Faculty of Education
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The Faculty of Education (FEDU) has research focus on digital literacies and coding, online and e-learning, mobile and technology-based learning, problem-based learning, STEAM education, mathematics education, pre-service teacher education, health and wellness, and language literacy. It offers programs in education at both the undergraduate and graduate level.
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Browsing Faculty of Education by Author "Campbell, Brian"
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Item Academic success courses at Ontario colleges: a qualitative analysis of syllabi(2020-07-01) Parsons, Jesse A.; Campbell, Brian; Hunter, Bill; Stokes, JoeOntario Colleges expanded enrolment and reached into populations that traditionally did not attend post-secondary (Rae, 2005). The challenge has been to support students who were not prepared for college-level academic work (Habley, Bloom & Robbins, 2012). Lennon, Skolnik and Jones (2015) pointed out that colleges have been providing curriculum arguably of high school equivalency. First-semester academic success courses have been a curricular response to these challenges. Academic success courses are a combination of learning skills, involvement, metacognition, motivation, and self-regulated learning (Tebe, 2007; Burchard & Swerdzewski, 2009; Rasmussen, 2013; Hoops, Yu, Burridge & Wolters, 2015). There does not exist a set or taxonomy of skills and student development concepts described in academic success course outlines from across the Ontario colleges. To fill this gap, I qualitatively categorized skills and student development concepts described within academic success course outline documents from across Ontario. The first step was a comprehensive scan of college program websites to determine the programs that incorporated an academic success course. Fifty-nine course outline documents were acquired for a content analysis of course descriptions and learning outcomes. The categorization of skills and concepts was based on a synthesis of literature on academic success, academic competencies, and the demands of industry. 304 programs incorporated an academic success course. Academic success courses were used in all college credentials. Results suggested that courses are widely used, though less so in the advanced credentials. Some courses were structured generically and applied across a range of programs while other courses were offered within programs using discipline specific language (e.g., business, heath). A qualitative content analysis revealed dominant course themes of academic skills and personal development. Learning outcomes seldom expressed reading and writing skills. Learning outcomes seldom expressed connecting to the college environment or services. Learning outcomes seldom expressed aspects of resourcefulness or resiliency. Recommendations for curriculum designers to address gaps in learning outcomes are offered. Further research is suggested to clarify the nature and use of academic success courses at the Ontario colleges.Item Mastering tribunal forms: teaching students in law-related programs using public legal education and information(2024-01-01) Smith, Sandra K.; Hunter, Bill; Campbell, BrianLaw clerks and licensed paralegals in Ontario prepare standardized tribunal-issued forms, such as those for the Landlord and Tenant Board (LTB), on behalf of their clients. Training paralegal candidates and law clerk students to produce these complex forms is a core part of their education in residential landlord and tenant law courses in Ontario’s community college programs. The LTB and Community Legal Education Ontario (CLEO) have created resources to assist the public to complete the forms without the assistance of legal professionals. The purpose of these resources aligns well with the learning outcomes of the curricula for educating law clerks and paralegals, in that the goal of both is to facilitate the production of complete, accurate and effective documents that can commence a claim before the Tribunal. This study examines the challenges that students in a community college encounter in learning to complete the forms; proposes that the age, languages spoken, and educational background of the students affect their success; and suggests that resources used by the public can support students as they learn.