Bow Valley College

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Now showing 1 - 19 of 19
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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.
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    Basic Math 1
    (Bow Valley College, 2016) School of Foundational Learning
    This is Book 1 in a series of three Basic Math workbooks, created for you, the learner. The intention behind this book is for you to have an affordable, Canadian, adult basic education math workbook from which to build your foundation in math.
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    Building Community: Creating Faculty/Staff - Student Partnerships at a Canadian Applied Learning College
    (Bow Valley College, 2024-04-29) Fergusone, Corrine D.; Toye, Margaret A.; Dyer, Fiona
    Building a community of integrity in educational institutions requires the support of all its members (Eaton, 2022). Inspired by Freeman et al. (2014) the students as partners (SaP) movement is one initiative toward building academic integrity community (as cited in Lancaster, 2022). The SaP practice seeks to “engage students and staff as collaborators on teaching and learning endeavours, establishing collegial working relationships based on reciprocity, mutual respect, shared responsibility, and complementary contributions” (Marquis, Black, & Healey, 2017, p. 720). Co-designing and co-facilitating in academic integrity endeavours has the immense potential to promote ownership, autonomy, engagement, and authenticity for learners, conditions that may lead to integrity violations when absent (Bretag et al., 2019). Cultivating partnerships among faculty/staff and students then is intended to prevent academic integrity breaches such as contract cheating (Lancaster, 2022) and other violation behaviours and through relationship building, may positively impact the sense of belonging, wellness, and equity for community members (McNeill, 2022). For institutions such as applied learning colleges the timeframe to engage learners in collaborations toward community building is noticeably short, ranging from 8 to 24 months, and programs are intense. In this poster presentation, learn how one Canadian applied learning college is forming faculty/staff-student partnerships to help build a community to support integrity in the classroom and beyond.
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    Cultivating Sustainability Literacy in the Classroom: Literature Review
    (Bow Valley College, 2021-05-21) Spark, Amy; McIvor, Trevor
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    Does Stress Matter? Findings from a Self-Report Survey of Contract Cheating Behaviours of Canadian College Students
    (2023-03-08) Ferguson, Corrine D.; Toye, Margaret; Eaton, Sarah Elaine
    Presentation for the International Centre of Academic Integrity Annual Conference, March 2023.
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    Experiences in a Culturally Responsive Student Affairs: An Indigenization Journey
    (CACUSS, 2019-01) Ngwudike, Ifeoma; Alcock, Arlayna
    We have heard discussions about indigenization and decolonization in our educational institutions with a lot of work being done on implementing the calls to action from the Truth and Reconciliation Committee. What exactly is indigenization and how do I apply it in my work with students? In this article, we will share some of the small and practical ways we are incorporating the holistic ways of being from indigenous philosophy to our student development/leadership and transition programming.
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    Fresh Perspectives
    (Bow Valley College, 2021-05) Bow Valley College
    Applied research informs our practice, develops and pilots innovation in teaching, learning, curriculum development, and College processes and products that keep our learners at the center of everything we do. The researchers profiled in this booklet represent almost every department at BVC, partnerships with other postsecondary institutions, communities, and government.
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    In the Community: An Intermediate Integrated Skills Textbook Instructor Guide
    (NorQuest College, 2016-01) NorQuest College
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    In the Workplace: An Intermediate Integrated Skills Textbook Instructor Guide
    (Bow Valley College, 2017) Bow Valley College
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    Purpose, Partners, and Purses: Removing Barriers in Funding Postsecondary Education
    (Royal Roads University, 2024-10) Penalagan, Nadine Julia
    This research explored how creating an opportunity for stakeholders to dialogue about funding might enhance Royal Roads University Student Services’ purpose of reducing barriers for students. Adhering to ethical requirements, data were collected through a virtual world café and an online survey. Key findings revealed (a) barriers to funding postsecondary education (PSE), (b) traditional and nontraditional funding methods for PSE, (c) systemic obstacles to PSE relating to government and institutional supports, and (d) students found their own innovative ways to achieve their PSE goals. Recommendations are to (a) convene an annual meeting of diverse stakeholders to dialogue, (b) establish a task force comprising stakeholders to advance recommendations for actionable solutions, (c) elect task force members from the participants present, and (d) ensure task force members meet monthly to advance the recommendations into actionable solutions for Royal Roads University Student Services.
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    Reporting Workplace Bullying Research
    (2021-05-30) Sharples, Kerry
    My research project explores the existing policies, procedures, protocols, and technologies Alberta post-secondary institutions use to report workplace bullying. Current analysis shows little research has been conducted to these specifications in the field and there is much to explore, from user experience to reporting effectiveness. Workplace bullying is an ever-prevalent issue (Farmer, 2011) which has both intense and adverse effects on both the employee, management, and the institution. To help guide my research, I used the Technology Acceptance Model and Constructivism as theoretical frameworks. The research was conducted using case study as its methodology and drawing on aspects from meta-synthesis; qualitative research enabled me to focus on the “what and why”. I researched eight post-secondary institutes within Alberta, as well as engaged with three participants from a post-secondary institute from different backgrounds to bring more meaning and insight to my research.
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    Réussite dans l'apprentissage (www.reussitedanslapprentissage.ca)
    (2022-01) Bow Valley College
    Le Bow Valley College, en partenariat avec des intervenants de partout au Canada, et grâce à un financement d’Emploi et Développement Social Canada (EDSC), a mené un projet de cinq ans entre 2017 et 2022 pour valider l’importance de la formation en compétences de base (compétences essentielles) au sein de la formation technique. Le matériel et les ressources d’apprentissage axés sur les métiers de Réussite dans l’apprentissage sont le résultat de ce projet pilote mené à l’échelle nationale. Utilisez ce site web pour accéder à du matériel et à des ressources axés sur les métiers afin d’acquérir ou de rafraîchir les compétences nécessaires à la réussite dans l’apprentissage.
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    RGO Library & Learning Commons Usability Testing October 2022: Findings and Recommendations
    (2023-01-13) Allard, Ethan; Mucz, Dave
    In October 2022, the RGO Library & Learning Commons conducted usability testing focusing on the functionality and ease of use of the website and online catalog. Recruitment for testing was done via advertising on Bow Valley College TV, campus bulletin boards, and in the student newsletter. Students, staff, and faculty members were invited to participate in testing; eight students expressed interest. Feedback from the participants was largely positive, and most tasks were completed successfully by all learners. Issues were mostly relating to visibility of certain options and redundancy on the main library page. Quick fixes that could be made to the library homepage were identified and implemented. The next step will be to monitor the effects of the changes already made and to plan more significant changes.
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    Social innovation on the ground: Accessible and evidence-based tools for social innovators
    (2021-09-14) Bow Valley College
    In keeping with the findings and recommendations of the research study, Social Innovation on the Ground: Accessible and Evidence-Based Tools for Social Innovators—in particular the awareness of the challenges and needs of people working on the front lines of social innovation—this resource was developed to help with the planning and development of social innovation. A learning module comprised of three units was created. The units are intended as appropriate for part of a college curriculum, as a continuing education course, as a professional development opportunity for innovation staff, or simply for individuals who are interested in learning the “how to” of social innovation. The three units are entitled: I. Building Effective Social Innovation Ideas II. Project Planning III. Successfully Communicating and Building Relationships. The contents of the units build upon findings from the research and seek to address its conclusions. Units were designed by members of the research team along with curriculum development experts from Bow Valley College’s Teaching & Learning Enhancement unit.
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    Success in Apprenticeship (www.successinapprenticeship.ca)
    (2022) Bow Valley College
    Bow Valley College, in partnership with stakeholders from across Canada, and through funding from Employment and Social Development Canada (ESDC), led a five-year project between 2017-2022 to validate the importance of foundational skills (essential skills) training within technical training. The Success in Apprenticeship trades-focused learning materials and resources are the result of this national piloting project. Use this site to access trades-focused materials and resources to build or refresh the skills that support success in apprenticeship.
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    Supporting Continuous Professional Development of Early Childhood Educators: Comparing and Contrasting Jamaican and Canadian Experiences
    (Bow Valley College, 2020-04-01) Clarke, Velrose Spence; DeHaan, Rhoena
    Continued Professional Development (PD) for Early Childhood Educators (ECE) is of the utmost importance mainly because of its impact on education and the potential of the dynamic universal changes that is sometimes latent in its manifestation. This research project compares PD experiences and needs in Calgary (Canada) and Jamaica, assists in bridging the existing gap between theory and practice, and promotes partnerships. The project design includes two phases: During the first phase, surveys and interviews were conducted to identify the PD needs and experiences, and in the second phase we addressed the gaps and needs through workshop implementation in Jamaica. The research confirms and substantiates our beliefs that meaningful PD positively influences professional growth and best practices which occur when participants are given the opportunity to provide input in the decision making processes with ongoing support from owners, administrators and governments. Additionally, our project recommends that PD can be sustained through established learning communities and partnerships amongst colleagues in Calgary and Jamaica.
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    Understanding Student Experiences with Commercial Contract Cheating and Other Outsourcing Behaviours
    (2022-09) Ferguson, Corrine; Toye, Margaret; Carver, Christina; Pictin, Tonisha; Eaton, Sarah Elaine; Boisvert, Sheryl
    Purpose: The primary goal of the project was to better understand post-secondary student experiences of contract cheating and the stress students encounter while completing their programs. Methods: Survey research methodology, using well-established measures from contract cheating research and research on the stress process were used to collect closed and open ended responses from career program learners in a community college in Alberta. Responses were collected in Survey Monkey, an online survey tool, from 916 participants in October 2021. Results: Survey results overall indicated student involvement in contract cheating. Differences between commercial contract cheating and sharing behaviour were revealed. High levels of stress were reported, and type of stress varied across contract cheating behaviour. Implications: The results of this study add to the continually growing body of knowledge of academic integrity in Canada. They will also expand on knowledge of the stress students experience and the personal and social resources they have access to while completing their programs and how this may relate to contract cheating.
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    Vivid Voices: A Narrative Anthology
    (2021-08-10) Agang, Agang; Albarchini, Mira; Al Haj Hamoud, Nadia; Alhourani, Anas; Atik, Mahmoud; Badi, Hawa; de Barros, Alessandro; Demissie, Tikeher; Dias, Shaun; Hum, Ethan; Lumley, Joevan; Malik, Hiba; Mahmood, Ayat; Mohammed, Nada; Piercey, Richard; Rahimi, Shila; Rasulova, Raf; States, Serena; Teka, Selam; Karki, Pramila Thapa; Toama, Abdellatif; Weldemichael, Zerait; Woldetensay, Helen; Sun, Hai Xiang; Yaul, Marta; Tzanakos, Jenny