Community-based Research with Students

Bow Valley CollegeJune 7, 2010

Dawne Clark, PhDMount Royal University

Centre for Child Well-Being

What is Community-based Research?

• My definition – community-based research:– is housed in the community– is mutually beneficial (faculty, students, community)– supports community needs– enhances student learning– impacts curriculum

Supporting Community Needs

• Agencies seeking to improve their practice– Program evaluations– Needs assessments– Community scans

• Few in-house resources– Lack capacity– Staff too busy

Enhancing Student Learning

• Engages students in practical experiential learning

• Teaches skills • Builds confidence and awareness• Increases students’ employability and career

satisfaction

Impacts Curriculum

• Cycles new knowledge from projects back into curriculum

• Enhances and supports faculty knowledge and skills

• Builds strong connections with community

An Example

Physical Activity For Preschool Children

Year One

Questions: • How much physical activity do children in

group care settings in Calgary have each day?

• What are caregivers’ attitudes towards physical activity for children?

What We Did

• Child Studies students framed the research– Literature review– Research question– Surveys– Ethics application

• ELCC students– Explored issue of physical activity– Collected data

0

20

40

60

80

100

120

yes no

Caregivers Consider the Following to be Physical Activity

Playing in a sand box

Riding bikes

Playing tag

Doing a puzzle

Imaginative play-housekeeping

Walking

Organized sports

How Many Minutes in Total Are Children Physically

Active Per Day

12%

26%

34%

14%

14%

1-15 mins

16-30 mins

31-45 mins

46-60 mins

60 mins

Year TwoHow to support caregivers to provide more physical activity or preschool children?

• 35 ELCC 2nd year students (Play 3)• Created activities to support

physical activities • 40 ELCC 1st year students (Practicum)

and 3 CHST students• Piloted, revised, and refined

activities

Results from Year Two• Resource manual• Workshops for

caregivers• Changes in ELCC

curriculum!• Involvement

– 8 faculty from 3 programs– 150 students (ELCC, CHST,

COMM)– 110 child care centreshttp://www.mtroyal.ca/wcm/groups/public/

documents/pdf/hop_skip_and_jump_completed_pd.pdf

Year Three• Students helped to revise

resource manual– Adaptations and extensions– Injury prevention and safety

• Student conference presentations

• Students co-authored articles

Results to Date

• Change in ELCC curriculum at MRU

• Second edition of resource manual (July 2010)

• 120/150 child care centres in Calgary thinking about and planning for physical activity

In the Works

• Cultural understandings and expectations of physical activity for preschool children– ELCC –cultural awareness – staff and children– CHST – survey of new Canadian parents – ELCC and CHST – creating brochures for families

• Policy – Working with AELCS to add examples into accreditation

self-study

How to Sustain Change?

• Education – caregivers, owners/operators, licensing officers, students, faculty

• Resources - equipment, materials, and space• Policy – develop activity guidelines and add to

accreditation standards

Why is this Project Working?

• Grass roots engagement– Students, caregivers, owners/operators

• System support– MRU faculty – Children and Youth Services– Alberta Health Services– ASRWPF, Canada Sport for Life– Health Quality Council of Alberta– AB Association of Colleges and Technical Institutes

• Useful end products– Resource manual and workshops

How to Become Involved in Community-based Research

• Ask questions• Pursue improvement• Seek partners• Advocate for change

– systemic – policy – in-house

• ?

The End

Dawne Clark, PhDCentre for Child Well-Being

Mount Royal Universitywww.mtroyal.ca/wellbeing