Living our leadership learning in Swift Current, Saskatchewan
MetadataShow full item record
SubjectTeaching; Learning; Education, Higher; Royal Roads University; Experiential learning; Action research
This case study of a MA-Leadership capstone project demonstrates three elements of Royal Roads University’s Learning and Teaching Model: 1) Experiential, authentic learning strategies; 2) Supporting integrative learning—how all elements came together; and 3) Action-oriented research as an inquiry process. RRU MA-Leadership student, Lidia Wesolowska, supported by her academic supervisor, Dr. Niels Agger-Gupta, created a community engagement process to define sustainable downtown revitalization sponsored by the City of Swift Current, Saskatchewan, a community of about 16,000 people. This challenging process involved creating an authentic dialogue complicated by community politics and high visibility. The focus of the inquiry shifted, both during the project design and through its implementation. This study demonstrates how applying the critical learning elements of LTM, combined with an intentional, multi-faceted approach and a transparent leadership style, effectively engaged the community.
DescriptionPart I: Learner Experiences and Outcomes
The following license files are associated with this item:
Showing items related by title, author, creator and subject.
Mudge, Luke (Electronic version published by Vancouver Island University, 2015)The goal of this project is to outline a framework, and create models, that can be used by teachers to guide learners through the process of designing their own learning. This work presents a theoretical framework and ...
Blended learning: expansion of the learning environment from the classroom to technology mediated spaces can have a positive influence on reluctant writers in K-12 Christensen, Jane (Electronic version published by Vancouver Island University, 2014)This blended learning project is focused on the effects of the use of online environments to elicit motivation of reluctant writers in the elementary years. The use of blended learning to facilitate engagement in reluctant ...
Professional learning community focused on assessment for learning: teachers’ reported levels of adoption and changes in attitude MacDowell, Venessa M. (Electronic version published by Vancouver Island University, 2010-05)The empirical evidence on changing educators’ assessment practices shows what pedagogical changes effectively increase student achievement, but the question remains about how to support educators in making the necessary ...