Smale, William

This qualitative case study explored the experience of members and associates of

one university history department in order to examine the phenomena of choosing and

working within the history major in the context of current declines in humanities

enrolment. Drawing on interviews with 7 professors, 8 student majors, and 10

professional staff, it analyzed beliefs about how students should choose their majors,

benefits of historical thinking, the current climate of crisis in history, and resources to

support history students. Participants agreed that students should choose a major based on

intrinsic factors and shared a common vision of the meaning and importance of historical

thinking. However, participants experienced tension between these intrinsic values and

extrinsic pressures regarding the humanities crisis and the efficacy of student-support

resources. These results have implications for understanding pressures felt by current

humanities students and for developing new resources to better support history majors.

Author Keywords: case study, choice of major, historical thinking, history department, humanities crisis, student affairs

This study investigates the potential for a responsive model of professional development in mathematics education which acknowledges how teachers perceive the value of professional learning, and examines how those perceptions are connected to teacher efficacy. Three fields of educational research ground this study: (i) professional development strategies in mathematics education, (ii) teacher efficacy, and (iii) self-determination theory and andragogy. Data collection and analysis involved four detailed case studies and a cross-case analysis of similarities and distinctions among the cases, in an instrumental-multiple-case study design. Results suggest: (1) some characteristics of professional development were consistently designated as high or low value, independent of efficacy ratings, (2) other professional learning experiences were valued relative to the participants' sense of efficacy at different times in their careers, and (3) characteristics of professional development designated as high value during periods of low efficacy were fundamentally teacher-centric, but during periods of high efficacy, they were fundamentally student-centric.

Author Keywords: efficacy, mathematics education, mathematics teachers, professional development, professional learning, teacher efficacy

This study used qualitative research methods to explore the first- and second-year experiences of Trent University students who were admitted below admission requirements in September 2015. Through review of an on-line questionnaire completed by 13 students and two-rounds of semi-structured interviews completed by 5 students, information was gathered on the students' experiences, specifically regarding self-efficacy for academic achievement, self-efficacy for self-regulated learning, locus of control, student engagement, and sense of belonging. The major findings of this case study were grouped into four driving themes: self-awareness as a learner, goal-setting and motivation, the Trent community, and course experience. Participants of the study felt that the inclusive social and learning environments at Trent University enhanced their sense of belonging within the university community. These findings are not meant to be generalized, as they arose from this specific group of students at Trent University.

Author Keywords: first-year experience, locus of control, post-secondary, self-efficacy, sense of belonging, student engagement

This study used qualitative research methods to develop an understanding of the landscape of undergraduate academic advising in Ontario universities as well as deeply explore the experiences and practices of five full-time academic advisors. Phase one of the study consisted of a document analysis of Ontario universities' public-facing websites. Phase two of the study consisted of five interviews with five undergraduate academic advisors from four Ontario institutions. The findings of the study demonstrated a variable landscape of academic advising across universities with responsibilities of advising ranging from solely course selection to a much broader role inclusive of helping students navigate their educational journey. Additionally, a relationship between external influences including institutional mission and organizational structure, and internal influences including advisors' values, beliefs, and theoretical knowledge was identified. This relationship informed current advising strategies. These findings were used to develop a praxis of academic advising as well as five promising practices.

Author Keywords: Academic Advising, Practice of Advising, Strategies of Advising, Universities