HELPING TO

ACHIEVE

EDUCATIONAL AND

RESEARCH GOALS

TTHEHE FFACULTYACULTY OFOF EEDUCATIONDUCATION’’SS FFACEACE TOTO THETHE WWORLDORLD

ConnectEDConnectED BBETTERETTER TTOGETHEROGETHER

20082008--20092009 RREPORTEPORT

2

Dr. James McNinch, Dean, Faculty of Education

This colourful publication provides an opportunity to show-case the centres, programs, and units in the Faculty of Educa-tion that have specific mandates to collaborate beyond the borders of undergraduate teacher preparation and beyond the walls of our Regina-based institution. ConnectED provides support for and makes links to a number of our major initia-tives and partnerships in this province, in this country, and around the world. SIDRU, the Saskatchewan Instructional Development and Research Unit, was established in 1985 and was originally funded by the Provincial Ministry of Education to engage in research activities to enhance and support significant instruc-tional and curriculum changes in the public education sys-tem. Over the years, the mandate and the funding for the unit has evolved. Today, SIDRU, without government fi-nancing and on a cost-recovery basis, continues to provide research opportunities, program management and evaluation, communication strategies, and other supports for its internal and external partners who are highlighted here. The Faculty Certificate Program is a six course collabora-tion between SIDRU and SIAST. In the FCP program, SI-AST instructors earn l8 university credits in the field of Adult Education and Training. Over the years, SIDRU has also provided assistance in supporting our partnerships with Abo-riginal Teacher Education Program including SUNTEP (Regina), NORTEP (La Ronge), YNTEP (Whitehorse), and NTEP (Iqaluit). The Centre for International Education and Training (CIET) in the Faculty, while small and under-funded, is able to focus the Faculty’s desire to engage in international educa-tional and development opportunities. The CIET Director and Board also provide an important link to other interna-tional initiatives being undertaken by the University. The mission and mandate of CIET helped ensure that the CIDA Malawi Project was funded by the Canadian Interna-tional Development Agency. The Malawi Project is a multi-year and multi-million dollar venture designed to partner the Faculty of Education with several schools and post-secondary institutions in Malawi that are engaged in curricu-lum development and program review and other initiatives including support for women educators and female students. The Community-Based Master’s Programs are partner-

Better Together—We are ConnectED

ships with NORTEP in La Ronge and the North West Re-gional College in Meadow Lake and North Battleford. They are quality 30 credit graduate programs delivered innova-tively in communities not traditionally served by the Univer-sity of Regina. The two cohorts’ action research model en-couraged educators taking the classes to problem solve in their own community and educational context. A new cohort of Master’s students will begin again in the Summer of 2010 through the North West Regional College system. The Centre for Social Justice and Anti-Oppressive Edu-cation supports and conducts research in social justice and anti-oppressive education. It hosted a major conference in 2006 and two Summer Institutes (consisting of clustered and themed graduate courses in Education) in 2006 and 2008 and will do so again in 2010. Though the centre is no longer with our Faculty, the centre’s former Director, Dr. Schick, is now actively involved with others in preparing the ground for a university-wide Institute of Justice that will bring scholars from across campus together and provide training and educa-tion for a wide variety of educational and justice organiza-tions. Such outreach and collaboration is also the mandate of the Greystone Centre for Interprofessional Collaboration. The Centre’s Director and a Board composed of representa-tives from the Faculties of Social Work, Kinesiology and Health Studies, Justice Studies, Education, and Nursing are committed to professional development opportunities that break down barriers dividing the helping professions, barri-ers which prevent the effective delivery of integrated services for clients. A major conference, several workshops and col-laborations with schools, the establishment of a professional organization, and the creation of a unique undergraduate course are just some of the highlights of the past year. This is my opportunity to thank all of the people involved in the programs, centres and projects of ConnectED. I am in awe of the diversity and enterprise that exists in the Faculty of Education and the proliferation of partnership ventures for the sake of students in Saskatchewan, in Canada, and around the world.

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Table of Contents

ConnectED READ ABOUT .................. 4

COMMUNITY-BASED MASTER’S PROGRAM READ ABOUT .................. 6

CIDA MALAWI PROJECT (CIET) READ ABOUT .................. 8

CENTRE FOR INTERNA-

TIONAL EDUCATION AND TRAINING (CIET) READ ABOUT ................ 18

CENTRE FOR SOCIAL JUS-

TICE AND ANTI-OPPRESSIVE EDUCATION READ ABOUT ............... 16

GREYSTONE CENTRE FOR INTERPROFESSIONAL COL-

LABORATION IN EDUCATION READ ABOUT ................. 14

SASKATCHEWAN INSTRUC-

TIONAL DEVELOPMENT AND RESEARCH UNIT (SIDRU) READ ABOUT .................. 10

SIAST/SIDRU FACULTY CERTIFICATE PROGRAM READ ABOUT .................. 12

4

ConnectED was established to generate new levels

of synergy between the various centres, and exter-

nal programs and projects offered by the Faculty of

Education. It is hoped that the partnership will cre-

ate opportunities for partners to use their collec-

tive expertise, wisdom, connections, and skills to

better facilitate community-based projects, re-

search, interprofessional collaboration, partner-

ships, international education, and community de-

velopment.

ConnectED members will endeavour to support

the work and mission of each distinct centre and

program through collaboration, ideas generated in

meetings and discussions—both formally and in-

formally—administrative supports, and through

possible joint projects. Serving as an outreach arm

for the Faculty of Education, ConnectED mem-

bers will attempt to promote partnerships, inclu-

sion and equity in education and communities by

facilitating awareness, communication and dia-

logues with internal and external partners, opportu-

Better Together—ConnectED making the

most of every opportunity

Faculty of Education, 2009

nities for community leadership development—

nationally and internationally—and providing assis-

tance in the development of more accessible, and

relevant programs for Aboriginal and other under-

represented populations.

ConnectED consists of two components: first, an

integrated cluster of programs/partnerships managed

by and including SIDRU, and second, distinct cen-

tres within the Faculty of Education. The integrated

cluster includes: SIDRU, SIAST/SIDRU Faculty

Certificate Program partnership, The Community-

Based Masters program, and Aboriginal Teacher

Education Program partnerships. The Distinct Cen-

tres include: The Centre for International Education

and Training (CIET), the Greystone Centre for In-

terprofessional Collaboration in Education (G-

CICE), and the Centre for Social Justice and Anti-

Oppressive Education. See page 5 for schematic.)

This document provides an overview of each of the

participating programs and centres—highlighting

and celebrating their 2008—2009 success stories.

5

Combined Annual Report (s) Combined Annual Report (s) —— ConnectED Better TogetherConnectED Better Together Annual consultation/reporting meetingAnnual consultation/reporting meeting

Share support servicesShare support services Promote cooperation and synergiesPromote cooperation and synergies

Integrated Cluster MembersIntegrated Cluster Members

SIDRUSIDRU

SIAST (FCP)SIAST (FCP)

CC--B Master’s of EdB Master’s of Ed

Aboriginal TEPsAboriginal TEPs

OperationsOperations

ArticulatedArticulated

Shared managementShared management

Common budget unitCommon budget unit

Shared accounting functionShared accounting function

Distinct Centres MembersDistinct Centres Members

CIETCIET

CIET (Malawi)CIET (Malawi)

Greystone CentreGreystone Centre

Centre for Social Justice & AntiCentre for Social Justice & Anti--

Oppressive EducationOppressive Education

OperationsOperations

Distinct unitsDistinct units

Individually managedIndividually managed

Distinct budgetsDistinct budgets

Distinct accounting functionsDistinct accounting functions

6

Better Together—Community-Based Masters Program

Partnering to provide professional development for educators in your community

The program consists of eight courses as well as a six-credit hour action research project and was of-fered over a 2-year period. To ensure program flexibility, summer courses were held at central locations in the host institution’s jurisdiction as

were weekend courses for Fall courses, and a Spring blended on-line/face-to-face course. Winter courses were provided on-line to eliminate winter travel. Dr. David Friesen was the Direc-tor of the program for the first 2 years, retiring from the University

of Regina in June 2009. He was also the Coordi-nator for the NORTEP cohort. Dr. Stephen Kemp was the Coordinator of the NWRC cohort. Drs. Friesen and Kemp continue to work with the stu-dents who are completing their final projects. Fac-ulty from the Faculty of Education serve as exter-nal readers for the projects. In addition to providing a high-quality professional development opportunity for teachers in northern Saskatchewan, the graduate degree program was

Twenty-four students from the Community-based Master’s Program, Faculty of Education, Univer-sity of Regina, received their Master of Education degrees in Curriculum and Instruction at the 2009 Fall Convocation. The remaining students, from the first two off-campus cohorts, are in the process of finishing the final project and will most likely convo-cate in Spring 2010. The program was designed specifi-cally for educators in northern Sas-katchewan. This location, though outside the U of R’s normal geo-graphical recruitment range, was selected so that students in the northern regions of the province could complete a master’s degree. The first two cohorts were hosted by the Northern Teacher Edu-cation Program (NORTEP) in La Ronge (24 stu-dents), and the North West Regional College in the north west region of the province (19 students). There are 21 Aboriginal educators in the program, 19 of them in the NORTEP cohort. Students in the two cohorts came from close to 20 different com-munities.

Dr. David Friesen, Project Director

It has been very gratifying to see the amazing wealth of cultural knowledge that students bring to the program as evidenced in their final ac-tion research projects.

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Feature Success designed to be community based, thereby ensuring that an integral focus of the instruction would cen-ter on issues faced by educators in northern com-munities. The central feature of the program is the action research project intended to facilitate the linking of school and community in order to im-prove educational practices. The project begins with the first course and is linked to each subse-quent course in the program. An expectation for completion of the project includes the students’ presentations of their project to an authentic audi-ence from the community. Other value-added fea-tures of the program include: enhanced technology skills; cohort model; Aboriginal content focus; lo-cal delivery; and assistance from cohort coordina-tors. According to Dr. Friesen, “It has been very gratify-ing to see the amazing wealth of cultural knowl-edge that students bring to the program as evi-denced in their final action research projects.” He also notes that this precedent-setting partnership— fostered in Saskatchewan, involving school divi-sions, First Nations, and post-secondary institu-tions—is critical to the creation of innovative pro-grams that make a difference to local communities. A new cohort of students will begin in the summer of 2010 in Meadow Lake/ North Battleford regions on the basis of a partnership agreement with North West Regional College. Dr. Warren Wes-sel , Associate Dean of the office of Research and Graduate Programs in Education, is project Direc-tor for this new undertaking.

Action Research Projects

Action Research Projects were the feature of this program. To demonstrate the success of the action research projects on the thinking and practice of the educators in the pro-gram, Dr. Friesen provides this comment from the final paper of a student working on reclaiming the Cree language in her commu-nity,

“Metaphorically speaking, to take action is to throw pebbles into the water in or-der to create a ripple effect. Within the educational context, Action Research projects are venues in which to apply Freire’s pedagogy and to test the waters for change. A radical paradigm shift is needed if we are to truly apply pedago-gies of hope and culture into schools and communities; particularly in regards to Indigenous languages.”

2009 Graduates

8

creased capacity among the participants for de-veloping strategic plans that include action plans and key performance indicators. A main work-

shop deliverable was the development of a Strategic Planning Training Man-ual for use by the Polytechnic and other TEVET system partners, along with other print and electronic materi-als. The University of Malawi Poly-technic has prepared a new Strategic Plan and implementation of that plan started in July 2009. 2. In order to implement the twice yearly TEVET Management Develop-ment seminars to start in Year 2 of the project (April 2009 to March 2010), a needs analysis survey of TEVET man-agers and potential managers was un-dertaken in December 2008 through to February 2009. The purpose of the sur-vey was to determine the learning needs of TEVET managers and poten-tial managers. Based on the findings of

the survey results, a list of seminar topics has been compiled and the delivery of the topics will start in Year 2.

The U of R and CIDA signed the Contribution Agreement for this project in June 2008. Following the signing of the agreement, the project team un-dertook a variety of administrative activities, including an inception mis-sion to Malawi to update the project proposal, the preparation of a Project Implementation Plan (PIP), the first Project Steering Committee meeting in January 2009, and the signing of memoranda of agreements between the U of R and all project partners for the implementation of project activi-ties. The implementation of the Year 1 project activities occurred from Janu-ary through March 2009, and the four main activities implemented were: 1. A strategic planning training work-

shop was held for 35 participants (8 women) at the University of Ma-lawi Polytechnic. Aside from the Polytechnic, representatives of other TEVET partners—including the MoEST, TEVETA, and the Technical Colleges—also participated in the workshop. The workshop resulted in an in-

Better Together—CIDA Malawi Project (CIET)

Dr. Abu Bockarie, Project Director

Working to support and strengthen the work of poverty reduction and socioeconomic development strategies through programming and policy

support, and the development of managers and teachers in Malawi's Technical Entrepreneurial and Vocational Education and Training (TEVET) system

“I see TEVET system agen-cies and institutions as frontline ‘warriors’ in the struggle for socio-economic development and poverty reduction in Malawi. Ac-cordingly, helping them to undertake significant re-forms in the way they con-duct business to make them and their work more rele-vant to the nation’s develop-ment aspirations, which this project is doing promises to be a very rich and rewarding experience for the Canadian partners in particular,” says Dr. Bockarie.

9

3. A 4-day program and curriculum revision work-shop was held for faculty members in the De-partment of Technical Education at the Univer-sity of Malawi Polytechnic in March 2009. Par-ticipants also included representatives from in-dustry, technical colleges, the Ministry of Edu-cation, Science and Technology and TEVETA. About twenty-three participants, including two women participated in the workshop. The focus of the workshop was a review of the theory and practice of program and curriculum revision, the outcomes-based curriculum format, gender and human rights issues as well as the HIV/AIDS. The workshop discussions will inform the cur-riculum and course revision activity scheduled for later this project year.

4. A focus group meeting of key TEVET system

representatives was held in February 2009. The primary purpose of the meeting was to discuss and determine the role, mandate, staffing, fi-nancing, etc. of the new TEVET Policy Research Unit to be established at the MP. The focus group meeting was preceded by a series of meet-ings with various heads of research units and centers at the University of Malawi.

Project Team

Canadian Project Director: Dr. Abu Bockarie Malawi Project Director: Martha Chilera

Other Project Team Members: Dr. Rod Dolmage, Project Steering Committee Dr. Barbara McNeil, Chair, Centre for Interna-tional Education and Training (CIET) Board Elaine McNeil, Project Manager Carla Johnson, Financial Administrator (SIDRU)

Future plans relate to the implementation of the project activities for the rest of this fiscal year and they include: revision of course contents for the Department of Technical Education, an instruc-tional skills development workshop, a workshop in prior learning assessment and recognition (PLAR), establishment of a research database at the Poly, etc. The team looks forward to implementing the Year 3 project activities.

Successful CIDA grant, strength of partnership, and committed team members.

Most significantly, the fact that the grant appli-cation to CIDA for this project was successful—is the feature success. Dr. Bockarie says, “To the best of our knowledge, this project is the first ever successful Tier 1 Project in the Faculty of Education, and possibly the first at the U of R.” The second success story relates to the strength of our partnership arrangements (both in Can-ada and Malawi) for the implementation of pro-ject activities. The implementation of a project of this nature depends on the commitment of all partners toward the achievement of project goals and that appears to be the case. Project partners share a common interest in the sustain-

ability of the TEVET system in Malawi and they are constantly engaged in reviewing project inputs, outputs and feedback designed for goal achievement. A final success story is having a team of dedicated staff working on the pro-ject. The project team members, especially the CPM and CPA, are dedicated to the project and are willing to spend considerable energy

to ensure the achievement of project goals.

Feature Success

Malawi Curriculum Study Tour May 2009

2009 Research Study Tour

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SIDRU was established in 1985 through a govern-ment grant. Its original mandate was to conduct research and promote instructional development associated with the curriculum reform launched by the Department of Education at that time. Over the years, SIDRU became self-sustaining, and its man-date has evolved to reflect its efforts to meet grow-ing needs and provide solutions and services for educational partnerships and institutional needs as they arise.

SIDRU’s mandate and mission continues to change and evolve. The past year has been a year of tran-sition for SIDRU: many of the rhythms and cycles remain as they were in the past, but much has changed. SIDRU continues to be active in the area of educational research but our range of activities is now broader and embraces a wide range of pro-gram responsibilities and initiatives. So you will still see the “proposed, new and completed” re-search projects associated with our work in the past; but, in addition, you will also find a new sec-tion that we are calling “Facilitation and Support” - beyond our traditional research activities, SIDRU is offering administrative support for almost all of the Faculty of Education’s programs situated in the

wider community. We call this network “ConnectED”.

SIDRU operates on the basis of a constitution which provides a mission statement and an organ-izational structure. The organization is governed by the Charter of the University of Regina. The Director, appointed annually by the President upon recommendation of the Dean of Education, reports to the Dean of Education; to the Dean, Faculty of Graduate Studies and Research; and to the Provin-cial Advisory Board which consists of representa-tives from each of the provincial educational agen-cies.

2008-2009 research projects include: ∗ Circle Rubrics Project – Phase 1 and Phase II

(Funding Agency - Ministry of Education, First Nations & Métis Education Branch and INAC)

∗ Collaborative Competencies of Human Service Providers - ACCESS (Funding Agency - Min-istry of Education)

∗ HRSDC– Community Planning (Homelessness) (Funding Agency - Human Resources and Skills Development Canada)

∗ Literature Review Student Achievement Panel -First Nations/Métis Students (Funding Agen-

Dr. Michael Tymchak, Director

Better Together—Saskatchewan Instructional Development and Research Unit (SIDRU) Serving the Faculty of Education by providing research opportunities,

program management, communication and other supports for its internal and external partners

11

Feature Success cies - Ministry of Education) ∗ Sask Learning Treaty Education Project

(Funding Agencies - Office of the Treaty Com-missioner (OTC), Sask Learning)

∗ CeNRGe (NORTEP) (Funding Agency - NORTEP/NORPAC)

∗ SchoolPLUS Initiatives (Funding Agency - Sask Learning)

∗ Campus for All (Funding Agency - Regina and District Association for Community Living)

∗ Multidisciplinary Teams (Funding Agency—Ministry of Education)

SIDRU’s involvement with ConnectED, involves “facilitation”, loosely described as the liaison and coordination required by the various partnerships that have been established by the Faculty of Edu-cation with other colleges and educational institu-tions including all those highlighted in this docu-ment, along with the SUNTEP, YNTEP and NTEP. A second category of activity might be de-scribed as “supports” SIDRU provides for other centres that exist within the Faculty of Education. The hope and intention of all these activities is to strengthen the Faculty’s presence and profile be-yond the walls of the university, projecting it into the larger community within the province and be-yond – the ConnectED network. In addition to research projects and ConnectED, SIDRU is pleased to continue to provide other es-sential services and programs for the Faculty of Education, including: organizing and sponsoring the weekly SIDRU Seminar Series of research presentations; taking major responsibility for writing, editing, and publishing of the Faculty of Education Newsletter, which now plays a significant role in communication within and beyond the Faculty; sponsorship of the Pro-gram Chairs’ Fund; and sponsorship of an an-nual SIDRU Research Fund competition open to all full-time members of the Faculty’s aca-demic staff—offered in three envelopes: the Professional Development Fund, the General Projects Fund, and the Partnership Fund/Community Based Educational Fund. Taken to-gether, all of these programs certainly help to en-rich communications, research and opportunity for members of the faculty and staff.

Formation of ConnectED

Participation in the formation of ConnectED is SIDRU’s feature success. This docu-ment—itself a product of the new collabo-ration between various centres and pro-grams which serve as the outreach arm of the Faculty of Education—highlights and communicates the significant work being done, and the synergy created by Better Together collaborative initiatives. SIDRU’S supports take many shapes - from collabo-ration to conference and event design and coordination, to secretarial and editorial assistance, to core financial and administra-tive services.

Shuana Niessen, Project Facilitator

Juanita Modeland, Research Assistant

Carla Johnson, Financial Administrator

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Dr. Gary Boire Academic VP, U of R and Dr. Barb Bremner, Academic VP. SIAST

Working collaboratively to provide relevant, SIAST-oriented, professional development and opportunity for laddering into degree programs within

the University of Regina

for increasing active learning. Facilitators in the program are U of R approved SIAST instructors who take positions in the SIAST Instructional and Leadership Development Centre (ILDC). Along with the ILDC Academic Director, the fa-cilitators and advisor for the Faculty Certificate Program work closely with the U of R Director of the Adult Education and Human Resources Devel-

opment program and the SIDRU coordinator, who assist facilita-tors with the development of course outlines, resources and textbooks, and provides general support for SIAST facilitators in their roles as adult educators. Ef-forts are also being made to bring U of R BAET program sessional instructors and SIAST facilitators together. As this partnership con-tinues to grow and develop, new

connections are made, and new supportive learning communities form. The conceptualization process for the Faculty Cer-tificate Program began in 2003. SIDRU collabo-

The Faculty Certificate Program (FCP) is a vision-ary and collaborative initiative between SIAST and the Saskatchewan Instructional Development and Research Unit (SIDRU). This program provides SIAST instructors with education and training which develops and en-riches their academic leadership roles and instruc-tional skills as adult educators in a technical set-ting. While working towards their certificate, SIAST faculty gain 18 U of R credits towards a Bachelor’s degree in Adult Edu-cation (BAET). University credit courses facilitate the po-tential for professional develop-ment through laddering into a U of R Bachelor degree program if SIAST faculty members so de-sire. The certificate program includes two summer institutes (comprised of four courses – two courses in each institute), the completion of a Professional Devel-opment Plan, and four on-line courses. Six of the nine courses in the program are U of R credit courses. FCP combines innovative adult learning concepts with instruction in practical techniques

Better Together—U of R/SIAST Partnership— Faculty Certificate Program

13

Feature Success rated with SIAST in the development of the pro-gram, honouring SIAST’s commitment to its goals of engaging faculty with four identified threads: honouring diversity, focusing on student success, incorporating adult education principles, and en-couraging lifelong learning. The first cohort group volunteered for the program in 2004 and the introductory summer institute was initiated in August of 2004. Subsequently, the pro-gram became a condition of employment for all new SIAST instructors and in each year since 2004, additional cohort groups have begun the pro-gram. In August 2007, the first cohort of eight stu-dents finished the FCP. Since then, two more co-horts have graduated: 10 grads in 2008 and 27 in 2009. SIAST predicts that there will be approxi-mately 35 grads in 2010. The graduates express positive views and feelings regarding their experi-ences in the program, as well as improved exper-tise as adult educators. Through continuous formal and informal evalua-tion and feedback, the program is being developed to effectively meet both institutional goals, and in-dividual instructor needs. New learning communi-ties between the U of R and SIAST, among the four SIAST campus facilitators, program advisor and students in the program, are being developed and sustained. Ultimately, the program has further enhanced and integrated the quality learn-ing culture in SIAST, and p r o d u c e d new connec-tions for stu-dents to con-tinue their e d u c a t i o n with the U of R. As part of its partnership with SIAST for the delivery of the Fac-ulty Certificate Program, SIDRU has responded to several SIAST faculty requests for support with laddering into the U of R Adult Education and Training program.

Faculty Certificate Program Graduates

Since 2004, the Faculty Certificate Program has celebrated the graduation of three co-horts, with a total of 45 grads. It is esti-mated that there will be 35 more grads for 2010. As the number of graduates increases, so does interest in further education and training through the University of Regina programs.

2008 Graduates with Dr. James McNinch, Dean Faculty of Ed and

Dr. Bob McCulloch, SIAST President

2009 Graduates with Dr. Bob McCulloch, SIAST President and Dr. Gary Boire, Academic VP, U of R

14

Dr. Twyla Salm, Director

Better Together— Greystone Centre for Interprofessional Collaboration in Education

The 2008-2009 Greystone Centre for Interprofes-sional Collaboration in Education (G-CICE) year represented a year of stability. After 2 years of building networks and a strong foundation for inter-professional collaboration and education, G-CICE was able to implement the “case for innovation” from the strategic plan that was developed last year. A key feature of that plan was to develop a sustain-able interprofessional infrastructure at the U of R, ensuring that G-CICE in-volved key stakeholders in the process. This year G-CICE was able to “grow roots” that will not only ground interprofessional col-laboration but also allow it to flourish. G-CICE Board Members:

Myrna Pitzel, Social Work Doug Cripps, KHS Hirsch Greenberg, Justice Studies Sal Badali, Education Marlene Smadu, College of Nursing

Working with pre- and in-service human service professionals to support the health and well-being of individuals in schools, youth, families and communities

As the Director, Dr. Salm has had opportunity to sup-port interprofessional collaboration discussions by providing a number of presentations and workshops. Dr. Salm was pleased to present to a wide range of professionals from the Children’s Support Services Department, Prairie South School Division in Moose Jaw and to Prairie Valley School Division at St. Mi-chael’s Retreat. Dr. Salm also spent a day presenting to the Children Service’s Superintendents at a Pro-

vincial Ministry of Education meeting in Saskatoon. Addition-ally, one of G-CICE’s Board members, Hirsch Greenberg, chaired a Regina Interprofes-sional Roundtable on Homeless-ness and many of the board members, including Dr. Salm, facilitated sessions that fostered greater interprofessional collabo-ration between community part-ners.

Another highlight for Dr. Salm was the opportunity to discuss the unique features of the “Saskatchewan version” of interprofessional collaboration in Mani-toba. Dr. Michael Tymchak and Dr. Twyla Salm dialogued with four different groups in Winnipeg in the spring: Deputy Ministers at the Legislative

Caring Across Professions Conference

15

Feature Success

Building, Assistant Deputy Ministers at the Legisla-tive Building, consultants, superintendents and teach-ers from a Winnipeg school division and a group of parents at a Community School. It was inspiring to hear about the collaboration that is happening in Manitoba and to exchange ideas and advice from this wide range of people with varying backgrounds and interests. G-CICE also supported interprofessional collabora-tion in two schools this year. First, G-CICE sup-ported a request from the Prairie Valley School Divi-sion and the Regina Qu’Appelle Health Region to help them collect data to inform the development of prevention and intervention programs in a rural school context. A study was developed which as-sessed the prevalence of substance and alcohol abuse and determined risk and protective factors, predictive of an array of adolescent problem behaviours. Board members from G-CICE collected data and provided analysis of the survey and transcribed interviews conducted in the school. This information will serve to promote innovative, collaborative prevention and intervention strategies with local community mem-bers and a multitude of human service providers. The data will also provide a basis to leverage federal funding to support healthy, drug free communities. Second, through a previous interprofessional team-building with Mankota School, G-CICE was able to host the staff and 21 students from Mankota School at the University of Regina in a 2 day Reflection and Re-visioning Retreat. G-CICE supported the development of a professional organization entitled Saskatchewan Association of Interprofessional Practice and Education (SAIPE) which held an inaugural conference in May. In col-laboration with SIDRU, and the newly formed Sas-katchewan Association for Interprofessional Practice and Education (SAIPPE), Dr. Salm co-chaired the unique and successful, Caring Across Professions Conference in May 2009 which attracted 166 pro-fessionals from across the human service sectors. Participants gathered to e x p a n d n e t w o r k s , strengthen collaboration, hear about the collabora-tive work of others, and plan for new collaborative opportunities.

A Unique Interprofessional Course

It took the entire year but with the assis-tance of the Deans and the Vice President Academic, G-CICE overcame many, often times overwhelming, structural barriers to develop a unique interprofessional course designed to meet the needs of pre-service students in the human services. A curricu-lum development committee was formed and along with feedback from profession-als in the community and other stake-holders the first interprofessional educa-tion course at the University of Regina is began in the Fall of 2009. The course is unique as it encourages students from multiple faculties to engage with five pro-fessors in an intense, case-based, problem-solving course that combines interprofes-sional theory with genuine community is-sues.

Dr. Salm with IPE students

Students in new IPE course

16

Social justice is the overall aim of the Centre as supported through academic writing, teaching, dis-semination of information, research and practice, especially as found in education settings. The Centre was inaugurated as an active space for promoting the teaching, research and pub-lic presence of the research chair. Dr. Schick, through the Centre, hosted visiting lecturers and guest speakers, offered workshops for research partici-pants, promoted reading groups and films series, and carried out research activities. The Centre hosted the Conference of 2006 and the Summer Institutes of 2006 and 2008.

Accomplishments made possible through Chairs funding include the following:

• over 35 papers presented at scholarly meetings and keynote invitations locally, nationally and

internationally • national conference organized and hosted and

attended by 140 people • anthology produced that explores challenges of

using ‘race’ and/or culture as explanations for inequality • Centre for Social Justice and Anti-Oppressive Education established • Research conducted with teachers in their classrooms on social justice initiatives • Social justice approaches devel-oped that combine complex theory and effective pedagogical proc-esses. The initiative provided ex-cellent networking capabilities relevant to the needs of communi-ties, public schooling and higher education.

In July 2006, Dr. Schick initiated, organized and hosted an intensive 3-week Summer Institute for 50 graduate students: Anti-Oppressive Education and Teacher Activism: How Far Will You Go? The participants are master and doctoral candidates em-

Better Together—Centre for Social Justice and Anti-Oppressive Education

Supporting and Conducting Research in Social Justice and Anti-Oppressive Education

Dr. Carol Schick, Director

Summer Institute Grad Student

17

Summer Institute Outcomes

“Some of the outcomes of the Summer Insti-tute were amazing. People from the first class were invited to the second class to share their activist work. In some cases they were surprised to find that they had become activists just by doing justice from day to day.” says Dr. Schick. Comments that she received through the evaluations included:

Feature Success ployed fulltime in public school divisions and post-secondary institutions as principals, teachers and directors. Students come from across Canada; some are international; all are leaders. At least half the participants were involved in the education of Indigenous peoples. The 6-hour teaching days of the Institute were dedicated to critical pedagogies and the development of activist consciousness and politics. The learning continually focused on how participants, as full-time education professionals and decision-makers, will share their learning in their own communities and areas of influence.

This intense experience of research, teaching, and learning represented the coordinated efforts of five professors and guest speakers, as well as paid graduate and undergraduate students. As the pro-fessor of record, Dr. Schick provided half of all daily instruction. For the final project, students developed an action research plan for use in their workplaces. The Institute closed with an academic poster session where all students presented their research initiatives. As a response to the positive demand, the Institute was held again in 2008 and was even more successful. The next Summer Insti-tute is scheduled for 2010.

Future Plans

One of the outcomes of the Summer Institutes is Dr. Schick’s ongoing research on this dedicated forum for promoting teacher activism: Plans for Teacher Activism: Follow-Up and Reflection. Dr. Schick is also investigating what anti-oppressive teaching looks like on a day-to-day basis and, to that end, continues to conduct research with teach-ers in their classrooms as they put their plans into action: Assessing the Potential for Implementing Anti-Oppressive Education. This teaching and re-search with education leaders and other profession-als enables broad-based networking of her research goals as well as invitations to speak about her work with education communities and other professional sites throughout Saskatchewan .

Interest in justice issues is emphasized in the stra-tegic plan of the University as a whole. Dr. Schick anticipates seeing how this develops across cam-pus in informal and formal ways. Dr. Schick is currently organizing the Tier I Saskatchewan Jus-tice Institute at the University of Regina.

This course has changed the way I see myself and society… The change in perspective in ana-lyzing my knowledge—or what I thought was knowledge—has enlightened me...This class was a much needed reminder that we are all responsible for the ways marginalized groups are treated in our society. We can all work to-ward disrupting the status quo in our everyday interactions with others—but first we need to examine self and this work can be difficult and messy...Dr. Schick does an incredible job of or-ganizing and presenting the material for this course in a way that is engaging and memora-ble. Her genuine care for the participants was obvious from day one. Similarly, her passion for activism rang through loud and clear—even in the very smallest things. Amazing...I believe that a good educator is one who challenges his/her students. Thank you; I am forever changed.

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jects. CIET’s director, is accountable to a board of directors, elected by faculty members; the 2008-2009 board members included: Dr. Barbara McNeil (chairperson), Dr. Abu Bockarie, Dr. Doug Brown, Dr. Alec Couros, Dr. Nick Forsberg, Dr. Marc Spooner, and Dr. Warren Wessel.

2008-2009 Projects included:

• President’s Initiative Fund Project

CIET is working with institu-tional partners in four centres in China (Shanghai, Tianjin, Chang-chun, and Yongji) to establish “Bridging Programs” that assist graduates of Chinese secondary schools who wish to attend under-graduate programs at the Univer-sity of Regina. These Programs

are designed to specifically address the problems that most frequently prevent Chinese students from accessing and succeeding in programs at the University.

• In 2008-2009 Rod Dolmage and Doug Brown from CIET, and Bertrand Lee, Head of the Uni-

CIET became the formal home of the Faculty’s international activities in 1995. As the interna-tional persona of the Faculty, CIET’s roles include: coordination of international education projects that promote sustainable social development; assis-tance in planning, implementing, and funding in-ternational projects consistent with CIET’s principles; provid-ing opportunities for faculty members to collaborate with scholars and educational institu-tions in other countries; and rep-resenting the Faculty of Educa-tion in its relationship the broader University community and particularly with UR–International, which coordinates the University’s international activities.

CIET’s mission is to improve the human condition through educational develop-ment by sharing the expertise and experience in the Faculty of Education at University of Regina, and its educational partners in the Province of Sas-katchewan, through involvement in culturally sen-sitive, sustainable, international development pro-

Dr. Rod Dolmage, Director

Better Together—Centre for International Education and Training (CIET)

Improving the human condition through educational development, sharing the expertise and experience of the Faculty of Education, its educational partners, and through involvement in culturally affirming, sustainable and inter-

national development projects.

CIET Projects Poster Session

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versity’s English as a Second Language (ESL) Centre, visited educational institutions in the four centres to further the development of these Pro-grams.

• Support for the International Internship Experi-ence in Malaysia. David Gray and Dr. Meredith Cherland are directing these projects. Six stu-dents participated in the Winter 2009 term.

• Support for faculty members international pro-jects: Buryl Bernard (Cambodia), Andrea Ster-zuk (Mexico), and Abu Bockarie (Malawi)

• Hosted a ‘visiting student’ from Ukraine under the CIDA/AUCC Partnerships for Tomorrow Program: Phase Two. (See Feature Success)

• Hosted a presentation by Dr. John Richards of Simon Fraser University concerning possibilities for collaborative programming aimed at revamp-ing the education system in Bangladesh.

• CIDA Malawi (see page 6)

Exciting Future Plans include:

• Extending the Bridging Program to part-ner institutions in other parts of China and eventually to partner institutions in other countries.

• Providing professional development short courses for educational administrators from Tianjin and from Jilin Province in China.

• In collaboration with the U of R ESL Centre, providing professional development short courses for Chinese teachers of English from the Hexi Education Authority in Tianjin and from the School of Foreign Language Edu-cation at Jilin University.

Feature Success

Partnership with university in the Ukraine

While attending University in Ukraine, Oleksandra Bielenka (“Sasha”) met Otto and Florence Driedger, re-

tired U of R professors of Social Work, who were in Ukraine doing interna-tional work. Sasha attended their lec-tures and became interested in how Canada works with troubled, at-risk youth. Sasha came from Ukraine to the University of Regina as a visiting stu-dent in 2007, funded by a grant ob-tained by CIET from the CIDA/AUCC Partnerships for Tomorrow Program

(PTP-II). After one term, Sasha applied for and was accepted into a Master’s program in Educational Psychology.

CIET used the opportunity presented by the developing relationship between the U of R and Zaporizhzhye Na-tional Technical University to obtain additional PTP-II funding. In December 2008, CIET sent Dr. Marc Spooner, Dr. Alec Couros, and Rhonda Nelson (a doctoral student) to Ukraine to determine if further linkages could be es-tablished; a return visit by Professor Lucy Romanenkova from Ukraine occurred in May 2009. The partnership continues to grow as more colleagues from ZNTU have expressed a desire to collaborate with colleagues at the U of R. CIET is hoping a number of exchanges can occur. Sasha has hopes too. She looks forward to returning to her home university as a guest lecturer, bringing fresh ideas to Ukraine. Sasha believes that, “Looking at the strength of kids, helps them grow into who they want to be.”

Oleksandra Bielenka, “Sasha”

CIET Projects Poster Session

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A Publication of SIDRU Faculty of Education University of Regina

January 2010