Selected projects

The following projects have been selected to receive funding through the IIF.

Note: 2017-2018 project teams have submitted mid-term updates.

2017-2018

• College-university collaboration to promote innovation in teaching-learning about opioid use/abuse - $39,441

  This project will create and evaluate a student learning resource focusing on opioid use/abuse developed in the genre of a graphic novel. The novel will be trialed and evaluated with nursing students. The goal is to provide health-discipline students with essential information about opioid use/abuse that will be essential for their practice. Activities will include the creation of a graphic novel, and the evaluation of said novel as an educational resource.

  Project participants

  • University of Ontario Institute of Technology:
    • Sue Coffey, PhD, Associate Professor, Faculty of Health Sciences (FHS)
    • Bill Muirhead, Associate Professor, Faculty of Education (FEd)
    • Efrosini Papaconstantinou, Assistant Professor, FHS
    • Lorayne Robertson, Associate Professor, FEd
    • Winnie Sun, Assistant Professor, FHS
    • Ellen Vogel, PhD, Associate Professor, FHS
    • Hilde Zitzelsberger, PhD, Assistant Professor, FHS
  • Durham College (School of Health and Community Services):
    • Dana Chorney, Professor
    • Arlene de la Rocha, Professor
    • Leslie Graham, Professor
    • Patricia Munro-Gilbert, Professor
    • Randy Uyenaka, Professor
  • Collaborating partners:
    • Charles Anyinam, PhD, Assistant Professor, Nipissing University
    • Zachary Patterson, Knowledge Broker, Canadian Centre on Substance Use and Addiction
    • Rick Vanderlee, PhD, Professor, Nipissing University

  Midterm update

  To date, we are happy to report that the team has made good progress on many of the fundamental components of the project. We have created, modified and run the opioid overdose simulation for Bachelor of Science in Nursing (BScN), Practical Nursing (PN), and Registered Practical Nursing (RPN)-to-BScN students. In this development process, we incorporated state-of-the-simulation-science standards, including International Nursing Association for Clinical Simulation and Learning (INACSL) Standards of Best Practice: Simulation (INACLS, 2016). The development process was iterative and began with a needs assessment to inform the learning objectives. The learning objectives guided the experience, with all elements of the simulation experience dovetailing to create the optimum learning opportunity. An extended prebriefing allowed sufficient time for the participants to prepare for their role within the scenario. At the outset, a safe learning environment was created by emphasizing confidentiality, reviewing the learning objectives, and reminding participants that the faculty’s role is to support participant learning. The three-scene scenario was facilitated by experienced simulation faculty, well-versed in simulation pedagogy. The debriefing, co-led by the simulation facilitators using the Promoting Excellence and Reflective Learning in Simulation (PEARLS) debriefing method, guided the participants to reflect on their performance and identify opportunities for improvement. The Creighton Competency Evaluation Instrument was used for peer evaluation. The entire simulation-based learning experience was evaluated using the Simulation Evaluation Tool-Modified (Leighton et al., 2015).

  We have presented this simulation at national and international nursing and education conferences for additional expert feedback at both levels of nursing (Registered Nursing/BScN and RPN/PN). The Canadian Association of Schools of Nursing has asked us for access to our developed simulation to have it included in the top 10 simulations all nursing students in Canada should complete. This level of enthusiasm across the country and around the world is an important acknowledgement of the immense need for this work, and also of the perceived value of the approach we are taking.

  We have held two of the three consultation sessions with learners who represent end users. One more consultation session is to be held once we have artist renderings to get more specific feedback on the look and feel. Based on expert feedback and consultations, the basic storyline is in revision in co-ordination with our graphic artist. Implementation of the graphic novel as a pre-briefing resource for PN, BScN, and RPN-to-BScN students is scheduled to take part in the first three weeks of January. We are anticipating having Research Ethics Board (REB) approval in place prior to this launch in order to be able to complete formal evaluation of the learning experience; however, there is currently a backlog in REB approval processes at both the University of Ontario Institute of Technology and Durham College. Evaluation of learner feedback about the simulation will take place in January and February, with a final report scheduled to be submitted to the IIF committee in March.

• Impact of interview training and personality characteristics on investigative interviewing performance - $68,370

  The proposed project will provide a sample of 60 students from Durham College’s School of Justice and Emergency Services programs with a full day of training on interview techniques. The interview techniques of participants will be evaluated both before and after the training. In addition, the project will evaluate the role of individual personality differences in interview techniques and in the success of the training program.

  Project participants

  • University of Ontario Institute of Technology (Faculty of Social Science and Humanities):
    • Joseph Eastwood, PhD, Assistant Professor
    • Matthew Shane, PhD, Associate Professor
  • Durham College:
    • Joanne Paterson, Faculty/Program Co-ordinator, Victimology (graduate certificate) program

  Midterm update

  • We have hired the research assistants from both Durham College and the University of Ontario Institute of Technology; they are trained and actively assisting with running the study.
  • We have 13 completed pre-training interviews conducted as of October 24, 2018, with more scheduled in the upcoming weeks.
  • We have two interview training sessions scheduled for November 8 and 15, after which participants will begin their post-training interviews.

• Early childhood development instrument (EDI) knowledge mobilization in Durham Region: A best practice template - $39,841

  This project strengthens collaborative ties with the University of Ontario Institute of Technology, Durham College and a community partner. The Knowledge Mobilization (KMB) sub-committee of Durham’s Best Start Network is looking to bridge research and practice. The KMB has developed new tools to help summarize key findings and provide insights into how early childhood educators can address areas of vulnerability. This research project will evaluate the impacts of these resources.

  Project participants

  • Durham College:
    • Nicole Doyle, Professor
    • Corrine McCormick, Professor
    • Lorraine Closs, Research Co-ordinator
  • University of Ontario Institute of Technology:
    • Alison Burgess, Manager Research Partnerships;
    • Janette Hughes, PhD, Canada Research Chair in Technology and Pedagogy, and Associate Professor, Faculty of Education
    • Ann LeSage, Associate Professor, FEd
  • Community partners:
    • Taryn Eickmeier, Data Analysis Co-ordinator, Children's Services Division, The Regional Municipality of Durham
    • Darren Levine, Manager, Innovation and Research, Region of Durham
    • Laura Stephan, Research Co-ordinator, Region of Durham
    • Jane Thompson, Manager, YMCA of Greater Toronto

  Midterm update

  It has been a very busy few months, but we are on track to meet our goals and remain within budget. 

  To date we have completed 11 interviews with tool developers, launched our online survey of knowledge users (ECEs), and completed student surveys with second-year Early Childhood Education (ECE) students at Durham College. We have scheduled all remaining data collection activities, including focus groups with knowledge users and students. We have added four research assistants to our team, including an University of Ontario Institute of Technology graduate student (Faculty of Education), a recent Durham College ECE program graduate, and two second-year students from Durham College's Legal Office Administration program (including one student volunteer who will assist with transcribing audio/video interviews).

  The team decided to utilize Nvivo data analysis software to analyze the project’s qualitative data. However, not all team members were familiar or confident with using the software. To build research capacity and improve the reliability of our findings, we conducted a training session for all interested team members. The training was provided by one of our community partners: Dr. Taryn Eickmeier, Data Analysis Co-ordinator, Children’s Services Division, Region of Durham.

  We expect to complete all data collection by the end of November.  We will begin data analysis by late Fall 2018 and focus on report-writing and refining our data analyses in Winter 2019.

• Addition of Big Data streaming to ACE/DC Pre-Service Firefighting research and education - $64,260

  Researchers at Durham College and the University of Ontario Institute of Technology have previously collaborated with ACE to develop an Environmental Stress Workshop to be implemented into the Pre-Service Firefighter, Education and Training (PFET) program at Durham College. This workshop provides an active learning environment for PFET students to experience simulated firefighting activities under conditions of environmental stress. This project will allow for the measurements of the physiological responses while performing firefighting activities, an aspect previously not integrated into the curriculum. This will give students detailed information on their body's response.

  Project participants

  • Durham College:
    • Debby Allbon, Director, Marketing and Communications
    • Rick Bowler, PFET Program Co-ordinator
    • Michael Williams-Bell, Professor, Fitness and Health Promotion
  • University of Ontario Institute of Technology:
    • Colin Howard, Marketing Specialist and Account Manager, ACE
    • John Komar, Director of Engineering and Operations, ACE
    • Carolyn McGregor, PhD, Professor, Faculty of Business and Information Technology
    • Bernadette Murphy, PhD, Professor, Faculty of Health Sciences
    • Don Toporowski, General Manager, ACE
  • Community partners: 
    • Scott Wood, Chief Training Officer, Oshawa Fire Services

  Midterm update

  Please refer to the table below for a summary of completed milestones. The initial planning for the 2018 IIF project began on April 1, 2018, after receiving the award decision on March 27, 2018. This included development of the Research Ethics Board (REB) application to Durham College (DC) and confirming the date of the third ACE Environmental Stress Workshop for DC Pre-Fire Service Education and Training (PFET) students. Ethics approval was received from DC's REB on April 24, 2018 (REB# 154-1718; see a copy of the approval letter). The workshop was conducted on April 25, 2018 and included the collection of preliminary data using wearable technology in the Hexoskin vests, for three scenarios.

  • Search-and-rescue in a hot environment.
  • Roof ventilation using the DC-built roof prop in a cold environment.
  • Dynamic CPR in a simulated moving ambulance.

  Following completion of the ACE Environmental Stress Workshop and preliminary data collection, data analysis was conducted between May and September 2018. Through the IIF funding, Noel Francis and Collin Grudzien (Fitness and Health Promotion graduates, class of 2018) were hired as research assistants to aid in the data analysis process. New analytics were incorporated into the data analysis providing PFET students with a more personalized feedback form (see example). These data analytic techniques also provided further interpretation of the physiological responses of PFET students during training under real-life environmental conditions. The data collection and analysis completed during the first four months of the IIF project has led to an abstract and poster presentation being accepted at the 9th annual Canadian Institute for Military and Veteran Health Research Forum. Dr. Williams-Bell presented the preliminary data analysis and findings at the forum, which took place October 15 to 17 in Regina, Saskatchewan. This particular research forum engages government, academia, industry and philanthropic sectors to promote new research, exchange ideas, share insight, and collaborate in the areas of military and veteran health as well as first responders. Khyati Vyas is supervised by Dr. McGregor and Dr. Williams-Bell. She is enrolled in the Master of Health Science (Health Informatics) graduate program. A refereed conference paper containing a literature review of heart rate research in firefighters co-authored by Vyas and McGregor has been accepted for presentation at the IEEE Life Science Conference in October. Vyas is receiving a graduate research assistantship through this IIF. A publication detailing the results of the heat stress component is currently being prepared for the submission for review. This publication contains initial findings of the extension of analytics. Data integration design has been completed in preparation for the pilot case study phase.  

  Milestone	Responsible party	Start date	End date	Status
  Research Ethics Board application	Dr. Michael Williams-Bell/Dr. Carolyn McGregor	March 1, 2018	April 30, 2018	Completed April 24, 2018
  Phase 1: Collect preliminary workshop data	Dr. Michael Williams-Bell/Dr. Carolyn McGregor	April 25, 2018	April 25, 2018	Completed April 25, 2018
  Phase 1: Analysis of preliminary workshop Data	Dr. Carolyn McGregor/Dr. Michael Williams-Bell	April 2018	September 2018	Completed September 1, 2018
  Phase 1: Data integration and extension of analytics	Dr. Carolyn McGregor/Dr. Michael Williams-Bell	May 1, 2018	September 29, 2018	Completed September 1, 2018
  Phase 1: Pilot case study of the new enriched workshop	Dr. Michael Williams-Bell, Dr. Carolyn McGregor	September 1, 2018	December 31, 2018	In progress
  Phase 2: New enriched workshop with PFET student cohort	Dr. Michael Williams-Bell, Dr. Carolyn McGregor, Dr. Bernadette Murphy	January 1, 2019	March 1, 2019	In progress
  Phase 2: Data analysis	Dr. Michael Williams-Bell, Dr. Carolyn McGregor	March 1, 2019	March 31, 2019	In progress

  Changes to budget

  An initial change to the budget was approved by the IIF Committee and reported to the research team on April 24, 2018, by Julia Armstrong. The change in budget was to reallocate the Fitness and Health Promotion student research assistant part-time salary from the Fall 2018 semester to the Summer 2018 semester.

2016-2017

• ACE Centre for Firefighting - $109,051

  This project will focus on building a world-leading centre for firefighter training and research. A cross-disciplinary team of faculty and students from the University of Ontario Institute of Technology, Durham College (DC) and ACE, will work together to develop a facility that supports interdisciplinary research and provides experiential learning for both students and external agencies.

  Project participants

  • • Don Toporowski, General Manager, ACE, University of Ontario Institute of Technology
    • John Komar, Director, Engineering and Operations, ACE, University of Ontario Institute of Technology
    • Michael Williams-Bell, PhD, Professor, School of Health & Community Services, DC
    • Bernadette Murphy, PhD, Professor, Faculty of Health Sciences, University of Ontario Institute of Technology
    • Michael Holmes, PhD, Assistant Professor, Brock University
    • Stephen Cheung, PhD, Professor, Brock University
    • Justin Gammage, Industry Liaison, University of Ontario Institute of Technology
    • Colin Howard, Marketing Specialist and Account Manager, ACE, University of Ontario Institute of Technology
    • Rick Bowler, Professor, School of Justice & Emergency Services, DC
    • Don Fishley, Professor and Program Co-ordinator, School of Skilled Trades, Apprenticeship & Renewable Technology, DC
    • Derrick Clark, Deputy Fire Chief, City of Oshawa
    • Gord Weir, Fire Chief, Municipality of Clarington
    • Scott Siersma, Deputy Fire Chief, Town of Whitby
    • Dave Lang, Fire Chief, Town of Ajax
    • Jim Sales, Fire Chief, City of Toronto
    • Jean-Francois Roy, Chief Technology Officer, Hexoskin Wearable Body Metrics
    • Peter King, Director, Public Safety Solutions, Aeryon Labs Inc.
    • Anand Vasudev, Vice-President, Strategy and Operations, The Americas, Equivital

• Canada-Ireland Centre for Higher Education - $79,919

  Durham College, University of Ontario Institute of Technology and Irish institutions collaborating for higher education

  

  With financial support from the Innovative Initiatives Fund (IIF), Durham College (DC) and the University of Ontario Institute of Technology now have the means to continue working with each other and key international partners toward improving higher education in Canada and all over the world.

  In recent years, both the university and college have been involved in a variety of collaborations with the Dublin Institute of Technology, the Institute of Technology Blanchardstown (ITB), and the Institute of Technology Tallaght. Exciting initiatives have included:

  • The Higher Education in Transformation (HEIT) Symposium hosted by the university and college in November 2016, with more than 120 participants from Canada, Ireland and many other countries.
  • The exploration of international student exchange programs.
  • Joint University of Ontario Institute of Technology-ITB faculty projects.
  • DC-ITB Global Class virtual learning sessions, which were broadcast live and joined students and instructors from classrooms an ocean apart through video conferencing.

  One of the goals of the IIF project is to maintain this momentum and deliver on intentions articulated in a Memorandum of Understanding signed by DC, the University of Ontario Institute of Technology and the three Irish institutional partners in November 2016 at the HEIT Symposium to establish an international Centre for Higher Research, Policy and Practice (the Centre) devoted to:

  • Conferences, most notably the HEIT Symposium.
  • Inter-institutional research collaborations.
  • International exchange opportunities for faculty, staff and students.
  • Joint publications.

  A first step in institutionalizing these relationships has been establishing the Centre for Higher Education Research, Policy and Practice (CHERPP)— distinct from but integral to the genesis of the Centre—within the Faculty of Education at the University of Ontario Institute of Technology. Faculty and staff associated with these collaborations at the partner institutions will be able to be formally associated with this centre.

  “We are delighted to take these important first steps toward institutionalizing this meeting of the minds with help from IIF and to move forward with this exciting partnership between our schools,” said Dr. Brian Campbell, Director of CHERPP and one of the University of Ontario Institute of Technology project leads. “Working together, I am confident that we can play an active leadership role in the development and enhancement of higher education in the 21st century.”

  In addition to working toward institutionalizing the current relationship, the project also has a significant research component using student assistants on governance structures and models used by other international institutes to aid in the process. Another key aspect of this collaboration is establishing networks of practitioners and researchers with shared interests in higher education topic areas or domains that will be associated with the developing Centre and will help to drive future collaborations and conferences. The domain areas of interest so far have arisen from our previous collaborations, and include: system and institutional design and transformation; pathways, transfer credits and recognition; teaching and learning in a digital context; learning outcomes and skills; supporting student success; internationalization, globalization and exchange; social identity and culture; and partnerships and community engagement.

  “We look forward to building on the existing synergies between DC, the University of Ontario Institute of Technology and our Irish partners to focus on exploring and collaborating on new initiatives in higher education policy and practice in both countries,” said Kevin Dougherty, Associate Dean, School of Interdisciplinary Studies and one of the DC project leads. “There is so much we can learn from each other.”

  About the Innovative Initiatives Fund

  The IIF was created as a pilot project to support collaborative initiatives proposed by staff and faculty at DC and the University of Ontario Institute of Technology from 2016 to 2017. The fund’s budget is $300,000 ($150,000 from each institution) with continued funding for 2017-2018. This project is one of six approved IIF projects.

• Community Gaming - $20,000

  This project will support local non-profit organizations and provide a learning opportunity for students. A cross-disciplinary team of faculty and students from Durham College and the University of Ontario Institute of Technology will collaborate to develop games and apps that support local non-profit organizations and/or educate the public about important social issues.
  
  Project participants:

  • • Tyler Frederick, assistant professor, Criminology, Faculty of Social Sciences and Humanities (FSSH), University of Ontario Institute of Technology
    • Pejman Mirza-Babaei, assistant professor, Game Development, Faculty of Business and Information Technology, University of Ontario Institute of Technology
    • Scott Aquanno, professor, Political Science, FSSH, University of Ontario Institute of Technology
    • Greg Murphy, dean, School of Media, Art & Design, DC
    • Clarence Keesman, executive director, The Refuge
    • Phyllis Novack, executive director, SKETCH

• Education: Poverty, Access Resistance and Resilience in Latin America - $44,912

  University and college students learn how poverty affects education access
  

  Hands-on learning gained through field course in Brazil

  

  Numerous international studies show a direct correlation between poverty and access to education.

  One of the most well-known scholars in this research area, Brazilian educational philosopher Paulo Freire, grew up in a family of low socio-economic status and experienced hunger as a child during the Great Depression.. In his many texts, Freire reflects on how poverty seriously impacted his ability to learn in school. His experience helped him formulate a philosophy of education called ‘critical pedagogy’, which exposes the weaknesses of an educational system that, by design, is unable to meet the needs of students outside of the middle class. His book, Pedagogy of the Oppressed, is considered one of the most important texts on this topic.

  It’s one thing for post-secondary students to learn about Freire’s theories through lectures or textbooks. But what if they could see his theories play out in real life—in his country of origin? A group of University of Ontario Institute of Technology and Durham College (DC) students recently did that during a recent 10-day field course in São Paolo, Brazil.

  The course, entitled Poverty, Access Resistance and Resilience in Latin America, was made available this past spring to the university’s Bachelor of Education students as well as students in the college’s School of Interdisciplinary Studies. The course was backed by the Innovative Initiatives Fund (IIF), a program that supports collaborative initiatives proposed by faculty and staff at the university and college. The university’s International office and English Language Centre, as well as the college’s International office, were also collaborators.

  Allyson Eamer, PhD, of the university’s Faculty of Education, and Anna Augusto Rodrigues, a faculty member in DC’s School of Media, Art and Design, came up with the idea for the field course. With the support of both the university’s and college’s International offices, Dr. Eamer and Rodrigues applied to the IIF with their idea—and were successful in seeing their project funded.

  Brazil as the perfect location

  “While we initially looked broadly at Latin America as a site for the field course, we settled on Brazil because of its significance to critical pedagogy, as Freire’s homeland,” Dr. Eamer explains. “Critical pedagogy is highly relevant for our teacher candidates, who need to be able to question the assumptions and biases they might inadvertently bring into the classroom with respect to socio-economic disparities and racial and cultural differences. They also need to know how to teach their students to do the same.”

  To make the course better fit with IIF’s mandate of joint university-college projects, Dr. Eamer and Rodrigues decided to broaden its focus to appeal to students in a variety of programs.

  “Brazil has a long and important history of street art, and Paulo Freire’s theories have been used in art and media research, so this course seemed like a natural fit for my students,” explains Rodrigues, who is currently completing her PhD research on street art as an educational tool.

  Learning in the field

  Course participants found themselves immersed in an environment where they engaged with social justice issues in diverse communities, and collaborated with learners from different backgrounds in a rich global learning initiative.

  The course included visits to:

  • Escola de Aplicação de Faculdade de Educacio, Universidade de São Paulo, a primary and secondary public school run by Universidade de São Paulo’s Faculty of Education (FEUSP).
  • Memorial da Inclusão (Museum of Inclusion)
  • Paulo Freire Institute
  • São Paulo State University
  • University of São Paulo
  • Beco do Batman (Batman Alley, a São Paulo neighbourhood famous for its street art)

  “One of the highlights for all of us was the time we spent at the Freire Institute,” says Dr. Eamer. “We met with Freire’s son Lutgardes, who shared many stories of his childhood, and allowed us to peruse his father’s notebooks and texts. Students left there inspired and energized to incorporate these values into their future professions as teachers, journalists and broadcasters.”

  “The ‘Curriculum in the City’ was a unique aspect of this field course,” adds Rodrigues. “It provided an opportunity for students to learn outside of a traditional classroom by bringing to life lessons on, for example, gender equality and decolonization as we walked around São Paulo.”

  Select student testimonials:

  “The opportunity to travel to Brazil to study the educational philosophy of Paulo Freire and its application to the 21st-century Ontario classroom will forever set the University of Ontario Institute of Technology’s innovative and progressive Bachelor of Education program apart from the others. The most enriching part of this experience was the discussion, collaboration and partnership fostered with the University of São Paulo’s Masters of Education students. The whole experience has informed my professional understanding and commitment to anti-oppression, inclusion, equity and diversity in the classroom, as well as cemented my core-beliefs in sound pedagogy.”
  - Luxshan Ambigaibagan, Primary/Junior teacher candidate, Faculty of Education, University of Ontario Institute of Technology

  "Going on the Brazil field course had to be one of the best decisions I've ever made. Every aspect was phenomenal and really opened my eyes—from learning about Paulo Freire and his life's work, to learning basic Portuguese, exploring São Paulo and learning about Brazilian history. I would love to do it all over again and I encourage anyone in broadcasting or any program to take this course. This opportunity could be life-changing—trust me, you wouldn't want to miss out."
  - Breanna Harley, second-year Broadcasting—Radio and Contemporary Media Program student

  Helpful links:

  • Youtube video with field course highlights
  • FEUSP article about the students’ visit
  • Article on Paulo Freire Institute website about the students' visit (Portuguese)

• Research capacity - $34,000

  Durham College and University of Ontario Institute of Technology work together to ignite research

  Durham College (DC) and the University of Ontario Institute of Technology already partner in many innovative ways, from sharing services to offering pathways education programs. Currently, the college and university are working together with help from the Innovative Initiatives Fund (IIF) to enhance their research capacity and generate more buzz about the value of conducting collaborative research with industry and community organizations.

  “Building research capacity is a fundamental role of Durham College's Office of Research Services, Innovation and Entrepreneurship (ORSIE) and collaboration is a key consideration for researchers who are building their track records,” said Debbie McKee Demczyk, Dean, ORSIE, DC. “This collaborative relationship is an excellent opportunity to foster partnerships between researchers in our two institutions.”

  The Research Capacity project is a two-fold initiative featuring a video research mentorship library and a joint research forum.

  Video research mentorship library

  A Collaborative Research Committee made up of college and university faculty is responsible for the planning and implementation of a video research mentorship library for budding researchers consisting of several short videos on topics such as:

  • Research resources at the college and university.
  • Research collaborations:
    • Between academics.
    • With industry and community organizations.
    • Involving a multidisciplinary approach.
    • Strategic research communications and branding.

  This innovative idea of 'mentors at your fingertips' grew from the challenge that one-on-one personal mentoring is not always possible but is highly valued. The video research mentorship library will provide information to researchers and students who are introduced, at their convenience, to mentors who will share their invaluable knowledge through these two- to three-minute videos.

  Joint research forum

  When colleges and universities collaborate effectively with community agencies on research projects, it has economic, social and environmental benefits for our community. The joint Durham College/University of Ontario Institute of Technology committee will organize a forum in Winter 2018 with the goal of bringing the health and information and communications technology sectors together to learn about their challenges and find ways to ignite future research collaborations.

  “This initiative is a strong catalyst, further igniting the strong collaborative research efforts between the two institutions and the local community.” said Jennifer Freeman, Director, Office of Research Services, University of Ontario Institute of Technology. “The Innovative Initiatives Fund demonstrates the commitment of the University of Ontario Institute of Technology and Durham College to collaborative efforts in research that will benefit the community.”

  About the Innovative Initiatives Fund

  The IIF was created as a pilot project to support collaborative initiatives proposed by staff and faculty at Durham College and the University of Ontario Institute of Technology from 2016 to 2017. The fund’s budget is $300,000 ($150,000 from each institution) with continued funding for 2017-2018. The Research Capacity project is one of six currently approved IIF projects that are underway.

• Simulated Experiential Learning Health Care - $10,932

  Health care students to benefit from innovative simulated learning project

  

  Increasingly complex patient issues in today’s health-care settings demand high efficiency in our health-care system. Students at Durham College (DC) and the University of Ontario Institute of Technology are making that happen through an inter-professional simulation model in the Simulated Experiential Learning Health Care project made possible by the Innovative Initiatives Fund (IIF).

  The Simulated Experiential Learning Health Care project, developed by a team of faculty from DC’s School of Health & Community Services and the university's Faculty of Health Sciences, is one of six approved IIF initiatives. Partners from Nipissing University and George Brown College are also involved.

  

  Patient simulation labs include patient mannequins, monitoring instruments, delivery systems for medication, and computers and other electronic equipment. For the purposes of this project, patient simulations, face-to-face interactions demonstrated by students and professors, and virtual simulation scenarios with actors, will intersect to help students learn how to work well in an inter-professional environment.

  “We were so pleased to learn that we were selected as one of the teams to receive funding for our project,” said Dr. Hilde Zitzelsberger, Professor, Faculty of Health Sciences, University of Ontario Institute of Technology and project lead for the college-university team. “These real-world simulations will provide those experiences to students so they are prepared to work as a team in providing a high level of quality care to patients.”

  

  The aim of the project, which will be underway in Fall 2017, is to break down current learning silos to ensure students in programs such as Personal Support Worker, Nursing, and Paramedic can adapt while working in environments that require a high degree of collaboration. The simulations will help to connect approximately 20 to 30 students from a range of health-related programs at the college and university who will develop essential skills related to communication, collaboration, conflict management, problem-solving and prioritization. The students will complete a questionnaire prior to and following the simulations, which will inform the post-scenario assessments.

  This project is an example of how both the university and college value experiential learning, institutional collaboration and putting the student experience first.

  About the Innovative Initiatives Fund

  The IIF was created as a pilot project to support collaborative initiatives proposed by staff and faculty at Durham College and the University of Ontario Institute of Technology from 2016 to 2017. The fund’s budget is $300,000 ($150,000 from each institution) with continued funding for 2017-2018. The Simulated Experiential Learning Health Care project is one of six currently approved IIF projects that are underway.