Scott, Shelley AnnCoulter, Anne2021-09-282021-09-282021-09Coulter, A. (2021). Exploring the effectiveness of various delivery models within Ontario’s School Within a College (SWAC) dual credit programs: a multi-stakeholder perspective (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.http://hdl.handle.net/1880/113984The Ontario School Within a College (SWAC) dual credit program aims to support disengaged, or at-risk, high school students who have the potential to succeed. The purpose of this research was to examine the leadership and delivery of Ontario SWAC programs to determine their effectiveness in preparing students for persistence into PSE and how they could be made more effective. To determine effectiveness, a review of Ontario SWAC programs was conducted, highlighting the various delivery models, including successes and challenges program leaders and staff face in supporting students, and exploring leadership factors which could impact student persistence. By utilizing a mixed-methods research design, multiple stakeholders were included through a focus group, semi-structured interviews, a questionnaire, and a review of pre-existing provincial statistics. Through triangulation, five common themes were identified. First – both students and those supporting students required a focus on community building and sense of belonging in their teaching and learning environment, with the opportunity to share experiences and learning. Second – SWAC students experienced various levels of support and advocacy across the province; there was a need for social work and financial support. Third – across SWAC stakeholders, differences in views regarding the definition of persistence were found, highlighting variances in perceived program goals, especially between high school and college delivery staff. Fourth – the delivery of curriculum and classroom experiences varied, however, a blend of traditional teaching with course recovery methods with inclusion of life skill development was found to be ideal. Fifth – program leadership and oversight from the provincial level was perceived positively, but a lack integration and collaboration between colleges and school boards was identified, with inconsistent program delivery provincially found to be a challenge, as well as high rates of staff turnover. Based on findings, a proposed model for SWAC delivery was developed. Core to the proposed model, a student-centred, collective approach must be foundational and, once established, a focus on: adult learning principles, holistic student experiences and supports, and thoughtful on-boarding, training, and professional development of staff can be achieved. Throughout all program aspects, continuous evaluation must be conducted with a focus on student perspectives and voice.engUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.dual creditpersistencedisengagedat-riskpost-secondary educationleadershipEducationEducation--AdministrationEducation--Community CollegeEducation--Guidance and CounselingEducation--Secondarydoctoral thesis10.11575/PRISM/39296