Award Summary for 2018-2019

Video-based approaches to enhance student learning in food animal health management

Todd Duffield - $31,400

The objective of this project is to develop a unique video series to support conventional course materials and provide students with a virtual learning experience.  Innovative videos will be developed to enhance student understanding of the livestock production cycle in various food animal species.  Videos will include an on-farm interview with a commercial producer and a veterinarian to provide insight into their perspectives and roles on the farm.  This will be followed with a narrated video highlighting the species-specific production cycle.  Following initial video development, an evaluation of the impact and usefulness of the videos will be completed. 

Summer undergraduate research experience (SURE) program

Jade Ferguson – $35,000

The pilot project of the Summer Undergraduate Research Experience (SURE) Program is designed to provide an opportunity for Students of Colour to further develop their “scholarly habitus” within a diverse and inclusive learning environment that affirms their prior identities, communities and experiences.  The SURE Program will provide qualified undergraduate students with a four-week immersion in an academic, professional setting and a community-engaged learning experience.  The aim of the SURE Program is to develop the “scholarly habitus” of Students of Colour through developing their confidence as scholars, cultivating a passion for scholarship, and identifying as an emerging scholar. 

Enhancing integrative and experiential problem solving in the biological science major

Brian Husband - $39,763

The Biological Science major is a large undergraduate program in the B.Sc. with untapped opportunities to explore the breadth and diversity of biology including health, molecular and biodiversity disciplines. The College of Biological Science, in collaboration with CBaSE (Centre for Business and Student Enterprise), OpenEd (Open Learning & Educational Support), and the Library, will develop a 4th year capstone experience restricted to BIOS students. It will promote independent learning, employability skills and application of biological science to societal problems using a work-integrated model. Working with a client and under the guidance of a faculty mentor, student teams will function as research consultants to address an authentic problem or need using their interdisciplinary biological knowledge and skills. Students will be introduced to best practices in project management, teamwork, problem solving and digital communication, and will learn to apply their skills to produce a product for their client and engage in deliberate reflection of their own development and its relation to curricular and community needs.

The usable knowledge project – Art, education, impact

Shauna McCabe - $21,040

This initiative activates the Art Gallery of Guelph (AGG) as a vital platform for experiential learning. Building on the leadership the gallery has offered to the development and delivery of curriculum related to Indigenous art practices as well as its oversight of the University’s art collections, this pilot project moves students beyond classroom-based art historical and museum studies to actively engage in and shape critical museum processes. Through individual and collaborative inquiry augmented by artist engagement, participants will ultimately select and propose an artwork by a contemporary Indigenous artist for acquisition and public presentation, supporting knowledge-sharing while enriching and diversifying the University of Guelph’s art collection.

An experiential approach to teaching problem-solving

Judi McCuaig - $35,300

Employers increasingly demand exemplary problem-solving skills especially for tech-focused employees.  Unfortunately, the problem-solving skills of first and second year post-secondary students are often deficient.  The proposed experiential curriculum for teaching problem solving skills to third and fourth semester University students using case studies taken from their domain of study can be adapted to any domain and will provide students with metacognitive knowledge about their own problem-solving approaches.