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dc.contributor.authorBarnas, Laurie
dc.date.accessioned2021-09-30T01:03:38Z
dc.date.available2021-09-30T01:03:38Z
dc.date.issued2021-09-30
dc.date.submitted2021
dc.identifier.urihttps://viurrspace.ca/handle/10613/25167
dc.identifier.urihttp://dx.doi.org/10.25316/IR-16987
dc.description.abstractThis qualitative inquiry contributes to an exciting development in the postsecondary education sector for the South Vancouver Island region of British Columbia, Canada. As the West Shore grows, Royal Roads University (RRU) expands its undergraduate programming to respond to the increasing need for postsecondary education. Common Foundations, a challenge-based learning program, offers a unique educational opportunity due to its interdisciplinary and transdisciplinary approach to addressing real-world global challenges. This thesis supports RRU Student and Academic Services, a division that provides a range of student support services and desires an innovative service design to support changing student demographics. This action-research initiative used an appreciative inquiry methodology for two stages of inquiry to learn about the aspirations for services. This study revealed several recommendations, including an integrated first-year experience framework for collaborative planning, Indigenous student supports, inclusive diversity practices, and revealed the strategic emphasis required to support an empowered first-year student experience.
dc.subjectAppreciative Inquiry
dc.subjectChallenge-based learning
dc.subjectFirst-Year Experience
dc.subjectInstitutional frameworks
dc.subjectStudent Affairs
dc.subjectTransition pedagogy
dc.titleStudent-centred services : designing a first-year experience integrated framework for Royal Roads University’s challenge-based learning program
dc.date.updated2021-09-30T01:03:41Z
dc.language.rfc3066en
dc.degree.nameM.A. in Leadership
dc.degree.levelMasters
dc.degree.disciplineSchool of Leadership Studies


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