Session 6: Challenging pedagogies
Chair: Elisheva Lightstone
Dr. Philip Semple
Research Into Implicit Bias in Police Recruits and Their Instructors at the RCMP - When Things Do Not Go According to Plan
Dr. Semple started his PhD journey in the Summer of 2015. The thesis seemed logical and straightforward. A sequential mixed methodological study of implicit bias in police recruits and their instructors to determine the levels of their bias and effectiveness of their training. 7 years later after the COVID-19 pandemic shut down the police college for a year and another year just trying to get permission to conduct the research the study is now completed and being both duplicated and replicated externally. Perseverance, my friend.
Dr. Tim Brunet
Pedagogical Persuasions and the Capability Approach
Come learn about curricular frameworks, course samples, and student engagement projects that reposition the social contract for higher education. The capability approach was applied to two professional communication courses that grew into a campus-wide project titled UWill Discover - Sustainable Futures. The UWill Discover project is partially funded by the SSHRC and the Office of Vice President Research at the University of Windsor. The capability approach is the underpinning framework for the United Nations Human Development Reports, Human Development Index and the Sustainable Development Goals. In this session, instructors, policymakers, and senior administrators at universities and colleges learn new sustainable policy alternatives.
Dr. Bahar Mousavi Hejazi
Implementation of Outcomes-Based Education in an Interdisciplinary Design Course and Curriculum: An Action Research Study
I have explored the implementation of Outcomes-Based Education (OBE) in art and design education through investigative cycles of action-research in my own teaching practice as well as in curriculum planning in my role as the Academic Coordinator of the Art and Design Foundation Program at George Brown College. This case study focuses on the challenges that I, as the action researcher and design educator at the post-secondary level face in the integration of an outcomes-based curriculum model that has been adopted in recent years by the higher education sector in Ontario in order to ensure quality, transparency and compatibility among the credentials. The selection of action research as my strategy of inquiry is my response to the qualitative and critical nature of the challenges that educators are facing in their efforts to integrate learner-centered principles in their teaching practice.