scholarly journals Where is it? Examining Post-Secondary Students' Accessibility to Policies and Resources on Sexual Violence

2019 ◽  
Vol 49 (2) ◽  
pp. 90-108
Author(s):  
Jacey Magnussen ◽  
Irene Shankar
Keyword(s):  
British Columbia ◽  
Sexual Assault ◽  
Sexual Violence ◽  
Secondary Students ◽  
Support Services ◽  
Post Secondary ◽  
Policies And Programs ◽  
Sexual Assault Policy ◽  
Similar Legislation

Faced with a growing demand for adequate policies and programs that meaningfully address sexual violence on campus, the provinces of British Columbia, Ontario and Manitoba have introduced legislation requiring all post-secondary institutions to institute a sexual assault policy. The remaining provinces and territories do not have similar legislation. In absence of such legislation, using the case study of Alberta, we examined how equipped post-secondary institutions in this province are to assist students in need. Utilizing publicly available data we examined: 1) whether Alberta’s post-secondary institutions have a sexual violence policy which is readily and easily accessible to the student; and 2) the ease with which students can access university resources and support services for sexual violence. The results indicate that most institutions do not have an accessible policy and support services for students in need. We are hopeful that this study can inform those designing and advocating for sexual violence policies on campus to institute measures to clarify institutions’ sexual violence policies, increase accessibility to those policies, create policies where they are missing, and work on clarifying the availability of resources for students on and off campus.

scholarly journals Where is it? Examining Post-Secondary Students' Accessibility to Policies and Resources on Sexual Violence

2019 ◽  
Vol 49 (2) ◽  
pp. 90-108
Author(s):  
Jacey Magnussen ◽  
Irene Shankar
Keyword(s):  
British Columbia ◽  
Sexual Assault ◽  
Sexual Violence ◽  
Secondary Students ◽  
Support Services ◽  
Post Secondary ◽  
Policies And Programs ◽  
Sexual Assault Policy ◽  
Similar Legislation

Faced with a growing demand for adequate policies and programs that meaningfully address sexual violence on campus, the provinces of British Columbia, Ontario and Manitoba have introduced legislation requiring all post-secondary institutions to institute a sexual assault policy. The remaining provincesand territories do not have similar legislation. In absence of such legislation, using the case study of Alberta, we examined how equipped post-secondary institutions in this province are to assist students in need. Utilizing publicly available data we examined: 1) whether Alberta’s post-secondary institutions have a sexual violence policy which is readily and easily accessible to the student; and 2) the ease with which students can access university resources and support services for sexual violence. The results indicate that most institutions do not have an accessible policy and support services for students in need. We are hopeful that this study can inform those designing and advocating for sexual violence policies on campus to institute measures to clarify institutions’ sexual violence policies, increase accessibility to those policies, create policies where they are missing, and work on clarifying the availability of resources for students on and off campus.

scholarly journals The Role of Trust in Student Perceptions of University Sexual Assault Policies and Services

2020 ◽  
Vol 50 (2) ◽  
pp. 39-53
Author(s):  
Olga Marques ◽  
Amanda Couture-Carron ◽  
Tyler Frederick ◽  
Hannah Scott
Keyword(s):  
Sexual Assault ◽  
Student Perceptions ◽  
University Campus ◽  
Post Secondary ◽  
Student Trust ◽  
The Government ◽  
Policies And Programs ◽  
The University ◽  
Do So

Many post-secondary institutions are developing policies and programs aimed at improving responses to sexual assault experienced by students. In some areas, such as Ontario, Canada, the government has mandated post-secondary institutions to do so. However significant these initiatives, they are predicated on the assumption that students trust, and want to engage with, the university following sexual violence. This study explores students’ perceptions of sexual assault policies and services on one mid-size university campus focusing specifically on how trust factors into reporting sexual victimization and using services. Findings show that students believe that sexual assault policies and programs exist, but this does not meanstudents are willing to use such resources or that they even trust that their university has students’ needs and interests at the fore. This paper discusses policy and programmatic considerations for building student trust in their post-secondary institutions to encourage student use of campus support.

scholarly journals Iceland as a therapeutic landscape: white wilderness spaces for well-being

GeoJournal ◽  
2020 ◽  
Author(s):  
Kaelan Brooke ◽  
Allison Williams
Keyword(s):  
Secondary Students ◽  
Spiritual Healing ◽  
Well Being ◽  
Natural Environments ◽  
Glacial Ice ◽  
Therapeutic Landscapes ◽  
Post Secondary ◽  
Study Approach ◽  
Therapeutic Landscape

AbstractTherapeutic landscapes are reputed to have a lasting repute for realizing healing. Traditional therapeutic landscapes have recognized natural environments as often sought after places for well-being. Such places promote wellness via their close encounter with nature, facilitating relaxation and restoration, and enhancing a combination of physical, mental, and spiritual healing. The physical environment of Iceland is explored through a case study approach, primarily employing data from the field notebooks of post-secondary students travelling in Iceland, as well as the authors’ ethnographic field experience in Iceland. Iceland is examined using both a traditional understanding of therapeutic landscapes, as well as the contemporary understanding of the coloured landscape. In addition to the colour white, reflected in the glacial ice, moving water, and geo-thermal steams, black and various other colours in combination are discussed.

scholarly journals Reporting Unwanted Sexual Behaviour at a Post-Secondary Institution: Student Understandings of Campus Policy

2020 ◽  
Vol 12 (1) ◽  
pp. 225-242
Author(s):  
Lindsay Ostridge ◽  
Christopher D. O'Connor
Keyword(s):  
Sexual Violence ◽  
Student Perceptions ◽  
Universities And Colleges ◽  
Post Secondary ◽  
Campus Policy ◽  
Reporting Process ◽  
Commuter University ◽  
Post Secondary Institution ◽  
Student Input

The Ontario government recently mandated all universities and colleges in Ontario, Canada to create a sexual violence policy that involves student input. Using a small commuter university in southwestern Ontario as a case study, this article examined student perceptions of an existing university sexual violence policy. More specifically, we conducted online qualitative research with seventeen students using an open-ended inductive, exploratory instrument. We asked students to read and define aspects of their university’s sexual violence policy in their own words. The objective of this research was to examine if students adequately comprehended the language of the policy, how to report, who to report to, feel safe reporting, and whether or not they find the reporting process supportive of their needs. Also discussed are student recommendations for what they would like to see in university sexual violence policies.  

Library services to Canadian college students with print disabilities

1999 ◽  
Vol 17 (2) ◽  
pp. 189-196 ◽  
Author(s):  
Mary Anne Epp
Keyword(s):  
College Students ◽  
British Columbia ◽  
Human Rights ◽  
Learning Disabilities ◽  
Secondary Students ◽  
Visual Impairments ◽  
Information Access ◽  
Electronic Text ◽  
Library Services ◽  
Post Secondary

Post‐secondary students with print disabilities (blindness, visual impairments, learning disabilities, physical handicaps) need information access to learning resources in alternate formats such as Braille, electronic text, large print, taped books, and tactile graphics. British Columbia College and Institute Library Services (CILS) is a provincial clearinghouse for resources for students and faculty with print impairments. CILS supplies resources tocomply with the “duty to accommodate” under Canadian Human Rights legislation. As a coordinated service, CILS provides services by direct loans, interlibrary loans with partner agencies, and production of new alternate format materials. This article describes the range of services and technological applications that are used to locate and produce resources to accommodate the students’ needs.

scholarly journals Bootstrapping: The Emergent Technological Practices of Post-secondary Students with Mathematics Learning Disabilities

2020 ◽  
Vol 30 (1) ◽  
pp. 1-24
Author(s):  
Alayne Armstrong ◽  
Mirela Gutica
Keyword(s):  
Learning Disabilities ◽  
Secondary Students ◽  
Mathematics Learning ◽  
Structured Interviews ◽  
Mathematical Concepts ◽  
Course Content ◽  
Post Secondary ◽  
Mathematics Learning Disabilities ◽  
Post Secondary Students

Drawn from an investigation of the emergent technological practices of post-secondary students with mathematics learning disabilities, this case study employs an enactivist framework in considering the bootstrapping processes our participants report engaging in when using personal electronic devices for academic support. Video-recorded, semi-structured interviews were conducted with nine post-secondary participants with mathematics learning disabilities in two western Canadian urban centres. Findings suggest that participants used technology to control and improve sensory input in order to better access mathematics course content and monitor the accuracy of their work, engage with alternate presentations of mathematical concepts to enhance their level of understanding, reduce workload, and improve organization. We discuss how their strategies in using technology relate to Bereiter’s categorization of bootstrapping resources (1985), including imitation, chance by selection, learning support systems, and piggybacking. Grounded in a “learner’s perspective,” this case study identifies technological adaptations and strategies that may be helpful to others with mathematics learning disabilities.

scholarly journals Degree Completion for Aboriginal People in British Columbia: A Case Study

2010 ◽  
Vol 36 (1) ◽  
Author(s):  
Ruth Price ◽  
Brian Burtch
Keyword(s):  
British Columbia ◽  
Secondary Education ◽  
Degree Completion ◽  
Aboriginal People ◽  
Collaborative Effort ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Face To Face ◽  
Aboriginal Students

Both programs were offered in a face-to-face format at the Merritt campus, and both were a collaborative effort. Implications for establishing and sustaining Aboriginal-focused post-secondary education are identified and discussed in this article, as are the barriers to post-secondary education faced by Aboriginal students and the authors’ challenges as non- Aboriginal people engaged in programming across cultures. Additionally, reflections on these initiatives are offered and linkages to key literature on the issue of Aboriginal post- secondary education are identified.

scholarly journals Speaking Freely and Freedom of Speech: Why is Black Feminist Thought Left Out of Ontario University Sexual Violence Policies?

2020 ◽  
Vol 41 (1) ◽  
pp. 59-71
Author(s):  
Lindsay Ostridge
Keyword(s):  
Sexual Violence ◽  
Critical Discourse Analysis ◽  
Black Feminist Thought ◽  
Black Feminist ◽  
University Culture ◽  
Post Secondary ◽  
Feminist Thought ◽  
Treat All ◽  
The University ◽  
Sexual Assault Policy

As of January 1, 2017, the Province of Ontario has required all post-secondary institutions to create and maintain a stand-alone sexual assault policy that includes clearly stated complaint and response procedures. This paper brings to bear the influence of Black feminist thought as an analytic tool and politic on the outcomes and omissions of the development of these policies. Analyzing the stand-alone sexual violence policy of the University of Ottawa as a case study, the author conducted a critical discourse analysis with an intersectional lens to determine if intersectionality influenced the policy creation. Findings reveal that policymakers conceptualize gender in a one-dimensional manner, without attention to intersections of sexualized violence with racism and other systems of oppression. A policy with an ill-defined focus on gender can result in a colorblind policy that suggests that the institution should treat all students the same, regardless of systemic disadvantages they might face on the basis of race, class, gender, sexual orientation, or ability. This avoidance can create barriers to reporting. Neoliberalism and the changing university culture are discussed.

scholarly journals Investigating the Perceptions, Use, and Impact of Open Textbooks: A survey of Post-Secondary Students in British Columbia

2017 ◽  
Vol 18 (4) ◽  
Author(s):  
Rajiv Sunil Jhangiani ◽  
Surita Jhangiani
Keyword(s):  
British Columbia ◽  
Secondary Students ◽  
Student Outcomes ◽  
Negative Impact ◽  
The United States ◽  
Future Research ◽  
Post Secondary ◽  
And Performance ◽  
Open Textbooks ◽  
Post Secondary Students

<p class="3">Unrelenting increases in the price of college textbooks have prompted the development and adoption of open textbooks, educational resources that are openly licensed and available to students free of cost. Although several studies have investigated U.S. students’ perceptions and use of open textbooks, there are no published studies of this kind in Canada. Similarly, although the negative impact of commercial textbook costs on student outcomes is well documented within the United States, it is unknown whether these trends generalize to the Canadian post-secondary context. The present study involves a survey of 320 post-secondary students in British Columbia enrolled in courses using an open textbook during the Spring 2015, Summer 2015, and Fall 2015 semesters. The survey investigates students’ textbook purchasing behaviours, including whether, where, and in what format(s) they purchase and access their required textbooks; the negative impact of textbook costs on their course enrolment, persistence, and performance; how they access and use their open textbook, including their format preferences and study habits; and their perceptions of their open textbook, including its quality and what features they like and dislike. The study’s strengths and limitations are discussed, along with recommendations for future research.</p>

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