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Indigenous University Student Persistence: Supports, Obstacles, and Recommendations
No full textThe tumultuous history of Indigenous education in Canada has negatively impacted the persistence at university of Indigenous peoples. The research goals were to identify the key supports and obstacles related to Indigenous university student persistence and to make recommendations. Converging interview, survey, and database information with 527 Indigenous students found that the strongest factors related to persistence were (a) social - good relationships with faculty and students, services provided by the Indigenous gathering place on campus, (b) cognitive - academic support at university, learning effectively on their own, hands-on teaching, (c) physical - insufficient financial support, affordable housing, child care, and (d) cultural – recommendations for more Indigenous faculty and culture. Age, home location, and parental education were not related to persistence
1 - A Blended Approach to Health and Healing: Results from a Case Study
No full textIn this presentation, the presenters will share results from a case study which seeks to address the following research questions: To what extent was a blended learning approach effective in helping Nursing students enhance their knowledge of Evidence-based Nursing Practice (EBNP) in a second-year undergraduate Nursing course? To what extent was the presence of a research coach helpful for second-year undergraduate Nursing students in preparing a scholarly research paper? Review. We have reviewed the recent literature on evidence based practice, blended learning technology, and moodle learning to inform our teaching practices, delivery of the course, and case study approach. Theoretical framework. We applied an experiential learning about the learner experiencing learning for themselves and learning from them (Kolb 1984). Methods. In winter 2019, students in a second-year Nursing course at TRU participated in a blended delivery of NURS 2830 – Health and Healing IV: Health Challenges / Healing Initiatives. Students worked with a third-year level undergraduate research coach who helped students complete learning activities on the Moodle learning management software which were designed to help them develop understanding, knowledge, and skills needed to be successful in writing their scholarly research papers. This blended approach was meant to students enhance their knowledge of evidence-based nursing practice. The case study approach used by the students were learning by understanding their experiences, reflecting on the learning activities using the course moodle and group work in class and thereby, modifying their learning behaviors. This provided a concrete experience about students immersing in learning, engaging with peers, reflecting on the objectives, conceptualizing the process of evidence informed knowledge and experimenting blended learning. Results. The findings speak to the student’s readiness to capture, select, and organize their learning experiences and resources for reflection and transferring evidence informed knowledge to the practices in health and healing. Conclusion. The case study shows that students were able to gather evidence based articles and communicate them on the moodle forum and group discussion tailored to the concepts of health and healing. A demonstration of the technologies used in the blended delivery will be provided, as will a discussion of plans to offer a second delivery of the blended course with a potentially larger cohort of students. Implications. The use of blended learning draws meaning and insight into student’s learning, connects students to new information using an inquiry based learning through a digital teaching technology. Key words. blended learning approach, evidence-based practice, undergraduate nursing students, research coach, scholarly paper Reference. Kolb, DA (1984) Experiential Learning: Experience as the Source of Learning and Development. New Jersey: Prentice-Hall
HITS in Postsecondary Education: Food Sustainability Project through Service Learning
No full textInstructors and researchers continue to find it challenging when designing projects, activities and assignments in the postsecondary classroom that will increase student success. High Impact Teaching Strategies, HITS, provides opportunities for students of all backgrounds to maximize their experience in developing strong connections, increasing engagement, exploring new ideas and learning more about their community as well as the world they live in. In this session I will share my experience with a service-learning project, a HITS approach, that was developed within the Education Skills Training Program as part of the Career Exploration stream. It incorporates experiential learning that is hands-on, project-based and integrated into two courses. The Food Sustainability project has proven to be a win for the students participating in this initiative, a win for community partners involved and a win for our environment. The Food Sustainability initiative that was designed based on TRU Strategic Priorities, TRU Graduate Outcomes and ESTR course outcomes. I will be providing a framework that includes: learning outcomes, a rubric, examples of student assignments and possible future funding opportunities to support this type of initiative
3 - Content and Context for Affective Learning: the UN Sustainable Development Goals as a Thematic Framework for a first-year science curriculum
No full textAs part of a revision to first-year chemistry instruction at the University of British Columbia’s Okanagan campus, we have employed the United Nations Sustainable Development Goals (UN SDGs) as a thematic framework. This framework was introduced to promote the achievement of affective learning outcomes, including a systems-thinking approach to exploring the relevance of first-year chemistry content and concepts to societal and global challenges. Through this framework and by using various in-class group activities, sets of course concepts that are traditionally limited in their application to isolated textbook chapters are connected together and shown to have collective application to the environmental and societal systems embodied by specific SDGs. Student attitudes to this framework and its associated activities were examined via a course-end survey and in-depth semi-structured interviews. Student responses were generally positive, indicating an appreciation for the relevance of course concepts to the global challenges described by the SDGs, and that for many students the SDG-framed learning activities aided in their understanding of course concepts. Participants in this session will take part in example active-learning activities, and engage in a discussion to identify for their own disciplines possible affective learning outcomes that might be achieved through the use of similar contextual frameworks
4B: Partnering with student unions to mitigate textbook costs.
No full textCosts of textbook is an enormous challenge for students trying to get an education. TRUSU student reps met with the library about costs of textbooks to see how we could partner to help with this growing problem. We worked together to create a funding proposal that was also aided by University bookstore data and support. We met at various times over the course of a year including a proposal writing session during Long Night Against Procrastination held at TRU Library. We will talk briefly about how we worked through the partnership and have time to do an exercise in thinking about projects we would like to tackle and brainstorm ideas about finding partnerships that can help participants
3D: Working on my Wellness: Developing a Toolkit
No full textSubmission title: Working on my Wellness: Developing a Toolkit
This session will focus on the importance of understanding and incorporating the dimensions of Wellness into our lives, and how in turn this can help us serve and engage our communities. In this session we will talk about wellness as it relates to ourselves as whole, and the steps in building a personal “Wellness Toolkit”. The goal of this session is to allow attendees a chance to learn about the different approaches to wellness, and leave feeling like they understand and are motivated to incorporate wellness practices into their lives
2B: Student Led Library Programs
No full textAs a means of increasing inclusivity and engagement within an academic library, student employees create programs each term. Programs include events, displays, contests, and activities. All of these contribute to strategic library goals in the areas of \u27campus and community\u27 and \u27teaching and learning.\u27 This session will discuss the practicalities and successes of student led programming at UBC Okanagan. It will also address how student-led programming contributes to a reconceptualized understanding of front-line service, which UBC Okanagan implemented with a major renovation in 2018. Attendees should be prepared to share ideas for engagement within their own library
4D: Out of the Box Ideas: Appealing to the General Public While Aligning with Library Goals
No full textSome of the Thompson-Nicola Regional Library’s most popular adult programs and events have been ones that at first glance are unusual for a library. Dating seminars, rock concerts, and tea parties to name a few.
One of the TNRL’s core goals is providing resources for a lifetime of personal growth, learning and enjoyment, which is how I prioritize my programming. When determining what programs to run I have a rough guide of how many should focus on traditional educational value and how many are designed primarily to draw in new patrons.
Participants in this session will learn about some non-traditional library programs and events that appeal to the broader public and meet the library’s mandate. I’ll talk about non-traditional book clubs, our Harry & the Potters wizard rock concert (which drew 155 people), community partnerships, and how much fun your seniors patrons will have in a dating seminar.
This session will also touch on some of the marketing techniques we used to draw out these new patrons
3A: Academic and Public Library Partnerships: A Success Story
No full textIt’s a common perception that public and academic libraries are separate entities. While there are many differences, both institutions share a commitment to increasing access to information, information literacy, and community engagement. What are the outcomes when public and academic libraries work together?
Focusing on a 5 year collaboration between the downtown Kelowna branch of the Okanagan Regional Library (ORL) and the University of British Columbia Okanagan (UBCO) Library, this session will demonstrate how collaboration between academic and public libraries can benefit a whole community of library users. Donna Langille (UBCO) and Chris Stephenson (ORL) will discuss the creation and impact of the UBC Innovation Library, an interdisciplinary and inclusive space located within ORL’s downtown Kelowna branch. The Innovation Library provides community members access to many of UBC Library’s electronic resources. This Kelowna partnership connects the community with university resources and facilitates knowledge exchange between UBC Okanagan and the public. It has also led to some unexpected surprises, benefits, and opportunities including co-hosting the 4th Annual Sugarplum Ball, a community event celebrating diversity and inclusivity.
The presenters will each discuss this partnership from their perspective and provide examples from their own experiences of how academic and public libraries can support each other through sharing resources, cross-promoting events, and joint programming. This session will provide participants with strategies for building a respectful and mutually beneficial relationship with their local public/academic library and present many examples of innovative actions to take towards creating a successful partnership
Assessing the Relationship between Cluster of Differentiation 34 Positive (CD34+) Stem Cells and Platelet Microvesicles during High-Intensity Exercise
No full textPlatelet microvesicles (PMVs) originate from platelets, have a submicron diameter, and transport biomolecules. PMV levels are elevated during high-intensity exercise (HIE) and previous work shows PMV-mediated angiogenesis through endothelial cell proliferation. Cluster of differentiation 34 positive (CD34+) stem cell levels are also elevated after HIE. Whether this HIE-related increase in CD34+ stem cells results from PMV stimulation is unknown. The present study investigates this relationship through platelet function inhibition by non-steroidal anti-inflammatory drug (NSAID) ingestion. Ten participants performed an initial test to determine aerobic fitness (VO2max), and two experimental trials (NSAID and control). For the VO2max test, participants performed a step-wise ramp protocol (4W every 10 seconds) until volitional exhaustion. Blood pressure, breath-by-breath gas exchange, and heart rate were recorded and the data analyzed using the Beaver and Wasserman method and COSMED OMNIA software. Power output set points for the two experimental trials were calculated using one-third the difference between the first and second ventilatory thresholds. For NSAID and control trials, participants ingested either 600 mg of ibuprofen or a placebo two hours prior to 45 minutes of cycling. Nine mL of blood was drawn at 0, 45, 90, 135 minutes. Blood was stained with CD34, CD45, and CD133 fluorescent antibodies for progenitor cell enumeration using flow cytometry. Other blood fractions were centrifuged and the plasma frozen at -80°C for future PMV enumeration. PMV and CD34+ progenitor cell counts from both experimental trials will be compared to assess if a relationship exists between PMVs and CD34+ progenitor cells during HIE