Browsing by Author "Fiebig, Lindsey"

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    A change in perception: a hermeneutical inquiry into the experiences of women who practice yoga and their perceived body image
    (2009) Fiebig, Lindsey; Dudley, Nancy Q.
    This hermeneutic-phenomenological study explored the experiences of women who practice yoga and their perceived body image and self-esteem. Women in North America often struggle with body image issues because of the intense focus our society has on unrealistic beauty standards for women. Women's relationships with their bodies are complex and can be affected negatively by many different things. As such it was important to explore how yoga might affect women's perceptions of their bodies, and explore if yoga could be a positive influence in women's lives and their relationship with their bodies. The study found five themes (Experiencing a change in self-esteem and/or body image; Reflecting on the media's representation of the female body; Yoga as a way to balance life; Mind-body wholeness; and Formation and change in identity) and seventeen sub-themes which emerged from interviews that were conducted with five participants. Implications for counsellors are discussed.
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    Academic Integrity Inclusivity and Accessibility Study: Research Project Brief
    (Bow Valley College, 2024-06-03) Ferguson, Corrine D.; Toye, Margaret A.; Fiddler, Jaime; Fiebig, Lindsey; Morris, Janalee; Perry, Miriam; Rousseau, Jennefer
    Purpose: The main goal of this project is to assess the academic integrity, policy, procedure, and supports at one community college using multiple frameworks of equity, diversity, and inclusion (EDI), including principles of Universal Design for Learning (UDL), decolonization and Indigenization, and stress and mental health. Methods: A mixed methods approach to collect both qualitative and quantitative data is used to answer the research question. Academic integrity policy and procedure documents are qualitatively analyzed using current exemplar principles (Bretag et al., 2011b) and a tool created by the research team that assesses inclusivity, accessibility, decolonization, and mental health. Experiences of key stakeholders in the academic integrity process are collected using survey, focus group, and interview methods. It is our direct intention to empower academic integrity stakeholders through their voices, experiences, and their participation to drive change and to engage in community building. Data sources: Publicly available academic integrity policy and procedure documents and stakeholder experiences collected through surveys, focus groups, and interviews from one Canadian community college form the basis of the data for this project. Implications: The project is significant to the college specifically and to higher education institutions more broadly as the multi-framework tool, developed under Creative Commons license, may be used by policy analysts and practitioners to assess academic integrity processes toward reforming policy, procedure, and supports. The project also assesses teaching practices which may help identify stressors and gaps in support for administrators to address in their institutions.