"Northern Innovative Teaching and Learning Practice in Pediatric Nursing Education: Caring For Kids Where They Live"
The 2013 grant recipient is an interprofessional team, consisting of Dr. Jill Bally, Dr. Shelley Spurr, Dr. Lorna Butler, Dr. Mary Ellen Andrews and Dr. Heather Exner-Pirot (College of Nursing) and Dr. Alyssa Hayes (College of Dentistry). The project is called "Northern Innovative Teaching and Learning Practice in Pediatric Nursing Education: Caring For Kids Where They Live." It will engage northern Aboriginal nursing students in supporting oral health care for northern children. To find out more about this project and the interprofessional team behind it, visit the College of Nursing's News and Events page.
“Inside-Out on the “Outside”: An Interdisciplinary Community-based Teaching and Learning Project”
“Inside-Out on the “Outside”” will partner students from the U of S, “”non-traditional” learners” from a gang-prevention initiative called Str8 Up, and mature students from Oskayak High school. The project was initiated by award-winning faculty members, Dr.s Priscilla Settee from Native Studies, Sarah Buhler from Law, and Nancy Van Styvendale from English. Part of the proposal includes funds for filmmaker Marcel Petit to produce a documentary film about the experience.
“The project will create a transformative learning experience for students as they come together as co-learners and co-creators of knowledge, informed by vastly different life experiences. The project will challenge ideas about knowledge, learning and societal assumptions about which “types” of people should come together in a common project of discovery,” said Sarah Buhler.
Inside-Out on the “Outside” is modelled after a community-based education program that started as a partnership between a Philadelphia jail and Temple University, in 1997. Simone Davis from Inside-Out Canada met with Settee, Buhler and Van Styvendale in May 2012 and “is enthusiastic about the idea of adapting Inside-Out in this way.” Inside-Out on the “Outside” will be implemented through cross-listed 3-credit courses, one course being offered each year and will focus on will develop community-based and student centred curriculum. Faculty training will begin in the summer, and courses will start next fall.
“Telerobotics: The use of Technology for Teacher Presence in the Delivery of an Undergraduate Nursing Course”
A second Provost’s grant was awarded to an innovative distributed learning project that uses telerobotic technology to bring faculty expertise to remote and rural northern communities. “Telerobotics: The use of Technology for Teacher Presence in the Delivery of an Undergraduate Nursing Course,” will be used to connect students in these remote communities with faculty members at the U of S in a way that allows that faculty member to see what their student is seeing.
Students and faculty will be connected using “an articulated flat-screen monitor for visual display that utilizes a dual camera configuration and full on-board audio.” The robot, called the RP-7, is the design of a California company called InTouch Health. According to the project’s proposal, it also contains ““peripherals” or specialized equipment used for specific physical assessment examinations for example, a stethoscope …, an otoscope …, and an ophthalmoscope …, can be connected to the robot and will allow the faculty member to observe what the student is seeing.” The undergraduate nursing students in northern Saskatchewan communities who will benefit from this technology are not only the first in Canada to do so, but the first in the world.
Telerobotics as a method of providing distributed learning is expected to deliver two primary benefits to students: it will “provide the opportunity for “universal access” to a quality education that otherwise would not be possible due to geographic location” and it “facilitates a community approach to education.” The project lead is Assistant Professor Carol Bullin from the College of Nursing. Dr. Bullin delivers two courses using this technology and been trained in its use already.
We are pleased to announce that the 2010 Provost's Project Grant for Innovation in Teaching and Learning is awarded to the submission from the College of Nursing and Department of Drama, College of Art and Sciences titled "Practice Patients for Advanced Practice Nursing".
The intent of the proposal is to utilize the knowledge that the Drama students have acquired in class and give them the opportunity to develop their dramatic skills as mock patients for the Nurse Practitioner students, both for physical assessment labs and for the Objective Structured Clinical Exam. Faculty in the College of Nursing and the Department of Drama will be involved in the development and implementation of the program to create standardized patients for use across disciplines and across programs for both graduate and undergraduate learners. Several other Health Science groups on campus (e.g., Pharmacy and Nutrition, Physical Therapy, Medicine) may also benefit from this innovation. The innovation allows for mutual benefit for both drama students as well as Nurse Practitioner students. These students have the opportunity to work with each other and transform the knowledge they have learned into practice. The College of Nursing and Department of Drama joint submission reflects the emphasis these academic units place on teaching and learning and their commitment to initiate innovative programs that support student learning.
For more information about this project, please contact the project lead:
Prof. Tony Tung, College of Nursing at (306) 966-2808 or email@example.com
The selection committee for the 2010 Provost's Project Grant were Angela Ward (Vice-Provost Teaching and Learning), Jim Greer (Director, University Learning Centre), Brad Wuetherick (Program Director, Gwenna Moss Centre for Teaching Effectiveness), and Candace Bloomquist (PhD Candidate, College of Kinesiology).
Too often, we think of programs as being delivered either electronically or in a local setting; they are campus-based, online, or they are community-based. And in almost all cases, we think of our programs as created and delivered by the University, not jointly constructed with the communities we serve. Seldom do we see an exciting blend of University and local community engagement from inception to design to delivery, and one that addresses a central commitment of the University of Saskatchewan. Yet these are the defining features of this year’s recipient of the Provost’s Project Grant for Innovations in Teaching and Learning.
This year we are proud to name the Department of Educational Foundations as the recipient of this grant to support the development of its integrated Master’s of Education program through land-based institutes and distance education courses. The department is initiating, with collaborators from the University of Alberta and local communities, an exciting land-based Indigenous Education approach that combines locally situated and distance learning approaches to offer a unique Masters of Education program. The design and delivery of the entire program is framed from within an indigenous paradigm. Four summer institutes will be taught by indigenous faculty, and offered on or near First Nations, Inuit, or Metis communities where students will have access to local knowledge holders, traditional ceremonies, and land-based teachings. Three relevant distance education courses, co-designed with the groups and infused with Aboriginal content and perspectives, will be offered during the Fall and Winter terms. The program is aimed at certified teachers, administrators, master’s or doctoral students, and other educational professionals who wish to pursue graduate education through an holistic lived experience that is consistent with cultural teachings according to local protocols.
It is with great pleasure that we announce the recipients of the Provost's Project Grant for Innovative Practice in Teaching and Learning. The 2008 grant will be presented to the Department of History for their project entitled "The Greystone Year: And Intensive, Interdisciplinary, and Collaboratively-Taught Introduction to the Western Humanistic Tradition". This project involves development of a 12 credit-unit foundation-year course that crosses disciplines and departments within the College of Arts and Science. This should provide students with an intensive learning experience quite different from normal first-year studies. It will offer students a broader view of liberal arts education, allow for integration of ideas across disciplinary boundaries, and better prepare students for deeper critical thinking.
The selection committee, comprised of Dr. Ernie Barber, Vice-Provost Teaching and Learning, Dr. Jim Greer, Director University Learning Centre, and a graduate student unanimously agreed that while other projects were strong contenders, this project proposal was exemplary and fit criteria for the project grant perfectly. The project fits well with the directions set out in both the College of Arts and Science and the University’s integrated plan. The Department will receive $10,000 to launch this new initiative.