Journals @ The Mount
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What is Trauma-Informed Care?
Get PDFTrauma-informed care is a popular term used today, yet its application and how it is applied varies. This article will address: what is trauma? what is trauma-informed care (TIC) ? and examples of how to apply the guiding principles of TIC into practice
Xylazine – Emerging Cause of Death in Correctional Institutions
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Abstract:
The unregulated veterinary drug xylazine is emerging as a cause of death in State Correctional facilities. Unlike the drug fentanyl, there is no antidote. The origins and toxicity of the drug are discussed and illustrated with a case study of an offender death due to xylazine mixed with fentanyl. There are precautions that prison officials can take, and correctional nurses that encounter users will be informed and better able to assess offenders for possible xylazine use due to physical signs on examination.
 
(De)Colonized Science: Hopes, Complexities, Tensions, and Frustrations in Seeking to Indigenize Undergraduate Science Education
Get PDFThis article is an exploration of our efforts to develop an Indigenous Science Course at Mount Royal University (MRU) located in Mohkinstsis within the Ancestral Lands of the Blackfoot Confederacy the Territory of the Treaty 7 signatories Kainai, Piikani, Siksika, Tsuut’ina, Bearspaw, Chiniki, and Wesley Nations and the Metis Nation Region III. The authors are an Indigenous environmental scientist and recent MRU graduate (Nikita), a settler assistant professor (Collette), and an Indigenous assistant professor (Joshua). We engage here as an enactment of research as ceremony (Wilson, 2008). We draw on Metissage storywork to spark meaning making of our experiences in seeking to contribute to the Indigenization of our University (Archibald, 2008). We believe that the stories we share have the potential to open up interpretive possibilities for those interested in Scholarship of Teaching and Learning as Reconciliation (Hill, 2022) and decolonization and Indigenization of post secondary education more broadly (Battiste, 2013). Through storytelling we endeavor to push for change in sharing the hopes, complexities, tensions, and frustrations we encountered. 
Suburban and Rural Gang Presence: Preempting Violence in Response to This Shifting Threat for Hospitals
Get PDFThe threat of gang violence spilling over into healthcare settings has become a reality in communities of all sizes. In particular, many people still perceive suburban and rural areas as being havens from significant organized crime when they may actually be places where criminal gang activity and violence is less detectable from law enforcement. Additionally, lesser populated regions of the nation often have small and sometimes underfunded police departments, which can make those communities vulnerable and attractive to criminals trying to avoid larger cities with more sophisticated gang units. To deal with the potential for gang violence in the hospital setting, there is a need to understand the basics of the gang culture, related behaviors, and the continuing gang threat. The keys to a successful campaign against gang violence in a hospital setting are training and education of security and clinical staff, including coordination and cooperation with law enforcement, and proper reporting procedures and protocols
Expanding a Professional Learning Community to Focus on Inclusion, Belonging, and Student Success
Get PDFStudent success, particularly for students from marginalized populations, depends on a number of co-existing factors, not the least of which are a sense of belonging and the institution’s focus on inclusion. This article showcases the lessons learned from a professional learning community (PLC) for faculty, staff, and students, which was intentionally designed to create awareness of these issues and the need for courageous conversations to support change. The article discusses one particular PLC, a form of virtual “book club,” which occurred during the Fall 2021 semester (September–December). This PLC was focused on Anthony Jack’s text The Privileged Poor: How Elite Colleges Are Failing Disadvantaged Students, published in 2019, and encouraged a unique dialogue on student experience, co-facilitated by a team who critiqued aspects such as race, class, and first-generation status from different vantage points in higher education
The Importance of "Love" in Authentic Decolonization Work and SoTL Practice
Get PDFThe definition of “decolonization” is contextual and relational, and it holds multiple meanings (de Oliveira Andreotti et al., 2015; Battiste, 2013; Smith, 2012), but it is seldom associated with the term “love.” This article explores how creating “ethical spaces” (Ermine, 2007) for engagement with Indigenous partners and community organizations has helped Bachelor of Child Studies (BCST) students at Mount Royal University (MRU) to understand the deeper meaning of decolonization and its connection to love in the context of academic and professional practices. During the 2021/22 academic year, four students collaborated with their professor and a community partner, Wee Wild Ones (WWO), a nature-inspired school, on decolonizing the organization’s early childhood education curriculum. The teachings of Elders and knowledge holders at MRU and within the wider community challenged the students’ understanding of decolonization and shifted their focus from an efficiency driven, goal-directed project approach towards building authentic relationships rooted in love, respect, and inclusivity. This article explores the meaning and role of love in the context of student-community partnerships, decolonization work, and scholarship of teaching and learning (SoTL) practice.
Synopsis of "Architecture of the Unexpected": Beyond the Learning Paradigm
Get PDFThis keynote approached the question of how the Scholarship of Teaching and Learning (SoTL) might play a role in the continued progress of “the learning paradigm,” post-pandemic and into the future. I assert that it was primarily the progress of the learning paradigm—the growth of the multi-layered practices related to good pedagogy and educational caretaking—that provided the essence of higher education’s capacity to survive the pandemic. Given that the future will likely be filled with such disruptions, we need to keep building this “architecture of the unexpected” if we are to positively transform higher education in the midst of these disruptions to be more impactful, relevant, equitable and inclusive. Using a framework known as “Three Horizons,” I explore the potentially disruptive role that SoTL might serve in this transformation. This summary is a synthesis of the keynote at the Banff Symposium and a written piece by the same name, forthcoming in the volume Recentering Learning (Debelius, Kim, and Maloney, JHU Press, 2024)
On Pop-Up Poetry, Old School Typewriters and Feeling Valued
Get PDFThis piece is a creative reflection on my experience with pop-up poetry at the 2022 Mokakiiks SoTL Symposium in Banff
Designing Effective Experiential Curriculum: The Experiential Learning Map
Get PDFDesigning experiential student exercises or course modules can be a daunting task for faculty members. Often, not knowing where to begin is a barrier that causes instructors to avoid developing meaningful, high-impact student exercises grounded in experience. Yet, we know that these can be incredibly powerful and transformative pedagogies.
The Experiential Learning Map (ELM) is a curricular planning tool that instructors, learning consultants, or students can use to storyboard and develop an experiential lesson. Modelled after best practices in business model ideation, and informed by research about experiential learning, the ELM provides instructors with an easy-to-use curriculum planning tool. The ELM is designed to be flexible. Instructors can scale the pedagogy from a single-class interaction to a multi-session pedagogical arc. The ELM\u27s value is that it provides instructors with a simple, iterative planning tool that can be used to scope and scale a learning experience