A HARD PUSH FOR SOFT SKILLS: AN EXAMINATION OF POLICY AND RESEARCH ON NON-COGNITIVE SKILLS IN CANADIAN K-12 SCHOOLING

Non-cognitive skills have caught the attention of current education policy writers in Canada. Within the last 10 years, almost every province has produced a document including the importance of supporting non-cognitive skills in K-12 students in the classroom. Although often called different names (such as learning skills, cross curricular competencies, and 20th Century Skills) and occasionally viewed through different lenses (such as emotional intelligence skills, character skills, and work habits), what unifies non-cognitive skills within the policy documents is the claim that students that are strong in these skills are more successful in academic achievement and are more successful in post-secondary endeavors. Though the interest from policy-makers and educators is clear, there are still many questions about non-cognitive skills that have yet to be answered. These include: What skills are the most important for teacher’s to support in the classroom? What are these skills’ exact contributions to student success? How can teachers best support these skills? Are there currently reliable and valid measures of these skills? These are very important questions worth answering if Canadian teachers are expected to support non-cognitive skills in their classrooms with an already burdened workload. As well, it can begin to untangle the plethora of research that exists within the non-cognitive realm. Without a critical look at the current literature, it is impossible to ensure that these policies are effective in Canadian classrooms, and to see an alignment between research and policy. Upon analysis of Canadian curriculum, five non-cognitive skills were found to be the most prevalent among many of the provinces: Self-Regulation, Collaboration, Initiative, Responsibility and Creativity. The available research literature was then examined to determine the utility of teaching these skills in the classroom (can students improve on these skills, do these skills impact other aspects of students’ lives, and are there methods to validly and reliably assess these skills). It was found that Self-Regulation and Initiative had the strongest basis for being implemented in the classroom. On the other hand, Creativity still requires a lot more justification in terms of its impact on students’ lives and ability to assess in the classroom.

Surface wave and storm surge prediction during Hurricane Sandy

Hurricane Sandy was the largest storm on historical record in the Atlantic Ocean basin with extensive coastal damage caused by large waves and high storm surge. The primary objectives of this thesis are to compare and evaluate three different spatially-varying surface wind fields of Hurricane Sandy to investigate the impact of the differences between the complex wind fields on predictions of the sea surface evolution, and to evaluate the impact of the storm on the hydrodynamics in Great South Bay (GSB) and the discharge of ocean water into the back-barrier bay from overwash over Fire Island. Three different spatially-varying surface wind fields were evaluated and compared to wind observations, including the parametric Holland (1980) model (H80), the parametric Generalized Asymmetric Holland Model (GAHM), and results from the WeatherFlow Regional Atmospheric Modelling System (WRAMS). The winds were used to drive the coupled Delft3D-SWAN hydrodynamic and ocean wave models on a regional grid. The results indicate that the WRAMS wind field produces wave model predictions in the best agreement with significant wave height observations, followed by the GAHM and H80 wind fields and that a regional atmospheric wind model is best for hindcasting hurricane waves and water levels when detailed observations are available, while a parametric vortex model is best for forecasting hurricane sea surface conditions. Using a series of four connected Delft3D-SWAN grids to achieve finer resolution over Fire Island and GSB, a higher resolution WRAMS was used to predict waves and storm surge. The results indicate that strong local winds have the largest influence on water level fluctuations in GSB. Three numerical solutions were conducted with varying extents of barrier island overwash. The simulations allowing for minor and major overwash indicated good agreement with observations in the east end of GSB and suggest that island overwash provided a significant contribution of ocean water to GSB during the storm. Limiting the overwash in the numerical model directly impacts the total discharge into GSB from the ocean through existing inlets. The results of this study indicate that barrier island overwash had a significant impact on the water levels in eastern GSB.

NON-FULL-TIME COLLEGE PROFESSORS: A NARRATIVE INQUIRY INTO THE NON-FULL-TIME FACULTY ROLE

The rate of non-full-time faculty members has increased rapidly over the last decade (Louis, 2009; MacKay, 2014; Meranze & Newfield, 2013), as the post-secondary landscape of fluctuating enrolment, fiscal and operational challenges, and the requirement to hire specialized skill sets have required institutions to rely heavily on this demographic. In the Ontario Colleges of Applied Arts and Technology (CAATs) system, institutions have tried to preserve and enhance educational quality with fewer resources through greater reliance on non-full-time faculty. The purpose of this study was to explore the perceptions and experiences of teaching and support of non-full-time faculty at one Eastern Ontario college. Employing a narrative inquiry methodology, data were collected from four participants through their writing three individual letters at the end of each month and participating in one interview at the end of the contract period. The data were analyzed and coded. This analysis revealed five themes: motivation, connection and engagement, compensation, teaching and development, and performance evaluation. Differences in the participants’ perceptions tended to reflect divergences across career stage: retired versus early career. The compensation package provided to non-full-time faculty was considered inadequate for those in the early career stage, especially comparing it to that of full-time faculty. In addition, the amount of previous teaching experience was an important indicator for the appropriate level of teaching resources and support provided by the institution. The newer faculty members required a higher level of support to combat feelings of role isolation. The temporary nature of the role made it difficult to establish a feeling of a strong connection to the institution and subsequently opportunities to engage further to deepen the relationship. Despite these differences across participants, autonomous motivators were consistent across all narratives, as participants expressed their desire to teach and share their knowledge to help students achieve their goals. Participants concluded their narratives by sharing future advice for faculty interested in pursuing the role. The narratives provided areas for improvement that would help increase the level of job satisfaction for non-full-time college faculty members: (a) establishing a more thorough performance evaluation process to align with institutional supports, (b) offering more diverse teaching resources to better prepare faculty and enhance teaching practices, (c) overhauling the compensation package to better recognize the amount of time and effort spent in the role and aligning with the compensation provided to full-time faculty, and (d) including rewards and incentives as part of the compensation package to enhance the level of commitment and availability for the role. These changes might well increase the job satisfaction and improve the retention of non-full-time faculty members.