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REDEVELOP is a graduate student training program funded by the NSERC-CREATE grant, starting in 2017. Its goal is to support the training of new professionals and researchers (> 100) who will be the next generation of science and engineering leaders and policymakers in Canada. The program has successfully developed a framework for operating almost completely virtually, well ahead of the world's transition to online learning due to the COVID-19 pandemic. Our psychology lab, The Individual and Team Performance (ITP) lab, has dedicated over a decade to researching and designing tools that enhance specific training and skill growth necessary for effective remote teamwork. In partnership with the REDEVELOP program, we support students in navigating the unique interpersonal and collaboration challenges posed by virtual team environments. We will discuss how a complex and multidisciplinary program succeeds in training graduate students to become stronger academics, practitioners, and communicators of knowledge. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

The objective of this paper is to contribute to our understanding of 'crisis' in higher education through the analysis of a unique series of events involving a decisive change in the relationship between a university and the state. A descriptive case study approach is used to investigate the crisis in governance at Athabasca University, an open university located in Alberta, Canada. Factors leading to the crisis included the university leadership's decision to move forward with plans to become a near-virtual organization, concerns by local town that a loss of university employees in the region would be an economic catastrophe, and political opportunism on the part of the elected provincial leaders who decided to address the problems raised by the town and shift the mandate of the university. Drawing on institutional theory and the concept of institutional logics, the paper analyses the episodic nature of the crisis and explores both the nature of the conflict and its resolution.

International studies have revealed that Black undergraduate nursing students experience higher levels of attrition from nursing programs. Touted as the least likely racial group to graduate, Black students struggle disproportionately in comparison to their non-Black peers. Canadian literature, however, is largely silent on this topic and this population as a whole. Grounding our reflections in one student's experience, we argue that Canadian nurse educators need to implement invitational, antiracist approaches that intentionally support Black students' success. This article supports our argument by reflecting on both the literature and personal experience. First, we explain our reflective processes. Then, the history of nursing in Canada is presented, followed by an exploration of the current educational landscape. Next, we discuss Black students' experiences in nursing education. We conclude with recommendations for Canadian nurse educators.

Smart Board Technologies (SBTs) are prevalent in K-6 schools and teachers are expected to use them to enhance student learning. The Smart Board (SB) may not be used effectively in the classroom. The effective use of the SB increases student engagement and performance. To ensure the effective use of the SB, the principal's role is crucial. The purpose of this basic qualitative study was to understand principals' perspectives regarding their leadership roles in SBT integration. Bass's theory of transformational leadership and the learning and technology policy framework served as the conceptual frameworks for this study Data were collected from seven K-6 principals using semi-structured interviews. Findings from coding analysis revealed six themes: principal's expertise regarding SBT, perceived roles and responsibilities, perceived benefits of SBT, perceived challenges in the use of SBT, strategies to support use of SBT, and status of effective use of SBT. The results may provide insight on the importance of providing ongoing technology training and support for teachers and insight on policy implementation to ensure the effective use of SBTs to enhance student engagement and performance.

Gendered washrooms and changerooms are sites of tension for many transgender and/or gender non-conforming users. However, these are not the only groups impacted by the exclusive provision of gendered spaces. As gender-neutral facilities become increasingly standardized across multiple sectors, we consider how the rising trend of "universal design" can be realistically adapted within post-secondary institutions. This article proposes the concept of "inclusive design" and provides specific recommendations to improve user experience in gendered and gender-neutral facilities alike on campus.

The objective of this article is to determine if the work of full-time professors in Canada varies depending on the type of universities in which they are employed. A nonparametric comparison of multivariate samples based on data from the Academic Profession in the Knowledge Society (APIKS) survey was used to examine faculty perceptions of their academic work. The results show statistically significant, albeit minimal, differences between primarily undergraduate, comprehensive, and research-intensive institutions. This article confirms that, to a small extent, institutional diversity in Canada is mirrored in academic work, and argues that both vertical and horizontal forms of diversity may exist simultaneously depending on the relative value granted to specific academic activities.

The gender gap in academic research production has been demonstrated through various methods and geographical contexts. Previous research has yielded conflicting results concerning the effect of gender as a stand-alone variable on research production and primarily focused on other individual and organizational variables to explain this gap. We seek to clarify the influence of gender-related variables on academic research production, operationalized as journal article equivalents published three years prior to the survey. Using a stratified sample of 2,968 full-time Canadian university professors (49% men, 49% women; 30 to 89 years of age, M = 56, SD = 10.17) from the Academic Profession in the Knowledge Society survey, we analyzed the effect of 15 gender-related predictors on research production and measured the variance of research production explained by the combination of these predictors. Through multiple linear regressions, our findings indicate that gender as an isolated variable is a weak yet significant predictor ([beta] = 0.04; p < 0.05) of research production, and that a large proportion of variance (R[superscript 2] = 0.33) is explained by a combination of gender-related variables, such as collaborations, workload division and academic rank. Contrary to what has often been assumed, the gender gap in academic research production is not adequately understood through the effect of gender as a stand-alone variable and gains clarity when we use the 'multilevel approach to gender inequalities' conceptual framework, which enlightens the understanding of this phenomenon as a part of the intersection and reinforcement of individual, interactional, organizational, systemic, and cultural institutional factors.

The COVID-19 pandemic has impacted university faculty in profound ways, particularly those who are marginalized by gender. While social and institutional injustices have always existed for these faculty, stressors related to caregiving during a global pandemic have exacerbated inequities related to distribution of care work at home and teaching and caring for students. This amplification of inequities has affected the health and well-being of gender-marginalized faculty, as well as their professional careers. The multi-method qualitative research study described in this report, through a survey and follow-up interviews, examined the impact of caregiving on gender-marginalized faculty at Brandon University during the COVID-19 pandemic. Findings from the study illustrate the problematic nature of caregiving for faculty marginalized by gender, the toll it has taken during a global crisis, and the imperative to equitably recognize, value, and compensate such work.

This article reviews recent literature (2011-present) on the automated scoring (AS) of writing and speaking. Its purpose is to first survey the current research on automated scoring of language, then highlight how automated scoring impacts the present and future of assessment, teaching, and learning. The article begins by outlining the general background of AS issues in language assessment and testing. It then positions AS research with respect to technological advancements. Section two details the literature review search process and criteria for article inclusion. In section three, the three main themes emerging from the review are presented: automated scoring design considerations, the role of humans and artificial intelligence, and the accuracy of automated scoring with different groups. Two tables show how specific articles contributed to each of the themes. Following this, each of the three themes is presented in further detail, with a sequential focus on writing, speaking, and a short summary. Section four addresses AS implementation with respect to current assessment, teaching, and learning issues. Section five considers future research possibilities related to both the research and current uses of AS, with implications for the Canadian context in terms of the next steps for automated scoring.

In the context of academic research, a diversity of ethical issues, conditioned by the different roles of members within these institutions, arise. Previous studies on this topic addressed mainly the perceptions of researchers. However, to our knowledge, no studies have explored the transversal ethical issues from a wider spectrum, including other members of academic institutions as the research ethics board (REB) members, and the research ethics experts. The present study used a descriptive phenomenological approach to document the ethical issues experienced by a heterogeneous group of Canadian researchers, REB members, and research ethics experts. Data collection involved socio-demographic questionnaires and individual semi-structured interviews. Following the triangulation of different perspectives (researchers, REB members and ethics experts), emerging ethical issues were synthesized in ten units of meaning: (1) research integrity, (2) conflicts of interest, (3) respect for research participants, (4) lack of supervision and power imbalances, (5) individualism and performance, (6) inadequate ethical guidance, (7) social injustices, (8) distributive injustices, (9) epistemic injustices, and (10) ethical distress. This study highlighted several problematic elements that can support the identification of future solutions to resolve transversal ethical issues in research that affect the heterogeneous members of the academic community.

For children to know how to fully participate in and most effectively lead the world they will inherit, they must learn how to critically engage with it and be knowledgeable about foundational rights and instruments that support such engagement. Together, critical literacy, which encourages the examination and interrogation of the underlying assumptions of dominant narratives and 'legitimate' knowledge, and children's rights education, which involves children in learning how to express their ideas and fully participate in society (as appropriate to their age and ability), offer a powerful approach--theoretical and pedagogical--to engage children in active engagement of the world, especially with respect to the promotion of social justice. However, the layers of complexity and risks associated with deep consideration of challenging topics require expert guidance and compassionate role modelling from teachers of young children. Our paper considers the intersections between critical literacy and global child rights with reference to a study conducted with young school children in Canada and Uganda to discuss how teachers can support meaningful learning experiences in the classroom that can promote children's agency and social justice commitments.

This research uses i-graduate's International Student Barometer to investigate whether overall satisfaction and institutional recommendation are influenced by student nationality and destination country, while controlling for the covariates of learning experiences. The result of our analysis is the identification of a conceptual framework for the differences between evaluations (reflecting satisfaction with an experience) and behavioral intentions (willingness to recommend that experience to others), and this important frame has consequences for how institutions recruit and retain international students. These results indicate that student nationality, destination country, and learning experience differentially influence both overall satisfaction and institutional recommendation. The study finds that student nationality and destination country significantly influenced both satisfaction and recommendation. While learning experience "teaching" variables ("program organization" and "quality of lectures") mattered most for overall satisfaction, "study" variables ("English language support" and "employability skills") were mainly associated with institutional recommendation. Practical implications for international educators and marketers are discussed, along with pointers for future research.

Critical reflection (CR) is regarded as essential for learning in higher education. Many instructors want students to reflect deeply and critically, but lament perceived deficiencies in students' value and understanding of CR. This qualitative study explored four undergraduate courses across disciplines to appraise how instructors' perceptions of CR compared to the perceptions of their students. We uncovered similarities and differences in how instructors and students define, engage, identify, and value CR. Our findings reveal tensions around how to explain CR to students, and around different methods and meanings across disciplines and contexts with implications for practice. The findings suggest that although facilitating CR remains a challenging and often-nebulous endeavor, both instructors and students value the process and the gap may not be as insurmountable as commonly perceived.

Background: Research suggests physicians may harbour paternalistic attitudes towards people with intellectual and developmental disabilities and lack the knowledge and skills to work with them. This study examined the impact of a brief intellectual and developmental disability curriculum intervention on these outcomes. Methods: First-year medical students completed a pre-post questionnaire on attitudes and knowledge of intellectual and developmental disabilities in conjunction with a curriculum (a virtual tour of a developmental service site; panel discussions; tutorial presentations). Paired data were available for 33 students. Results: Students' confidence communicating with the person increased (pre-mean = 5.7/10, SD = 1.9; post-mean = 6.3/10, SD = 1.7; p < 0.05) as did their feeling of competence taking a history (pre-mean = 4.2/10, SD = 1.9; post-mean = 5.5, SD = 1.7; p < 0.0001). Their inclination toward sheltering people with intellectual and developmental disabilities also increased (pre-mean = 2.8/6, SD = 0.7; post-mean = 3.2/6, SD = 0.7; p < 0.005). Conclusion: This intervention may contribute to student confidence and their sense of competence in interacting with people with intellectual and developmental disabilities but did not suggest they adopted the philosophy of community inclusion.

Alcohol use is prevalent among post-secondary students and negatively impacts their academic achievement. Socially constructed gender-based perceptions can promote alcohol misuse on campus. This is a community-based participatory action research aiming to raise awareness of alcohol use and its relation to gender, bridge campus networks targeting alcohol misuse, and develop a sustainable health promotion intervention. Twelve student-peer researchers from two Canadian universities led the project during the 2017-2018 school year. One multi-phased health promotion initiative consisting of poster/video campaigns, a health promotion website, and on-campus events, was implemented on each campus. Student leadership was empowered through the Action Research Cycle and Fletcher's Ladder of Student Involvement. Data were collected through field notes, activity logs, and semi-structured interviews. A thematic analysis determined that student-peer researchers experienced a sense of accomplishment, empowerment, greater interest in the topic, and a desire to sustain the project, but faced challenges regarding the initiative structures, inter-researcher communication, and teamwork distribution. The results demonstrated that both initiatives successfully reached broad student bodies and increased student awareness of alcohol misuse. This intervention addressed culturally manifested drinking norms and demonstrated effective student-led participatory action research. However, the findings were unique to the specific campus culture and may be of limited generalizability.

COVID-19 poses serious challenges to the health and safety of childcare providers, and these challenges were particularly acute in early 2022 during the first Omicron wave when vaccines were not available for children. Childcare providers work in environments where the recommended methods to minimize COVID-19 infection were often not possible to implement: children could not wear masks for extended periods and were not able to maintain physical distance. Under these pressures, Canada's already-fragile childcare sector was strained, caregivers struggled, and existing deficiencies were exacerbated. As part of a larger quality assurance and improvement project examining the impacts of the pandemic on childcare in the Canadian prairie province of Manitoba, this paper reports on qualitative findings to make public health and policy recommendations for the childcare sector. Data were voluntarily provided by a sample of childcare providers between January 6-13, 2022. A thematic analysis of open-text responses was performed, finding: an urgent need for health and safety resources; a need for sustained support and guidelines; and an absence of value and respect. We also identified an emergent theme of gratitude, which was reflected by an overwhelming number of thanks to the project team for listening to the voices of childcare providers. We draw on our qualitative analysis to propose measures to improve public health and safety, funding, and infrastructure, as well as to underscore the importance of systematic data collection and evaluation to protect and support the essential childcare workforce through the COVID-19 pandemic and into the future.

Purpose: The purpose of this paper is to use the case of York University in Canada to analyze the connection between University Social Responsibility and voluntary disclosure. The authors examine whether the university's voluntary air emissions disclosure is performative by exploring whether York University's espoused commitment to its community stakeholders truly guides its incentive to disclose carbon emissions in the absence of a legal mandate. Design/methodology/approach: This qualitative exploratory study uses a post-humanistic approach to build on publicly available data on key measures and metrics of air quality and carbon emissions to facilitate our understanding of representational and interventionist uses of measurement models by social actors and their basis for making voluntary disclosures. Findings: York University linked the logic of capital markets with sustainability disclosures as an incentive for managing the cost of long-term debt. This paper contributes to measurement practice of sustainability disclosure by reinforcing the practice-theoretic conception of measurement that questions the independent nature of objects measured from the measurement methods and reporting tools. Practical implications: The findings of this study are important to higher education administrators, regulators and policymakers, as they offer a strategic guide for the assessment of reports on an organization's commitment to sustainability and in determining the efficacy of voluntary reporting to community stakeholders in general although they are intended for specific groups. Originality/value: Using York University as an illustrative case, the authors argue that air emissions per se are not a reality that shapes decisions at the organizations; instead, the intra-action of air emissions measurement, communications and operational investments define the reality where sustainability is advanced. Specifically, the authors find that the performative effects of emissions disclosure may be associated with socially desirable outcomes in terms of social responsibility and concrete financial rewards.

This paper presents the Canadian findings from the 2018 APIKS study focusing on the teaching-research nexus. The online, bilingual survey was administered to full-time professors at 64 provincially-funded universities in Canada between October 2017 and June 2018 (n=2968). Findings suggest the majority of full-time, tenure-steam professors prefer both teaching and research and are engaged in both throughout the academic year. These findings are considered in light of broader changes in Canadian higher education including enrolment expansion, the increasing valorization of research, the development of new categories of academic labour, and the growth in precarious contract employment.

This article is concerned with the differences in REB policy and application processes across Canada as they impact multi-jurisdictional, higher education research projects that collect data at universities themselves. Despite the guiding principles of the Tri-Council Policy Statement 2 (TCPS2) there is significant variation among the practices of Research Ethics Boards (REBs) at Canada's universities, particularly when they respond to requests from researchers outside their own institution. The data for this paper were gathered through a review of research ethics applications at 69 universities across Canada. The findings suggest REBs use a range of different application systems and require different revisions and types of oversight for researchers who are not employed at their institution. This paper recommends further harmonization between REBs across the country and national-level dialogue on TCPS2 interpretations.

This article focuses on the perceptions of institutional practices and practices to nurture greater cross-cultural learning and inclusion by highlighting findings from an in-depth qualitative case study conducted at a prominent Canadian research university with a stellar reputation for recruiting and providing an inclusive environment for international students. Using a conceptual framework drawn from institutional diversity theory, this study examines perceptions by students, faculty, and staff of institutional practices and strategies aimed at nurturing inclusion for international students in order to glean insight about whether this institution is perceived to embody its espoused value of inclusive internationalization. The findings demonstrate that when internationalization is upheld as a core value of an institution, that value can be witnessed in the artefacts and rhetoric of an institution. While the rhetoric may influence the creation of additional services to support international students and faculty, it is limiting in its ability to produce inclusive environments, especially for populations of colour. The implications of these findings are discussed.

Until recently, built environments have been designed exclusively to meet the needs of neurotypical populations; however, there is increasing recognition of the need to make built environments more accommodating for neurodiverse populations, including autistic individuals. This scoping review aims to comprehensively explore and synthesise this literature on the internal built environment for autistic individuals providing recommendations for designers, policymakers and clinicians. Five electronic databases were searched, resulting in a total of 28 studies being reviewed. Recommendations are provided for design and construction, lighting, sound, aesthetics, temperature and air quality. While in its early stages, evidence demonstrating the impact that particular qualities of light, colour, sound and spatial planning have on the human sensorium is emerging. In turn, this new knowledge is informing design decisions that are progressing interior environments towards inclusivity. Understanding the positive and negative impacts of decisions made in the design of the built environment has the potential to facilitate the participation and inclusion of autistic individuals.

The purpose of this study was to understand typically developing children's repetitive behavior in a freeplay, daycare setting. By studying repetition in a non-Montessori setting, we tested the assumption that repetition is a characteristic behavior of all young children and not limited to the Montessori environment. Although Maria Montessori identified repetition during her observations, there is little empirical evidence to support her claim: most research has considered repetition in terms of psychopathology. We collected naturalistic observational data on 31 3- to 6-year-old children for a total of 101 hours to investigate the frequency, contexts, and structure of repetitive bouts. Multilevel model results suggest the ubiquity of repetition, as all children in the study engaged in motor repetition. Furthermore, repetition occurred throughout all free-play activities (construction, animation, fantasy play, rough-and-tumble play, and undirected activity), although repetition was not equally distributed across activities. Motor repetition was not equal across ages either; younger children engaged in more motor repetition than did older children. To understand the structure of repetition, our study also looked at the length of repetition bouts, which ranged from 2 to 19 repetitions and averaged 2.86 repetitions per bout. This natural history of repetition is an influential starting point for understanding the role of repetition in development and is informative to both Montessori and non-Montessori early childhood educators.

Control of the COVID-19 pandemic requires significant changes in people's health behaviors. We offer this multidisciplinary perspective on the extent of compliance with social distancing recommendations and on coping with these measures around the globe in the first months of the pandemic. We present descriptive data from our survey of 17,650 respondents across 18 countries and territories in June 2020. The majority of respondents worried about contracting the virus. Nearly all engaged in at least some preventive behaviors, particularly handwashing, mask wearing, and avoiding social events. Most reported that it would be difficult to continue these behaviors for more than a few months, and about half reported feeling more anxious since the start of the pandemic. Commonly reported coping behaviors included news consumption, watching television, and sleeping. Our cross-national study highlights areas for developing and implementing health behavior interventions in the global fight to stop the spread of COVID-19.

Indigenous peoples across Turtle Island, including what is known as Canada, have experienced the traumatic effects of colonisation that have deeply impacted the ability to share language and culture with younger generations. While funding and who it is from is an ongoing struggle for many arts-based practitioners, it is particularly problematic in offering 'solutions' for Indigenous communities in Canada with the ongoing colonial violence and injustice perpetuated by the government and funding institutions. In this article, a collective of Indigenous and non-Indigenous authors discuss decision-making processes, consensus-based policies, and document the ways performance creation assists these processes through protocol and policy.

On the premise that performances and writing can be staged, and that no staging is ever innocent, we tell two unresolved, wonder-oriented phenomenological stories of Relaxed Performances (RP) that reveal 'affective trouble': the delivery of a 'cripped' fashion show at a university and a church-based 'relaxed' choir performance. We compose these narratives from the perspectives of eight participants in collaboration across three universities in Ontario, Canada. These RP moments reveal insights into disability arts as an emotive challenge to so-called proper comportment and introduce new, politicised elements of wonder about what it means to strive for accessible performance.

In March 2020, the COVID-19 pandemic disrupted life around the world, and the (traditional) educational system came to a screeching halt. Educational systems, including physical education teacher education, moved to remote and online teaching modalities almost overnight. This shift, coupled with the cancellation of academic conferences, resulted in many physical education teacher education faculty members feeling isolated and uncertain in their pedagogical approaches. In April 2020, the PETE Collaborative was formed. Initial meetings centered on faculty-related concerns for how to modify content and provide meaningful opportunities for preservice teachers to engage in field experiences during the pandemic. As the community grew, so did the purpose of the Collaborative, which adapted to meet the needs of the members it was established to connect. Therefore, the purpose of this paper is to tell the story of the PETE Collaborative, describe its theoretical underpinnings and provide some thoughts for the future of the initiative.

In order to fulfill their missions, research universities must maintain conditions and capacity for knowledge production and dissemination, while responding to the expectations of governments, other stakeholders, and/or markets. That universities succeed in this quest is vital, not only for their own future as organizations but also for the benefit of current and future generations of students, stakeholders, and society at large. We sought to contribute to the understanding of how higher education institutions and systems rise to the challenge of achieving and sustaining relative institutional autonomy by conducting a comparative case study of the governance of six major universities in five provinces in Canada. This article presents our findings with respect to provincial oversight of the case universities. We found that the case universities appeared to be coming from and to remain at different points on a state supervision/autonomy continuum, but all appeared to be experiencing greater provincial supervision.

The value of weaving Indigenous perspectives into the mainstream curricula of Ontario teacher education programs is gaining prominence (Bell & Brant, 2015; Nardozi, Restoule, Broad, Steele, & James, 2014; Tanaka, 2016). Since the Truth and Reconciliation Commission of Canada's Calls to Action (2015), efforts are being made across Ontario to "educate teachers on how to integrate Indigenous knowledge and teaching methods into classrooms" (TRC #62, p. 7). Despite growing efforts within teacher preparation programs, many settler teacher candidates are still anxious (Kanu, 2011; Morcom & Freeman, 2019); they fear practicing inadvertent cultural appropriation, and/or offending or misinforming their students and colleagues. To address these concerns, we posed the research question: What impact would Indigenous guest speakers and workshop leaders have on helping Settler teacher candidates navigate Indigenous content in a culturally appropriate and respectful manner? Using an action research framework, we explored how Indigenous ways of knowing impacted the attitudes of teacher candidates in a Bachelor of Education program. The data we collected suggests that by listening to and learning from Indigenous teachings, teacher candidates can attain a deeper understanding of relationality (Wilson, 2008) as it applies to Indigenous ways of knowing. While certain questions remained, pre-service teachers had an increased knowledge of Indigenous content, and felt more comfortable integrating Indigenous perspectives into their classroom practice.

This article investigates whether the level of academics' societal engagement (ASE) is higher or lower at universities with leading research university (LRU) status compared with institutions at lower status levels within vertically stratified systems. In a theory-based purposeful sampling, we studied the correlation of LRU-status and ASE in Canada and Germany (intra-academic competition-based status model) and Kazakhstan and Russia (state-assigned status model). In Canada and Germany, universities have self-organized LRU-status groupings, such as the U15. In Kazakhstan and Russia, the National Universities' LRU-status was assigned by the state. In Russia and Germany, Excellence Initiatives blur status-assignation models. Survey data is provided by the cross-country study "Academic Profession in Knowledge Society (APIKS)". We find that techno-commercial ASE is only positively correlated with LRU-status in countries with state-assigned status groupings. Dissemination ASE is not correlated to LRU-status. Negative correlations between dissemination ASE and LRU-status are found in Canada. The results show that societal recognition (captured by industry, ministry, etc. grants) and LRU-status run in parallel in Russia and in Kazakhstan. In comparison with Russia, societal recognition is a distinct mechanism in Germany, which is not triggered by LRU-status. In Canada, ASE is mainly correlated with individual (status) determinants.

Objectives: This rapid review is designed to identify existing tools in the Canadian literature that assess the impacts of climate change on the health of perinatal families, particularly those who are equity-denied. Addressing the needs of equity-denied perinatal populations in the face of climate change is crucial to promoting equitable and inclusive perinatal care in Canada. Methods: Rapid review methodology was selected to provide evidence in a timely and cost-effective manner. PubMed/MEDLINE and gray literature (Google and Google Scholar) were searched for English and French papers published from 2013 onward. The original research question, focused on climate change and health, yielded very few relevant results. Therefore, the search was broadened to include environmental health. Garrity et al.'s (J Clin Epidemiol 130:13–22, 2021) nine-stage process was used to identify 11 relevant papers, extract the relevant data, and complete the narrative synthesis. Synthesis. This review revealed a significant lack of tools for comprehensively assessing climate-health impacts on perinatal families and equity-denied perinatal families. While Canadian perinatal health screenings focus on equity via indicators of several social determinants of health (e.g., income, social support), they largely omit climate considerations. Environmental health factors are more commonly included but remain minimal. Conclusion: Climate-health screening tools are lacking yet needed in routine perinatal healthcare. Given the seriousness of climate change, urgent engagement of health systems and healthcare workers is essential to help mitigate and adapt to climate-health challenges, particularly for perinatal families experiencing health inequities. [ABSTRACT FROM AUTHOR]

The objective of this paper is to contribute to our understanding of 'crisis' in higher education through the analysis of a unique series of events involving a decisive change in the relationship between a university and the state. A descriptive case study approach is used to investigate the crisis in governance at Athabasca University, an open university located in Alberta, Canada. Factors leading to the crisis included the university leadership's decision to move forward with plans to become a near‐virtual organization, concerns by local town that a loss of university employees in the region would be an economic catastrophe, and political opportunism on the part of the elected provincial leaders who decided to address the problems raised by the town and shift the mandate of the university. Drawing on institutional theory and the concept of institutional logics, the paper analyses the episodic nature of the crisis and explores both the nature of the conflict and its resolution. [ABSTRACT FROM AUTHOR]

Introduction: The Canadian Occupational Performance Measure (COPM) was implemented at a state‐wide burns service to ensure compliance with current best evidence as outlined by the Australian and New Zealand Burns Association 'burn trauma rehabilitation: allied health practice guidelines'‐ Chapter 7 Measuring Post‐Burn Recovery, as a standard outcome measure for individuals with an admission time greater than 24 h. The primary aim of this study is to determine if individuals have a minimal important change in performance and satisfaction with activities that were identified as problematic on the COPM prior to their acute discharge. Previous research confirmed the feasibility of using the COPM in the acute burn ward and recommended the most appropriate timepoint for re‐measurement be confirmed, which is the secondary objective of this study. The benefits of confirming this timepoint include ensuring efficient use of clinicians' time without compromising the accuracy of the assessment and ensuring effective translation of the guidelines' recommendation. Methods: A prospective longitudinal study was undertaken, where all individuals who previously completed a COPM prior to acute discharge were sought to complete a re‐assessment while accessing outpatient services. Time frames for re‐assessment were open. Only individuals who were actively receiving occupational therapy outpatient services were included. COPM assessments were completed in person where possible, particularly for participants who required an interpreter, with phone and video calls also used when needed. Results: A total of 37 participants were included, with the timeframe between initial and post‐COPM assessment ranging from 2 to 643 days. Outcomes plateaued at approximately 12 months (365 days) post‐initial measurement (prior to discharge from acute ward). The most common occupational performance goals that participants identified were returning to work, sport, and driving. 86.5% of participants increased their satisfaction with these activities. The results of this study demonstrate improvements across the domains of performance and satisfaction occur for individuals with burns at approximately 3 months and 12 months post‐injury. Conclusion: Based on this study, it is suggested that when using the COPM assessment in a tertiary burn setting, re‐measurement be completed no earlier than 3 months and later than 12 months from burn injury, or upon discharge from the service. The findings from this study will be translated into clinical practice at this facility. PLAIN LANGUAGE SUMMARY: This study used the Canadian Occupational Performance Measure (COPM) to measure change in individuals' reports of performance and satisfaction of activities, which were identified as problematic post‐burn injury. Rehabilitation post‐burn injury is lengthy and can take months or years depending on the individual. A change in two or more scores on the COPM is determined as an important change. Thirty‐seven individuals participated in this study at different time points post‐discharge from the acute ward. The results demonstrate that the COPM should be used 3 months and 12 months post‐discharge from the acute ward for individuals who sustained a burn injury. [ABSTRACT FROM AUTHOR]

Background: As a rare endocrine disorder, Cushing's Syndrome (Cushing's) is characterized by numerous symptoms and a non-specific presentation, leading to a delay to diagnosis for patients with this disease. To date, research examining the lived experiences of patients with Cushing's in healthcare is absent in the literature. This preliminary inquiry into the healthcare experiences of women with Cushing's aimed to examine the utility of this line of inquiry to support the patient centered care of individuals with Cushing's. Methods: Seven women from across Canada with endogenous Cushing's participated in the study. Semi-structured interviews were conducted examining participants' healthcare and body-related experiences with Cushing's. Results pertaining to healthcare experiences were analyzed for the current study using reflexive thematic analysis. Results: Four themes emerged whereby women with Cushing's experienced (1) a lack of patient centered care, characterized by provider miscommunication and medical gaslighting; (2) a misunderstanding of their symptoms as related to weight gain; (3) weight stigma in healthcare encounters; and (4) a shift in their quality of care following diagnosis. Conclusions: The results highlight the importance of patient centered care as well as the negative impact of commonly reported barriers to patient centered care. Cushing's specific barriers to patient centered care may include weight stigma as well as the rare incidence of Cushing's. Further research is needed to better understand the healthcare experiences of people with Cushing's in Canada. [ABSTRACT FROM AUTHOR]

In order to meet the demands in a cost-effective manner of an emerging knowledge society that is global in scope, structural higher education policy changes have been introduced in many countries with a focus on systemic and programmatic diversity. There has been an ongoing debate about institutional diversity in Ontario higher education, especially within the university sector, for at least five decades. This paper will provide insight into issues of quality, accessibility, and funding through the lens of the current policy debate about institutional diversity by using document and policy analysis, and by drawing on a number of semi-structured interviews with senior university and system-level administrators.

Following the design of a similar study in 2000, the authors conducted a study of university senates (academic councils) to assess the current state of academic governance in Canada's universities. An earlier paper presented and analyzed the data that were gathered about senate size, composition, structure, legislative authority, and work, and about structural and governance changes to senates in the intervening decade. The current paper focuses on themes arising from responses to the 2012 survey's open-ended questions, highlighting key findings. Significant findings relate to a sizeable discrepancy between senate members' perceptions of the importance of effective academic oversight and their success at achieving this. Suggested reforms include: reviewing and improving senate performance; fostering a culture of trust and respect among and within governing bodies; clarifying spheres of authority and accountability; and promoting the importance of collegial governance and oversight within the institution.

Previous scholarly attention to the experiences of faculty members has emphasized the contexts of US institutions, with minimal attention to the experiences of faculty members at Canadian universities. This paper presents the findings of the Canadian component of an international survey that was administered in 19 different jurisdictions to understand the perceptions of faculty members about the nature and scope of changes to academic work. As such, the paper explores the perceptions on research and teaching of full-time faculty members affiliated with Canadian universities. Overall, faculty members revealed that Canadian universities have strong, engaging, and vibrant research and teaching environments, yet there are also areas for improvement. Specifically, findings showed that faculty members perceived considerable autonomy with respect to research activities, despite the increasing need to secure external funding for research. Also, faculty expressed substantial commitment to teaching undergraduate students but a lack of clarity about some issues related to graduate teaching. The survey results provide an important baseline for future studies of Canadian universities and the working conditions of the professoriate in a time of rapid institutional and professional change.

Academic institutions and research funders have in the last decade devoted considerable effort to developing policies to support academic integrity and prevent misconduct. In this study, we consider the extent to which various initiatives of Canadian federal and provincial (Québec) funders have affected the development of institutional research integrity/misconduct (RIM) policies. Examining the creation and modification dates of 32 institutional RIM policies, we find that federal but not provincial initiatives appear to have the greatest impact on the development of RIM policies. Idiosyncrasies in the creation dates, as well as lack of evidence of a systematic pattern in modification dates, suggest a complex system that is often insulated from certain government initiatives. These results lead us to conclude that there should be greater consistency in the development or updating of RIM policies to ensure the appropriate treatment of misconduct and to encourage behaviour that meets the highest standards of research integrity.

In at least 55 countries worldwide, from, India to Canada, Russia to New Zealand, and Egypt to South Africa, Community, Schools are being developed. The International Centre of Excellence for Community Schools (ICECS) is a new non-government organization (NGO) established with funding from C. S. Mott Foundation, which is developing actual and virtual networks across the world with practitioners. This article sets out the information this Centre has gathered through its contacts within these networks. It is therefore an article based largely on practical experience as reported by ICECS itself and by partners in several countries with which it has worked during the last 10 years. These networks are becoming communities of learning through which members can share their experiences in identifying the characteristics of Community Schools, the reasons for their adoption, the training and dissemination techniques that encourage wider adoption, and the relationship between the schools and local, regional, and national administrations. Academic analyses of this work are scarce.

Over the last 15 years, the government of Ontario, Canada began seeking ways to deliver and expand higher education in a more cost effective and sustainable manner through the introduction of two major policy goals: greater institutional differentiation and the expansion of student pathways. This paper will attempt to determine the compatibility of these two policy goals through a review of the relevant literature to determine if the policies are aligned from an efficiency and effectiveness, and public policy perspective. It will also identify a number of policy levers used in Ontario that may affect the extent of diversity and student pathways through document analysis, to assess their compatibility by making a limited use of the field of organisational theory as a lens to place the policies into context. It will also examine the extent to which various institutional types in Ontario have been engaged in student mobility and will compare and contrast the various strategies used to satisfy these public policy goals through textual analysis to highlight current successful institutional strategies that can be used by other jurisdictions. It will conclude with some key observations that the authors feel are necessary for either policy goal to succeed.

Research into higher education has shown that for those who identify as Lesbian, Gay, Bisexual, Trans* and/or Queer (LGBTQ), universities are places where both direct and indirect discrimination is experienced. This paper reports the findings from a systematic search and review on gender and sexual diversity in professional practice placements. This was part of a broader project exploring the way that students were supported and educated to provide appropriate support for LGBTQ people using their services and whether students who identified as LGBTQ experienced specific issues regarding the (non)disclosure of their gender or sexual diversity in placement settings. Three primary themes were identified. Environment: which relates to the way that homophobic and transphobic discrimination is experienced in professional practice. Influence: the importance of faculty on the environment as both a positive and negative force. Interventions: how students support LGBTQ people who use their services and how educators intervene with students who identify as LGBTQ. Our review showed how students in all included disciplines report feeling under-prepared for the realities of working with LGBTQ people in practice. However there are examples of positive practices which can support LGBTQ students through navigating disclosure of their own identities, as well as enabling all students to act as advocates and allies for the LGBTQ service users and peers/colleagues that they will inevitably work with and alongside, throughout their careers.

The increasing availability of physician-assisted death (PAD) has opened up a novel means of making donated bodies available for anatomical dissection. This practice has come to the fore in Canada, but is unlikely to be confined to that country as legislation changes in other countries. The ethical considerations raised by this development are placed within the framework of the ethical guidelines on body donation promulgated by the International Federation of Associations of Anatomists. The discussion centers on understanding the ethical dimensions of moral complicity, and whether it is accepted or rejected. If rejected it is possible to separate ethical concerns regarding PAD from subsequent use of donated bodies, as long as there is fully informed consent and complete ethical and procedural separation of the two. Openness about the origin of bodies for dissection is essential. Students should be instructed on the nuances of moral complicity, and consideration be given to those with moral doubts about PAD. Two issues are raised in considering whether these moves represent an ethical slippery slope: the attraction represented by obtaining relatively "high quality" bodies, and the manner in which organ donation following PAD has led to challenges to the dead donor rule. Although body donation raises fewer concerns, the ethical dimensions of the two are similar. The ethical constraints outlined here have the capacity to prevent an ethical slippery slope and constitute a sound basis for addressing an innovative opportunity for anatomists.

In recognition that student academic misconduct is a complex issue that requires a holistic and institutional approach, this case study explores the impact of an intervention strategy adopted by the Faculty of Applied Health Sciences (comprised of approximately 80 faculty and an average of 3,240 undergraduate students) at Brock University, St. Catharines, Ontario. In 2006, spearheaded by the Associate Dean for Undergraduate Studies, a Faculty-wide academic integrity strategic plan was designed and implemented. The plan identified 4 principles (collaboration, education, assessment, and monitoring and detection) and recommended 17 initiatives. This case study examines the impact of theses initiatives through an analysis of survey data and incidences of student misconduct cases adjudicated between 2005 and 2012 (with 2006 as the point of intervention). Data was coded and analyzed using the Welch's t-test. Results indicated that the intervention strategy led to a significant reduction in the frequency of self reported at risk behavior and the number of academic misconduct cases. This paper will report on these findings and identify the strategies that helped effect a positive change in the culture of academic integrity.

Background: We explored priority areas of food safety education needed by high-school students within Ontario, Canada. Methods: We analyzed transcripts from semistructured interviews with 20 experts in food safety, food safety education in youth, and high-school education in Ontario. Inductive thematic analysis was used to identify priority food safety education needs. Results: We identified 4 priority action areas for food safety education targeting students: how to safely do the things they typically do with food; how to keep themselves and their kitchens clean and safe; how microorganisms grow and how they can result in foodborne disease; and how to keep food out of the "danger zone" 4°C to 60°C (40° F to 140° F). The results indicate that students need specific education around the use of microwaves, consumption of convenience meals, preparing and handling foods at school events, and safe transportation of food for lunches, school trips, and sporting events. Conclusions: High-school students need food safety education specific to their usual interactions with food, including the foods, tools, and settings students regularly encounter. Delivery of food safety education should emphasize sequences of safe food-handling behaviors for specific food interactions, such as reheating a meal in the microwave, rather than traditional food safety concepts, such as temperature abuse.

The purpose of this article is to explore the development of the knowledge base on middle leadership in schools. Since the seminal reviews conducted by Bennett a contemporary scan only of the scholarly literature on middle leaders/leadership in schools has not been undertaken. Consequently, this article looks at outputs relating to this topic by examining research papers indexed in the Web of Science and in SCOPUS between 2003 and 2017. The prime purpose of this review is to offer some reflections on the development of the empirical base on middle leadership in schools since 2003 and to highlight some of the implications for future research. The article concludes that middle leadership in schools remains an ongoing focus of research inquiry in a growing number of countries but suggests that the knowledge base would benefit from more sophisticated empirical studies and greater theoretical analysis.