Grant Recipients
Winter 2023
Scholarship of Teaching and Learning Grants
Process evaluation of the implementation of an inaugural Advanced Pharmacy Practice Experience in a Collaborative Healthcare Setting focusing on student integration into hospital inpatient clinical pharmacy services
Recipients | Project Lead Co-applicants |
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Amount | $2803.00 |
Abstract | Structural and cultural changes within Canadian Faculties of Medicine and their medical programs are needed. Unfortunately, curriculum diversification is a challenging process due to competing priorities and the complexity of a medical curriculum. In 2020, Dalhousie University embarked on a Curriculum Refresh, whereby faculty and staff members focused their efforts on modifying the undergraduate medical program to address inadequately discussed health concerns of the community, including addictions medicine, competency-based learning, generalism, health systems, planetary health, priority communities, and public health. In this semi-structured qualitative study, we hope to better understand if the current Curriculum Refresh at Dalhousie University has fostered a thorough understanding of health and sociopolitical inequities that exist in institutional and community settings that provide medical education and care. We aim to uncover student perspectives on whether the new curriculum has provided medical students with the knowledge and skills needed to address systemic issues through a lens that considers and integrates the social determinants of health in medical education and healthcare. |
Fall 2022
Process evaluation of the implementation of an inaugural Advanced Pharmacy Practice Experience in a Collaborative Healthcare Setting focusing on student integration into hospital inpatient clinical pharmacy services
Recipients | Project Lead College of Pharmacy, Faculty of Health Co-applicants |
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Amount | $2974.12 |
Abstract | The College of Pharmacy is in the process of implementing the entry level Doctor of Pharmacy curriculum. In their final year, students undertake a 12-week Advanced Pharmacy Practice Experience (APPE) in a Collaborative Healthcare Setting (CHC). The inaugural rotation will be offered in rotation blocks between May 2023-April 2024. As part of rotation activities, integration of pharmacy students into clinical pharmacy services as ‘care extenders’ will be a focus. This project aims to evaluate the CHC APPE rotation to gain insight on how the rotation is implemented in different hospital settings, understand student contribution, and identify facilitators and barriers to student integration. Data for the process evaluation will be collected by record of site activities, course evaluations, and site/preceptor/student interviews. As contextual differences between practice sites can impact fidelity of an education program, process evaluation can help inform adaptations to ensure program effectiveness that will impact future pharmacy students. |
Conceptual Transfer for Students Learning New Programming Languages
Recipients | Project Lead Co-applicants Stephanie Bernier, Educational Developer, Faculty of Computer Science |
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Amount | $2948.00 |
Abstract | Students can learn a new programming language more deeply from memory diagrams that illustrate how the state of data changes during the execution of a program than from examples of code alone. How does memory diagrams support students to transfer their understanding of conceptual and semantic knowledge as they learn new languages? The aim of this project is to design novel representations of semantics specific to the transition from Python to Java that facilitate meaningful learning. We distinguish bridging and contrasting memory diagrams. A bridging memory diagram makes explicit the same semantics between two programming languages despite the different syntax. A contrasting memory diagram depicts the similarities in syntax between languages and compares the different semantics. We predict that students will make fewer errors on code reading tasks while learning from memory diagrams that promote conceptual transfer. |
Does Bridging Analogies on Recursion Facilitate Students’ Learning With Visualizations?
Recipients | Project Lead Co-applicants Stephanie Bernier, Educational Developer, Faculty of Computer Science |
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Amount | $2948.00 |
Abstract | The goal of this project is design and evaluate the effectiveness of multimedia in facilitating students’ shifts to more sophisticated mental models of recursion. Research shows that novice programmers hold alternate conceptions or misconceptions about methods that call themselves from within their own code. Drawing on this literature and the cognitive theory of multimedia learning, the proposed instructional design consists of bridging analogies interleaved with visualizations in the form of animation combined with narration. Students enrolled in CSCI 1105 Introduction to Computer Programming will learn with the material while performing code tracing and writing tasks to measure learning processes and outcomes and ascertain the effects of bridging analogies. We predict that intuitive examples support students in assimilating and reinstating knowledge of recursion semantics while performing programming tasks. The project will serve as example to instructors on how to apply Mayer’s principles for multimedia learning design to create instructional materials. |
Assessing Student Experiences of Equity, Diversity, Inclusion, and Accessibility (EDIA) at the College of Sustainability, Dalhousie University
Recipients | Project Lead Co-applicants |
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Amount | $2958.30 |
Abstract | Most post-secondary institutions in Canada have or are in the process of developing advisory groups focused on equity, diversity, inclusion, and accessibility (EDIA) (Universities Canada, 2019). However, a lack of EDIA data on students remains a challenge cited by senior EDIA leads throughout Canada, which can impact recruiting and retaining diverse students as well as integrating EDIA considerations in teaching and learning (Universities Canada, 2019). Despite the strides made by EDIA advisory groups and the integration of EDIA into program and course-level learning outcomes, faculty and student experiences do not always align with desired outcomes, as there can be gaps between the intended curriculum, the taught curriculum, and the learned curriculum. As such, this SoTL project explores student experiences of equity, diversity, inclusion, and accessibility (EDIA) at the College of Sustainability, Dalhousie University, including what EDIA means for them as students and how the College is performing against these student-defined standards. It also seeks students’ feedback on the specific teaching and learning activities and practices that (1) best support and (2) actively detract from EDIA within our courses and our undergraduate learning environment. Results from this study will contribute towards continuing EDIA efforts with respect to the College of Sustainability’s governance, practices, and processes. |
Evaluating Internships to Support Student Learning and Wellbeing
Recipients | Project Lead Co-applicants |
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Amount | $2973.32 |
Abstract | Experiential and active learning are important parts of post-secondary learning environments. Internships are a common form of experiential learning, associated with many benefits for student learning outcomes and professional development. Internships are not without challenges, however, and the literature identifies factors important to their success. The purpose of this program evaluation SOTL project is to explore student perceptions of learning experiences with internships in health promotion and recreation, to contextualize those perceptions with stakeholder perspectives and an environmental scan, and to make recommendations for program refinements accordingly. This participatory project will include an environmental scan of relevant programs, a survey of past, present, and future internship students and qualitative interviews and focus groups with students andstakeholders. We anticipate findings will tell us more about student experiences in this internship context and help make recommendations for the associated programs. |
Co-Creation for Meaningful Assessment of 2SLGBTQ+ Health
Recipients | Project Lead Co-Applicant |
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Amount | $2958.30 |
Abstract | Addressing the healthcare of sexually and gender diverse individuals (2SLGBTQ+) within health professional training programs is becoming a major priority. Despite known examples of implementation of curricular content, there is little to no information available on how to appropriately and safely assess programming that relates to the influence of systemic oppression on 2SLGBTQ+ health. This proposal outlines the first iteration of a design-based research project that will use co-creation between academics, community members, and students to design assessment tools and generate design principles that will contribute to educational theory. A mixed methods approach with engagement from 2SLGBTQ+ community members and pharmacy students will provide the data for this project. Results are expected to be transferable across healthcare professional training programs and impactful outside of the local context. |