List of 3 items.

• Diversity, Equity And Inclusion Audit

  We are working closely with our external partner Anima Leadership on developing and carrying out a comprehensive Diversity, Equity and Inclusion Audit. The audit is part of our efforts to do the hard work required to create a culture that encourages advocacy, anti-racism/anti-discrimination, and values the lived experiences of all of our community members, as set out in our 2020 DEI Strategy and Action Plan. The DEI audit will provide baseline metrics as an important step in the process of ensuring we continue to approach DEI systematically and persistently. Read more about the audit.

• The Road After: A Longitudinal Study Of Branksome Hall Graduates

  This longitudinal study follows multiple cohorts of Branksome Hall graduates over a five-year period to uncover the impact of their schooling experiences on their post-secondary education, interests and development as young adults. Initiated in 2017, researchers continue to trace graduates’ diverse and evolving journeys. The study is anchored in four areas of inquiry: the impact of the International Baccalaureate (IB), their experiences of international mindedness, their well-being and their perceptions of leadership. This research aims to capture a rich and detailed portrait of the “road after” for Branksome Hall students while also revealing the transformation young women and non-binary individuals experience in early adult life. Check out our three-part publication series titled “The First Year Story” focusing on 1) academic preparedness 2) well-being during the transition to university and 3) emerging adulthood.

• Technology Enhanced Learning and Innovation

  The education landscape has dramatically shifted with the onset of the COVID-19 pandemic in 2020, forcing schools to adapt and transform their practice with the use of technology. Technological transformation has fundamentally changed the modern classroom, however, the lack of coherent student and teacher experience within the emerging digital ecosystem means we haven’t truly leveraged the exciting capabilities of what digital technology can bring to teaching and learning. The OECD (2021) has identified three areas of advancement on the frontiers of technological developments in education, including: artificial intelligence, robots, and blockchain. As we experiment with a variety of digital tools and new methods, and engage with the infinite wealth of content that exists online, we will be transforming teaching and learning and seizing the opportunity to collect evidence for what helps our students learn and our teachers teach best.
  
  The CRC aims to capture the innovation that is happening at the school through a research program around three areas: the changing role of teachers, the changing experience of students, and the ethics of technology enhanced learning.
  
  Research Questions:

  • How is the role of teachers changing due to adoption of new classroom technologies?
  • How is the experience of students changing with the use of technology and how can they be best supported in their learning and development?
  • What are the ethical considerations of adopting different technologies on student data privacy, achievement gap, and bespoke learning solutions for students with special learning considerations? How can we increase equity and inclusiveness through our use of technology and innovation?