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Active learning: what is it and why should I use it?
(2017) Peck, Carla L.
CALIBER welcomes Dr. Carla Peck as the keynote speaker. Dr. Carla Peck joined the Faculty of Education at the University of Alberta in 2007. Her program of research has two main foci: The first seeks to map the qualitatively different ways that teachers’ and students’ understand key democratic concepts such as diversity, citizenship, and citizen participation in a democracy. The second area of her research is on students’ historical understandings, and in particular, the relationship between students’ ethnic identities and their understandings of history. In 2013, Carla was awarded the Faculty of Education Undergraduate Teaching Award and the Rutherford Award for Excellence in Undergraduate Teaching. As Associate Director (Curriculum) Carla is responsible for CTL’s Peer Consultation program, and is available for consultation for other curriculum-related needs as well.
The common ground teaser
(2019) Chaudhry, Irfan; Bukhari, Iman; MacEwan University
Welcome to The Common Ground, a new podcast from MacEwan University that explores the narratives of hate and counter-hate in Alberta. Each episode your hosts, Irfan Chaudry and Iman Bukhari, will speak to guests and tackle challenging and polarizing issues in the province.
Developing the field of Work Integrated Learning (WIL) in higher education: a scoping study and curriculum inquiry
(2014) Rosse, Stephanie
The goal of the research is to develop a unified description of the Work Integrated Learning (WIL) Curriculum and a cross-disciplinary curricular framework that identifies the elements and the relationships between them. This research combined scoping study and curriculum inquiry methods and featured three cycles of data analysis and two types of curriculum theorization. Data sources included a literature review, a survey, expert interviews, and a focus group. In theorizing the WIL Curriculum in higher education, the authors develop a definition of the WIL curriculum and on the basis of this definition, put forward a unified curricular framework, as recommended by Cooper, Orrell and Bowden (2010). It begins with a WIL schema to provide an underlying organizational structure that outlines the relationships between fundamental actors and factors in the WIL Curriculum and describes twelve shared dimensions of WIL which are defined in relationship to their function in WIL curriculum development. We also propose a template for curriculum development in WIL and CSL. Finally, based on the data analysis and on patterns found to occur in cross-disciplinary data, we developed eight WIL curriculum models: Awareness, Application, Competency, Synthesis, Deconstruct-Reconstruct, Iterative Reflection, Research-Based, and Problem-Based Models. The WIL models that are advanced in this research provide a starting place for further inquiry, curriculum development and research.
Episode 1: Context of hate in Alberta
(2019) Chaudhry, Irfan; Bukhari, Iman; MacEwan University; Chaudhry, Irfan; Bukhari, Iman
In an age of increasing political and social polarization, how do we understand the diverse and divisive viewpoints that are fueling the rhetoric of hate in Alberta? This episode outlines recent examples of hate in Alberta, and also speaks to groups involved on “all sides” of the debate to help us answer: What is the current context of hate in Alberta? Hosted by Irfan Chaudry and Iman Bukhari.
Episode 2: All walks of life: from hate to healing
(2019) Chaudhry, Irfan; Bukhari, Iman; MacEwan University
Alberta is located on Treaty land. An acknowledgment of the historical legacy of hateful treatment towards the Indigenous community in Canada culminated with the federal government’s Truth and Reconciliation Calls to Action in 2015. In this episode, we outline what, if anything, has changed in Alberta and how Indigenous knowledge can help us heal from historical and current narratives of hate. Hosted by Irfan Chaudry and Iman Bukhari.
Episode 3: “Welcome to Canada. Now fit in, or fuck off”: immigration and the fear of the “other”
(2019) Chaudhry, Irfan; Bukhari, Iman; MacEwan University; Bukhari, Iman
In recent years, strong and polarizing views regarding immigration, refugees, and resettlement have shaped many narratives in Alberta and Canada. These narratives have fueled hatred and misunderstanding about immigration - both online and offline. This episode explores the voices of anti-immigration in order to understand how this impacts newcomers and newcomer serving agencies in Alberta. Hosted by Irfan Chaudry and Iman Bukhari.
Episode 4: The next generation: youth perspectives on hate in Alberta
(2019) Chaudhry, Irfan; Bukhari, Iman; MacEwan University
What do young Albertans think about what is going on in the province? Do they see any hope in looking past the hateful noise that appears to be dividing the country? This episode will explore youth perspectives on hate, and what this demographic thinks can be done to address the issue. Hosted by Irfan Chaudry and Iman Bukhari.
Episode 5: Can we find a common ground?
(2019) Chaudhry, Irfan; Bukhari, Iman; MacEwan University
The final episode of this podcast will take a look at this question, drawing from the responses of all the interviewees from the series. Based on their collective response, do we have any hope of finding common ground in the face of increasing political and social polarization? Hosted by Irfan Chaudry and Iman Bukhari.
From shame to shame resilience: narratives of counselor trainees with eating issues
(2014) Dayal, Helena; Weaver, Kathryn; Domene, Jose
Using narrative analysis, the experiences of 7 Canadian counselor trainees with eating issues were explored for meanings of shame and resilience. Shame was experienced as layers of discounting and disconnection from self and others, which served as barriers to help seeking and recovery. Trainees’ attempts to overcome shame were characterized by a dialectic conflict of protecting shame vs. prioritizing recovery. Finding a culture of safety and belonging, invalidating perfection, and redefining ideals emerged as elements that fostered resilience from the layers of shame. Recommendations for future research include exploring the important features of social support and examining how safe disclosure contributes to overcoming shame. Potential implications for counselor education programs include introducing self-care initiatives, discussions about counselor wellness and ethical practice, and education on eating issues.
#Hashtagging hate: using Twitter to track racism online
(2015) Chaudhry, Irfan
Under our current social context, discussing issues related to race are often very difficult and perceived as impolite. As Malinda Smith notes, “there is a belief that to talk openly about race matters is an affront to good manners.” [1]. As a result, there is strong sentiment from people to feel that race (and consequently racism) is a thing of the past. While it is important to acknowledge this may be a byproduct of living in a multicultural and pluralistic society such as Canada, not being able to talk openly about issues related to race makes it difficult for Canada to become a place that is diverse and inclusive of all people, as both overt and covert forms of racism are able to persist. Although overt forms of racism in a public setting are less frequent than in the past (for the most part), one can shift focus to the online world, where overt forms of racism are rampant on social media sites, such as Twitter. A recent report released by Demos (a U.K.-based think tank), for example, found that on average, there are roughly 10,000 uses (per day) of racist and ethnic slurs in English being used on Twitter (Bartlett, et al., 2014). While this appears to be a high number, it is important to note there are no comparative figures which this finding can be contrasted with. For example, is this figure any higher or lower than what one might find on sites such as Facebook or Instagram? Although we currently do not have the information to make this comparison, it is important to remember that “new modes of communication mean it is easier than ever to find and capture this type of language” [2]. In light of new communication technology, social media sites like Twitter allow us to view and track racist language like we have never been able to do before. In recent years, racist graffiti sprawled on the sides of businesses or homes would have been the most overt text-based form of seeing racist language in a public area, however, with the rise and growth of communication technology (and social media specifically), the online realm has turned into a space where racist language is used openly. As Manuel Castells points out, “the fundamental change in the realm of communication has been the rise of self communication — the use of Internet and wireless networks as platforms of digital communication” [3]. The rise of digital communication tools (like Twitter) has given anyone with something to say a ‘digital soapbox’, where they can tweet their thoughts, values, and opinions on a variety of issues. While most Twitter users will tweet about news stories (Tao, et al., 2014), some users may take to Twitter to espouse hateful sentiment. The older Twitter gets, the more its service (like the rest of the Web) becomes a vehicle for trolls [4] to challenge the social contract in a way that they might not be able to on the street (Greenhouse, 2013). Although the use of racist language online is not a new phenomenon (see Foxman and Wolf, 2013), what is new is the ability for users to strategically track and monitor racism online. Due to Twitter’s “free speech” ideal (Greenhouse, 2013), it does not filter out terms or threads that are racist in nature. As a result, users can easily track and monitor racist language. The ability to track racist language on Twitter provides researchers interested in examining race and racism with a unique way to collect research data. While there are a number of paid services that can provide Twitter data for users (such as Gnip or Datasift), these services are often costly, focus on large sets of data, and require added expertise with different data formats for users to utilize. As a result, researchers have been hesitant to utilize Twitter as a data gathering source. Due to the structure of Twitter, however, users can still collect data in an efficient and strategic manner, without the need to rely on costly data providers or learning a new data format. In this paper, I will consider three different projects that have used Twitter to track racist language: 1) Racist Tweets in Canada (the author’s original work); 2) Anti-social media (a 2014 study by DEMOS); and, 3) The Geography of Hate Map (created by researchers at Humboldt University) in order to showcase the ability to track racism online using Twitter. As each of these projects collected racist language on Twitter using very different methods, I will provide a discussion of each data collection method used as well as the strengths and challenges of each method. More importantly, however, I will highlight why Twitter is an important data collection tool for researchers interested in studying race and racism. Before discussing these projects, however, I will provide a brief genealogy of Twitter and how it is transforming from a social media platform to a useful space for researchers.
#Hashtags for change: can Twitter promote social progress in Saudi Arabia
(2014) Chaudhry, Irfan
Since the Arab Spring uprisings in 2011, Twitter has proven to be a useful mobilization tool for citizens. The power of Twitter to mobilize citizens (as seen in the Arab Spring) worries some governments. In response, a number of countries have begun to censor access to Internet technology. The Saudi monarchy, for example, issued a decree banning the reporting of news that contradicts sharia (Islamic) law, undermines national security, promotes foreign interests, or slanders religious leaders. A key question requiring further examination is why the Saudi government issued this decree. Are these controls in place to manage the Kingdom of Saudi Arabia’s political image on a global level, or are they in place to regulate the morality of its citizens at the local level? Drawing upon the work of Manuel Castells and his discussion of network power, this article asks: Can Twitter usage promote social progress in Saudi Arabia?
Helping the Grant MacEwan College Board of Governors acquire and transfer knowledge about presidential search
(2009) Baptista, Margo
The frequency of turnover within public post-secondary boards of governors presents particular challenges to the individual and collective ability of members to acquire and manage intellectual capital and practical knowledge on board roles and responsibilities. My study examined how, through the application of knowledge management theory, a board can learn and share knowledge on a vital board responsibility—presidential search. Normally, boards learn about presidential search while engaged in a recruitment process or through presentations at governance conferences. Seeking knowledge about this topic through a proactive and targeted approach is not common practice. Through a facilitated, qualitative action research exercise, participants engaged in a progressive learning experience to create a body of knowledge about presidential search experiences and develop strategies for transferring it when membership changes. This shared organizational learning experience is also expected to contribute to a comprehensive board succession plan for Grant MacEwan College.
IL Palooza: easy video creation using Screencast-o-matic
(2018) Peacock, Kim
Hands-on workshop with Kim Peacock on the free screencast video making tool Screencast-o-matic. Includes benefits and best practices.
Implementing preceptorship in baccalaureate nursing program in middle-low-income countries: a scoping review
(2024) Asirifi, Mary; Mensah, Bernard A.; Marfo, Emmanuel A.; dos Santos Nogueira de Góes, Fernanda; Padda, Sehzpreet K.; Satimehin, Oluwaseun O.; Knibbs, Trinity; Adjei, Charles A.
Preceptorship is critical for developing the next generation of nurses to provide high-quality patient care. However, challenges in implementing preceptorship programs in low-middle-income countries (LMICs) exist, affecting the quality of nursing care provided to patients. Objectives: To (1) explore the extent of literature on key strategies for effective implementation of undergraduate preceptorship nursing education in LMICs and (2) identify existing evidence and gaps in the literature about the implementation of preceptorship in LMICs. This scoping review followed Arksey and O’Malley’s (2005) methodological framework. We used the following databases: CINHAL, PubMed, MEDLINE, and ERIC to conduct a systematic search of articles in 2023. The search strategies were focused on the following aspects: “preceptorship,” “baccalaureate nursing program,” “implementation strategies,” and “Low-middle-income countries.” Criteria for including the studies were a) preceptorship in undergraduate/ baccalaureate nursing programs, b) primary quantitative and qualitative studies, and c) implementation of preceptorships in LMICs.
In situ simulation educational intervention in emergency care nursing: from identifying learning needs to developing clinical and transferable skills
(2024) Batista, Viviane Faria; dos Santos Nogueira de Góes, Fernanda; Reisdorfer, Emilene; de Camargo, Rosangela Andrade Aukar; Toneti, Bruna Francielle
Introduction: The nursing team is crucial in emergency care (EC) settings, serving as patients’ first point of contact. However, gaps in their training have been hindering the effectiveness of care and patient survival. In situ simulation (ISS) has been recognized as a valuable tool in EC education, uncovering hidden risks in clinical care areas. This study aimed to analyse how an ISS educational intervention in the EC department impacted participants’ clinical and transferable skills. Methods: To assess the effectiveness of an educational intervention on the 37 EC nursing professionals, a 12-month study quasi-experimental study was conducted. The study consisted of a survey to identify participants’ learning needs and four workshops tailored to meet the team’s specific needs, culminating in an ISS session. Knowledge levels were evaluated using pre- and post-tests administered before (T0) and after (T1) the workshops, along with a formative assessment with an Objective Structured Clinical Examination (OSCE) holistic marking guide to measure the clinical and transferable skills acquired during the ISS. Results: The primary participant’s learning needs centred around cardiopulmonary arrest caused by acute myocardial infarction, including interpreting electrocardiogram and teamwork. These topics were used to develop the workshop and the simulation scenario. A significant difference (p < 0.001) was observed in the levels of learning between T0 and T1, indicating a marked improvement in the participants’ performance. The nursing professionals displayed proficient clinical and transferable skills during the ISS, successfully completing over 80% of the OSCE items. Discussion: These findings suggested that a customized educational intervention incorporating participatory learning and ISS effectively enhances clinical and transferable skills among nursing professionals. The positive outcomes observed in post-tests and OSCE holistic assessment highlighted the effectiveness of this intervention for the EC nursing team. The results of this study demonstrate that active participation in workshops facilitates knowledge acquisition. Furthermore, the OSCE results illustrate the practical application of clinical and transferable skills during the ISS.
The influence of social media on alcohol consumption of mothers of children and adolescents: a scoping review of the literature
(2023) Reisdorfer, Emilene; Nesari, Maryam; Krell, Kari; Johnston, Sharon; Dunlop, Randi Ziorio; Chute, Andrea; dos Santos Nogueira de Góes, Fernanda; Singh, Inder
Alcohol misuse is a common problem in many countries, where alcohol is often portrayed as a fun and interactive coping strategy for mothers to manage the demands of motherhood. Social media platforms have established themselves as a popular forum for mothers to share information and create an environment in which mothers may be exposed to and influenced by alcohol-related content. Given the increased social acceptance and normalization of drinking among mothers, especially during the recent pandemic, a critical analysis of social media influences on alcohol behaviours and consumption is warranted. A scoping review mapped the evidence on social media influences and alcohol consumption among mothers of children and teenagers younger than eighteen years old. Several databases were consulted, and the evidence was collated into two themes and seven subthemes. Factors related to alcohol consumption in motherhood include (1) community and social support, (2) coping and mental health, (3) motherhood expectations and identity, (4) alcohol consumption, (5) marketing strategies, (6) everyday issues, and (7) social media influence. Numerous social, economic, and health problems are associated with alcohol misuse. The current literature suggests that social media is a powerful tool to disseminate messages about alcohol and normalize mothers’ drinking behaviours.
Interprofessional education in health training in Brazil: scoping review
(2022) Prevedello, Alexandra Secreti; dos Santos Nogueira de Góes, Fernanda; Cyrino, Eliana Goldfarb
Introduction: Interprofessional education (IPE) can be used to improve health care by promoting opportunities for students to develop competencies for teamwork, collaborative practice and comprehensive care. However, the effects of IPE implementation in the Brazilian context need to be explored. Objective: To map the Brazilian scientific production on the learning of students attending health courses in the context of IPE, challenges and advances for educators and management. Method: A scoping review was carried out to answer the following question: How does student learning occur in formative processes that use the IPE approach from the viewpoint of students, educators and managers? The search took place in the Web of Science databases, Capes, Scopus and Virtual Health Library, using the descriptor/keyword “interprofessional education.” Publications were searched from 2010 to 2020, published in Portuguese, English or Spanish, of which Brazil was the country of publication or origin of the study. We identified 145 studies; 53 were duplicated, 92 were analyzed, and 28 comprised the final sample. The findings were organized into “IPE from the student’s perspective,”; “ IPE from the educators’ perspective,”; “Advances and challenges in teaching and health management,”; “Recommendations for IPE in the Brazilian context.” Results: The target audience involved students, residents, facilitators and health staff, totaling 2,886 participants. Learning according to the IPE allows the student to recognize the integrality of patient care and the SUS as the guide of health actions. The facilitator is relevant in developing collaborative work but has little pedagogical training, motivation, and institutional support. Management understands IPE as a complementary tool, supporting other Brazilian politician reforms, but efforts are needed to promote teaching-service-community integration and endorse the integrated curriculum. Conclusion: By mapping IPE, it was identified that the studies are aligned with the SUS to transform the training and qualification of care, demonstrating the potential of IPE for health curricula. Student learning, mediated by interprofessionality, has facilitated the development of the competencies required to meet the DCNs and the needs of the SUS, despite the various challenges faced by the students, educators and management.
Interprofessional education in health training in Brazil: scoping review
(2022) Prevedello, Alexandra Secreti; dos Santos Nogueira de Góes, Fernanda; Cyrino, Eliana Goldfarb
Introduction: Interprofessional education (IPE) can be used to improve health care by promoting opportunities for students to develop competencies for teamwork, collaborative practice and comprehensive care. However, the effects of IPE implementation in the Brazilian context need to be explored. Objective: To map the Brazilian scientific production on the learning of students attending health courses in the context of IPE, challenges and advances for educators and management. Method: A scoping review was carried out to answer the following question: How does student learning occur in formative processes that use the IPE approach from the viewpoint of students, educators and managers? The search took place in the Web of Science databases, Capes, Scopus and Virtual Health Library, using the descriptor/keyword “interprofessional education.” Publications were searched from 2010 to 2020, published in Portuguese, English or Spanish, of which Brazil was the country of publication or origin of the study. We identified 145 studies; 53 were duplicated, 92 were analyzed, and 28 comprised the final sample. The findings were organized into “IPE from the student’s perspective,”; “ IPE from the educators’ perspective,”; “Advances and challenges in teaching and health management,”; “Recommendations for IPE in the Brazilian context.” Results: The target audience involved students, residents, facilitators and health staff, totaling 2,886 participants. Learning according to the IPE allows the student to recognize the integrality of patient care and the SUS as the guide of health actions. The facilitator is relevant in developing collaborative work but has little pedagogical training, motivation, and institutional support. Management understands IPE as a complementary tool, supporting other Brazilian politician reforms, but efforts are needed to promote teaching-service-community integration and endorse the integrated curriculum. Conclusion: By mapping IPE, it was identified that the studies are aligned with the SUS to transform the training and qualification of care, demonstrating the potential of IPE for health curricula. Student learning, mediated by interprofessionality, has facilitated the development of the competencies required to meet the DCNs and the needs of the SUS, despite the various challenges faced by the students, educators and management.
Interprofessional education’s readiness among Brazilian medical students
(2024) Prevedello, Alexandra Secreti; dos Santos Nogueira de Góes, Fernanda; Reisdorfer, Emilene
The study examines the readiness for shared learning based on interprofessional education (IPE) among Brazilian medical students participating in preceptorship programs. A total of 642 students from all six medical courses across a state in Brazil completed the Readiness for Interprofessional Learning Scale (RIPLS) and a sociodemographic questionnaire. The results, analyzed across three RIPLS factors—teamwork and collaboration, professional identity, and patient-centered care—reveal a positive inclination toward collaborative learning, though each factor was influenced by different variables. Teamwork and collaboration (factor 1) were significantly associated with gender, medical program semester, prior teamwork experience, and current clinical practice. Professional identity (factor 2) was shaped by gender, prior bachelor’s degree, type of university (public or private), and medical program semester. Patient-centered care (factor 3) showed significant relationships with gender, prior bachelor’s degree, type of university, medical program semester, and current clinical practice. These findings highlight the importance of acknowledging various demographic and educational variables when assessing student readiness for shared learning. Such insights can help medical programs refine their curricula and develop educational strategies to promote IPE, fostering collaborative healthcare practice in alignment with both national and international guidelines.
MacEwan Residence Life Staff: enhancing student leadership
(2014) Lade, Tim
MacEwan Residence, on the City Centre campus of MacEwan University, opened in 2005 and houses 882 students in 450 suite-style units on a yearly basis. Offering a safe, secure, and academically focused on-campus living experience, MacEwan Residence is committed to assisting in the transition of all students pursuing a postsecondary experience and to offering convenient, affordable housing in the heart of Edmonton, Alberta, Canada. MacEwan Residence delivers this commitment primarily through the Residence Life Staff team, which is made up of 27 residence assistants (RAs) who live within each floor community and who support all residents. It is a well-known fact in Edmonton that there are many off-campus housing options to choose from including condos, apartments, and living with parents. The on-campus experience has to be more than just a convenient and fun place to live, but also needs to be a developmental experience in which relationships can be built, learning can take place, and the cost of residence is a worthwhile investment—in other words, a student doesn’t just a get a bed to put their head in but is able to thrive as a student and an individual.

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