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Carry on : poetry by young immigrants
The award-winning illustrator of The Big Monster Who Loved Reading Too Much presents an #OwnVoices collection that pairs expressive portraits with poems by immigrant newcomers to Canada who reflect on the experiences of leaving behind loved ones and adapting to a new culture.
Book
Top food categories contributing to Canadian children’s energy and nutrient intakes at school
Understanding the foods and beverages that children consume at school can help inform the development of school food programs, which has become a priority in Canada following the announcement of federal funding commitments and release of Canada's first National School Food Policy in 2024. Therefore, the objective was to identify top sources of energy, nutrients to limit (sodium, sugars, and saturated fat), and nutrients to encourage (potassium, calcium, fibre, iron, and vitamin A) consumed by Canadian children at school.
Intake data from the first day 24-hour recall of the 2015 Canadian Community Health Survey - Nutrition was examined for children 4-18 y (n = 1,690) who consumed food at school. Foods and beverages were grouped into 28 categories (e.g., baked goods, fruit and vegetable juice and drinks etc.). Top categories were identified by frequency of consumption and percent contribution to total population-level intakes.
Top sources of nutrients to limit often overlapped with top sources of nutrients to encourage. Handheld entrées was the top source of energy, sodium, saturated fat, calcium, and iron intakes at school. Fruits was the top source of sugars, potassium, and fibre and vegetables was the top source of vitamin A. By age group and sex, top sources were mostly similar with some differences in rankings and percent contributions.
Results identified the top sources of energy, nutrients to limit, and nutrients to encourage consumed by Canadian children at school. Knowledge of these sources can inform the development of school food programs that aim to improve the diet quality of Canadian children at school.
Journal Article
Presentation of the Special Issue Regarding African Canadian Educational Excellence
Presentation of the special issue regarding African Canadian educational excellence
Journal Article
Examining Canadian Graduate Students’ Views on Ideal Supervision: A Qualitative Coding Approach
Research highlights academic, mentoring, and personal characteristics students associate with ideal supervision. The Graduate Student Experience Survey (GSES) invited graduate students from all disciplines to share their views on the qualities and characteristics of ideal supervision. The quantity and diversity responses posed a challenge: How can we systematically analyze textual data from diverse graduate students across campus? In this article, we describe the creation and application of a qualitative coding framework—a systematic method for categorizing and coding textual data—to synthesize 824 student responses to an open-ended survey question. We administered the GSES in 2022 and 2023 and conducted a quantitative content analysis and qualitative interpretation of 993 data extracts. Findings are organized into five categories: personal characteristics, teaching/mentoring, relational trust, professional support, and academic support. This deductive approach to qualitative analysis enabled us to identify trends and patterns in the traits graduate students most frequently associated with ideal supervision. These findings have practical applications: researchers can adapt the qualitative coding framework to analyze textual data, graduate students can use findings to identify suitable supervisors, and university leadership can leverage findings to improve supervisory development.
Journal Article
Reversed Student Mobility: Canadian Exchange Students' Motivations for Studying in Mainland China
In order to promote Canadian students' mobility to China, it is essential to understand their motivations to study in Chinese universities because it influences their learning experiences. Through the application of the push-pull model as a conceptual framework (Altbach, 1998; Mazzarol & Soutar, 2002), this study explores the factors that motivate Canadian exchange students to study in China. Semi-structured interviews were conducted with 14 non-Chinese spoken Canadian exchange students from 9 universities. The findings reveal that both push and pull factors affect students' decisions to study in China. The key push factors are learning the Chinese language and culture and personal growth; the primary pull factors are China's potential for economic development, future opportunities, and the availability of exchange programs. This study provides stakeholders with insights into designing exchange programs targeted to students' needs and developing marketing strategies to attract Canadian international students.
Journal Article
Self-System Mediates the Effect of Physical Activity on Students’ Anxiety: A study from Canada
Physical activity has several mental and psychological health benefits for students. Various studies in western countries have shown evidence of a relationship between physical activity and academic anxiety. Further, researchers have suggested testing the mechanism of this relationship. In this study, we aim to test the association between physical activity and academic anxiety of Canadian university students and to examine whether the mediation of self-enhancement and self-criticism explains this relationship. Four hundred and forty-two university students participated in the study. Structural equation modeling was applied to develop multiple mediation models. Results revealed that physical activity does not directly affect academic anxiety, but indirectly through self-enhancement and self-criticism. Based on the study findings, it is recommended that physical activity be promoted among students to promote self-enhancement, minimize negative thinking and self-criticism, and reduce their academic anxiety.
Journal Article
Linguistic Capital and Academic Achievement of Canadian- and Foreign-Born University Students
Au Canada, plusieurs universités prennent des mesures pour recruter des immigrants ou leurs enfants et satisfaire leurs besoins—et parmi eux plusieurs ont l'anglais comme langue seconde. Il n'y a pas de recherches au Canada qui comparent la progression potentielle du capital linguistique des étudiants ayant l'anglais comme langue seconde et celui des autres étudiants au fil de leur parcours universitaire, avec les relations entre les progressions du capital linguistique et de l'acquisition des connaissances. L'auteur montre dans cette étude que, contrairement aux étudiants canadiens et ceux nés à l'étranger pour lesquels l'anglais est la première langue, le capital linguistique des étudiants nés à l'étranger dont l'anglais est une langue seconde s'accroît au cours des quatre années d'études universitaires. Cependant, cette augmentation du capital linguistique ne correspond pas à une augmentation de l'acquisition des connaissances. In Canada, many universities are taking steps to recruit and meet the needs of immigrants and/or their sons and daughters, many of whom have English as a second language (ESL). There is, however, no research in Canada comparing potential increases in the linguistic capital of ESL and other students over the course of their university careers and the connection between increases in linguistic capital and academic achievement. In this study, it is shown that in contrast to Canadian‐ and foreign‐born students for whom English is a first language, and Canadian‐born ESL students, the linguistic capital of foreign‐born ESL students increases over 4 years of university study; however, this increase in linguistic capital is not paralleled by an increase in academic achievement.
Journal Article
Personal Shift: The Potential for Transformative Learning in Youth Through International Service Education Programs
This interdisciplinary research paper explores the potential for transformative learning in senior school students who participated in a cultural immersion experiential education program offered by St. Michaels University School (SMUS) in Victoria, BC, Canada. In applying grounded theory methodology and narrative analysis to 12 semi-structured interviews I conducted with SMUS students and alumni who had partaken of the experiential program, I discovered learning and transformation of consciousness themes in their comments. From these findings, I have created a transformative learning process theoretical model that outlines the phases of transformational change or a personal shift experienced by the students and alumni during and following their international service trips. Among the insights I have gained from this study is the presence of each student's recognition of his or her maturation or growing up that occurred concurrently with his or her transformative learning process.
Dissertation
What is sex? Students' definitions of having sex, sexual partner, and unfaithful sexual behaviour
In this study 164 heterosexual Canadian university students were asked about their definitions of the terms having sex, sexual partner, and unfaithful. Students were asked to indicate which from a list of 18 sexual behaviours they would include in their definition of each of the three terms. Significantly more behaviours were included in students' unfaithful definition than were included in the sexual partner definition and significantly more behaviours were included in the sexual partner definition than in the having sex definition. For example, while less than 25% of participants considered oral genital behaviour to be having sex, more than 60% thought that the giver or receiver of oral sex was a sexual partner, and more than 97% considered a partner who had oral sex with someone else to be have been unfaithful. Similarly, while masturbating to orgasm in the presence of another was considered to be having sex by less than 4% of participants, 34% reported that this behaviour was sufficient to consider that person a sexual partner and 95% considered it to be unfaithful. Students were more likely to include a behaviour in their definitions if orgasm occurred than if orgasm did not occur. There were no significant gender differences. Multiple regression analyses revealed that older and less sexually experienced students reported a broader definition of sexual partner than did younger and more sexually experienced students. The implications of these findings for sex research and sexual health promotion are discussed. [PUBLICATION ABSTRACT] Key words: Sexual behaviour definitions Having sex Sexual partner Unfaithful Canadian university students
Journal Article
Bringing Home Net Zero
Over the last few years, his project has morphed into a collaboration with about 100 students and faculty members from Carleton, Queen's University and Algonquin College to design and construct Echo, a futuristic, net-zero-energy suburban house. The two-part, 970-foot2 modular structure relies on solar photovoltaic panels to create electricity, thermal technology to store and deploy heat from the sun, and vacuum insulation panels to seal the building envelope.
Journal Article