The Power of Connections: An Online Doctoral Program\u27s Use of Strategic Onboarding to Enhance the Doctoral Experience

A positive doctoral experience is rooted in an understanding of the expectations and reality of doctoral–level work. Students need specific knowledge, skills, and mindsets to complete coursework, critically analyze research, and write and defend a research dissertation. Despite a mutual commitment to academic achievement and graduation by faculty and students, attrition in doctoral programs remains high. This rate is even higher for those in online programs. Additionally, there are many challenges doctoral students experience outside of the core curriculum. The challenges facing students vary depending on the phase of the doctoral journey and the individual development of each student. This dissertation is a report of a mixed methods action research study that identified the needs of doctoral students across the doctoral journey and explored how a strategically designed onboarding process impacted awareness of doctoral expectations and a sense of connectedness of doctoral students. Findings indicate that established practices of the department and added features to the onboarding process positively impacted students’ sense of connectedness and awareness of program expectations and information. The findings of this study encourage leadership and faculty members of online doctoral programs to consider department–led efforts designed to strengthen a student\u27s connectedness with peers and faculty members and increase their awareness of expectations and available resources. The power of these connections can support doctoral students toward an enhanced doctoral experience and persistence toward degree completion

Open is an Invitation: Exploring Use of Open Educational Resources with Ontario Post-Secondary Educators

abstract: During the 2017-2018 academic year, I worked as Program Manager for a government-funded post-secondary organization in Ontario, Canada. A core part of my professional role was creating awareness and increasing the use of open educational resources (OER) in partnership with Ontario educators. I conducted this work with the support of colleagues and OER advocates at public colleges and universities. Collectively, we focused on the use of OER as an opportunity to: (a) reduce the cost of post-secondary resources, (b) diversify the types of resources used in teaching and learning, and (c) explore opportunities to create assessments and activities that empowered learners as co-creators of knowledge. Alongside my professional role during this year, I engaged in a mixed-methods action research study using change management strategies and Ajzen’s (1991) Theory of Planned Behavior. The purpose of the study was to determine the usefulness of an awareness and support strategy designed to increase the use of OER among post-secondary educators in Ontario. For many of the participants in the study (n = 38), OER were new elements in their teaching practice. I engaged in focused and meaningful dialogue with them as part of professional development sessions in order to fully explore their perspectives about use of OER. I chose two facilitation designs as the action of my action research. The first was a pair of face-to-face workshops, and the second was an open online course commonly called a MOOC (massive open online course). These were the interventions (and innovations) for the study. From the perspective of the participants, the awareness and support strategies were determined to be useful for increasing their use of OER.Dissertation/ThesisDoctoral Dissertation Educational Leadership and Policy Studies 201

The utilization of group art therapy as a framework to enhance relationship building skills among emotionally disturbed students

Over the past four decades in the United States, the number of students that have been classified as Emotionally Disturbed has increased as well as a rise in these students\u27 aggressive behavior, school violence, and expulsion from their home school districts (Mooney, Epstein, Reid, & Nelson, 2003). Historically, school professionals have employed behavior therapy strategies solely as a method to address students\u27 negative behaviors and improve their overall school experiences (Crow & Small, 2011). These behavior therapy strategies include earning points for improved behavior that lead to school rewards. Although students show improvement after behavior therapy strategies are used, some challenges are noted as well. Students have a tendency to become dependent on earning a reward to change negative behavior, and have difficulty getting along with others (Crow & Small, 2011; Mooney et al., 2003). In previous studies and observations, students with emotional and behavioral difficulties display more positive behaviors when others take the time to build relationships with them. This study sought to incorporate other types of therapy approaches to complement behavior therapy strategies and to help students with emotional and behavioral difficulties increase their positive relationships with others. This mixed methods action research study assessed the impact of a Group Art Therapy program on the relationship-building skills of emotionally disturbed students. Mixed methods approaches were utilized within six cycles of the action research model. These methods included the Piers-Harris 2 Self-Concept Scale, the School Behavior Survey, classroom observations, Group Art Therapy observations, the Life Space Picture, the Kinetic School Drawing, artwork from the group sessions, and student discipline records. Results from the study indicated that although students continued to struggle handling their behavior in conflict situations with others, the students were beginning to display more positive and socially appropriate behaviors after they participated in the Group Art Therapy program. The students who participated in the study demonstrated a greater sense of community with others as well as more positive strategies for handling conflict situations with their peers. The students continued to participate in the Group Art Therapy program beyond the study, and revisions and modifications will be made to this approach in an ongoing basis to help students more easily demonstrate positive classroom behavior and relationships with others

COMMUNITY ENGAGED APPROACH TO CANCER CONTROL POLICY IN ABIA STATE - NIGERIA: A MIXED-METHODS ACTION RESEARCH PROJECT

Background Cancers are becoming increasingly common in Nigeria and other developing countries. The most common cancers in the country are those affecting the breast, cervix, and prostate. Beyond the National Cancer Control Plan, most States in Nigeria do not have State cancer control policies which is unlike the situation in Canada and other developed countries. Using the multiple perspective analysis framework, this research sought to explore the perspectives of patients diagnosed with cancer, healthcare providers and health policymakers regarding cancer policy in Abia State. Methods A concurrent mixed methods action research design was used. Sampling included individuals aged ≥18 years who were diagnosed with breast or cervical cancer, provided cancer treatment or made health policy in the State. This study was conducted in collaboration with the Abia Cancer Control Group (ACCG), a community-based coalition of non-governmental organizations, clinicians, and government parastatals. Survey data were collected at the same time as the interviews which occurred following ethical approvals from the University of Saskatchewan’s Behavioural Research Ethics Board and Abia State’s Ministry of Health Human Research Ethics Committee. Results/Findings Survey participants were 29 patients who had been diagnosed with cancer, 50 health care providers and 33 policymakers (n=112), with an average age of 45 (±11) years. Challenges identified by ≥60% of participants were: lack of local data regarding cancers (95.2%, 79/83); lack of treatment pathways (92.8%, 77/83); absence of support groups for patients (88.0%, 73/83); low public awareness (75.9%, 63/83); and limited availability of treatment options (62.6%, 52/83). Some themes that evolved from the qualitative data were: low cancer awareness; delays in cancer treatment; and, financial burden on patients. The top three priority areas for a new cancer control policy were: cancer prevention (83%, 93/112); State cancer legislation (80%, 86/112); and multi-agency partnerships (79%, 88/112). Most participants (80%, 90/112) recommended that health insurance should fund ≥16% of cancer control activities, although policymakers were more likely to make quarterly insurance contributions than patients (7 out of 10 vs. 5 out of 10). Data from participants that agreed to be interviewed (n=24) were grouped into the following themes: Experiences (e.g. challenges regarding cancer prevention, awareness of early detection, delays in cancer service, and cost of services) and Expectations (e.g. priority rating for cancer control, funding structure, and framework for a future cancer control policy). ACCG provided contextual evidence of the usefulness of these findings by organizing community-driven cancer control projects locally linked to advocacy, training of clinicians, patient navigation and support, as well as developing a centralized cancer reporting system. Conclusion Cancer control was an important issue for all populations. Inadequate early detection services with a background of >3-month diagnostic delay characterized cancer control in Abia State. Future cancer control policy should emphasize: cancer prevention; the creation of local clinical pathways; and, a blended model for financing cancer control activities. Collaboration with community groups such as ACCG will be critical to the successful development and implementation of a cancer control policy in Abia State

R-miss-tastic: a unified platform for missing values methods and workflows

Missing values are unavoidable when working with data. Their occurrence is exacerbated as more data from different sources become available. However, most statistical models and visualization methods require complete data, and improper handling of missing data results in information loss, or biased analyses. Since the seminal work of Rubin (1976), there has been a burgeoning literature on missing values with heterogeneous aims and motivations. This has resulted in the development of various methods, formalizations, and tools (including a large number of R packages and Python modules). However, for practitioners, it remains challenging to decide which method is most suited for their problem, partially because handling missing data is still not a topic systematically covered in statistics or data science curricula. To help address this challenge, we have launched a unified platform: "R-miss-tastic", which aims to provide an overview of standard missing values problems, methods, how to handle them in analyses, and relevant implementations of methodologies. In the same perspective, we have also developed several pipelines in R and Python to allow for a hands-on illustration of how to handle missing values in various statistical tasks such as estimation and prediction, while ensuring reproducibility of the analyses. This will hopefully also provide some guidance on deciding which method to choose for a specific problem and data. The objective of this work is not only to comprehensively organize materials, but also to create standardized analysis workflows, and to provide a common ground for discussions among the community. This platform is thus suited for beginners, students, more advanced analysts and researchers.Comment: 38 pages, 9 figure

2009 Annual report town of Danbury, New Hampshire.

This is an annual report containing vital statistics for a town/city in the state of New Hampshire

The Development of a Cannabis Knowledge Assessment Tool (C-KAT) and Behavioural Intention (BI) Scale

Background: Given the anticipated increase in the use of cannabis due to legalization, there is a need for more cannabis education for the general population. Since youth are particularly vulnerable to the effects of cannabis, new education programs are being implemented in some school curriculums. Evaluative tools are needed to assess cannabis knowledge, understanding and intention for use. Such tools could help determine whether these new cannabis awareness and education programs are effective. Methods: During the first phase of this study (questionnaire development) a Cannabis Knowledge Assessment Tool (C-KAT) and Behavioural Intention (BI) scale were created through a multistage iterative process. The C-KAT development involved the use of the Delphi method, whereby a purposive sample of healthcare professionals, policymakers, academics, patients who used medical cannabis and teenage students served as the content and development experts. Four rounds of the questionnaire were distributed prior to reaching consensus on the C-KAT content. The BI scale was developed through consultation with six additional educators (with expertise in assessment, questionnaire development and biostatistics) and three students. During phase two of the study (testing), the C-KAT and BI scale were administered as a pre- and post-test in four schools (Grades 7 and 9) in Saskatoon, SK. The data were analysed to determine whether knowledge scores and behavioural intentions of the students changed after participating in a cannabis education program (REACH; Real Education About Cannabis and Health). Results: The questionnaire was administered to 132 students, of which 73 (55.3%) were in grade 7 and 59 (44.7%) were in grade 9. In total there were 84 (63.6%) females, 46 males (34.8%) and 2 (1.5%) students who identified as “other”. The C-KAT scores increased in all students overall, and within each grade, gender, and school (p <0.05) following the REACH program, but the overall scores for the BI scale had no statistically significant change between pre- and post-test. Follow up could not be obtained with 281 students due to disruption of the study by the COVID-19 pandemic (March 2020). Conclusion: According to the C-KAT scores, grade 7 and grade 9 students appeared to increase their knowledge about cannabis after participating in the REACH program. However, BI scores with respect to intentions for cannabis use were not impacted. More study is warranted to determine the overall usefulness of the developed questionnaires

Instructional Coaching: Developing Efficacy for Project-Based Learning

Project-based learning is a method of instruction utilizing techniques of brainstorming, research, and problem-solving. When learning in project-based environments, students work collaboratively and receive feedback from an authentic audience of knowledgeable and experienced professionals. Although these instructional methods are beneficial for student learning, they conflict with traditional instructional practices. Although teachers in a rural Missouri school district received professional development for incorporating project-based learning, they expressed feelings of confusion, uncertainty, and decreased competency when relinquishing traditional instructional methods. These feelings are indicative of low levels of self-efficacy that can negatively influence the degree to which new instructional methods are implemented in classrooms. Thus, an instructional coaching intervention to address teachers’ efficacy for implementing project-based learning was developed. This dissertation reports outcomes of a mixed-methods action research study that explores the influence instructional coaching had for teachers’ self-efficacy to implement project-based learning. Quantitative and qualitative data gathered during the initial phases of the action research resulted in the design of a unique peer instructional coaching model to support teachers during their first year of project-based learning implementation. A sample of teachers participated in peer coaching professional development, and quantitative and qualitative data were collected over a period of six months to determine the effectiveness of the intervention. Analyses of data indicated instructional coaching positively influenced teachers’ self-efficacy to implement project-based learning in high school classrooms. Further, elementary teachers demonstrated gains in their ability to implement elements of project-based learning when instructional coaching was used. Thus, results identified a need to continue the development of teacher efficacy and expand the peer instructional coaching model. Additional implications of teachers’ participation in peer instructional coaching resulted in strengthened relationships, reduced feelings of isolation, and the development of teacher leaders. Findings from this study were used to address the instructional practices of teachers in a rural Missouri school district and may be useful for schools when implementing new initiatives, curriculum, or instructional practices. Additionally, this study provides useful methods for schools aiming to incorporate practices of instructional coaching and roles of teacher leaders in professional learning