Graduate Student Symposium, Selected Papers 2015

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https://hdl.handle.net/1974/12740

This collection includes papers presented at the Rosa Bruno-Jofré Symposium in Education. The Rosa Bruno-Jofré Symposium, formerly named the Graduate Students in Education Symposium (GSES), is an interdisciplinary symposium that provides graduate students with a friendly and affordable opportunity to present and discuss their research or work in-progress with other students, faculty, and practitioners from the field.

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Symposium Proceedings 2015

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Now showing 1 - 5 of 6

Front Matter (Graduate Student SYMPOSIUM, Selected Papers, Vol. 9)
(2015-02-25) Christou, Glenda; Luhanga, Ulemu; MacCormack, Jeffrey
Bridging Education in the Nursing Profession: Where have we come from and where do we hope to go?
(2015-02-25) Bojarski, Stefanie
Each year over 50% of all immigrants to Canada choose Ontario as their home (Goldberg, 2001). Although the federal government retains the responsibility for recruitment and selection of immigrants, the provincial government oversees education, and the regulation of professions. While some statistics report low economic integration for Internationally Educated Professionals (IEPs) overall, as of 2012 half of all Internationally Educated Nurses (IENs) in Canada were employed in Ontario. In the spirit of Au’s comment that curriculum studies requires us to critically question and engage with different conceptions of what counts as curriculum, this paper will examine one contemporary representation of scientific curriculum: the bridging program. This paper aims to address the following questions: 1) What is included in the planned curriculum of bridging programs in Ontario today? 2) How does this planning affect the experienced curriculum of the very students these programs aim to serve? In order to address these questions this paper will provide a brief overview of the literature relevant to the topic of bridging education. It will provide context for one bridging education case site and conclude with a discussion of further curricular questioning in need of research and analysis.
Digging deep for mining education ethics: Canadian higher education in the global arena of resource extraction
(2015-02-25) Gutierrez, Monica
The purpose of this paper is to assess the state of ethics training in mining engineering education in Canada. The paper takes into account the context in which mining engineers operate, especially international projects located in the Global South and Latin America. Increased training could prepare mining engineers with a better grasp and response to the ethical debates that plague mining operations in Canada and abroad. Since 65% of mining companies in the world are based in Canada, changes in the way Canadian universities train future mining high-level employees could have a worldwide impact. As this system is neither neutral nor ahistorical, links are made between Canada's current mining educational practices and issues of colonial education using a critical lens. Mining engineering education is thus contextualized through the lens of colonialism. The paper looks at present-day engineering education in Canada and the state of ethics training within this curriculum, with a short analysis of two universities’ mining engineering programs. It will conclude with a set of recommendations that could provide Canadian-trained engineers more tools to navigate ethical issues in mining operations. The paper will have an International Education outlook, where the education of one’s nation affects living conditions in another nation. The case for stronger ethics training in mining engineering education has strong potential value for the Comparative Educational field. Currently there appears to be a lack of information about this topic and potentially this paper will fill this gap.
“Discovering” critical factors for youth thriving: Using Grounded Theory rigorous review method
(2015-02-25) Khanna, Nishad; MacCormack, Jeffrey; Kutsyuruba, Benjamin; McCart, Stoney; Freeman, John
The purpose of this study is to analyze the critical factors that support youth, ages 12 to 25, through critical life stage transitions and thriving throughout life. Using an adapted form of grounded theory rigorous review method, we created a model that represents what factors support youth thriving. We used a 9-stage process: identifying key search words, collecting academic and non-academic articles, establishing inter-rater reliability (κ =.77), selecting 257 academic and 223 non-academic articles to be reviewed, extracting initial data into tables, writing a scoping report for client review, creating appropriate standards of evidence criteria, analyzing critical factors and outcomes with a secondary review of literature, and identifying promising practices. Through a review of the major relevant theories and frameworks, three critical factors emerged as consistent and recurring: autonomy, relatedness, and competence. The evidence that links these critical factors to successful outcomes through critical transitions and long-term thriving is presented. Discussion includes the construct of engagement and how it represents a promising focus for future work of this nature. Finally, the merits of the Autonomy, Relatedness, and Competence (ARC) model as a framework for program evaluation and design are discussed.
Fake it ‘til you make it: Measuring personality in university admissions
(2015-02-25) LaPointe, Danielle; Merchant, Stefan
Each year, university admissions officers endeavour to select the best and brightest from a set of applicants. Traditionally, cognitive measures such as high school grade point average and standardized test scores are weighted most heavily in admissions decisions. However, there is growing concern that cognitive measures fail to capture other important skills that are correlated with academic achievement and therefore do not adequately predict success in higher education. In order to get a broader and more complete picture of each applicant’s academic potential, many admissions professionals are exploring the use of non-cognitive measures to capture the soft skills that are valued in education and correlated with academic success. Specifically, personality is a non-cognitive trait that has gained increased attention in admissions contexts. In particular, current research shows that the personality trait Conscientiousness demonstrates consistent, strong positive correlations with academic achievement. However, trait instability during late adolescence and early adulthood, contextual influences on personality, and limitations associated with commonly used self-report personality measures make it challenging to justify the inclusion of personality assessments in high stakes admissions decisions. This paper explores the role of personality measurement in predicting academic success among university applicants.

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