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    Using self-assessment to extend sustainability competency development
    (2022) Munro, Tai; King, Martina
    One of the key benefits of developing sustainability competencies is that they enable students to pursue future work and study opportunities within sustainability despite diverse fields and challenges. However, if students do not also develop their ability to self-assess their own strengths and weaknesses, we risk creating a situation where students are unable to respond to new situations and evolving challenges. Self-assessment is key to enabling individuals to identify current and future needs for education and professional development once they leave the formal education system. Self-assessments are the most often used tool to assess competency development (Redman, Wiek, & Barth, 2021). This is a subject of criticism as opponents argue that students are not skilled in self-assessment. However, Boud and Falchikov (2007) argue that self-assessment is vital to supporting students in becoming life-long learners. Thus, developing self-assessment skills is a necessary complementary competency that we need to support students in developing. In this session, we’ll look at research from a community engaged learning course where students were asked not just to self-assess but to also reflect on how accurate their own self-assessments were and identify areas for future growth and opportunity. Then we’ll discuss and demonstrate how to incorporate similar opportunities to complement key sustainability competency development.
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    Building capacity and awareness for the UN Sustainable Development Goals through project-based and community-engaged pedagogies
    (2022) Munro, Tai; King, Martina
    Purpose - The key sustainability competencies are fundamental to sustainability transformations. The purpose of this study is to investigate the effectiveness of project-based and community-engaged pedagogies in supporting student development of all key sustainability competencies. Additionally, the study examines whether the UN SDGs provide an appropriate framework to support engagement with the breadth of sustainability topics and increase awareness and support of the goals within the community. Design - This case study triangulates scaled self-assessment, performance observation, and regular course work in an undergraduate interdisciplinary sustainability course to gain insights into how all key sustainability competencies can be developed through recommended pedagogies. Findings - Project-based and community-engaged pedagogies are supportive of key sustainability competencies development. The act of engaging with an interdisciplinary group towards achieving a common goal created effective learning opportunities for students. However, the project-based and community-engaged pedagogies cannot be completely separated from the context of the course. The use of the SDGs to guide community partner participation and project development was effective in increasing awareness of the goals among students and community partners. Implications - These findings support the use of project-based and community-engaged pedagogies to facilitate student development of key sustainability competencies. Originality - This study demonstrates that using the SDGs to guide community partner participation and project development is effective both in facilitating a wide range of projects from the identified areas of sustainability: environment, economic, social, and cultural, and in increasing awareness of the goals among students and community organizations.
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    Bursaries reimagined: addressing digital inequity through a library-led, university-wide laptop bursary program
    (2023) King, Martina; Whitson, Lindsey
    The rapid switch to online learning in early 2020 exacerbated problems students were already having with obtaining and maintaining up-to-date devices and a reliable internet connection. MacEwan University Library began offering 4-month term laptop loans at the beginning of the pandemic, but it was clear this was not fully meeting student needs. In response to conversations with faculty and students, the library secured funds from the university’s Student Technology Fee to launch a laptop bursary pilot in Winter 2022, which in turn expanded to a university-wide bursary in Fall 2022. This article discusses why an in-kind laptop bursary was the right approach at the right time in this setting; how this initiative contributes to equity and accessibility; and finally, perceptions of the value of this work, its fit within the scope of the library, and how the unique position of the library as a stu-dent-focused service and academic unit positioned it well to successfully offer this bursary. Challenges and opportunities for improvement are also discussed.
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    Journal Club: An innovative teaching practice to foster peer connection & enhance information literacy
    (2022) Croxen, Hanneke; Nelson, Jody; McKendrick-Calder, Lisa
    Information literacy (IL) involves a set of abilities essential for higher education learners, such as the ability to identify, critically evaluate, understand, and apply scholarly literature (ACRL, 2013,, yet studies often demonstrate that these IL skills are lacking and need further development (Bury, 2016; Saunders, 2012). Traditional methods of addressing this need center around stand-alone librarian-led IL sessions, which cannot provide the time or space needed to develop critical reading and reflection practices. Within our context of nursing this is a common challenge, one study found that 40% of second year nursing students have difficulty reading journal articles (Chaudoir et al., 2016), this despite IL being an essential skill for nursing practice (Mitchell & Pereira-Edwards, 2022). In an attempt to address learner needs a course instructor and librarian teamed up. Journal clubs, used in practice settings to maintain currency and promote EBP behavior (Wilson et al., 2015), have been used successfully in other health education contexts (Steenbeek, et al., 2009; Szucs, et al., 2017; Thompson, 2006). This application is referred to as evidence based practice (EBP), and is an essential component of nursing practice. Having activities for undergraduate nursing students that instill EBP aims to ensure that it will be incorporated into practice after graduation (Mitchell & Pereira-Edwards, 2022). Instead of the traditional librarian-led IL sessions, a first year nursing course was redesigned to utilize a guided journal club approach with an aim of enhancing the ability to seek, read, and interpret journal literature. Journal club activities took place over 8 weeks, alternating guided activities with brief IL lessons, and culminating in a group journal club assignment. Students were placed in small groups based on an area of practice they wanted to learn more about. Activities were scaffolded starting with introducing a research database and basic literature searching strategies. As students progressed through the journal club activities throughout the term, they were asked to find articles related to specific topics aligned with the course and their area of practice, critique and present their article to their group members, and then how to apply their interpretations. A survey was used to measure the impact of journal club on student IL self-efficacy, as measured through the validated Information Literacy Self-Efficacy Scale (ILSES) developed by Kurbanoglu et al. (2006). Initial findings support journal club as an effective modality to enhance students self-efficacy in specific areas of IL. Additionally, other valuable outcomes of this strategy were discovered, for example, students reported becoming more comfortable collaborating with peers and anecdotal reports showed students developed friendships with peers. This scaffolded journal club approach to discipline-specific IL learning would translate well to other contexts, particularly those which require a significant grounding in reading and understanding disciplinary research. The journal club activities are available at:
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    Collective consciousness: wading into the discomfort of systemic discrimination
    (2022) Foster-Boucher, Caroline; Maykut, Colleen; Bremner, Sydney; Nelson, Jody
    Background: Racism in nursing towards Indigenous peoples has been evident and well documented (Allen, & Smylie, 2015; Browne, 2005; Vukic et al., 2012). Canadian schools of nursing have been called upon to incorporate teaching of colonial history and address systemic discrimination against Indigenous peoples in response to Canada’s Truth and Reconciliation Commission (TRC) findings (Baker, 2019; Blanchet Garneau et al., 2017, 2021; Truth and Reconciliation Commission [TRC], 2015). Methods: Our faculty of nursing has charged a team with forging a path forward in addressing the TRC Calls to Action. Our collective approach in pursuit of transformative nursing education for reconciliation aligns with the United Nations’ Sustainable Development Goal (2015): Quality education. Results: Learning and pivoting to meet the needs of the professional development for faculty and staff is an iterative process. This team has discovered the transformative potential of collective learning in moving towards systemic change (Jakubec & Bourque Bearskin, 2020; TRC, 2015) to inform curricular decisions. Conclusion: As a team seeking ways to decolonize pedagogies and practice, we are collectively engaged in the learning necessary to confront and unsettle our own thinking. In doing this difficult yet vital work together, we hold one another accountable and support each other; we are developing a collective, anti-oppressive consciousness as we solidify our commitment to this ongoing work. By wading into collective discomfort as a group of learners and educators, we can foster true disruptive change (Blanchet Garneau et al., 2021; Kenney, 2008).