Hi, I'm Samantha Shewchuk, PhD

Canada—and Ontario, in particular—is proud to be characterized as one of the most equitable education systems in the world. However, diversity poses unique challenges for Canadian education systems. This study presents findings from an environmental scan of equity policies across the 72 school boards in Ontario, which yielded 785 equity policies for analysis. Data extraction focused on five dimensions of knowledge mobiliz-ation: structures, brokering, co-production, dissemination, and exchange. Findings show that many topics remain under-represented in school board policy coverage, including religious accommodation, antiracism and ethno-cultural discrimination, anti-discrimina-tion procedures for LGBTQ2+ students, gender identity, and socio-economic status. Keywords: K–12 education, equity, policy, knowledge mobilization, LGBTQ2+

Research impact agendas are gaining momentum globally and changing research policies from funding agencies and universities. This article reports on an environmental scan of research impact indicators and resources for Humanities and Social Sciences (HSS) from 32 countries. Changing policies from national research funders include new expectations for researchers to mobilize their research to non-academic audiences that could benefit from its use and demonstrate the tangible impacts of their work. Many have argued that research impact agendas disadvantage HSS as compared to Science, Technology, Engineering and Mathematics (STEM) fields. As such, the purpose of this environmental scan was threefold: (a) to examine how funding agencies are defining and conceptualizing research impact and KMb in different countries, (b) to gather and analyze research impact indicators used to assess HSS and (c) to identify practical resources that might support HSS researchers with research mobilization and impact. The scan yielded 721 research impact resources relevant to HSS; included analysis of 1,105 indicators; and identified 87 resources for researchers (including tools, networks, projects and open access repositories). Supplementary files for this article include a taxonomy of research impact indicators as well as a guidebook of research impact resources for researchers.

This was a formative evaluation that aimed to help improve the two local CWECTs by examining their stakeholder needs and intended human and financial resources, activities, services, and desired outcomes. This formative evaluation was also meant to prepare the ground for a later outcome evaluation. We also hoped that the evaluation would contribute to the improvement of the province-wide CWECT program, which does not appear to have benefitted from any previous evaluation. Between 2008 and 2012, the provincial CWECT initiative grew from a pilot program that involved only a few CWECTs and sponsoring CASs into an Ontario-wide program of 21 CWECTs and some 40 CASs.

Assisted in the teaching of multiple courses every semester by collecting and marking assignments, quizzes, and tests for hundreds of students at a time.