Canadian University Research Articles

Does Engineering Undergraduate Education Under-utilize Human Factors / Ergonomics?

Human Factors or Ergonomics, (HFE) focuses on understanding interactions among humans and other elements of a system, to optimize human well-being and overall system performance. HFE is essential to ensuring engineers are prepared to meet ethical obligations for health, safety, welfare, environment protection, and cultural and societal sensitivity. Two studies measured exposure of graduates of accredited engineering programs to HFE content. Firstly, 37 engineering professors world-wide with knowledge of HFE teachings in their programs responded to a questionnaire. Most perceived HFE exposure as insufficient. Secondly, we searched for HFE keywords within required and technical elective course descriptions of 20 Canadian universities’ engineering programs. HFE keywords were absent from required courses for 68% of programs, and from elective course for 66% of programs; the highest required content was 7.5% of a program. We conclude that HFE is currently under-represented in engineering education to meet required professional obligations of engineers in Canada.

Student Demand by Engineering Discipline: Trends and Observations at One Institution

Engineering students most commonly select their discipline (i.e., program) before or during their first year of studies. Knowing what the student demand is for different engineering disciplines is important for program planning and the curriculum changes, and it may be helpful to students in their selection in situations where placement is done on a competitive basis. In this study, the demand for thirteen different disciplines at a large Canadian university with a common first-year program (i.e., where students start in their discipline in second year). The findings of this study are consistent with national trends in that mechanical, civil, electrical, chemical, and computer engineering are in high demand, while manufacturing, environmental, mining, materials, and geological engineering are in lower demand. This study also considers the trends in demand, and reveals recent growth in biomedical, integrated, and computer engineering. Lastly, by considering patterns in student rankings, a mapping of programs commonly grouped together by students was determined.

Let’s Talk About Writing Support for Plurilingual Graduate Students

Academic writing is an inseparable aspect of graduate school (Holmes et al., 2018) as students’ academic writing is the primary basis for assessment (Turner, 2011). The high-stakes nature of academic writing is magnified for plurilingual students, whose attendance at English medium universities is growing exponentially (Fenton-Smith & Humphreys, 2017). However, there is a scarcity of research that addresses how faculty support writing as an essential practice for plurilingual graduate students, particularly in English-medium universities where English is implicated in structures of power and privilege. Employing a critical analytic collaborative autoethnography (Anderson, 2006; Kempny, 2022) this research uses polyvocal conversations among seven researcher/practitioners to consider the question of how faculty members perceive and respond to the academic writing needs of plurilingual graduate students. Informed by intersectionality (Crenshaw, 2017; Hankivsky, 2014), these conversations illuminate the ways both educator identities and epistemological turns in education theory impact approaches to writing support for plurilingual graduate writers. Importantly, these discussions are implicated in the socio-political contexts of Canadian and Australian universities where systems of inequality act to marginalise plurilingual writers. These contextualised conversations then aim to problematise and revise existent, dominant deficit discourses and pedagogies of writing support for plurilingual students. Findings illuminate the capacity of educators, who are cognisant of their power and place, to generate alternative practices to support plurilingual graduate writers in service of more asset-orientated and inclusive spaces that take advantage of students’ plurilingual repertoires in English-dominant universities.

From EAP to ESP

English for Academic Purposes (EAP) and English for Specific Purposes (ESP) are language training pathways for students to meet target language proficiency requirements towards further tertiary studies (Keefe & Shi, 2017; Walková & Bradford, 2022). Yet, these can be highly debatable terms, controversial over their appropriate usage (Flowerdew, 2016; Li, 2020; Maleki, 2008; Mpofu & Maphalala, 2021; Wette, 2018). A main reason for this discord is a lack of firm definitions between these two constructs, which leads to vague and blurred boundaries. This article will describe the process where a small western Canadian university modified an existing EAP course consisting of broad reading and writing topics into an ESP one with a narrow culturally and medically themed focus towards internationally educated nurses (IENs). These modifications assisted in the identification of the similarities and differences of both EAP and ESP for the institution. The new ESP course, piloted over two terms was found to have strengthened student outcomes in their non-native target language, commonly known as L2 (Saville-Toike, 2012) while their disciplinary knowledge contributions also enriched the curriculum. Rooted within the debate between determining appropriate language pathways, recommendations to determine the suitability of an EAP versus an ESP course within a “negotiated syllabus” utilizing learner input are offered (Breen & Littlejohn, 2000; Prior, 2020).

Caught between two worlds: mental health literacy and stigma among bicultural youth

ABSTRACT Purpose Bicultural youths are at higher risk of mental health problems and are less likely to utilize mental health services, yet our knowledge of their mental health literacy and help-seeking behaviours remains limited. Methods To fill this gap, the current study explored bicultural youths’ mental health literacy and stigma by conducting semi-structured interviews with 14 Canadian university students in 2021. Results Our analysis revealed that bicultural youths may be torn between two worlds: intergenerational tensions between participants assimilated into individualistic Canadian culture and their more collectivist parents meant that they had different cultural perceptions of mental health literacy and stigma. While being caught between these two worlds may be detrimental for bicultural youth, our results also suggested that a trans-cultural factor—celebrities’ mental health journeys—may promote help-seeking behaviour across participants. Furthermore, our study speaks to the ways that unprecedented events such as the COVID-19 pandemic impact mental health literacy among bicultural youth. Our findings might be used by university mental health services to encourage help-seeking among bicultural students. Conclusion The acculturation of mental health literacy, stigma, and associated intergenerational differences needs to be considered by university wellness services.

Nursing Students' Views on an e-Learning Activity About Health Promotion for Older Adults: A Cross-Sectional Study.

Nurses are graduating ill-prepared to work with older adults across care contexts. The education nursing students receive about older adults often focuses on managing illnesses rather than promoting health. To expand the education that nursing students receive regarding health promotion and older adults, we examined nursing students' perceptions of an e-learning activity on health promotion with older adults. We used a cross-sectional survey design. We included first-year baccalaureate nursing students (N = 260) at a Canadian university. Students were required to complete the module, but only those who wanted to participate in the study completed the survey (n = 167; response rate = 64.2%). We used a feedback survey to assess students' perceptions of the e-learning activity using four 5-point, Likert-type items. We also asked one open-ended question to solicit participants' feedback and suggestions for improving the e-learning activity. Descriptive statistics (frequency, mean [SD]) were used to summarize participants' perceptions and demographic characteristics. Content analysis was used to explore responses to the open-ended question. Participants reported that the module increased their knowledge about health promotion, as well as their perceptions and confidence in working with older adults. Participants also found the method of instruction interactive and enjoyable. Our e-learning activity on health promotion was perceived by nursing students as helpful in sensitizing them to their role in promoting health among older adults. [Journal of Gerontological Nursing, 50(3), 19-24.].

Racialized International Students and Their Experiences in a Canadian University During COVID-19 Pandemic

Racialized International Students and Their Experiences in a Canadian University During COVID-19 Pandemic

Cultural Distinction and the University of Toronto: Constructing Symbolic Boundaries of Social Class in Canada, 1894–1950

In the first half of the twentieth century, the University of Toronto was a preeminent cultural institution in Canada. Based on a critical interpretation of archival documents, this article narrates the history of four non-formal educational programs through which the University of Toronto created opportunities for Canadians to develop privileged forms of cultural taste and practice: the administration of local examinations in music across Canada, the development of a museum oriented to public visitation, the organization of public lectures in collaboration with local associations across Ontario, and the delivery of non-credit evening courses in Toronto. These four programs engaged hundreds of thousands of Canadians in forms of activity that supported the development of what Bourdieu conceptualized as constellations of cultural distinction: arrays of tastes and practices that mark symbolic boundaries of social class. Two of the programs resulted in national cultural institutions (Royal Conservatory of Music and Royal Ontario Museum) prominent in fields that have been empirically associated with social class boundaries in Canada. The other two programs declined in significance after 1950 and have not previously been included in analyses of cultural distinction. This article explores the historical role of Canadian universities in constructing symbolic boundaries of social class.

Exploring the Impact of Teacher Role Changes in the Flipped Classroom Model on the Critical Thinking Abilities of University Students

This study investigates the impact of teacher role changes within the flipped classroom model on the critical thinking abilities of Canadian university students. Employing a mixed-methods research design, the study combines quantitative data from pre- and post-tests using the California Critical Thinking Skills Test (CCTST) with qualitative insights from student and teacher interviews. The quantitative analysis revealed statistically significant improvements in students’ critical thinking abilities in flipped classroom settings, particularly in analysis, inference, and evaluation skills, indicating a medium to large effect size (η² = 0.111). Qualitative findings underscore the importance of increased student engagement, enhanced learning environments, the value of collaborative learning, and the pivotal role of teacher support and feedback in facilitating critical thinking development. Integrating these findings, the study offers a multifaceted view of how strategic pedagogical shifts—specifically, adopting more facilitative and supportive roles by teachers—can significantly enhance critical thinking in higher education. This research contributes to the literature on educational strategies, advocating for the broader adoption of flipped classroom models as a means to foster active, student-centered learning and critical thinking skills.

Gender differences in concussion-related knowledge, attitudes and reporting behaviors of varsity athletes.

Concussion is a pathophysiological process that occurs due to a traumatic biomechanical force. Concussions are an "invisible" and common traumatic brain injury with symptoms that may be underestimated. This necessitates fundamental improvements in public knowledge specifically addressing young university athletes and different genders. This cross-sectional study aimed to explore the possibility of gender differences with respect to university student athletes' concussion knowledge, attitude and reporting behaviors. We hypothesized that there should be no significant difference in concussion knowledge among male and female student athletes; however, females would show a more positive attitude and more reporting behaviors than male student athletes. Overall, 115 university athlete students completed a survey questionnaire; we eliminated some participants based on required inclusion criteria of Rosenbaum Concussion Knowledge and Attitude Survey-student version (RoCKAS-ST). Our final analysis consisted of 96 participants: 20 males (mean age 21.15 years) and 75 females (mean age 22.36 years). This study included questions about the athletes' given reasons for reporting or not reporting a concussion. Additionally, 33 RoCKAS-ST questions on Concussion Knowledge Index (CKI) with fair test-retest reliability (r=0.67) and 15 items on Concussion Attitude Index (CAI) with satisfactory test-retest reliability (r=0.79) were provided. Males reported more sources for learning about concussions and more sport-related reasons for reporting a concussion than females (P<0.05). Both genders provided equal numbers of reasons for neglecting a concussion report or not disclosing a concussion for the sake of others (i.e., family, teammates or the coach). Out of 16 given reasons for not reporting a concussion, males significantly chose sport-related reasons over female athletes (P<0.05). Additionally, by looking at the two components of RoCKAS-ST, the independent t-test results showed no significant gender-based differences in concussion knowledge and attitude indices (P>0.05). Nevertheless, females were less optimistic about evaluating other athletes' attitude over concussion reporting (P<0.05). Our study indicated that concussion knowledge is not gender biased among Canadian university athletes; however, more investigation is required to learn how safe environments for concussion disclosure could encourage reporting the symptoms in varsity athletes, especially in males who are more susceptible to not reporting a concussion to not miss their sport-related goals.

Against the “Likewise” and toward the “Otherwise”: Lessons from the Past, Reflections for the Present in the Context of Canadian Universities’ Commitments to Address Anti-Black Racism

This article turns to Sylvia Wynter’s writings to understand the ways in which the normative functioning of the Canadian university—its Likewise pedagogies—are always already grounded in the overrepresentation of (white Western) Man as synonymous with humanity such that Black and Indigenous lives are negated. It uses this analysis to understand what is at stake for Black communities in universities’ institutional claims to address anti-Black racism in the post–George Floyd moment. It then turns to a meditation on the foundations upon which Otherwise pedagogies—broadly defined as the work meant to disrupt the Likewise pedagogical project of the university and its role in perpetuating the coloniality of being—might be conceived, even if only as interim measures, to pursue a vision for teaching, learning, and knowing otherwise within institutions that have characteristically resisted becoming otherwise.

Failures in Fixed Dental Prostheses: A Clinical Survey on Causes and Longevity

Crown and bridge failures are considered one of the most frequent challenges that dentists deal with on a daily basis. The aim of the current study was to assess the causes of failures in fixed dental prostheses in patients reporting to the dental clinics at Ahram Canadian University, Cairo, Egypt. Using a comprehensive clinical survey, causes of failures and serviceability patterns of the fixed dental prostheses (FDP) were explored in a sample of 80 patients (mean age 39.7±11) visiting the clinic for complications related to FDP. Patients were clinically and radiographically examined, and all symptoms related to their complaints were recorded. Descriptive analysis was performed, and SPSS version 22 was used for statistics. Results indicated that most of the failures were mechanical in nature (30%), followed by biological failures (20%), and then aesthetics reasons (11%). 45.7 % of the FDP served for 1-5 years, 28.6 % served for 6-12 months, 14.30% served for more than 5 years, while the least numbers of prostheses (11.4%) served for less than 6 months. Proper patient selection, diagnosis, and treatment planning is essential to maintain and increase the longevity of FDP. It is also crucial to educate patients about good dental hygiene and prosthesis maintenance as well as for the dentist to fully recognize the disadvantages of each dental material to prevent the problems they induce and be able to make the best decision.

Organising the labour of teaching and learning during the COVID-19 pandemic in Canadian universities

During the COVID-19 pandemic, Canadian university responses reflected governing practices related to teaching and learning in university systems. This study aims to interrogate responses from three Canadian universities related to discourses formed around the labour of teaching and learning. Using a post-structural approach to policy analysis that assumes that realities emerge in practices, our research question asks: how do the policy responses about teaching and learning represent academic labour during the pandemic? In this article, we argue that labour became constituted through two main discourses of ‘safety/security’ and ‘the return to normal’. We conclude that the importance of these two different representations lies in how they influence the constitutions of faculty and students as different policy subjects.

The social reproductive labour of university students with hostile Jobs

ABSTRACT This paper focuses on the social reproductive labour of one group of young people - university students who hold hostile jobs. Engaging in paid work while studying full-time has become common for university students. Despite the desire for high-quality work-integrated learning opportunities, many working undergraduate students face precarious working conditions in service sector jobs. Full-time undergraduate students at two Canadian universities who engaged in term-time paid work participated in focus groups, life mapping, interviews, and audio diaries. The data revealed that more than half of the students experienced hostile work that is characterized by precarious conditions, intensified working pace, erratic scheduling and discrimination. We explore three kinds of social reproductive labour done by young working university students in hostile jobs – the labour of navigating their job conditions, the labour of juggling work and study, and the labour of striving for control and well-being. Our analysis suggests the need to broaden the recognition of the work of working students and to ensure better quality work for young people. Conceptually, the paper is informed by feminist political economy, particularly debates on social reproductive labour.

Educational Technology Procurement at Canadian Colleges and Universities: An Environmental Scan

There has been an increase in the use of education technology (EdTech) within post-secondary institutions, which has resulted in an unprecedented overflow of EdTech in the market. Institutions then make decisions on which EdTech to procure. This procurement process occurs on a continuum, where on one extreme, an institution takes a decentralized (bottom–up) approach where individuals within an institution independently decide on EdTech procurement, or a centralized (top–down) approach where the institution decides on criteria and standards that the EdTech must meet. This study administered a questionnaire and conducted structured interviews to explore how important standards are, and to identify the associated challenges with implementing centralized procurement. It was distributed to individuals involved in EdTech procurement at universities and colleges across Canada. The results showed that standards related to Privacy and Security, Accessibility, and Care of Data Practices play a larger role in EdTech procurement within most institutions. The use of standards is increasing as institutions become more centralized; however, they are not yet relied on in a structured way. This study suggests ways to move towards a procurement process that incorporates standards and addresses many of the identified challenges with procuring EdTech, thus, improving the efficiency and efficacy of EdTech procurement.

On the Design and Delivery of Human Anatomy Courses in Canadian Kinesiology Programs

ABSTRACT Human anatomy is a key subject area within undergraduate kinesiology programs. However, literature detailing the course structures, available resources, and teaching approaches used to deliver anatomy education in kinesiology programs is lacking. The present study sought to address this deficit by surveying instructors in Canadian university and college kinesiology programs regarding the anatomy courses they offer. The median (IQR) reported enrollment across 48 courses (40% response rate) was 165 (155) students and the mean (±SD) student/instructor ratio was 20:1 (±9) for the laboratory/tutorial sessions. Systemic or regional approaches to teaching were utilized in 39.6% of courses each, while 20.8% used both. Weekly contact times for in-person lectures and laboratories were 2.7 (±0.5) hours and 1.9 (±0.8) hours, respectively. Written assessments accounted for 64% (±20) of students’ final grades, while practical tests accounted for 29% (±18). Joints and the skeletal, muscular, and nervous systems were the most covered units (>85% of courses). The most common resources available to students were atlases, plastic models, skeletons, and interactive software; human cadaver dissection was used in 7% of courses. Primary instructors for 95.5% of courses were permanent faculty/staff, but student assistants were utilized in half the courses, mostly for marking and laboratory activities. Overall, these results add considerably to the literature from allied health disciplines and fill a deficit in studies on the teaching methods and resources used for human anatomy education within Canadian undergraduate kinesiology programs. Accordingly, these findings may be used to inform curriculum design and best practices in anatomy course delivery.

Tensions in Competence by Design implementation: A qualitative multidisciplinary study to identify factors that promote and impede Entrustable Professional Activity acquisition among faculty and residents at a Canadian university

Tensions in Competence by Design implementation: A qualitative multidisciplinary study to identify factors that promote and impede Entrustable Professional Activity acquisition among faculty and residents at a Canadian university

A205 PRACTICE PATTERNS FOR EOSINOPHILIC ESOPHAGITIS IN ADULTS VARY WIDELY AMONG CANADIAN GASTROENTEROLOGISTS: INTERIM ANALYSIS OF A NATIONWIDE SURVEY

Abstract Background Eosinophilic esophagitis (EoE) is a chronic allergic, type 2 immune-mediated, condition of the esophagus with increasing prevalence in Canada. Practice patterns among Canadian gastroenterologists are not well described. Aims To identify practice variation among Canadian gastroenterologists who care for adults with EoE. Methods A cross-sectional, web-based survey was distributed to Canadian gastroenterologists through the Canadian Association of Gastroenterology as well as administrations at Canadian universities. Results Of 53 respondents, 68% currently work in an academic setting. 77% manage at least 6 patients with EoE per year, with 19% managing over 50 patients per year. 51% of respondents obtain biopsies in every new patient presenting with an acute food bolus, while 26% take biopsies in less than 50% of cases or never at all. 36% take less than 5 biopsies on initial endoscopy with 23% only taking biopsies from one location in the esophagus. 58% are either unaware of the EoE Endoscopic Reference Score (EREFS) or never use it in clinical practice. Most respondents (72%) prefer proton pump inhibitors as initial therapy while 17% prefer starting multiple treatment modalities. 9% use topical steroids initially. Only 6% keep their patients on topical steroids indefinitely, if started. Preferred dietary approach vary with 36% choosing 6-food elimination diet (FED), 23% 2-FED, 19% 4-FED, 13% milk-only elimination diet, 6% allergy test-directed diet, and 4% elemental diet. Only 17% feel very comfortable starting biologic therapies. When evaluating treatment effectiveness, 23% use improving patient symptoms alone, while 74% include repeat histological assessments. 42% do not regularly screen for adaptive behaviours, such as excessive chewing, or texture modification and avoidance. In those who perform repeat endoscopic evaluation, 13% do so in less than 3 months after starting therapy, 32% in 3-5.9 months, 28% in 6-11.9 months, and 8% after a year. 11% will only repeat endoscopic evaluation if a patient reports symptom recurrence. 64% do not regularly refer to an allergist. For guidance, 59% follow the American Gastroenterology Association 2020 guidelines, 34% American Society of Gastrointestinal Endoscopy 2022 guidelines, 4% British Society of Gastroenterology 2022 guidelines, while 21% do not use any guidelines. 83% feel Canadian guidelines would be useful in their practice. Conclusions EoE practice patterns among Canadian adult gastroenterologists vary widely, with management differing from the current consensus guidelines. Strategies aimed at decreasing these variations, such as the development of Canadian guidelines, are needed to standardize practice. Funding Agencies None

Feeling the heat: undergraduate science students’ emotional management during classroom debates

ABSTRACT Addressing a need to prepare the next generation of scientists to effectively engage in adversarial science communication, the present study examines a group of undergraduate science students from a Canadian university who, after receiving expert instruction, participated in classroom debates about science controversies recently politicized in the Canadian social media (e.g. the flat Earth, genetically-modified foods, and human overpopulation). Our research questions were: (1) What emotions were experienced and how were these managed by students while participating in classroom debates? (2) How did students’ emotional management influence their debate performance? A video-based micro-ethnography revealed that more than half of the students (16/28) experienced feelings of stress and nervousness when engaging debaters with opposing/disagreeing views. Although some were able to manage these emotions, others were unable to feel relaxed, which negatively influenced their debate performance. These latter students’ initial confidence and preparation were undermined by their felt anxiety, leading to rhetorically weak and error-filled performances that went against their expectations. Highlighting the complexity of pedagogically promoting student development of communicative competence in adversarial social contexts, our findings reveal a need for science communication instructors to find ways to effectively prepare science students to manage their own emotions.

Scoping review of current challenges and circumstances impacting Indigenous applications to Canadian medical schools.

Considering the relevant 2015 Truth and Reconciliation Commission recommendations, this paper reviews the current state of Canadian medical schools' Indigenous admissions processes and explores continued barriers faced by Indigenous applicants. A summary of literature illustrating disadvantages for Indigenous applicants of current admissions tools is presented. A grey literature search of current admissions requirements, interview processes, and other relevant data from each medical school was performed. Tables comparing differences in their approaches are included. A calculation of Indigenous access to medical school seats compared to the broader Canadian population was conducted. Gaps in execution are explored, culminating in a table of recommendations. Despite formal commitments to reduce barriers, Indigenous applicants to medical school in Canada still face barriers that non-Indigenous applicants do not. Most programs use tools for admission known to disadvantage Indigenous applicants. Indigenous applicants do not have equitable access to medical school seats. Facilitated Indigenous stream processes first ensure Indigenous applicants meet all minimum requirements of Canadian students, and then require further work. Seven years after the Truth and Reconciliation Commission called on Canadian universities and governments to train more Indigenous health care providers, there has been limited progress to reduce the structural disadvantages Indigenous students face when applying to medical school. Based on best practices observed in Canada and coupled with relevant Indigenous-focused literature, recommendations are made for multiple stakeholders. The study was limited by the data available on numbers of Indigenous applicants and matriculants. Where available, data are not encouraging as to equitable access to medical school for Indigenous populations in Canada. These findings were presented at the International Congress of Academic Medicine 2023 Conference, April 2023, Quebec City, Canada.