Student Researchers: The Voice Project

1. Student Researchers: The Voice Project March 8, 2013

2. The Voice Study • Interdisciplinary study of campus health • Community Participatory Action Design

3. Approved by UBC Behavioral Research Ethics Boards Funded by Campus Health Continued Development Grant (Ministry of Health, Interior Health Authority)

4. VOICE Methodological Framework

5. Community-Based Participatory Action Research Researchers Community Co-Researchers Healthy Campus Development Research Education Healthy Campus Action Adapted from Brydon-Miller, 2001

6. Theory: Health Promoting University Protect and promote health and well being of students and campus community through effective and innovative policies and practices.

7. Study Purposes • Translate knowledge from previous healthy campus development research • To increase knowledge about diverse perspectives in healthy campus development • Aboriginal students • International students • Athletes • Graduate students • LBGTQ

8. Study Objectives • Build student-nonstudent partnerships to bring about health promoting change • Identify health related experiences of a number of student sub-groups: athletes, aboriginal, international, graduate, LBGTQ, • Assess factors which support or jeopardize health promoting change • Recommend strategies for enhancing health promoting change

9. The Voice Team • Core Research Team: • Claire Budgen, Doris Callaghan, Linda Hatt, Donna Kurtz, Robyn Wiebe, Melissa Feddersen • Health and Wellness • Library • Institutional Research • Housing and Food • Student Researchers

10. Student Co-Researchers: Emily Minaker Amanda Williams Amanda Neufeld Daniel Bell Sara Miller Carley Major Jessica Biensch Denise Luuwengh Jessica Laurence Rebecca Wipfi Tori Monkman Katie Sprieszl Cory Friesen Jolene McElwain Katie Panton Jyhyun Cho Ashley Gaglardi Ardavan Ehteshami Jenna Salewiski Simone Mercier Dustin Dufault Mark Paterson Amber Cardenas Brittney Bradshaw Colby Finney Danielle Labuik Bridget Schuttenbeld Lauren Gaudet Cameron Sellers Brenda Mann Samantha Blair Curt More Aneeta Campbell Kaitlyn Levy Stevie Wright Carly Martineau Chandler Proch Mandira Chettna Krista Jensen Courtney Nielson Lindsay Loseth Joelle Rozema Kirsten Sinclair Remy Kozma Allison Dominie Wana Wafa Brandy Hagel Pavle Kuburic Krissy Urbanovtich Sandeep Makkar Rachel White Jaci Cambidge Adham Fares Tenzin Seldon Kelsey Craig Geoff Hodson Elizabeth Lutz Alberto Garcia-Mendez Harry Wagner Taylor Thomas Jon Christian Ella Platon Wendy Li Kyleen Norum Brittany Schamerhorn Colleen McCoach Kelsey McPhail Jessica Yanko Shawna Zuda Kristen Burnett Robyn Fedechko Lindsay Chandler Jaqueline Casmody Grady Krohman Michael Falerty-Specht Josh Trousse Freeman Shinnoskie Doi Partick Latkin Tinashe Mutano Kelsey Francisco Ariella Myhill Krystele Carpenter Richard Mortimer Morgan Le Sergent Tanya Shaak Omar Mwangari Emily Gore-Hickman Kat Alturnin Meghan O’Reilly Amara Wong Stacey Wells Erin Grant Julian Timmermans Maddie Cunnings Erin Strynadka Joe Woestenburg Tovah Nelson Jasmeen Sangha Kristin Maddaford Kathryn McKenzie Amanda Drake Addie Chaddock Jessica Lutz Pat McCarter Talyor Blanleil Kristian Froment Robyn Colbow Matt Peterson Carly Cook Jesse Van Bergen Dominque Gelineau Danielle Wilke Caitlyn Hancock Amanda Dalke Audrey Baker Investigators & Non-Student Co-Researchers: • Claire Budgen (PI) • Melissa Feddersen • Donna Kurtz • Robyn Wiebe • Doris Callaghan • Linda Hatt • Stephanie Barclay-Mckeown • Roger Wilson • Barbra Lynn Sobol Rob Johnson • Shannon Dunn • Shelley Kayfish • Denise Chan • Roger Bizzotto • Adrienne Vedan • Mary Demarinis • Chris Reimer • Casey Hamilton • Rachel Wiebe • Ian Cull Research Consultation Group: • Anne Claratto • Joan Bottorff • Gord Binstead • Deborah Buszard • Michael Shakespeare • Wes Pugh • Patricia Marck • Gwen Steele

11. Methods • Photovoice • Community Dialogue • Analysis of quantitative and qualitative data • Report back to the community (Forum) • Focus groups and talking circles • Formation of Action groups involving student and non-student partners (ongoing)

12. Student participation • Health Psychology Course: Majors from • Human Kinetics • Psychology • Management • Nursing Students

13. Health Psychology Students • Students given the option to participate in a multidisciplinary research project (Voice) or take part in classroom debates • 90/95 students chose to participate in the research project

14. Course objectives: • Application of principles of psychology to a community based health project • Gain research experience including data collection and analysis • Work with a multi-disciplinary research team • Apply course content to campus health

15. Student Researchers: • 1. Completion of the Tri Council Policy Statement tutorial on ethics in research (TCPS) • 2. Orientation, training and signing of a confidentiality agreement. Identified as student researchers • 3. Responsible for collecting data: Community Dialogue; photovoice, mapping

16. Photovoice • A photographic technique used to capture people’s lived experience. • Draws attention to community issues. • Enables documentation and reflection on community strengths and concerns. How To: • Co-researchers take photos of their everyday experience related to health. • Priority interests and themes are generated through group critique of the photos

17. Community Dialogue Population of Interest Data Collection Questionnaire Open-ended questions Ranking question informed by photographic data Demographic questions Process Walk-about surveying by student co-researchers Laptops, paper, iPads, online • Everyone on campus (students, staff, faculty, administrators, campus business people) • Engage diverse perspectives on campus

18. Interests of Priority(Question 5 CDQ)

19. Student Researchers: • 4. Participated in the analysis of qualitative data for specific subject areas such as physical fitness, food, smoking, study spaces, water, trails, transportation (theme analysis) • 5. Participated in the presentation of results either in a poster format during the public forum or in the classroom in either a poster or power point format.

20. Student evaluation • Two individual reports describing their participation and experience with the project • Final group presentation of results • Poster presentation at forum or in class • Power point presentation in class

21. Student Comments • Aware of the different steps in the research process • Research is less complicated then previously thought • Able to apply concepts from research methodology course, real life experience • Surprised how much could be done in a short time • Surprised how long everything took

22. Where we are now: • Focus groups and talking circles to identify experiences of sub groups. • Next steps to analyze data from focus groups and talking circles • Participatory action groups • Dissemination of results • Some students have continued their involvement in the action groups or in the research

23. Challenges • Student numbers were at times overwhelming • Evaluation of experiential learning • Any research project needs flexibility with respect to time lines so the research time lines often did not synchronize with the course time lines. • Deadlines had to be flexible and more malleable than most students experience with their classes

24. Successes • 90 students completed the TCPS ethics tutorial • 90 students involved in data collection • 90 students involved in data analysis • 90 students involved in results dissemination • Continued interest and opportunity

25. Questions?