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Tip 8. Delegate the decision to someone else. This tip is a little tricky since you are effectively removing yourself from the decision-making process and shifting the decision-making responsibility to someone else. Be sure you know what the decision is, what the implications are in regards to consequences to your objectives, and then evaluate over time the impact of the decision.

Tip 9. Get the opinion of someone you trust and go with it. This is slightly different from tip 8 as you are still in the driver seat. You are seeking council, advice, mentoring from someone you trust. The goal here is to listen so they can help you make the decision. Do you suffer from paralysis by analysis?

We would love to hear from you in the comments below, and be sure to subscribe to bSci21 via email to receive the latest articles directly to your inbox! References for your Reading Pleasure: Boss, J. How to overcome the analysis paralysis of decision-making. Chua, C.

Kaiser, S. Mind Body Green. Hantula, D. Kane, B Rawlins, C. Stone, E.

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Emily K. Subscribe to our mailing list. About bsci21 Articles. Previous Science vs. Human Behavior: Designing a Sustainable Culture. Next When behavior persists during extinction…. Be the first to comment Leave a Reply Cancel reply Your email address will not be published. Required 'Candidate' login for apply this job. Click here to logout And try again. Login to your account. Sign Up Remember Password. Reset Password. Building cultural identity is a central focus of Francophone minority programs, while French immersion programs are primarily concerned with providing English speakers access to a bilingual program.

There is very little research on the role that teacher training and pedagogy play in meeting the teaching challenges within both environments. Full Report in French only. For many years, governments, industry and Aboriginal communities have significantly invested in workforce training, professional development and upgrading, and employment-based skills preparation, with the shared goal of encouraging greater Aboriginal participation in the market economy. Despite these efforts, the same barriers and best practices have existed since the s. Change has been slow due to weak collaboration as well as systemic policy and funding issues.

More importantly, research has shown that barriers to education and labour market development begin to arise in early childhood and have cumulative affects throughout adolescence and into adulthood. Successful outcomes require a holistic approach that fully supports the learner, their families and their communities with quality and culturally-relevant programs and delivery methods.

Wendy Cukier , Ryerson University. There is also a misalignment between employers and educators and graduates, on the demand as well as expectations and perceptions of the soft skills that graduates across all disciplines possess. In addition to greater collaboration, clearer and consistent assessments, new training strategies and learning models, and addressing biases related to diversity are critical to developing these essential skills. Isha DeCoito , Western University. According to the international Programme for International Student Assessment, students in many countries, including Canada, have not demonstrated significant gains in math and science between and A national overview of initiatives seeking to generate more interest in science, technology, engineering and math STEM and their impact within K education, which plays a foundational role in future studies and career choices, suggests a growing imperative for research and policy in this area, as well as a vibrant STEM-based network community.

Frank Deer , University of Manitoba. It is essential that Indigenous knowledge and perspectives be integrated in a reasonable manner into postsecondary education curriculum and research to ensure experiences are relevant to Aboriginal learners and their families and communities. Provincially-legislated organizational models, critical to providing services to students with disabilities or special needs, vary widely across the country and are increasingly the responsibility of schools. A review of models across 15 countries underlines the use of heterogeneous vs.

Professional development and pedagogy support are essential to fostering these emerging collaborative learning models. Martine Durier-Copp , Dalhousie University. E-learning has transformed traditional ways of learning in higher education, and its flexibility is fundamental to increasing accessibility and fostering a lifelong learning society. However, Canada is trailing behind innovative efforts of other countries in postsecondary and workplace e-learning training.

Understanding the social component of learning is a key factor of e-learning success, which impacts motivation, critical thinking and reflection, deeper learning, and knowledge mobilization. Context, behaviour and resources are fundamental drivers within a proposed e-learning framework for effective e-learning delivery models and virtual team practices. While citizen science exhibits considerable potential as an experiential model of environmental education, there is currently little empirical evidence within on the ground citizen science projects on climate change to suggest that nature-based citizen science is promoting transformative learning in the area of climate change.

Importantly, this does not imply that transformative learning is not possible or that it is not already taking place in this context. In particular, there is a need for studies that partner evaluation specialists with scientific scholars who are leading citizen science programs. Industry, government and universities in Canada frequently identify global citizenship as an important outcome of education; however, there are great discrepancies across universities in their understanding of what it means and how it can be achieved.

The report puts forward a framework to enable institutions to develop explicit definitions and to consider the complex and interconnected processes of developing global citizenship within strategic plans, as well as ways to evaluate their efforts. Lillie Lum , York University. The ability to read and communicate clearly in writing in the health workplace is critical to the professional advancement of the individual and the effectiveness of their profession. The importance of teaching students how to write in academic programs is well documented, but much less is known about how to improve the writing ability of the English-as-a-second-language ESL learner.

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While there are promising practices that can be applied to promote academic literacy of ESL students, including discipline specific and reflective writing and cross-curriculum writing assignments, more research is needed to address the unique learning needs of ESL students. While distance education has significantly expanded and improved access to postsecondary education over the last 20 years, student perseverance and quality of learning remain problematic.

Peer-to-peer interactions have been shown to produce positive learning outcomes in e-learning when students engage in authentic learning experiences. However, most distance learners at the postsecondary level do not seek out interactions with peers. Increased teacher training in pedagogical uses of media-based interaction devices as well as greater communication of challenges and benefits of these exchanges appear to be key strategies to enhance the impacts of postsecondary distance education.

Siomonn Pulla , Royal Roads University. The adoption of mobile learning to enhance e-learning has grown exponentially across the globe. This includes increased use within Indigenous communities.

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Research shows, however, that Canada lags in its adoption of mobile learning innovations for Indigenous education. Case studies on mobile learning in Canada show promise of integrating its portability, low cost and versatility into culturally-relevant teaching modalities for Indigenous peoples.

A comprehensive approach that includes the development of mobile-assisted language learning; access to affordable and reliable 21st century connectivity infrastructure and technology; and a greater alignment of indigenous pedagogy and approaches to education that link theory and practice will increase the potential for urban, rural and remote Indigenous communities and learners in Canada to benefit from these learning technologies.

Since their inception, these programs have had to balance the paradox of values found in the arts and management fields. To ensure effective training of flexible and creative arts managers, arts management teaching texts need to be better informed by research on complex and pluralistic organizations, entrepreneurship and innovation, and international applications.

Brian Rubineau , McGill University. Progress integrating women into science, technology, engineering and mathematics STEM studies and careers has stalled over the past 15 years in Canada.

To help surmount obstacles faced by women during school-to-work transitions, new ideas and interventions grounded in peer social processes are needed. A review of the integration of digital textbooks at the postsecondary level examines how educators and students are using formatting functions and what added values they offer. While there is consensus on their functionalities, teaching and learning strategies, and conditions to achieve their potential in postsecondary education, literature on the pedagogical efficacy of e-textbooks is contradictory. Research is limited to perceptions and attitudes towards digital textbooks.

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Empirical research is needed on real learning applications, the views of educators, and institutional resources and support for educators.