Share Paper: Designing for Persistence from the Margins

  1. Kathy Snow, University of Manitoba, Canada
Wednesday, October 23 5:30 PM-7:00 PM Pacific Ballroom

Abstract: This poster will examine the instructional design decisions and initial implementation of a blended learning design for an Aboriginal Transition Years Program (TYP) course. Traditionally Aboriginal students are "transitioned" into mainstream university courses through specialized programs and courses of 1-2 years in duration. These programs are based on the concept of student deficit and therefore attempt to mitigate these perceived deficits by providing additional supports with regard to both academic and personal issues as dictated by individual students' needs. However, it is the supposition of this work that it is not only the students that need to change. Despite over ...