The Dissertation in Practice at Western University is the culminating project for students in their final year of the Doctor of Education Program, (EdD) in Educational Leadership.
The Doctor of Education (EdD) in Educational Leadership is a doctoral degree that teaches seasoned educators and professionals specific, research-informed leadership practices, and prepares them to appropriately apply their learning to their own workplace and leadership roles.
The primary goal of the EdD program is to prepare graduates to act as scholarly and influential leaders who will have an effective impact on, and promote sustainable change in, their workplaces and communities.
Further questions about the Dissertation in Practice or the Doctor of Education Program should be directed to EdD.graded@uwo.ca
DIPs from 2021
Absent and Present: The Mental Health and Wellness of Ontario Teacher Leaders Using a Catholic Social Justice Approach, Jennifer C. Wojcik
A Values-Based, Holistic Approach towards School Mission in a U.S. Islamic School, Salim S. Yusufali
Strengthening a Culture of Collaboration Through Intentional and Strategic Collaborative Practices, Jimena Zalba
Supporting Effective School Board Governance, Dwayne Michael Zarichny
Fostering and Sustaining an Inclusive and Cognitively Diverse Learning Culture that Promotes Innovative and Agile Thinking, Krista Zavits
Girls as Thriving Leaders: Cultivating a Community of True Belonging in an All-Girls School, Lisa A. Ziebart
DIPs from 2020
Exploring the Role of Collective Teacher Efficacy in Closing Achievement Gaps: A Review of an Urban District Model School Program, Folusho B. Abayomi
Improving the Learning Environment Through Communication: A Systems Perspective, Allison Charlotte Alexander
Using Images and Texts to Increase Students’ Perceptions of their Learning Climates, Sara Alves
Faculty Engagement in an Interior Design Program at a Canadian Higher Educational Institution: Toward Methodical Practice, Angela G. Antohi-Kominek
A Curriculum Framework at GLSM, A Canadian Medical School, Jeff Bachiu
Increasing the Effectiveness of English Language Teaching Assistants, Abidemi T. Bankole
EVIDENCE INFORMED STRATEGY TO IMPROVE ORGANIZATIONAL LEARNING ENGAGEMENT, Glenn G. Barton
Supporting International School Student Social-Emotional Well-being, Matthew Boomhower
Interdisciplinary explorations: Setting the stage for change through understanding culture and attending to psychological safety in an Ontario Community College, Louise Chatterton
Improving Online Student Engagement in the Online Classroom, Emily Chen-Bendle
Enhancing the EdTech Ecosystem in a British Columbia School District, Suzanne J. Chisholm
Enhancing Support for Student Mental Health and Wellbeing through Service Renewal at a Canadian College, Sterling Crowe
Students’ Safety During School Field Trips: Key Educational Stakeholders’ Responsibilities and The Role of Leadership, Nanaishetu Olabisi Dako
Student Responsibility Through Building Teacher Capacities, Christopher C. deBoer
Closing the Culture Gap: Student Language Competencies for the Assessment of Patients in a Bilingual Health Care Setting, Midori Derome-Pinto
Leveraging Technology to Increase Access to Training for Registered Nurses Working Remotely in the Community and Home Health Care Sector, Hilary Dogbeson
School Leadership and Student Engagement in Core French, Gloria Nwadinma Emenogu
Through the Eyes of a Consultant: Leadership Succession Planning in an International School Setting, Hoda Etemad
Indigenous Cultural Influenced Change Management, Mary Fuke