This work examines the characteristics of Indigenous leaders and the situational contexts in which they work that enable them to effect institutional change in the Canadian public post-secondary education environment. Drawing on my own work and interviews with Indigenous leaders in mainstream insitutions, this research examines topics of culture, identity, teachings, maintaining balance, racism, challenges and opportunities, and success. Knowledge gathered through the interviews revealed themes, highlights and caveats that offer important considerations for Indigenous people who are contemplating taking on leadership positions in post-secondary institutions. Wise practices and ways forward are posited in two areas: 1) self-care and self-preservation – being well so that we can do well; and 2) considerations for non-Indigenous students, staff and faculty in supporting their Indigenous counterparts and in engaging in the important work of decolonizing and Indigenizing post-secondary institutions. / Graduate

Foster care alumni are a unique subset of college students who enter post-secondary education having faced significant socio-economic challenges and emotional trauma. These students often understand how attending post-secondary education can help create a more stable life. However, the graduation of this population is extremely low. The purpose of this qualitative study was to understand formerly fostered youths' perspectives of the needs and stressors students face while attending post-secondary education. Specifically, the researcher wanted to understand what characteristics influence former foster care youth to enroll in college and what characteristics help former foster care youth persist in higher education until graduation. The study utilized both student departure theory and resilience theory to frame each research question conceptually. The results illuminated the resilience of former fostered youth attending post-secondary education and their characteristics for continued enrollment.

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The Good Behavior Game and Tootling are two intervention techniques rooted in behavioral theory that are widely used for class wide behavior management purposes. Few studies have evaluated the use of these classwide behavior management interventions with the addition of a technological component or when applied to a post-secondary education setting. The goal of the current study was to evaluate the effects of the Good Behavior Game with ClassDojo and Tootling with ClassDojo for increasing academic engagement and decreasing problem behavior in a post-secondary classroom. Participants included emerging adult students (19-24 years-old) with intellectual disabilities in a Comprehensive Transitional Program at a major university. An alternating treatment design was implemented to compare the intervention conditions to both a baseline and an ongoing control conditions. Results, limitations of the study, implication for practice, and future research are discussed.

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In light of the expansion of student-centered instructional approaches in mathematics education and a brightening spotlight on virtual teacher supports, I look to Inquiry-Oriented Instruction (IOI) and explore how instructors reflect on and plan for their implementation of IOI in online professional development. I focus specifically on two teachers' comments on their implementation of IOI materials covering Abstract Algebra topics in online work groups developed to support teachers in implementing IOI. I analyze both reflection and enactment through the components of IOI characterized through the Instructional Triangle. Analysis of the teachers' reflections, viewed through their participation in the roles of sense maker, inquirer, and builder, revealed interesting differences in the teachers' approaches to IOI. I detail these two teachers' approaches to IOI and ultimately shed light on the intricacies of IOI and online professional development. Such findings support the growing bodies of research centered around IOI and corresponding professional development. / Master of Science / In light of the expansion of student-centered instructional approaches in mathematics education and a brightening spotlight on virtual teacher supports, I look to Inquiry-Oriented Instruction (IOI) and explore how instructors reflect on and plan for their implementation of IOI in online professional development. I focus specifically on two teachers' comments on their implementation of IOI materials covering Abstract Algebra topics in online work groups developed to support teachers in implementing IOI. I analyze both reflection and enactment through the components of IOI characterized through a framework model called the Instructional Triangle. Analysis of the teachers' reflections, viewed through their participation in the roles of sense maker, inquirer, and builder, revealed interesting differences in the teachers' approaches to IOI. I detail these two teachers' approaches to IOI and ultimately shed light on the intricacies of IOI and online professional development. Such findings support the growing bodies of research centered around IOI and corresponding professional development.

In this thesis, I discuss the emergence of the “non-traditional” post -secondary student and what is necessary to both narrow the socioeconomic education gap and make higher education more efficient for the vast majority of Americans. l explain how the current conglomeration of laws, regulations and proposed regulations stifle innovation and inhibit the achievement of a high Education Return On Investment. I discuss changes that are on the horizon and borrow from the success of certain innovations. In the final section, I suggest and review potential frameworks for education innovation and funding that can make a difference. I propose a better measure of program-level success by using the following formula: EDUCATION ROI = (Increased Earnings + Increased Economic Productivity + lower healthcare, unemployment, and other related costs) / (Federal + State + Student Expenditures) To arrive at this formula and evaluate current institutions, I look at the total costs to attend these schools, the cost per degree, and the cost per taxpayer. I look at earnings data for different periods after graduation as well as the levels of debt and interest payments students accumulate during this time. The results show that currently, for-profit institutions are much cheaper per degree to the student (long term) and taxpayer due to superior graduation rates, higher earnings data, and better job placement and therefore provide a higher Education ROI. These schools are also the most active in the education space in creating innovative new ideas to increase the “Return” while decreasing the “Investment” and at the same time increasing accessibility to a larger group of students. Using this measure to evaluate our schools may result in a more efficient appropriation of federal funds to the schools that are achieving a better Education ROI, an increase in the exponentially growing skilled labor market, and several other positive externalities positively correlated with education such as health, reduced crime, and a general increase in value to society.