaspectsofculturallyresponsiveteaching,orchallengeassumptionsembeddedindominantapproachestomathematicseducation.Throughthisanalysis,weofferanalyticaltoolsforassessingequity-mindednessinmathcurricula.

RebeccaCox SimonFraserUniversity 1027 Accountabilityandqualityimprovement:Examiningcasesofimplementingoutcomes-basedqualityassurancemechanismsinOntariopostsecondaryinstitutions (O)ThisresearchpaperreportshowOntariopostsecondaryinstitutionscopedwiththedualityofaccountabilityandimprovementwhentheyimplementedoutcomes-basedqualityassurancemechanismswithinthesystem.Whilethefindingsshowmixedexperiences,itishopefulthatthegapbetweenaccountabilityandqualityimprovementcanbenarrowed.QinLiu UniversityofToronto 1028 BeyondtheClassrooms:AnExaminationofthePedagogicalandCommunityBenefitsofStudent-LedCommunityBasedParticipatoryResearch(CE)



Partnershipsbetweenacademicsandthecommunitycanbemutuallybeneficial.Theinvolvementofstudentsinthesepartnershipshasthepotentialtoenhancelearningforstudentsthroughhands-onresearchexperienceandtomeettheresearchgoalsofpartners.Thispaperexploresthebenefitsandlimitationsofonesuchlearningexperience.

RebeccaLennox SimonFraserUniversity AngelaCulham UniversityofRegina 1029 AttendingCollegewhileParenting:TheExperiencesofImmigrantstoCanada(CIP)

Drawingfrominterviewswithstudent-parentsatalarge,urban-servingcollege,thisanalysisfocusesonthedistinctexperiencesofimmigrantstoCanada.Theaccountsofthesestudent-parentshighlightanumberofidentitydilemmasthatimmigrantstudent-mothersfaceastheynavigatenewlivesinanewcountry.

RebeccaCox SimonFraserUniversity

1032 ‘Wickedproblems’inEquity,DiversityandInclusivityPolicyAgendas:TheMissingDiscourseofInternationalization(IHE)

Twopolicyagendas,internationalizationanddiversityandequityremainsiloedininstitutionalvisions/strategicplans.Isthesiloednatureofpolicyanexampleofa‘wicked’problem?Throughdocumentanalysis,policycoordinationasdeterminedthroughpoweramongstakeholders,thelevelofagencyandvaluesusedinframingtheproblemsisexamined.

Roopa Trilokekar YorkUniversity Merli Tamtik UniversityofManitoba Kumari Beck SimonFraserUniversity 1033 Trendsandgapsintransnationaleducationresearch:Asystematicreview(IHE)

Thisresearchpaperpresentstheresultsfromasystematicreviewofpublishedresearchandanalysisontransnationaleducation(TNE)since2000.ItdemonstratesanoverallpictureabouttheresearchfocusandthemethodologiesusedforstudyingmajorTNEmodes.ItcallsforfillingingapsandstrengtheningresearchonTNE.

QinLiu UniversityofToronto 1037 AgentsofChangenotSpectatorsinCanada:TransformingtheTraditionalModelofInternationalStudents(SS)TheinternationalstudentpopulationisakeycomponentofdiversityinCanada.Thissessionshowsanewmodelofengaginginternationalstudentsaschangeagents.Itaimstodiscussthepotentialbenefitsforservice-learningforthisstudentpopulation.Thesessioncontributesadviceonthedevelopmentalprocessanddiscussesanticipatedbarriers.

Neivin Shalabi BrockUniversity VisitingScholar 1038 Understandingpolicyrationalesforcollaborationinacademicscience:AcomparativecasestudyofCanadaandBrazil(IHE)



Whatdrivesresearchpolicymakerstosupportinternationalresearchcollaboration?Policiesareoftenexplainedbytheirintendedoutcomes,buthavenotbeensubjecttoacademicscrutiny.WecarryoutcasestudiesofinternationalresearchprogramsbasedinCanadaandBraziltoexplainthepolicyandpoliticalprocessesdrivingtheseprograms.

MagdalenaMartinez OntarioInstituteforStudiesinEducation 1039 Conceptualizingthefutureofcredentialsintheentrepreneurialuniversity(GOV) Thispaperidentifiestwoorganizationallogicswithinentrepreneurialuniversitiespromotingtheincreasedspecializationofprofessionallyorientedcredentialsacrossagrowingarrayofinterdisciplinaryfields.Itfurthersuggeststhatuniversitieswillcontinuetoprioritizetheproliferationofspecializedinterdisciplinarycredentialsasanecessaryentrepreneurialstrategyforensuringtheirorganizationalautonomy.BenjaminCrase OntarioInstituteforStudiesinEducation MAstudent 1043 FacultyPerceptionsofTeaching:ComparisonsAcrossTimeandInstitutions(O)Fortyyearsago,Cross(1976)conductedastudyoffacultyperceptionsofteaching,concludingthathighereducationwouldbeunlikelytoseechangesuntilthenewmillennium.ResearchersreplicatedCross’ssurveytodayattwodifferentCanadianuniversities.Findingsshowdifferencesbutalsostrikingsimilaritiesbetweeninstitutiontypesandovertime.

ErikaSmith MountRoyalUniversity 1044 AcademicHelp-SeekinginaUniversityFacebookConfessionsPage(BOLT) Thismixedmethodsresearchexaminesonlinehelp-seekinginundergraduatelearning.Analysisof2,712anonymous,publicpoststoaCanadianuniversity’sFacebookConfessionspagedemonstratesthatoveraquarterofthesepostsreflectstudent-studentlearningexchanges.FindingsdemonstratethatFacebookConfessionspagesenablerichformsofacademicadviceandhelp-seeking.

ErikaSmith MountRoyalUniversity Richard Hayman MountRoyalUniversity Hannah Storrs MountRoyalUniversity1045 IndigenousMethodologiesandResearchApproachesinIndigenousEducationalResearch(O) Inthissession,threeIndigenousscholarspresentontheirdistinctapproachesinconceptualizingIndigenouseducationalresearch.Topicsincludethefollowing:anapproachforcommunityengagementinvolvingaFirstNationsEducationCollective,thepracticeofhuntingasanIndigenousmethodology,andanIndigenousstory-basedapproachtoresearchthatprivilegesCreebeadwork.

BrentDebassige WesternUniversity TaraHedican WesternUniversity CandaceBrunette-Debassige WesternUniversity



1046 Formativefeedbackforteachingdevelopment:ExploringstrategiesforgatheringInformationaboutteachingandlearning(O)

Thisstudyinvestigatedformativefeedback(FF)forteachingdevelopmentprocessesinCanadianhighereducationinstitutions.FFhasbeenidentifiedasadevelopmentalstrategyforinstructorstoreceivefeedbackabouttheirteachingwiththegoaltobetterunderstandingandimprovingstudentlearning.Strategiesandresourcesaredocumentedandavailableinanopenaccessformat.

CherylJeffs UniversityofCalgary 1047 TheSyllabusScan:Purpose,Process,andInstitutionalUtility(O)Aspartofamulti-levelcoursere-designstudy,large-enrolment,first-yearcoursesyllabifromacrossaninstitutionwereanalyzedtodocumentcontextualizingandexpectationstatements,learningactivities,coursealignment,andassessmentapproaches.Identifyingtrendsandoutliersininstitutionalpracticecontextualizedindividualcourseactivity,enablingre-examinationofcurrentpracticeanddeeperinvestigation.

Ashlyne O'Neil UniversityofWindsor 1048 PrecariousPossibilities:Disability,Self-Advocacy,andUniversityLearning (O)

Thispresentationwilldiscussthekeyfindingsofastudythatexploredtheexperiencesofdisabledstudentsanduniversityfaculty.Findingswillexplicatethemarginalizingpotentialofself-advocacyasamechanismforarrangingdisabilitysupportandelucidatethepossibilitiesthatwerefoundtoexistinreciprocalstudent/facultyrelationships.

Cynthia Bruce AcadiaUniversity 1050 Thepenismightierthanthekeyboard:Howtointegratetabletswithcitationmanagement,PDFmarkups,andQDAsoftware(O)Thepenwiresinformationtoyourbrainbetterthankeystrokes.Iwillshowyouhowtoprepareapaperforpublicationin20faststeps,showinghowsuchstuffasdocumentmarkupswithmyelectronicstylusiskeytopersonalizingdocumentsforcitation,QDA,andquickretrievalofinformation. MarkIngham UniversityofOttawa PhDCandidate 1053 UnderstandingtheUnderlyingPerspectivesandDynamicswithinUniversityGoverningSystems(GOV)Withinthegoverningsystemsofhighereducationinstitutions,actorsoperateundersometimescontradictoryperspectivesoftheirroles.Thispresentationaimstoidentifyhowtheseunderlyingperspectivescanhindercommunicationanddeliberation.Itfurtherurgesthatunderstandingtheseperspectivescanimprovethecollectivedecision-makingprocessandothergovernanceoperations.

AnyaGoldin KwantlenPolytechnicUniversity DavidBurns KwantlenPolytechnicUniversity 1054 InternationalizationofCanadianHigherEducation:OpportunitiesandChallengesinCross-borderPartnershipswithChineseUniversities(IHE)



ThisstudyexaminestheopportunitiesandchallengesassociatedwithCanadian-Chineseuniversitypartnerships.Thefindingsrevealthatinternationalpartnershipsoperateinaverycomplexpolitical,financial,andeducationalcontextacrosstwodifferentcultures.Itisimportanttoconsiderorganizational,contextual,financial,andindividualfactorsininstitutionalstrategiestowardshighereducationpartnerships.

JingXiao UniversityofSaskatchewan 1055 ImpactofCollegialityonFacultyPerformance(GOV)Thepurposeofthisstudyistoexploreanddeterminetheimpactofcollegialityonfacultyperformanceintypesofpost-secondaryinstitutionsinSaskatchewan.Highereducationinstitutionstodayoperateinacompetitiveenvironment,resultinginanemphasisonperformance.Facultyperformanceanditsdrivers,therefore,becomeanimportantfocalpoint. Kenisha Blair-Walcott UniversityofSaskatchewan PhD.Candidate 1057 Cultivatingasharedcommunityofpractice:Intra-campuscollaborationforteachingandlearningintheDigitalHumanitiesandSocialSciences(O)UsingasacasestudyauniquecollaborationcreatingOpenEducationalResourcesforaDigitalHumanitiesandSocialSciencesproject,thispaperwillhighlightbestpracticesforintra-campuscollaborationamongstadministration,libraries,andfacultyfromtheperspectivesofprojectmemberswhocametogetherwithdifferentprioritiesanddiscursiveunderstandings.

SamanthaCutrara YorkUniversity AnnaSt.Onge YorkUniversity 1060 BecominganAgeFriendlyUniversity(SS)Wewillexplorehowthe10PrinciplesofanAgeFriendlyUniversityreflecttheeducationalinterestsandpursuitsofanagingpopulation.Also,howlifelonglearnerswillimpactuniversities,andtherolesoffaculty,students,staff,andadministrationinthecreationofandsustainingofAFUs AlisonHood HuntingtonUniversity 1061 RevisitingtheQuebecMapleSpring:Excusemefortellingyounowabouttheneoliberalhegemony (IHE)ThispaperusestheconflictperspectiveandGramsci’shegemonytoanalyzethe2012CanadianMapleSpring.Iwillarguethatneoliberalhegemony,asadiscourseandpracticeinQuebec,examinesthegovernment’sattempttocommodifyaccesstopostsecondaryeducationandthenormalizetheneoliberalorthodoxyintheprovince.Everton Ellis OntarioInstituteforStudiesinEducation 1062 ASurveyofUndergraduateStudentsonAttitudestowardMultidisciplinarityinCourseRequirements (SS)



Docoursebreadthrequirementsforstudentsactuallyteachthemtovalueinterdisciplinarity?Iconductedasurveyof994undergraduatestudentsattheUniversityofSaskatchewanCollegeofArtsandScience.Amongotherthings,Ifoundthatexposuretoanewdiscipline,onaverage,improvesastudent'sperceptionofit. Garrett Richards UniversityofSaskatchewan 1064 GatheringDiversityinHighereducation:WhyitisImportanttolearnaboutthePre-colonialChristiansofIndia(0)IfcurriculainStudiesinReligionorChristianityincludepre-colonialIndianChristianity,itwillenhanceHigherEducation’sgoalsofmulticulturalismandinternationalization.ThispapermakesthisargumentbyengagingwithcriticalpostcolonialismorbychallengingthepresumptionswithinpostcolonialstudiesaboutthehistoryofChristianity.ClaraJoseph UniversityofCalgary1069 ADayattheUniversityFair:‘Hot’Brands,‘HouseofBrands’andPromotionalTacticsinHigherEducation(GOV) ResearchonpromotionalbehaviorwithinPSEhasexplodedoverthelasttwodecades,spurredbytheintensificationofstudentrecruitmentacrossthesystemduringthisperiod.Todate,studieshavefocusedonmappingthecontentofconventionalpromotionaltexts(e.g.viewbooks,websites),oftenwithaviewtowardsidentifyinghowinstitutionsdepictthemselvesthroughthem.Bycomparison,recruitmentevents,suchasâ€˜openhouses,’exhibitsandfairs,havereceivedlimitedscholarlyattention.Thisstudyaimstoamelioratethisgapwithinthepresentliterature,usingnaturalisticobservationandcollaborativeauto-ethnographytoanalyzebrandingstrategiesandbroadersocialdynamicswithinaprominentCanadianuniversityfair.Usingsuchmethods,thisstudyidentifiesi)varianceintheuptakeof‘houseofbrands’and‘brandedhouse’strategiesandii)severaltypesofnichemarketingtacticsacrossthefacadesofinformationbooths,alongwithiii)divergingdegreesofstudentinterestacrossinstitutionaltypes.Wetheorizeobservedpatternsfromthestandpointofcontemporaryresearchwithinthefieldoforganizationalsociology.

RodMissaghian UniversityofWaterloo PhDCandidate 1074 ExaminingFacultySubcultures:MotivationsandBehavioursDrivingCross-CampusPartnerships(SS)

UsingaCanadianmulti-institutionalsample,weexaminetheextenttowhichdifferencesexistbetweenfacultysubcultures(accordingtorank,yearsofemployment,anddiscipline)withregardstopartneringacrossacademicandstudentaffairs/services.Thesedatarevealthevariousrolesfacultysubculturesplayinshapingcampusengagementforstudentsuccess.

ChristineArnold MemorialUniversityofNewfoundland TriciaSeifert MontanaStateUniversity 1075 GatheringDiversitiesinPost-SecondaryAccessibilityandAccommodation:SurveyingtheStateofPolicyandPractice(O)ThissymposiumpanelpresentsselectedfindingsfromtheLandscapeofAccessibilityandAccommodationforStudentswithDisabilitiesinCanadianPost-SecondaryEducationresearchproject.Thesessionwillpresentpreliminaryfindingsfromnationaldatathatdescribesthecurrentpopulationofgraduatestudentswith



disabilities,policiesandpractices,servicesandsupports,andspecificprogrammingforthosewhoself-identifyasAboriginal/Indigenous.

ChristineArnold MemorialUniversityofNewfoundland MichellePidgeon SimonFraserUniversity Deanna Rexe AssiniboineCommunityCollege 1076 Inter-disciplinarityforSale:Knowledge,MarketsandCustomization(O)Considerableacademicdebatehastakenplaceoverthesupposedbenefitsanddrawbacksofmovingtowardsinter-disciplinarity.However,littleempiricalattentionhasbeenpaidtothemannerinwhichinter-disciplinaryprogramsarebeingpromotedtoexternalconstituents.Tostudythisprocess,thisstudyexecutesamixed-methodologicalcontentanalysisoftheonlineself-descriptionsof203credential-grantinginterdisciplinaryprogramsacrosstheCanadianuniversitysector.Itfindsthattheseentitiesembracecontrastingknowledge,labourmarketandcustomizationlogicstostrategicallypositionthemselveswithinthefield.Itinterpretsthesefindingsthroughthelensofcontemporarytheorizingwithinthesociologyoforganizations,citingtheambidexterityoftheseprogramsasensuringtheircontinuedexistence.

RodMissaghian UniversityofWaterloo PhDCandidateRogerMilian NipissingUniversity 1078 Willfulengagements:Exploringresistanceandcomplianceincommunityengagedscholarship(CE) InthispaperIanalyzefindingsfromresearchinvolvingengagedscholarsinCanadausingSaraAhmed’snotionofthewillfulsubject.Withaneyetothewayswillfulness,opposition,power,andforceoperateinhighereducationspaces,Iexploreengagedscholarsasbothwillfulsubjectsinorganizationsandorganizationallywillingsubjects. TaniaKajner AdlerUniversity 1079 WhoseFireisitAnyway?:IndigenousLedandSettlerSupportedCommunity-UniversityArts-BasedPrograms (CE)IgnitingtheFire:StoryingtheUrbanWarriorisanarts-based,Indigenousliteraciesprogramforlow-incomeIndigenouslearners.Collaborative,community-basedprograminformedbyIndigenouswaysofknowing/being,basedonfundamentalprinciplesandprocessesthatsupportlearneragency,catalysesaprocessofdecolonisingthemind,bodyandspiritofIndigenouslearners. MichelleScott St.Mary'sUniversity TaraHyland-Russell St.Mary'sUniversity 1082 Cross-CulturalCatalystsinInternationalAcademicPartnerships:CanadianTechnicalAssistancetoChineseandUkrainianUniversities(IHE)

Theanalysisinthispaperengagestheinterplayoftheboundaryobjectstheoryandmulti-structuralgovernancetheorytoshedlightonopportunitiesandchallengesoftheuniversitytransformationsdrivenbyinternationalprojects.Inparticular,thispresentationexaminestherolesandcharacteristicsofcross-culturalfacilitatorsinbalancingthelegaciesofacademicpracticesinthetwodifferentworlds:ontheonehand,apost-modernistsociety,drivenbycriticalinquiryandlearning(asrepresentedbyCanadianuniversities),and,ontheotherhand,post-totalitarianhyper-regulatedinstitutionsofspecializededucation(asrepresentedbyChineseandUkrainian



universities).ThestudydrawsonqualitativedatacollectedthroughreviewofCIDA/CBIEreports,universityinstitutionalandscholarlyaccountsoftechnicalprojects.Thesedatasourcesaretriangulatedthenthroughemail-basedquestionnaireswithCanadian,ChineseandUkrainianco-PIs,aswellasthisauthor’sobservationnotesfromseveraltechnicalassistanceprojectsinthefield.Threeaspectsareelaboratedintheprocessofdataanalysis:1)majorrolesplayedbycross-culturalcatalysts(national,institutional,andindividual)inCanadiancollaborationswithChineseandUkrainianuniversities;2)majorchallengesinthecreated/implementedpartnerships;3)expectedandrealizedoutcomesinthecross-culturalcollaborations.

Anatoly Oleksiyenko UniversityofHongKong 1083 HowIbecamearesearcher?Aself-studyoftheprocessofwritingadoctoraldissertationproposal (CE)Thisself-studyaimstoexplorehowadoctoralcandidatenavigatestheprocessofwritingadissertationproposalandbecomesaresearcher.DrawingonBakhtin’stheoryofdialogism,thedoctoralcandidate’sjournals,notes,andproposalwrittendraftsareexaminedtodemonstratethedoctoralwritingjourneyasadialogicprocess. ZinatGoodarzi UniversityofOttawa DoctoralcandidateinEducation. 1084 Propositiond’unmodèledeformationàdistanceselonlamodalitémixtefavorisantlapersévéranceetlaréussiteenenseignementsupérieur(BOLT)

Sawsen Lakhal UniversitédeSherbrooke1085 BlendedLearningandtheDigitalClassroom(BOLT)Agrowingnumberofacademicplansareprioritizingexperiential,active,andblendedlearninginhighereducation.Anessentialpartofmeetingtheseprioritiesistocreateevidence-basedinstructorresourcesandsupportthatencouragestheadoptionofcriticalactive,experiential,ande-learningpractices.However,howcanwebestdevelopandimplementtheseresourcesacrossdepartmentsandfaculties?Dotheyalignwithpedagogicaltheoryandstudentneeds?Thispresentationwillexploretherolethatblendedlearninganddigitalplatformscanplayinsupportingandencouragingundergraduatestudentlearning.Practicallyspeaking,whatdoesexperientialandblendedlearninglooklikeintermsofdigitalpedagogyandwhatarestudentperceptionsofthislearning?Researcher1isacoursedirectorforaDigitalHistorycourseandInstructionalDeveloperwhowillpresentthedesignandfindingsofaresearchprojectfocusedonTeam-BasedLearningassessmentsinhumanitiescoursesusingonlineplatformslikeWordPressandMyLearningSpace.Researcher2isaResearchAssociativedesigningscalableDigitalHumanitiesandSocialSciences(DHSS)pedagogicalandassessmentpracticesforfacultytoincorporateintotheirtraditional,blended,andon-linecoursesaspartofcollaborativeprojectamongstuniversityadministration,library,andfaculty.

MaryChaktsiris RyersonUniversity 1087 Conditionsforthedevelopmentofonlineteachingcapacity:acasestudy(BOLT)

Withthenumberofonlinecoursesbeingofferedbyhighereducationinstitutionsincreasingeveryyear,universitiesmustprovideopportunitiesforitsinstructorstodeveloptheironlineteachingcapacities.Thisinstrumentalcasestudyexploredtheconditionsforsuchdevelopmentthroughtheperspectivesofinstructors,academicleaders,andeducationaldevelopers.



Luciano daRosadosSantos MountRoyalUniversity 1088 Navigatingtheaspirationsandanxietiesofinternationalfacultydevelopmentinpost-colonialcontexts (IHE)ThissessionpresentspreliminaryqualitativedatafromastudyontheformationofaninternationalfacultydevelopmentpartnershipbetweenaCanadianuniversityandaCaribbeancollege,andexploresthechallengeofethicallynegotiatinganinternationalpartnershipinapost-colonialsettingwheresocio-economic,cultural,andpedagogicrecoveryareunderway.

Michael Agnew McMasterUniversity 1090 Slowlearning:trainingvseducationinapost-Fordistworld(O)Howdoweservethedualdemandsfortraining–comingfromgovernments,students,andemployers–andeducation,ofnecessityaslower,moreopenendedprocess?Thispaperpursuestheimpactofandchallengesto“sloweducation”withinpost-secondarycontexts,withafocusonthemostill-serveddemographicwithinCanadianeducation:Aboriginalstudents.

ChadThompson CollegeofNewCaledonia MelindaWorfolk CollegeofNewCaledonia1091 ALongitudinalAssessmentofStressinUndergraduateStudentsaroundaFallReadingWeek(SS) ManyCanadianhighereducationinstitutionshaverecognizedtheneedtodirectgreaterfocustowardthementalhealthandwell-beingoftheirstudents,andarenowimplementingarangeofstressreductionstrategies.Thenecessityoftheseinitiativesisdifficulttooverstate(Bellemare,2017;Casey,2017;Chiose,2016;InitTogether,2017;Rushowy,2017).OneofthemostcomprehensiveresponseswasdevelopedatQueen’sUniversity,whereataskforcewasformedfollowingayearinwhichseveralstudentsdiedbysuicide(Clapham,Jahchan,Medves,Tierney,&Walker,2012).Intheirreport,thetaskforcemadeseveralrecommendations,mostnotablyabreakfromstudiesduringthefallacademicterm.Werecentlysearchedwebsitesfrom70Canadianuniversitiesandfoundthat52institutionshadsomeformofamulti-daybreakinthe2017fallterm,withoneadditionalinstitutionplanningtoaddabreakin2018.Itisnowcriticaltoinvestigatewhethertheimplementationofafallbreakisaddressingthementalhealthconcernsforwhichitwasrecommended.Ourmulti-institutional,interdisciplinaryteamcombinedqualitativeandquantitativeapproachestoprovidethefirstcomprehensiveassessmentoftheimpactsofafallbreak.Todothis,wesurveyedundergraduatestudentsatthreeCanadianUniversities(McMasterUniversity,UniversityofOttawa,andUniversityofWaterloo)abouttheirexperienceofthefallbreak,andcollectedstandardizedmeasuresofexperiencedstressorsandperceptionsofstressbeforeandafterthebreak.Wealsoassessedsalivarycortisollevels(aphysiologicalindicatorofstress)fromstudentsatMcMasterUniversityandUniversityofOttawaandauniversitywithoutabreak(McGillUniversity),andhostedseveralfocusgroupstodevelopanarrativeofstudents’experience.Inaddition,undergraduateinstructorsatMcMasterUniversityweresurveyedinordertogaininsightintotheimpactofthefallbreakontheircourseplanningandteaching.Thissessionpresentsthepreliminaryresultsofanongoinglongitudinalstudy,andwillinitiateabroaderdiscussiononhowSoTLcaninforminstitutionalresponsestostudentstressanditsimpactonteachingandlearning. HeatherPoole UniversityofOttawa MichaelAgnew McMasterUniversity1092 LessonsLearnedfromConfuciusandSocratesonaFailedLessononConfuciusandSocrates(IHE)



Canadianinstitutionsofhigherlearninghostforeignstudents,aswellasservingmanyimmigrants,refugees,andbiculturalCanadians.ManysuchstudentsarefromChinaorotherAsiancountriesarguedtohaveConfucianculturalrootswhichclashwiththeSocraticrootsofacultureofquestioningandtheopenchallengeofauthority.TowhatextentmighttheseConfucianrootshavetodowithsavingfaceandlackofengagementwithactivestudent-centredandcooperativelearningthatismoretypicalinCanadianclassroomsthaninChina? MarkIngham UniversityofOttawa PhDCandidate

1093Findingsfromthe“AcademicProfessionintheKnowledgeSociety”(APIKS)Survey:The(New)CanadianProfessoriate(O)

BetweenOctober2017andMarch2018,theAcademicProfessionintheKnowledgeSocietySurveywassenttofacultyat45universitiesacrossCanada.Thesurveyexaminedprofessor’spathwaysandthecomplementofteaching,researchandservice.Thispresentationpresentsfourkeythemes,comparingthefindingswith2007ChangingAcademicProfessionsurvey.

GlenJones OISE,UniversityofTorontoAmyMetcalfe UniversityofBritishColumbiaOliverBégin-Caouette UniversitéduQuébecàMontréalGraceKarramStephensonOISE,UniversityofTorontoKeynoteSpeaker

Dr.MalindaSmithDr.SmithisaProfessorofPoliticalScienceattheUniversityofAlberta,wheresheteachesinthefieldsofinternationalrelations,comparativepolitics,andgenderandpolitics.HerpublishedresearchexaminesquestionsincriticalAfricanpoliticaleconomy,criticalterrorismstudies,globalinequalityandpoverty,andequityandhighereducation.Theauthorofnumerousarticlesandchapters,Dr.SmithisthecoauthoredofTheEquityMyth:RacializationandIndigeneityatCanadianUniversities(UBCPress2017).Aswell,sheistheeditororco-editoroffivebooks,includingCriticalConcepts:AnIntroductiontoPolitics(2013,withJanineBrodieandSandraRein),SecuringAfrica:Post9/11DiscoursesonTerrorism(2010)andStatesofRace:CriticalRaceFeminisminthe21stCentury(2010,withShereneRazackandSuneraThobani),‘BeyondtheAfricanTragedy’:ThePoliticalEconomyofDevelopmentinAfrica(2006),andGlobalizingAfrica(2003).

Dr.SmithisacofounderoftheAnti-RacismandDecolonizationNetworkattheUniversityofAlberta,andservesonthenationalsteeringcommitteefortheCriticalRaceandAnti-ColonialStudiesNetwork.OverthepasttwodecadesDr.Smithhasworkedtoadvanceamoreequitable,diverseandinclusivehighereducationsector.Nationally,sheservesontheCanadaResearchChairsProgramAdvisoryCommitteeonEquityDiversityandInclusionPolicy,andaschairofthetarget-settingsub-committee.Dr.SmithisthePresidentoftheAcademicWomen’sAssociationattheUniversityofAlberta,andpreviouslyservedasVicePresidentEquityIssuesfortheCanadianFederationfortheHumanitiesandSocialSciences.Sheistherecipientofanumberofawardsincluding



theISA-CanadaDistinguishedScholarAward(2018),theEquity,DiversityandInclusionAwardattheUniversityofAlberta(2018),theHSBCCommunityContributoroftheYearAward(2016),theCAUTEquityAward(2015),andtheHumanRightsEducationRecognitionAward(2013).

PanelOpenSessionforGraduateStudentsThispanelpresentationwillprovideanopportunityforgraduatestudentstoconnectandlearnfromeachother,particularlyexploringresearchasagraduatestudent.Panelistsrepresentarangeofinterestsandexperienceswithinhighereducationandrangeinstudentexperiencefromfirst-yeardoctoralstudentstorecentgraduates.

Bringyourquestionstoengagethepanelistsinthislunchtimesession(lunchprovided).

Panelmoderator:Adrianna(Dranna)Andrews-BrownisdoctoralstudentattheWerklundSchoolofEducationattheUniversityofCalgary,Manger,StudentEngagementatRoyalRoadsUniversity,andCSSHEboardmember.Panelists:ChristineHelenArnoldChristineHelenArnoldisanAssistantProfessorintheAdultEducation/Post-SecondaryprogramintheFacultyofEducationatMemorialUniversityofNewfoundlandandisarecentgraduatewithaPh.D.inHigherEducationfromtheUniversityofToronto/OISEinToronto,Canada.Herresearchinterestsincludethestudentexperienceinpost-secondaryeducation,withafocusonstudentaffairs/servicesandstudentmobility/transitions.Morespecifically,shestudiesstudenttransitionsinpost-secondaryeducationandtheextenttowhichorganizationalandinformationframeworkssupportmovement.JacquelineBeaulieuJacquelineBeaulieuisaPhDCandidateinHigherEducationattheOntarioInstituteforStudiesinEducationoftheUniversityofToronto.HerresearchexaminestheoutcomesandimplicationsofOntario’sprovincialpolicyoncompulsorynon-tuition-relatedancillaryfees,whichrequirespost-secondaryinstitutionstosharedecision-makingpowerwithstudentswhendeterminingfeelevels.Herresearchinterestslieatthenexusofhighereducationpolicy,governance,andstudentaffairsandservices.KarenJulienKarenJulienisasecond-yearPh.D.studentstudyingcognitionandlearningatBrockUniversity.Sheisinterestedinwritingdevelopmentinhighereducation,innovativeandinclusiveteachingpractices,andtheimpactofeducators'social-emotionalskillsintheclassroom.Karen’scurrentresearchinvolvessupportingstudents’self-efficacyforacademicwritingandaccessingmetacognitivestrategiesforcounteringprocrastination.AmiraElMasriAmiraElMasriisadoctoralcandidateattheFacultyofEducation,YorkUniversity.Herareasofresearchinterestsarepost-secondaryeducation(PSE)andpublicpolicyfocusingoninternationaleducationpoliciesandinternationalstudents'experiences.HercurrentresearchfocusesonPSEpolicymakinginOntario.HerprofessionalexperienceinPSEhasspannedover14yearshavingworkedintwodifferentuniversitiesintheMiddleEast.BrandyUsickBrandyUsickisafirstyearEdDstudentattheWerklundSchoolofEducation,UniversityofCalgary.SheistheDirectorofStudentAdvocacyandAccessibilityattheUniversityofManitobaandprovidesleadershiptothreeuniversity-wideworkinggroupsthatfocusonissuesofacademicintegrity,accommodationforstudentswithdisabilities,andchildcare.Herresearchinterestsincludeacademicintegrity,proceduralfairness,andexperiencesofhighereducationprofessionals.Herdoctoralworkmayexploretheissueofcollaborationswithinstudentaffairs.AwardeePresentationsCJHETheEdwardF.SheffieldAward



RochelleWijesingha,PhDCandidate,DepartmentofSociology,McMasterUniversityDr.HowardRamos,AssociateDeanofResearch,FacultyofArtsandSocialSciences,ProfessorofSociology,DalhousieUniversity“HumanCapitalorCulturalTaxation:WhatAccountsforDifferencesinTenureandPromotionofRacializedandFemaleFaculty?”AchievingTenureandpromotionaresignificantmilestonesinthecareerofauniversityfacultymember.However,researchindicatesthatracializedandfemalefacultydonotachievetenureandpromotionatthesamerateastheirnon-racializedandmalecounterparts.UsingnewsurveydataonfacultyineightCanadianuniversities,thisarticleexaminesdifferencesinbeingtenuredandpromotedbetweenracializedandnon-racialiedfacultyandbetweenfemaleandnon-femalefaculty.Italsoinvestigatestheexterntotwhichexplanationsofhumancapitaltheoryandculturaloridentitytaxationaccountforthesedisparities.Logisticregressionconfirmsthatcontrollingforhumancapitalandculturaloridentitytaxationwashesawaythedifferencesbetweenbeingtenuredandpromotedforfemalefaculty.Differencesforracializedfacultyremain,offeringevidenceofracialdiscriminationintheacademicsystem.GeorgeL.GeisDoctoralDissertationAwardDr.JenniferBrant,AssistantProfessor,Curriculum,TeachingandLearning,UniversityofManitoba“JourneyingTowardaPraxisofIndigenousMaternalPedagogy:LessonsFromOurSweetgrassBaskets”MydoctoralresearchexploresthevalueofIndigenousMaternalPedagogies,andconsiderstheeffectsthatmyteachingpraxishadontheculturalidentitydevelopment,holisticwell-being,academicsuccess,andcommunityengagementofIndigenouswomen.IconnectMaternalPedagogieswithIndigenousepistemologiesthatembracethe“wholestudent”withineducationalcontextsbydrawingfromanIndigenouswomen-centredworldviewtoestablishateachingandlearningenvironmentthatcanspeaktotheheartsandmindsofstudents.ResultingfrommyworkisapowerfulnarrativewherebytheparticipantsexpressedstrongconnectionswiththeSweetgrassBasket.MastersThesis/ProjectAward

§ JulieMooney,doctoralstudentandGraduateResearchAssistant,CentreforTeaching&Learning,UniversityofAlberta

“EmergentprofessionallearningcommunitiesinCanadianpostsecondaryeducation:Experiencesoffaculty,educationaldevelopers,supportstaff,andadministrators”

§ ColleenWebb,CentrefortheAdvancementofTeachingandLearning,UniversityofManitoba“AftertheAdultLearningCentre:RuralWomen:DecisionsandTransitionstoPost-secondaryEducation”ResearchandScholarshipAwardAmyMetcalfeisanAssociateProfessorintheDepartmentofEducationalStudies,wheresheisthecoordinatorforHigherEducation(HIED).

Dr.Metcalfe’sresearchfocusisresearchpolicyasseenatthelevelsofhighereducationinstitutions,highereducationsystems,andindividualresearchers.Herworkexplorestheinternationalizationofhighereducationfroma(post)critical,comparativeperspective.



PanelProvosts’Panel:CriticalQuestions

Panelmoderator:Dr.KathleenMatheosisanAssociateProfessorandaCo-Director,CentreforHigherEducationResearchandDevelopment(CHERD),ExtendedEducationattheUniversityofManitoba.SheisalsoaCSSHEboardmember.PanelistsDr.ThomasChaseDrThomasChaseisProvostandVice-PresidentAcademicatUniversityofRegina,apositionhehasheldsinceJuly2011.HehasalsoservedasVice-President(Academic)andProvostatRoyalRoadsUniversitywherehewascentrallyinvolvedindevelopingtheUniversity'snewStrategicDirection.Dr.ChasehasalsoheldaseriesofadministrativeappointmentsattheUniversityofReginawhichincludetheCo-ordinatoroftheLinguisticsProgram,foundingDirectoroftheCentreforAcademicTechnologies,AssociateDean(ResearchandGraduate)oftheFacultyofArtsandDeanoftheFacultyofArts.HisacademicappointmentisintheDepartmentofEnglish.

Dr.BobKayseasDr. Bob Kayseas is the Vice President Academic at First Nations University of Canada, following more than 15 years of academic and administrative positions at the university. Dr. Kayseas is a Saskatchewan born Anishnabe (Saulteaux) scholar. He holds a Ph.D. (Enterprise and Innovation) from the Australian Graduate School of Entrepreneurship, Swinburne University of Technology in Melbourne, Australia. Dr.KayseashasestablishedarecognizedscholarlyprogramofresearchcenteredonIndigenousentrepreneurshipandeconomicdevelopment.Heremainsactivelyengagedinboththeresearchandpracticeofentrepreneurshipandeconomicdevelopment.Mostrecently,hehasworkedtofostertheintegrationofreconciliationintoacademicprogrammingbothintheclassroomandinonlinedistancelearning. Dr.AnneNeufeldDr.AnneNeufeldjoinedSaskatchewanPolytechnicinJanuary2012astheAssociateVicePresident,StrategyManagement.SinceJanuary2014,Dr.NeufeldhasservedastheProvostandVicePresident,Academic.ShehasalsoheldseniorpositionswithintheSaskatoonHealthRegionandintheinternationalresearchofficeatUniversityofSaskatchewanwhereshewasresponsibleforplanningandimplementingresearchprojectsinmorethan50countriesandspanningmultipledisciplines.Dr.NeufeldholdsaMasterofHealthScienceinHealthAdministrationfromtheUniversityofToronto,aDoctorofPhilosophy(InterdisciplinaryStudies)fromtheUniversityofSaskatchewanandisaCharteredProfessionalAccountant.

Dr.DeannaRexeDeannaRexeisthevice-presidentacademicatAssiniboineCommunityCollege(ACC).PriortotakingonthispositionatACC,shewasateacherandresearcherintheFacultyofEducationatSimonFraserUniversity.ShehasextensiveexperienceincollegeadministrationandhavingheldseniorleadershippositionsatbothVancouverCommunityCollegeandBritishColumbiaInstituteofTechnology.DeannaholdsadoctorateineducationalleadershipfromSimonFraserUniversity.Shewasthewinnerofthe2015CSSHEGeorgeLGeisdissertationawardandtheSFUDeanofGraduateStudiesConvocationMedal.DeannaisAdjunctProfessorintheFacultyofEducationandanAffiliatedScholarwiththeCentrefortheStudyofEducationalLeadershipandPolicyatSimonFraserUniversity.Dr.AnthonyVannelliDr.AnthonyVannelli,Ph.D.,FCAE,P.Eng.,M.Sc.,B.Sc.iscurrentlytheProvostandVice-PresidentAcademicattheUniversityofSaskatchewan.HehasheldacademicadministrativeappointmentsincludingDeanoftheCollegeofPhysicalScienceattheUniversityofGuelph(2007-2016),AssociateDean,ResearchandExternalPartnershipsattheUniversityofWaterloo(2004-2006)andChairofElectricalandComputerEngineeringattheUniversityof



Waterloo(1998-2004).Workingwiththeuniversitycommunityandleadership,hefocusesonstrengtheningandenhancingacademicprogramstomaintainastrongstudentandfacultyexperience.In2016,thislifetimeworkledtohisappointmentasaFellowoftheAcademyofCanadianEngineering(FCAE).President’sReceptionPleasejoinDr.AnneCharlesCSSHEPresident,fortheRyersonUniversityPresident’sReception–anannualCongresseventthatbringsanumberofdifferentassociationstogetherfornetworkingandconversation.

PanelPanel:IndigenousPerspectives:MovingForwardinCanadianHigherEducationPanelmoderator:Dr.MichellePidgeonisanAssociateProfessorintheFacultyofEducationatSimonFraserUniversity.SheisalsotheeditoroftheCanadianJournalofHigherEducationandaCSSHEboardmember.PanelistsCatharynAndersenCatharynAndersenisspecialadvisortothepresidentonAboriginalaffairsatMemorialUniversity.Ms.AndersenhassignificantexperienceworkingwiththeNunatsiavutGovernment.ShepreviouslyservedintherolesofdirectorandInuktitutLanguageProgramco-ordinatorwiththeTorngâsokCulturalCentreinNain,Labrador.Ms.AndersenhasbeeninvolvedwithavarietyofcommitteesandgroupsrelevanttoAboriginalaffairs.SheholdsaBachelorofArtsinlinguistics,aMasterofArtsinlinguisticsandaMasterofBusinessAdministrationfromMemorialUniversity. Dr.MarieBattisteMarieBattisteisaMi'kmaweducatorfromPotlotekFirstNations,NovaScotia,andprofessorintheDepartmentofEducationalFoundationsattheUniversityofSaskatchewan.WithgraduatedegreesfromHarvardandStanford,andfourhonorarydegrees,sheisaseniorIndigenousscholarinCanada,whoseworkinadvancingIndigenousknowledgeandpedagogies,decolonizationandIndigenizingtheacademyhasopenednewareasofresearchandinquiry.Withanextensivecareerteaching,researching,writing,andlecturingincognitiveimperialismtocognitivejustice,advancingIndigenousknowledgeandhumanities,anddecolonizationofeducation,shehasbeenworkingactivelytoadvanceIndigenousepistemologies,languages,andpedagogies.Herresearchinterestsareininitiatinginstitutionalchangeinthedecolonizationofeducation,languageandsocialjusticepolicyandpower,andanti-oppressiveapproachesthatrecognizeandaffirmtheculturalandlinguisticdiversityofCanada.Dr.JanHareJanHareisanAnishinaabescholarandeducatorfromtheM’ChigeengFirstNation,locatedinnorthernOntario.SheistheAssociateDeanforIndigenousEducationintheFacultyofEducationatUBC.HerteachingandresearchareconcernedwithimprovingeducationaloutcomesforIndigenouslearnersandcenteringIndigenousknowledgesystemswithineducationalreforminearlychildhoodeducation,Kto12schooling,andpost-secondarycontexts.In2014,Dr.HarewasawardedtheProfessorshipofIndigenousEducationinTeacherEducation.Dr.JacquelineOttmannJacquelineOttmannisAnishinaabe(Saulteaux),formerelementaryandhighschoolteacherandprincipal,nowascholar.WhileattheUniversityofCalgary,shewasCoordinatoroftheFirstNations,Métis,Inuitundergraduateteachereducationprogram,andDirectorofIndigenousEducationInitiativeswithintheWerklundSchoolofEducation(WSE).Shealsoco-chairedtheWerklundSchoolofEducationIndigenousStrategy,andalongsidetheProvost,theuniversity-wideIndigenousStrategy.

JacquelineisaProfessorandVice-ProvostIndigenousEngagementattheUniversityofSaskatchewan.Dr.Ottmannhasbeenrecognizedasaninternationalresearcher,advocate,andchange-makerwhosepurposeistotransform



practicesinclusiveofIndigenousleadership,methodologiesandpedagogies.JacquelineisdriventocreateschoolsandcommunitiesthatfosteradeepersenseofbelongingandappreciationforIndigenouspeoples–theirhistories,stories,waysofknowingandbeing.

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CSSHE Annual Conference