Shannon Accettone, Assistant Professor, Chemistry and Forensic Science

Project: Working Towards an Accessible and Barrier-Free Chemistry Laboratory Experience 
Laboratory-based teaching is a fundamental and core component of chemistry education at the post-secondary level. However, for students who are differently abled or experience various degrees of impairment to senses such as vision and hearing, the laboratory space can prove difficult to navigate. For example, a laboratory experiment completely reliant on the perception of colour and colour change - ubiquitous to chemistry laboratories - can be overly challenging for students experiencing various forms of colour vision deficiency. The goal of this project is to begin breaking down barriers experienced by many students in the chemistry laboratory teaching space at Trent. Through the principles of universal design for learning (UDL) as well as the purchase of specialized laboratory equipment, this project aims to support students with visual impairments, colour vision deficiencies, hearing impairments, physical impairments, and those who require the presence of service animals within the laboratory space.

Holly Bates, Assistant Professor, Biology
Sarah West, Associate Professor, Kinesiology and Biology

Project: MindMatters Mini-Sessions (3Ms): Empowering Minds, Boosting Wellness, and Excelling Academics
Post-pandemic undergraduate students are experiencing mental health, wellness, and academic challenges. With the Student Wellness and Academic Skills Centres, we will introduce short information-based and active-learning opportunities (MindMatters Mini-Sessions - 3Ms) that encourage mental, physical, and academic health into lectures of a large, first-year course and assess their effect on student well-being and academics. We are very excited to begin these sessions as they have the potential to positively impact many students.  Should the 3M Sessions prove to be effective in improving undergraduate student academic performance, mental health, and/or overall wellness, they could easily be incorporated into a wider range of first-year courses as a toolkit to ease the transition to university and into a post-COVID in person learning environment.  

Brent Bellamy, Assistant Professor, English

Project: Designing and Evaluating Oral Assignments
This project considers how to successfully implement oral assignments in the university classroom. Using universal design for learning (UDL) principles, it aims to support EAL, first-generation, mature, neurodivergent, and BIPOC students. Meanwhile, it treats faculty as the beneficiaries of such design by outlining important considerations and stakeholders for design. Such design might be implemented across disciplines and frameworks, especially in small to medium classes. Oral assignments show the most promise as exams, short assignments, or in lieu of summative assignments (e.g. essays or research projects). 

Kristy Buccieri, Associate Professor, Sociology and Criminology. 
Beth Needham, Instructor in Education and the School of Business. 

Project: Developing Trauma Informed Resource Kit Online Learning Modules for CRIM 4240Y.  

The goal of this collaboration is to develop a toolkit of trauma-informed resources to help students in CRIM 4240Y Applied Criminology Virtual Practicum prepare for work in Criminology-related professions. As the investigators note, “It is essential that as students prepare for employment in these fields, they also learn how to identify trauma, in their clients and themselves, and develop strategies to help cope.” Students will acquire trauma-informed skills through a series of asynchronous TRauma-Informed Perspective (TRIP) modules grounded in a theoretical framework of cognitive, affective, and psychomotor taxonomies, as well as trauma-informed principles including foundations of safety; trust and transparency; community building and collaboration; and support and connection (amongst others).  Providing TRIP modules that develop students’ trauma-informed worldview will help them recognize the impacts of trauma experienced by the vulnerable populations with which they work; these modules also aim to provide students with the tools to help them process the associated vicarious trauma they may experience as human services workers.    

Ann Mary Celestini, EdD, RN,  Assistant Professor,  Trent/Fleming School of Nursing.  
Amy Hallaran, PhD, RN,  Faculty, Trent/Fleming School of Nursing.  

Project: An Unfolding Case Study and Universally Designed Course: Integrating Trauma Informed Principles into Pedagogy.  

An unfolding case study was introduced into NURS 1000 Individual as Nurse in the fall 2022 semester, using a blended course delivery format that was designed using a Universal Design for Learning framework, to apply key course concepts weekly. Authentic first-year struggles were detailed weekly in the case study, considered individually by learners through activities, reflection, and then discussed as a group to promote learning in a safe environment. This project seeks to answer the research question, “To what extent does the blended delivery of a first-year nursing course designed using a UDL theoretical framework and unfolding case study align with the Principles of Trauma Informed Pedagogy?” Using online surveys and focus group discussions, the investigators will assess their use of inclusive pedagogical methods in the course and the extent to which both UDL principles and an unfolding case study can promote a safe and supportive classroom environment for diverse learner needs. The investigators hypothesize that a blended delivery model utilizing UDL and an unfolding case study method will reduce stress- and trauma-related learning barriers and encourage student engagement with major course components by cultivating a non-threatening learning space. The investigators aim to maximize student self-reflection and self-determination, and their understanding of trauma, stress, and resilience, as they prepare for their future nursing practice. 

Kim English, Trent/Fleming School of Nursing Faculty. 

Project: Redefining Nursing: A Trauma Preventative Approach to Curricula. 

This project uses a trauma-informed and trauma-preventative approach as it seeks to revise nursing curricula and promote an Indigenous-focused stream within the Trent/Fleming School of Nursing. It is intended to address a current need within nursing education to enhance students’ engagement with culturally-safe and trauma-informed practices as they undertake clinical placements in Indigenous communities. The work of “redefining nursing” involves semi-structured interviews and narrative research with students and community members to gauge their views on nursing education and practice. Students will also engage in conversations about health inequities in Indigenous communities that focus on systemic factors in “health gaps”, and histories of racism and colonization that affect the health experiences of Indigenous clients, through a trauma-informed lens. This study aims to change nursing education and practice by emphasizing the importance of trauma awareness and the ways in which practitioners can be trauma-sensitive within clinical encounters.