We are pleased to share that the following projects, representing 5 academic schools, have been approved for the 2026-2027 academic year:

Collaborative Testing

Dr. Lynne Kennette, Amanda Cappon, & Dianne Trudgill, LS/SCS

This project will explore the impacts of testing in a collaborative setting compared to individual test taking on student grades.

The MAD paramedic study: Replacing words with (augmented) reality in paramedic learning

Dr. Vlad Chiriac & Edin Ibric, HS/MAD

This study aims to provide an interactive, realistic bridge between the theory course and practical courses in the Paramedic program to develop students’ hands-on skills and patient interactions. This will be done in collaboration with MAD as students will be developing the augmented reality simulation. Both sets of students will be surveyed about their experiences and skill development compared to more typical tests previously used in these programs.

Exploring the impact of AI supported interprofessional simulation on respectful engagement, shared decision making, and conflict management.

Terri Strawn & Corey Gill, HS/BIT

Students will engage in an online, text-based simulation in which they collaborate with a custom build Copilot agent representing health and social care professionals to manage a complex client scenario. Results are examining whether the scenario-based learning will help students develop durable skills in a psychologically safe environment.

Exploring Students’ Beliefs and Assumptions About Mental Health Nursing and Its Influence on Their Professional Role Development

Heather Glen, HS

The purpose of this Scholarship of Teaching and Learning study is to explore nursing students’ conceptualizations of mental health nursing and examine how these beliefs shape their understanding of their role as future nurses. This study aims to generate insight into student thinking, identify gaps in understanding, and inform educational approaches that better integrate mental health across nursing curricula.

Exploring the Impact of Neurodivergent-Friendly Course Policies and Assignment Practices on Student Learning and Engagement in a Behaviour Science Degree Program

Sarah Drexler, SCS

This project will explore the impact of neurodivergent-friendly course policies and assignment practices on students’ sense of belonging and inclusion, academic confidence and engagement in their courses. It will also examine if using these policies and practices would impact attendance, assignment completion, late assignment submissions and engagement with class activities.

Recently Completed SoTL Projects

Completed SoTL projects have made valuable contributions to the body of knowledge in their respective areas. Results were shared during DC’s Fall Academic PD Day in their respective years, and some have been submitted for publication and/or presentation at conferences and symposia provincially, nationally, and globally. We invite you to engage with the valuable outcomes of this research by clicking on the titles to see project descriptions and poster presentation links.

College student success & retention strategies

Nathan Wilson, Claire McCormack, Amy Derdall, David Swerdfeger, & Angela Wood, LS

This project measures the impact of initiatives aimed at reducing attrition and bolstering student satisfaction in General Arts and Science. These initiatives are in their second year, and this year along with the cohort-enhancing activities, student perceptions will be measured using student surveys to determine student motivation and “stick-to-itiveness”.

Student experience with emojis: Perceptions and usage

Dr. Lynne Kennette & Amanda Cappon, LS

This project aims to investigate why students choose to use emojis in their communication, and their perceptions of emoji use (both sending and receiving), and whether those perceptions impact student learning (e.g., instructor rapport). This project is a collaboration between 4 institutions across North America.

Working to close gaps in health: Can cross-curricular projects about medical disparities influence empathy in Pre-Health Sciences students?

Karen Founk & Jesse Parsons, HS

The goal of this study is to determine if medical disparity-themed cross-curricular interventions do in fact influence the empathy of first-semester Pre-Health Sciences students. Students across six courses will be surveyed to determine if each additional exposure to medical disparity-themed case studies have a greater influence on their empathy. Overall, this study will allow its researchers to gain valuable insight into best practices for empathy-forward pedagogy and deepen DC’s commitment to the TRC’s Call to Action to close gaps in health within Indigenous communities.

Practical programming tests: Stress vs. authenticity

Kyle Chapman, Samson Chung, & Kenneth Hodgson, BIT

In this project, a form of practical test was introduced where students write a tiny snippet of code side-by-side with the professor in a short, scheduled appointment as a subset of normal class hours. This form of authentic assessment more closely models vocational expectations, however, the context in which this is conducted could be incredibly stressful for the students. Along with the practical test, students will be surveyed about their stress levels throughout the term to identify how they compare to more typical test structures in addition to performance.