The Canadian Microelectronics Corporation1 has developed and distributed a Rapid Prototyping Board (RPB) to facilitate research in Hardware/Software (HW/SW) Codesign, case studies, applications and prototyping of projects in embedded systems. This research develops a series of layers between hardware and software, exploiting the dynamically reconfigurable hardware of the RPB and creating the co...

Indigenous knowledges are largely absent from higher education institutions’ efforts to pursue excellence and innovation. Grounded in decolonization literature institutional theory, this article examines how peoples of Canada have engaged with innovation discourses education. Through document analysis 15 research-intensive Canadian universities conversation 13 peoples, the analyses political, f...

Disabled students in Canadian universities are usually taught that they must develop the ability to discuss their disabilities and assert rights if want achieve academic success. Yet this individualized skills-based approach can privilege deficit-focused methods impose hierarchical mutually anxiety-provoking student-faculty relationships. This study documents experiences of disabled professors ...

BACKGROUND Although the written component of the Royal College of Physicians and Surgeons of Canada (RCPSC)internal medicine examination is important for obtaining licensure and certification as a specialist, no methods exist to predict a candidate's performance on the examination. METHOD We obtained data from 5 Canadian universities from 1988 to 1998 in order to compare raw scores from the A...

The tension emanated from deeply polarized socio-cultural values has found its way into the Canadian university campuses. In their endeavour to strike a balance between promoting diversity, inclusion and respecting free speech, higher educational institutions have encountered formidable challenges. Central contention revolving around speech debate is an assertion that institutional pressures fo...

This paper uses lived experiences to critically examine the orientation of international graduate students at research-intensive Canadian universities. We, five co-authors, embody diverse ethnic, racial, sexual, religious, national, and gender identities, yet are all (or have been) in Canada. Through collaborative autoethnography, we destabilize notion “orientation.” We argue that student shoul...