Projects Current projects Transforming Early Years Education with Simulations: Building Teacher Efficacy to Support Children's Social-Emotional Growth Project lead: Corrine McCormick-Brighton, Faculty of Social and Community Services; Jason Hunter, Supported by expertise from the DC Mixed Reality Capture Studio Community partners: The Regional Municipality of Durham - Children’s Developmental and Behavioural Supports division, Simulations Canada, Grandview Kids Academic partner: Ontario Tech University Funding source: College and Community Social Innovation Fund (CCSIF) grant from the Social Sciences and Humanities Research Council (SSHRC) Duration: September 2025 – August 2028 Summary: This project will involve the co-design of two mixed-reality virtual simulations and test their usability and impact on early childhood educators' efficacy in supporting the development of social competence and emotional maturity in preschool children. The research question focuses on how these simulations affect educators' ability to support these developmental areas within the Durham Region. Using a human-centered design (HCD) approach, the project addresses concerns identified through six cycles of population-level data from the Early Development Instrument (EDI) involving 30,579 children in Durham Region, Ontario. These data highlight consistent issues in the social-emotional well-being of year 2 kindergarten students, which are linked to future academic, employment, and health challenges. Simulation offers a novel educational model that provides a safe, immersive learning environment, enhancing practitioners' skills for real-world applications. The project involves co-designing with local knowledge users and triangulating quantitative and qualitative data to assess the simulations' usability and impact on two cohorts of early childhood students and educators. Expected outcomes include two mixed-reality virtual simulations that demonstrate usability and positively impact practitioners' ability to support social competence and emotional maturity in preschool children. The project aims to advance simulation education research, inform early childhood education curricula at the college level, and strengthen cross-sectoral partnerships with Durham College, Ontario Tech University, The Regional Municipality of Durham Region, special-needs resourcing agencies (Children’s Development and Behaviour Services; Grandview Kids), and the early learning and child care sector (Durham’s Best Start Network). While the research is locally informed, its benefits are transferable to other disciplines and institutions across Canada. A structured knowledge mobilization plan ensures the research findings are shared with academia, the community, and the general public. Bridging the gap: Developing culturally responsive mental health care with and for Black Communities Project leads: Dr. Crystal Garvey, Jason Vassell, David Grant Community partners: The Regional Municipality of Durham, Ontario Shores Centre for Mental Health Sciences, Black Health Alliance, Health Research Council for People of African Descent Funding source: College and Community Social Innovation Fund (CCSIF) grant from the Canadian Institutes of Health Research (CIHR) Duration: June 2024 – May 2027 Summary: In 2022, the Mental Health Commission of Canada found that 95% of Black Canadians feel the underutilization of mental health services is an issue that needs to be addressed. It was further noted that of 35% Black Canadians experiencing significant psychological distress, 34% did not seek mental health services. The research team consists of Black community-members and academics will undertake a multimethod Community-Based participatory action study exploring the experiences of Black patients and frontline workers in mental healthcare settings. Working with the Health Research Council for People of African Descent as well as the Regional Municipality of Durham, Black Health Alliance and Ontario Shores Centre for Mental Health Sciences, the study will explore experiences of Black community members and their caregivers when navigating the mental health system to seek support. In addition, experiences of frontline mental healthcare workers assessing and treating Black patients will also be explored. The research team alongside Black service users/caregivers and frontline workers will co-create mental health resources tailored to the needs of Black patients including development of self-advocacy, self-care and system navigation resources. The research team intends to create culturally responsive learning opportunities for frontline healthcare workers to assist in their interactions with Black patients. Partners and community networks will be able to share the outcomes broadly and ensure uptake and on-going use of the findings to improve their services and ensure frontline workers are trained and supported. Community-based exercise intervention for forensic patients: Barriers and impacts on physical and mental health Project leads: Dr. Erin Dancey, Dr. David Copithorne, Jennifer Bedford Community partners: Ontario Shores Centre for Mental Health Sciences, Abilities Centre Funding source: College and Community Social Innovation Fund (CCSIF) grant from the Canadian Institutes of Health Research (CIHR) Duration: June 2024 – May 2027 Summary: Forensic psychiatry provides treatment for people who have been found not criminally responsible for an offence due to their mental illness and aims to improve mental health and reduce recidivism. Forensic patients with mental illness are more sedentary, have reduced levels of physical fitness, metabolic health, and Quality of Life (QoL) and are at a higher risk for obesity as compared to the general population. Furthermore, forensic patients are detained in a restrictive hospital setting and experience a loss of autonomy and a reduction in social connections. While there are substantial benefits associated with increasing social connections and exercise opportunities, environmental and institutional barriers limit access to these opportunities. The overall goal of the project is to develop an intervention that will reduce health disparities and inequities experienced by the forensic patient population in Canada by supporting improvements in health and QoL to address an important human rights concern. This project's objectives are to determine the barriers to engagement in a community-based exercise program. In addition, we will investigate the uptake, adherence, and impact of a community-based exercise intervention on physical fitness, QoL, mental illness and sleep quality in forensic patients at Ontario Shores. This research is in partnership with Ontario Shores, a public teaching hospital providing specialized assessment and treatment services for those living with complex and serious mental illness, and with the Abilities Centre, a community recreation centre. Benefits of this innovative intervention may include: low-cost intervention can be used in combination with medication, improving QoL and reducing the expenses and burden on the healthcare system; cost-effective as it provides patients with access to existing community resources and networks reducing demand on primary health care providers; supports the rehabilitation and community re- integration of patients receiving forensic mental health care, which is a persistent challenge. This will provide Abilities Centre with new tools for reaching individuals of marginalized groups, specifically those living with mental illness. Benefits to forensics patients will lead to return on investment for Ontario Shores so that they can expand this program to other patients, including general psychiatry patients and outpatients with mood and anxiety disorders. Completed projects Raising Resilient Families: Empowering Parents with Cognitive Challenges Raising Resilient Families: Empowering Parents with Cognitive Challenges Project Lead: Amanda Cappon, School of Health and Community Services; Kay Corbier, School of Health and Community Services Community Partners: The Regional Municipality of Durham, Huntington Society of Canada, Starfish Parent Support Program, Durham Association for Family Resources and Support, Durham Children’s Aid Society, Brock University, University of Toronto Funding Source: College and Community Social Innovation Fund (CCSIF) – Social Sciences and Humanities Research Council (SSHRC) Duration: June 2021 – May 2024 Summary: All parents, including those with Intellectual and/or Developmental Disabilities (ID/DD), play a critical role in child development especially in the early years before peers become a prominent factor. As individuals with ID/DD become parents, they may require individualized supports (learning how to diaper, feed, bathe, bedtime routines, etc.) to foster a safe and healthy environment for their child to avoid removal of the child from the family home. Unfortunately, skills-building supports are not always appropriate or available to this population and therefore the objective of this project is to develop a model of support that is proactive and addresses the social issues that impact these parents, including trauma, institutionalization, and violation of human rights based on best practices identified and input from parents with ID/DD as well as key partners. Co-production and community-based participatory research methodologies will be used to investigate challenges and barriers for families impacted by ID/DD with the goal of forging early intervention strategies with community partners that honour the strengths of families, ultimately eliminating the need to remove a child from their family or cultural community. surviving addiction docuseries Project lead: Jennifer Bedford Community partners: Centre for Addictions and Mental Health Foundation; Chris Cull, Inspire by Example Funding source: Mitacs Business Strategy Internship program Duration: January 2025 – December 2025 Summary: The Centre for Addiction and Mental Health (CAMH), Canada's largest mental health teaching hospital, sets the standards for care, research, education and leading social change. The CAMH Foundation (CAMHF) works to financially support CAMH's high-priority research, education and advocacy needs. CAMHF has a mandate to raise funds that will improve mental health care for everyone by supporting the ecosystem of research, education and patient experience at CAMH. An effective way to reach new donors is by sharing stories that highlight diverse experiences of addiction and mental health. A partnership with Durham College and DC Alumni, Chris Cull, will enable CAMHF to access the video production expertise needed to further diversify and showcase new stories and experiences surrounding addiction and mental health, including those from Black and Indigenous communities. Two video production students from Durham College will be guided by CAMHF staff, Chris Cull and staff from the Social Impact Hub to create season two (6 episodes) of the docuseries. As an innovative addition to the academic curriculum, students will be exposed to mental health and addictions issues, as well as diverse perspectives from those with lived experience with addiction and/or supporting someone struggling with addiction and mental health concerns. Episodes can be viewed on the Surviving Addiction YouTube channel. Building Bridges Together: Co-production of Financial Empowerment Strategies with People Experiencing Low Income Building Bridges: Co-creating financial empowerment strategies with low-income individuals Read article from project partner: Prosper Canada Learn more Building Bridges Together: Co-production of Financial Empowerment Strategies with People Experiencing Low Income Project Lead: Lorraine Closs, School of Health and Community Services Community Partners: Regional Municipality of Durham, Oshawa Public Libraries, North House, Durham Workforce Authority, Durham Region Unemployed Help Centre, Durham Community Legal Clinic, Iriss - Scotland Funding Source: College and Community Social Innovation Fund (CCSIF) – Social Sciences and Humanities Research Council (SSHRC) Duration: March 2020 - March 2023 Summary: Numerous community volunteer income tax clinics exist across the Durham Region to help low income residents reclaim lost income tax benefits through free-of-charge assistance to file income tax returns and increase awareness of other tax benefits available. These clinics are enhancing access; however, research has shown that available supports are insufficient, and barriers to filing taxes remain, especially for low-income residents. The project will enable collaborative activities between services providers and people living on low income to identify needs related to financial literacy and uncover useful financial empowerment strategies. The goal is to provide evidence in support of these co-designed strategies that can ultimately be leveraged by regions across Canada. Innovation through co-production: A holistic approach to supporting social competency in pre-school children Innovation through co-production: A holistic approach to supporting social competency in pre-school children Project Leads: Nicole Doyle, School of Justice and Emergency Services; Corrine McCormick-Brighton, School of Health and Community Services Collaborator Ann Le Sage, PhD., Ontario Tech University Community Partners: Regional Municipality of Durham- Social Services Department, YMCA of Greater Toronto, Durham Region Health Department Funding Source: College and Community Social Innovation Fund (CCSIF) – Social Sciences and Humanities Research Council (SSHRC) Duration: March 2020 – March 2023 Summary: Every three years the Early Development Instrument, a survey completed for each student by senior kindergarten teachers, measures children’s ability to meet age appropriate developmental expectations. Since 2009, the results of the survey have shown Durham Region children, as well as those across Ontario, are not meeting developmental expectations in the area of social competence. Children are struggling to get along with others, show respect, take responsibility, and follow rules and routines – key developmental areas linked to academic success, enhanced job prospects, and improved physical and mental health outcomes. The project will undertake a series of co-production workshops with stakeholders to design tools to be used by early childhood educators and parents to enhance pre-school children’s social competence skills. The project will measure the impact of the tools and evaluate the co-design process to ensure maximum impact. Enriching firefighter training through the development of a novel virtual reality training simulation for personalized, precision skill and resilience training Enriching firefighter training through the development of a novel virtual reality training simulation for personalized, precision skill and resilience training Project Leads: Michael Williams-Bell, PhD. School of Health and Community Services; John Goodwin, School of Media, Art and Design Collaborator David Copithorne, PhD., Post-doctoral fellow, Durham College; Bernadette Murphy, PhD., Bill Kapralos, PhD., Andrew Hogue, PhD., Carolyn McGregor, PhD., Ontario Tech University Community Partners: City of Oshawa - Oshawa Fire Services, Public Services Health and Safety Association Funding Source: College and Community Social Innovation Fund (CCSIF) – Natural Sciences and Engineering Research Council (NSERC); Mitacs Accelerate Post-doctoral Fellowship; TeachingCity Oshawa Duration: March 2020 – March 2023 Summary: Firefighter training in real fire scenarios is extremely high cost requiring significant resources as well as great personal health risks for trainees. Many firefighters unable to train in real-life scenarios are not well prepared and suffer a variety of natural but adverse reactions when exposed to real fire scenes. Project activities will involve the use of virtual reality (VR) simulating uncontrolled fire scenarios while monitoring trainee’s physiological response to stimuli in order to improve training efficacy and safety for firefighters. Investigating Social Determinants of Health through the Newcomer Community Kitchen Program Project lead: Dr. Erin Dancey Community partner: Community Development Council of Durham Funding source: Social Impact Hub (internal funds) Duration: January 2024 – December 2024 Summary: Canada has long been a welcoming destination for newcomers seeking better opportunities and refuge. However, the transition to a new country comes with its own set of challenges, particularly in terms of health and social integration. The Community Development Council Durham (CDCD) is a non-profit social planning organization that identifies regional community development needs and delivers inclusive programs to improve the health and wellness of vulnerable residents of Durham Region. The goal of the CDCD’s Newcomer Community Kitchen (NCK) Program is to enhance newcomer wellness and social connections among community members by sharing and preparing food recipes and learning about healthy eating and safe food preparation. This blog highlights the findings of a recent study conducted by Dr. Erin Dancey, a lead researcher with Durham College’s Social Impact hub, in collaboration with the CDCD, on the NCK Program. The study investigated the impact of the NCK program on dietary behavior, nutrition literacy, wellness, loneliness, and social vulnerability among newcomers to Canada. 2023 The Oshawa Micro-Housing Pilot Project The Oshawa Micro-Housing Pilot Project Project Leads: Tyler Frederick, PhD., Ontario Tech University; Lorraine Closs, M.S.W, Durham College Community Partners: The Regional Municipality of Durham, Lakeridge Health, Ontario Tech University Funding Source: Mitacs and The Regional Municipality of Durham Duration: October 2021 – October 2022 Summary: Durham College is partnering with the Regional Municipality of Durham, Lakeridge Health, and Ontario Tech University to explore housing best practices and evaluate the success of a 10-unit micro-home community in central Oshawa that will offer temporary transitional housing with various supports, including financial assistance, employment services, mental health and addictions supports, and life skills teaching. Lorraine Closs, a professor at Durham College, will collaborate with Dr. Tyler Frederick, associate professor at Ontario Tech University, to develop an evaluation plan and apply for further research funding. Beyond the evaluation, the project also aims to explore best practices for stakeholder engagement and co-production as it relates to supportive housing in the Region. Lakeridge Health will contribute to the success of this pilot by ensuring program participants have access to community-based mental health and addiction supports. They will serve as health sector leaders on the planning working group to develop the support model for residents and will partner with Durham College and Ontario Tech University to create the evaluation plan of the pilot. The Oshawa Micro-Housing Pilot Project is aligned with At Home In Durham, the Durham Housing Plan (2014-2024), which aims to end chronic homelessness in Durham. Learn more at durham.ca/OshawaMicroHomes. Final report 2022 Social innovation in applied research: Mobilizing knowledge and co-designing a path forward Social innovation in applied research: Mobilizing knowledge and co-designing a path forward Faculty members: Nicole Doyle, School of Justice and Emergency Services; Jennifer Bedford, School of Media, Art and Design; Lorraine Closs, School of Health and Community Services; Teresa Goff, School of Media, Art and Design Collaborators: Alison Burgess, The Regional Municipality of Durham; Julie MacIsaac, City of Oshawa ORSIE staff: Colleen McKay, Debbie McKee Demczyk, Sara-Ruth Allen, Rachel Henderson Funding Source: SSHRC Connection Grant Duration: July 2021 – June 2022 Summary: This SSHRC Connection grant will enable Durham College to mobilize knowledge gained from a variety of current social innovation applied research projects, strengthen community partnerships and identify future projects to address existing social challenges in the community. The event will contribute to articulation of the mandate and scope of a new Social Innovation applied research centre at the college. To this end, the proposed event will serve to identify and refine a collaborative strategy for sharing social innovation research activities and defining collective next steps. The project activities will culminate in deliverables that include knowledge products in both a written report and multimedia formats created by our talented team of Media, Art and Design students. Through collective exploration of what social innovation means to the community, the College will lead the design of a shared Social Innovation Framework and define ways to support community goals. 2021 Addressing social isolation: Engaging older adults in Oshawa during COVID-19 pandemic Support for Parents with Intellectual and Developmental Disabilities Project Leads: Kimberlee Neault, School of Health and Community Services Community Partners: City of Oshawa; Oshawa Senior Community Centres Project type: Experiential learning Duration: September 2020 – April 2021 Summary: Students of Durham College’s Personal Support Worker (PSW) program participated in a City Idea Lab course, working with the City of Oshawa and Oshawa Senior Community Centres (OSCC55+) to address a TeachingCity Oshawa challenge question: how can we engage older adults who may not have the financial resources and/or ability to use digital technology to ensure that they do not experience the negative effects of social isolation? The City Idea Lab is an innovative way to help students gain experiential learning in their courses, while working with the City of Oshawa to impact change in the community. Guided by faculty member and project lead Kimberlee Neault, PSW students proposed nine unique solutions to this challenge, three of which were selected by the City for immediate implementation: An intergenerational Pen Pal Program matching a DC student with older adults in the city. Read DC Journalism student Stephanie Lacarte’s article in The Chronical for the fully story. A Reading Buddy Program pairing students with seniors for a virtual book club. Read the full story in The Star. A Senior Hour to engage community members in activities hosted on the OSCC55+ website. To learn more, about City Idea Lab visit the TeachingCity Oshawa website. Enhancing virtual mentorship to reduce social isolation of youth Enhancing virtual mentorship to reduce social isolation of youth Project Leads: Crystal Garvey, School of Health and Community Services; Jacqueline Williamson, School of Health and Community Services Community Partners: Big Brothers Big Sisters of North Durham Funding Source: Applied Research Rapid Response to COVID-19 Fund – Social Sciences and Humanities Research Council (SSHRC) Duration: May 2020 – August 2021 Summary: The project aims to ensure that the vitally important mentor support provided to mentees through the Big Brothers Big Sisters program is maintained despite physical distancing challenges imposed by the pandemic and that arising mental health needs are addressed for both the mentor and mentee in the rural North Durham Region. The project aims to increase the use of virtual platforms by providing a list of useful resources, including relationship building activities and mental health supports, easily accessible to mentors and mentees. Support for Parents with Intellectual and Developmental Disabilities Support for Parents with Intellectual and Developmental Disabilities Project Leads: Amanda Cappon School of Health and Community Services; Kay Corbier, School of Health and Community Services Community Partners: Starfish Parent Support Program, Regional Municipality of Durham Funding Source: Internal Summary: The project explored gaps in support services and resources available for parents who have an intellectual disability/developmental disability (ID/DD) in Durham Region. There is a statistically high incidence in removal of children from biological parents who have an ID/DD, and warranting an investigation of the availability and efficacy of parent support interventions to better understand their relation to child removal. As a starting point, a comprehensive literature review was completed to inform next steps for the project team for which funding is being sought. 2020 Co-design of a Youth-led Housing Hub: Developing a Unique and Scalable Housing Model for Youth Living on Their Own in Durham Co-design of a Youth-led Housing Hub: Developing a Unique and Scalable Housing Model for Youth Living on Their Own in Durham Project Lead: Lorraine Closs, School of Health and Community Services Community Partners: Regional Municipality of Durham, Durham District School Board, Durham Mental Health Services, John Howard Society, Boys and Girls Club of Durham, Joanne’s House Funding Source: College and Community Social Innovation Fund (CCSIF) – Social Sciences and Humanities Research Council (SSHRC) Duration: March 2018 – October 2020 Summary: Trusteed youth, aged 16 and 17 living on their own and collecting social assistance to survive, represent a unique and particularly vulnerable population. They live independently without the opportunity to approach independence in a gradual and supported manner and are at high risk of school drop-out, mental health and addictions, homelessness and persistent poverty. A survey of these youth in Durham Region, interviews with service providers and comparative field research in Finland was incorporated into three co-design sessions involving Trusteed Youth and service providers to co-create a supportive housing hub model. The model is now being considered as a viable option by the Region. Outcomes: Trusteed Youth Final Report [PDF] Indigenous Student Public Service Announcements for Durham District School Board Indigenous Student Public Service Announcements for Durham District School Board Project Lead: Teresa Goff, School of Media, Art, and Design Partner Durham College First People’s Indigenous Centre (FPIC) Community Partner DDurham District School Board (DDSB) Funding Source: Internal Duration: March 2018 – October 2020 Summary: Durham College journalism students and FPIC collaborated with the DDSB to produce five videos featuring indigenous issues faced in the high school system as identified by Indigenous students and their families. The DC students gained real-life experience interviewing, recording, and creating the videos, while the videos will provide much-needed insight into the experiences of Indigenous students and provide a platform for their voices to be heard by teachers, administrators and the DC students and faculty involved. This project has led to further collaborative activities with these partners. Understanding Sustainability: Creation of a Learning Module for Students Understanding Sustainability: Creation of a Learning Module for Students Project Lead: Julie Walker, School of Interdisciplinary Studies Partner Durham College Centre for Teaching and Learning (formerly the Centre for Academic and Faculty Enrichment) Funding Source: Siemens Canada – Sustainability Education Program Duration: March 2018 – October 2020 Summary: Learning materials including a video and modules were designed to engage and inform students while supporting a broader sustainability movement at the college. These tools introduce the concept of sustainability as both a mindset and an action that can be taken at multiple levels to ensure healthy people, processes, and environments exist for future generations. These resources will help faculty, staff, and students to become aware of sustainability measures on campus and in the broader community, and learn how to practice a sustainability mindset in everyday decision making. The project aligns with the college’s commitment to the United Nations Sustainability Development Goals. Outcomes: Modules: https://sway.office.com/aOXjBV4Dj0AzLWet?ref=Link&loc=play (scroll to the far right of page) Curriculum in a Global World Curriculum in a Global World Project Lead: Teresa Goff, School of Media, Art, and Design Partner Durham College Centre for Teaching and Learning (formerly the Centre for Academic and Faculty Enrichment) Funding Source: Internal Duration: March 2018 – October 2020 Summary: The project design was developed after identifying a need to foster global conversation by leveraging the international relationships established by DC faculty members using the Rotary Global Classroom to enhance global competency and intercultural skills of students. The original project goal was to hold a conference on curriculum development with international partners however, this plan was impacted by the pandemic and the closure of campus space including the Rotary Global Classroom. The conference was put on hold and the project was redesigned to focus on exemplary practices for preparing and producing a remote conference on global engagement and curriculum development. A literature review was completed which will inform development of a future conference to support and enhance the development of globalized curriculum. International Students’ Learning Experience in the Canadian Classroom International Students' Learning Experience in the Canadian Classroom Project Lead: Lisa Robinson, School of Health & Community Services; Karen Sutton, School of Health and Community Services Partner Durham College Centre for Teaching and Learning (formerly the Centre for Academic and Faculty Enrichment) Funding Source: Internal Duration: March 2018 – October 2020 Summary: The study focused on international students studying in a Canadian classroom to better understand the challenges they face as well as competencies faculty members needed to meet their unique learning needs.
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