office of research services and innovation annual report 2014

BROADENING THE RESEARCH ENTERPRISE

OFFICE OF RESEARCH SERVICES, INNOVATION AND ENTREPRENEURSHIP (ORSIE) ANNUAL REPORT 2014 – 2015

2 Office of Research Services, Innovation and Entrepreneurship (ORSIE) | Annual Report 2014 – 2015

MESSAGE FROM THE PRESIDENTIt’s been another exciting year for research at Durham College. Our Office of Research Services, Innovation and Entrepreneurship (ORSIE) continues to promote the substantial role applied research plays in enriching the student learning experience, while also increasing the college’s contribution towards the socioeconomic needs of the community.

I am immensely proud of all that ORSIE has accomplished; we continue to set the bar high in the name of research excellence through the work of our numerous teams including institutional research and program quality. I am also looking forward to witnessing further innovation. Through research, our students participate in experiential learning opportunities that better prepare them for employment, our professors have the opportunity to keep their knowledge current and re-engage their interests, and our community partners are provided with viable solutions to meet their needs and strengthen their position in the marketplace.

ORSIE is uniquely nimble in responding to small- and medium- sized enterprises (SMEs) by drawing on the skills and expertise available through any one of over 140 market-driven programs offered at Durham College. Our programs receive regular oversight from individual Program Advisory Committees (PACs), which are made up collectively of 1,000 industry and other community leaders, ensuring curriculum quality and student and graduate success. Our students and faculty are well-prepared for whatever research challenge they face, which is why Durham College has once again been recognized as one of the top 25 research colleges in Canada.

The launch of FastStart DC, a powerful new resource designed to foster the entrepreneurial spirit in students, has also brought exciting new opportunities for the college and wider community. Through a number of initiatives such as incubators, workshops and mentorship, students are able to create solid business plans that take their products and services to market – quickly and successfully.

Congratulations on the past year and here’s to a bright research future!

Don Lovisa

MESSAGE FROM THE VICE-PRESIDENT, ACADEMICBroad-ranging research activities play an immeasurable role in student success. From continuous improvement initiatives that maintain the high quality of programs offered, to creating experiential learning opportunities and encouraging entrepreneurism, Durham College is putting the student experience first.

Our commitment to research values the researcher-professor model where scholarly activities are integrated into teaching and learning. It is through the efforts of the college community, and the search for knowledge, that we are able to create a dynamic and supportive learning environment in which students thrive and excel.

The ORSIE team continues to provide a valuable service by supporting research activities that foster critical thinking, creativity, problem solving, and intellectual independence.

Dr. Elaine Popp

MESSAGE FROM THE DIRECTOR, ORSIEOver the past year, a continued commitment to scholarship and applied research has been fostered in Durham College’s many schools, engaging more faculty and empowering more students through practical real-world learning. In January we launched our newest addition to the research enterprise, FastStart, a program dedicated to developing an entrepreneurial mindset in students and to promoting innovation and creativity on-and-off campus. The programs and tools provided are of great interest to students and have been well received by the broader community.

Our work in ORSIE is marked by a dedication to and recognition of the value that research provides to the scholarly and educational agenda. While ORSIE is comprised of a talented and dedicated team, I must acknowledge and congratulate the many faculty and staff who contribute to promoting and instilling the research culture throughout the college. It is my hope this report will provide you with a sense of our collective accomplishment and pride.

Debbie McKee Demczyk

Office of Research Services, Innovation and Entrepreneurship (ORSIE) | Annual Report 2014 – 2015 3

2014-2015 ORSIE TEAM:DEBBIE MCKEE DEMCZYK, director

MEGAN PARKER, finance and ethics compliance co-ordinator

RASHMI GUPTA, manager, Institutional Research and Planning

KYLE PAUL, research and planning analyst

STEPHEN DRAPER, research and planning analyst

JOSHUA GERROW, junior research analyst

SAMANTHA SINCLAIR, research and planning analyst

MICHELLE COLE, manager, Program Development and Quality Assurance

SHELLEY IRVING, project co-ordinator

CHRIS GILLIS, manager, Applied Research Business Development

VIBHA TYAGI, project manager, Industry Liaison

REBECCA HOLMES, entrepreneurship coordinator

JANE HILTON, project manager, Grants and Special Projects

RESEARCH COORDINATORS:LORI ROBLIN – School of Health & Community Services

DARREN PUFFER/KELLY OTTENBRITE – School of Business, IT & Management

LINDA CHENG – School of Media Art & Design

GREG MORAN – School of Skilled Trades, Apprenticeship & Renewable Technology

PRAVIN PATEL – School of Science & Engineering Technology

KEVIN GRIFFIN – School of Justice & Emergency Services

RESEARCH ADVISORY

HIGHLIGHTS2014-2015 BY THE NUMBERS EVENTS, PLANS AND REPORTS

APPLIED RESEARCH FUNDING

$600,000PROJECTS

19STUDENTS

33RESEARCHERS (FACULTY AND STAFF)

21

• 700 attendees at 30 FastStart entrepreneurial events

• NEW Strategic Research Plan 2015-2020

• 128 Key Performance Indicator Reports

• 139 Retention Reports

• SIX new programs approved

• FOURTH annual Research Day

25TOPRESEARCH COLLEGES


COMMITTEE The Research Advisory Committee (RAC) advises ORSIE on matters related to research in the college. This group of internally appointed members helps to define, strengthen, and cultivate the direction of research pursuits by Durham College and enhances the level and quality of research in the college.

In 2014-2015, the RAC provided assistance with the consultative process that helped shape the new strategic research plan. Based on their feedback, four research themes were identified and refined to reflect the research strengths of the college, while remaining flexible enough to accommodate change over the next five years. In 2015-2020, research will focus on Cultivating Healthy Lives and Resilient Communities, Advancing Agriculture, Agri-business and Tourism, Enabling Technologies of the Future, and Enhancing Scholarly Teaching and Learning.

DEBBIE MCKEE DEMCZYK director

DARRIN CARON dean/principal, School of Skilled Trades, Apprenticeship & Renewable Technology

LINDA CHENG professor, School of Media, Art & Design

MATTHEW JELAVIC professor, School of Science & Engineering Technology

BARBARA MACCHEYNE director, Financial Operations

GREG MORAN professor, School of Skilled Trades, Apprenticeship & Renewable Energy

MEGAN PARKER finance and ethics compliance coordinator, ORSIE

PRAVIN PATEL professor, School of Science & Engineering Technology

KELLY OTTENBRITE professor, School of Business, IT & Management

JUDY SPRING dean, School of Business, IT & Management

SUE TODD dean, School of Science & Engineering Technology

LORI ROBLIN professor, School of Health & Community Services

SUSAN SPROUL dean, School of Health and Community Services

SUSAN SMIKLE manager, Insurance and Risk Management

KEVIN GRIFFIN professor, School of Justice & Emergency Services

VIBHA TYAGI project manager, Industry Liaison, ORSIE

CHRIS GILLIS manager, Applied Research Business Development, ORSIE

JANE HILTON project manager, Grants and Special Projects, ORSIE


FOUR OVERARCHING THEMES EMERGED FROM THE

EXTENSIVE CONSULTATIONS AND I FEEL CONFIDENT THAT

THE NEW STRATEGIC RESEARCH PLAN WILL STRENGTHEN

ALL ASPECTS OF RESEARCH AT DURHAM COLLEGE.

SUE TODD,

DEAN, SCHOOL OF SCIENCE & ENGINEERING TECHNOLOGY


AGRIBUSINESSAs Canada moves towards data driven agriculture, innovative technologies are giving farmers new ways to increase yields, reduce crop damage and manage their farms. Over the past few years, Durham College collaborated with local farmers on developing novel solutions for crop management resulting in several applied research projects.

DURHAM FOODS LIMITEDDurham Foods Limited, a 2012 recipient of the regional Ontario Premier’s Award for Agri-Food Innovation Excellence and the first North American producer of year-round Hydroponic Spinach, approached Durham College to provide a solution for a very expensive and time consuming accreditation process. This accreditation was crucial for the company to enter new markets and increase their market share.

Researchers, Darren Puffer, Linda Cheng, and Johanna De Boer worked with students Matthew Sullivan, Kevin Wright and Joyce Chan to build a mobile device application which enabled Durham Foods Limited to increase their productivity through a more efficient means of tracking, a superior record generating and retrieval system, and multi-point access to vital information. This app enhanced the operational effectiveness of Durham Foods Limited, which enabled them to acquire larger scale contracts and made them leaders in Ontario food safety processes.

In another venture, Durham Foods found that harvesting their hydroponic produce manually created a bottleneck in the production of their spinach, which led to increased hiring costs and limited their ability to expand operations and fill larger contracts. As a solution, the Durham College research team, comprised of researchers Rob Braithwaite and Philip Jarvis and students Matt Hasse, Cody Booth and Patrick DeCastro built a unique automated harvesting system for Durham Foods. This harvesting system has increased productivity by reducing the manual labour required and decreased the stress on the spinach shipped to stores thereby maintaining product appeal and increasing shelf life.

DATA-COLLECTING DRONESOther research projects in development in 2014-2015, with farmers in the region, included adding increased functionality to drones to acquire data useful for better crop management. The expert team of researchers led by Riaz Shah (a professor of the Integrated Pest Management course) is actively involved in addressing the challenges faced by local farmers in pest management.

GROWTH CHAMBERSIn late April, ORSIE was approved for more than $400,000 in applied research funding from the Natural Sciences and Engineering Research Council of Canada (NSERC) through the Applied Research Tools and Instruments (ARTI) grant. The team is well supported by this additional research funding, which will be used to acquire two new growth chambers, installed in the head house extension of the greenhouse near the Centre for Food on Durham College’s Whitby Campus. The Conviron GR64 provides a controlled environment in a walk-in configuration and is able to facilitate research challenges around plant propagation. The multi-lamp-canopy configuration enables researchers to have several experiments running simultaneously with plants at varying levels of maturity. It is a complementary fit with the Conviron A1000 reach-in growth chamber, suited for entomology research such as pesticide resistance detection and monitoring, which will help in developing and refining integrated pest management systems and protocols.

COLD FRAME TECHNOLOGYORSIE’s Internal Research Fund supported the construction of a cold frame project designed to extend the growing season into the fall, winter, and spring seasons. Principal investigator Greg Moran and co-investigator, Shane Jones are examining how location, climate control, heat storage and heat utilization affect the types of vegetables/varieties that thrive under colder conditions with an eye to maintaining cost effectiveness.


THE NEW RESEARCH INFRASTRUCTURE ACQUIRED FROM GOVERNMENT GRANTS PROVIDES

A GREAT OPPORTUNITY TO SUPPORT AGRICULTURE RESEARCH LOCAL AGRIBUSINESS AND CRAFT BREWING EXPERIMENTS, AS WELL

AS THE DEVELOPMENT AND TESTING OF PROTOTYPES.

G R E G M O R A N , R E S E A R C H C O O R D I N AT O R ,

S C H O O L O F S K I L L E D T R A D E S , A P P R E N T I C E S H I P &

R E N E WA B L E T E C H N O L O G Y

THE TOTAL AMOUNT OF APPLIED RESEARCH FUNDING AWARDED IN APRIL 2014 FROM NSERC THROUGH THE APPLIED RESEARCH TOOLS ANDINSTRUMENTS (ARTI) GRANT

$400,000

THREE FACULTY MEMBERS AND THREE STUDENTS WORKED ON THE DURHAM FOODS LIMITED PROJECT

3+3


1 OF THE STUDENTS WORKING ON THE ARAIG PROJECT WAS HIRED BY IFTECH

FROM PROJECT PLANNING AND REPORT WRITING TO THE IMPLEMENTATION AND

DELIVERABLES, DURHAM COLLEGE TOOK THE LEAD. THE STUDENTS’ ENTHUSIASM, HARD

WORK AND KNOW HOW WAS MATCHED ONLY BY THE LEADERSHIP OF THE HEAD RESEARCHERS/PROFESSORS. OUR

COLLABORATION WITH DURHAM COLLEGE PROVIDED US WITH ESSENTIAL APPLIED RESEARCH AND DEVELOPMENT WHICH

SOLIDIFIED THE CRITICAL COMPONENTS OF OUR COMMERCIAL BUILD.

M I C H A E L S TA N F I E L D , F O U N D E R A N D C O - C E O , I F T E C H


CONTEXTUALLY AWARE DEVICES:In the new era of context-aware computing, smart devices are able to monitor and even anticipate human behaviour. Such devices automatically perform tasks or make a user’s environment more personal. Durham College has gained considerable experience in developing these systems in collaboration with several small and medium-sized businesses.

BIOMEDICAL SENSORSIn 2014-2015, long-standing researcher Rick Tidman together with students Christine Nabwire, Alex Zajac, Lisa Macklem, Kerri-Ann Williams, Ama Ohenenyako, Rick Kelly, Kyle Catchpole and Yvonne Henderson, developed a prototype that collected a person’s vital statistics through biomedical sensors on a wearable device. In the event of an abnormality, an alert would be transmitted remotely to a station where an informed decision could be made and steps taken to rectify the situation in real time.

AS REAL AS IT GETSContextually aware devices are also being used as wearable technology. Durham College worked with Inventing Future Technology Inc. (IFTech) to make the gaming experience more immersive with the development of As Real As It Gets (ARAIG). ARAIG is a multi-platform system that applies physics to the body and works with all other peripherals, while allowing the user total mobility without any extra effort. ARAIG immediately works with all games that have haptic feedback. Working with IFTech was a multi-project endeavour that saw professors Philip Jarvis and Lauren Fuentes work alongside students Draven Majoor, Khalem Butler, Kenneth Gardner, Kyle Aus and Priyanka Lad to design and develop the controller (Control Centre), and wireless communications protocol (to communicate between the control centre and the decoder). Through the development of the nervous system components of ARAIG, IFTech will have the specifications for the electrical sensory devices and a communication and activation module to control them. It will also have the battery requirements and specifications of the control system to allow for commercial manufacturing. This not only provided IFTech with the electrical commercial specifications to manufacture the suit as a commercial product but also helped to decrease the costs of such components.

THE ASSET AND INVENTORY MANAGEMENT SYSTEMFor over a quarter of a century North Line Canada Ltd. has been a leader in designing, selling and servicing traffic and vehicle detection products across Canada. As the result of several previously successful research projects, the company returned to the college and collaborated with researchers Stephen Forbes and Andrew Mayne, who teamed up with students Steven Murray and William Villeneuve, to create a fully-integrated product called the Asset and Inventory Management System (AIMS). AIMS has the ability to track and manage road conditions and infrastructure, automatically identifying key assets like fire hydrants, traffic control signs, hydro lines, road incursions and even bus enclosures. This latest innovation will significantly reduce labour costs and allow the customer to be proactive in the management and maintenance of their assets.


3-D PRINTING/ADVANCED MANUFACTURINGFORTUS 360Durham College’s Integrated Manufacturing Centre (IMC) is a state-of-the-art learning environment focused on modern automation and computerized control, and is an ideal facility for working with local small- and medium-sized enterprises (SMEs). After receiving a Natural Sciences and Engineering Research Council of Canada (NSERC) Applied Research Tools and Instruments (ARTI) grant, a new Rapid Prototyper FORTUS 360 System was installed. This system brings ideas to life, starting with the design concept through to the development of mechanical prototypes. Industries requiring advanced manufacturing are able to accelerate the design and manufacturing process as the Rapid Prototyper is effective in reproducing the dimensional properties of trial-ready prototypes at a low cost. It also allows students to work with industry during research capstone projects, providing them with additional skills.

OASYS HEALTHCARESuccessful collaboration during the early stages of a product’s design is critical for many new products entering the market today. Durham College’s expertise in injection molding and material selection and analysis helped OASYS Healthcare (OASYS) designers generate the successful prototype of a medical device autoclave handle. Researcher Rob Braithwaite and student Adam Lintlop produced many iterations of the handle on the college’s rapid prototyping equipment and computer numerical control (CNC) machines, resulting in multiple prototypes of different shapes and sizes. The prototypes allowed the designers at OASYS to assess the design’s fit, form and function to establish which handle complied with all their prerequisites.

IFTECH INVENTING FUTURE TECHNOLOGY INC.To develop the nervous system of the gaming suit built by IFTech, Durham College researchers had to design and 3-D print several components of the controller of the gaming suit.

LANOPTIC VIDEO SOLUTIONS INC.Lanoptic Video Solutions Inc. designs, implements and supports camera-based video surveillance solutions. The company collaborated with Durham College researchers, Rob Braithwaite and Chris Daniel who, together with student Jeffery Wong, researched a cost and time effective solution to mount video cameras. They also developed a solution to a common positioning problem for the mounts. Typically they must be positioned 25 to 45 feet off the floor. The research team developed a 3-D printed prototype of the mounting bracket to significantly reduce the time and cost and increase the ease of installing video cameras and other electronic devices.


IT HAS BEEN A PLEASURE TO WATCH STUDENTS ENGAGE IN REAL LIFE DEVELOPMENT AND PROBLEM

SOLVING SITUATIONS WHERE THEY CAN THINK OUTSIDE THE

ASSIGNMENT PARAMETERS AND TAKE OWNERSHIP TO ACTUALLY FIX

OR INVENT THE ANSWER.

R O B B R A I T H WA I T E , C O - I N V E S T I G AT O R F O R L A N O P T I C P R O J E C T

THE NUMBER OF PROTOTYPES PRINTED FOR OASYS HEALTHCARE

6


THE INTRODUCTION OF SIMULATION THROUGH THE STANDARDIZED

PATIENT PROGRAM, IN A SECOND-YEAR DSW CLASSROOM, WAS BENEFICIAL IN IMPROVING

STUDENT ENGAGEMENT. STUDENTS ALSO FELT MORE

PREPARED TO PRACTICE IN THEIR FIELD PLACEMENTS.

K AY C O R B I E R , P R I N C I PA L I N V E S T I G AT O R , D S W S I M U L AT I O N P R O J E C T21

DSW STUDENTS PARTICIPATED IN THE SIMULATION RESEARCH PROJECT


ENHANCING SCHOLARLY TEACHING AND LEARNING SIMULATION IN THE CLASSROOMFor the second consecutive year, a Durham College proposal was awarded funding from the Ontario Human Capital Research Innovation Fund (OHCRIF). Submitted by Kay Corbier, the proposal focused on the use of simulation as a teaching technique in the developmental services worker field. Simulation is commonly utilized in other programs as a teaching tool, to create learner-centred activities designed to motivate students and deepen their learning experience. However, this is not the case with the Developmental Services Worker (DSW) program. The Experience of Simulation and the Perception of Preparedness of Developmental Service Worker Students to Practice in Field Placement explored the perceptions and preparedness of second year DSW students by investigating the impact of simulated activities in a course designed to teach students the skills required to provide quality supports to people with developmental disabilities. The results of the research found that students who participated in simulation activities experienced an increased level of confidence and enhanced abilities to implement the core competencies of the personal support skills course.

ePORTFOLIOSIn 2013, Durham College joined the Learning Outcomes Assessment Consortium at the Higher Education Quality Council of Ontario (HEQCO), as one of six post-secondary institutions conducting research on different methods of assessing generic learning outcomes, such as communication, problem solving, and team work. As part of this initiative, researcher Jacqueline Towell piloted the use of ePortfolios as an assessment tool for the 11 Ministry of Training, Colleges and Universities (MTCU) Essential Employability Skills (EES). All graduates with either Ontario College credentials, an Ontario College Certificate, Ontario College Diploma or Ontario College Advanced Diploma, must be able to reliably demonstrate the EES required in six specific categories. This study was aimed at addressing a critical gap in research on college and program-wide assessment tools for EES and explored how a common platform such as ePortfolio could facilitate assessment of these skills.

More than 600 student participants from four programs used a specially-designed EES ePortfolio User Guide, Rubric, and Template to provide evidence of their achievement of one or more EES. Focus group and survey data was collected from 220 participants, on the perceived effectiveness, relevance, feasibility and appropriateness of the use of an ePortfolio to assess students’ ability to fulfill the MTCU EES outcomes.

Students and faculty found that using the Student Success ePortfolio helped students to better understand the importance and relevance of the EES in relation to future employment.


FACULTY AND STAFF RESEARCHTITLE: Decolonizing Institutional Practices: Supporting Aboriginal College Student Success

Dr. Mary Blanchard, principal investigator

This qualitative research study examined the experiences and challenges of Aboriginal students attending a northern Ontario college. To increase Aboriginal participation in post-secondary studies and their persistence until graduation, the study determined that an environment inclusive of Aboriginal worldviews, traditions and cultures had a positive impact on student outcomes. As well, the research identified promising post-secondary practices, successful approaches to conducting culturally intelligent research and recommended the use of generative discussion as a transformative change tool for indigenizing an institution.

TITLE: Intraprofessional Education: Experiences of Practical Nursing and Bachelor of Science in Nursing Students Learning Together

Dr. Sue Coffey (UOIT), principal investigator

Dana Chorney and Patricia Munro-Gilbert, co-investigators

With the changes in the scope of practice of Registered Practical Nurses (RPNs) and areas of commonality with Registered Nurses (RNs), it is important for nursing students to learn both with and about each other. This research addressed gaps in the evidence related to inter- and intraprofessional education (IPE) implementation in nursing education. An innovative pilot PN-BScN shared learning experience designed to promote greater collaboration, respect and an increased understanding of each other’s role leading to improved patient outcomes and patient safety.

FUNDED BY: Registered Practical Nursing Association of Ontario (RPNAO)

PRESENTATION: 4th International Conference on Nursing and Health Care, Fall 2015.

TITLE: Discovering How College Faculty Help Students to Mature: An Appreciative Inquiry

Susan Hartwell, principal investigator

Students entering the Early Childhood Education (ECE) program are often young with a corresponding low level of maturity. This research study examined how faculty can support students in developing all aspects of mature adult behaviour. A learning partnership model, guided by the developmental principles of self-authorship and student ownership over decisions, was implemented and became instrumental in developing student maturity. As a result, at the end of the two year program, young adult learners demonstrated improved communication skills, enhanced responsibility, integrity, awareness of others, and the ability to be proactive.

PRESENTATION: Canadian Association for the Study of Adult Education Conference, Montreal, June 2015

TITLE: College Faculty’s Perceptions of Career Information

Anna De Grauwe, principal investigator

The purpose of this quantitative study was to discover how college faculty members acquired and delivered career information and advice to their students outside of scheduled teaching time. It also explored their perceptions of barriers that prevented them from successfully doing so. This research question was selected because college faculty members have shown to be strongly influential in their students’ lives, yet graduate unemployment rates in the province of the study site are perceived as being too high.

PRESENTATION: Leaders & Innovators Conference on June 22, 2015

TITLE: Technology Supported Formative Peer Assessment: An Examination of Student Perceptions in the Development of Employability Skills

Kathleen Stewart, principal investigator

Peer assessment has previously been used in a higher education context as an authentic assessment tool. This research project examined the perceptions of third-year legal studies students about the use of formative peer assessment in the development of employability skills. It also investigated the use of a discussion forum in Desire2Learn to facilitate the process. In addition to being a positive learning experience, peer assessment increased confidence levels and was considered a fair way to grade an individual’s contribution to a group project. Students preferred using an online tool to submit and access peer feedback so there was also less time spent on managing the process.

PRESENTATION: Workshop on peer assessment at a professional development conference at St. Lawrence College on May 12th, 2015


TITLE: Understanding Factors that Influence College Faculty in Deciding to Adopt Digital Technologies in their Practice

Kevin Dougherty, principal investigator

College faculty in Ontario are using a variety of digital technologies, at differing levels, in their teaching and learning practices. This research provided an understanding of the specific motivating factors that have led many community college faculty to adopt digital and web technologies into their teaching and learning practices. As well, it examined those factors that may lead other college faculty to adopt similar technologies into their practices. While some faculty employed digital technologies for communication and administrative purposes only, others were exploring and experimenting with digital technologies in an effort to enhance the learning experience for their students in and out of their classrooms.

PRESENTATIONS: UOIT Education Research Symposium, Oshawa, January 2013, January 2015

Higher Education In Transformation symposium, Dublin, March 2015

Association for the Advancement of Computing in Education: EdMedia Conference, Montreal, June 2015

TITLE: Perceptions of Community Integration through Cooperative Education (CICE) College Participation

Karen Anderson, principal investigator

The purpose of the qualitative study was to explore the reasons why students with intellectual disabilities enrolled in the CICE Program. The results of the study indicated that students with intellectual disabilities have similar reasons for attending a post-secondary program as students without disabilities, primarily that they want to get a good job. While students, parents and faculty perceived developing employability skills as an advantage, the study found faculty placed less emphasis on employment as an outcome for students successfully graduating from the program.

TITLE: College Staff Perceptions of Student Success

Lucy Romao Vandepol, principal investigator

The purpose of this research study was to investigate how college staff perceive their role and how they define student success as well to determine what barriers to success exist. The data showed that while there were some differences, the majority of staff held a holistic definition of achieved success. The exception to this came from academic staff who considered knowledge application as a better definition of student success. It was found that achieving smaller milestones, personal successes and student motivation were all factors that contributed to overall student success however, the attainment of credentials and graduation was often how others defined success.

TITLE: Inclusive Teaching in Broadcast Education and its Impact on the Canadian Media Landscape

Anna Augusto Rodrigues, principal investigator

Canada’s Broadcasting Act has been developed to ensure that the diverse nature of Canadian society is represented equally and in a positive manner in the media. However, a literature review revealed that there is a lack of diversity represented in traditional Canadian media. Principal investigator Anna Rodrigues questioned whether there are causal links between the lack of diversity in Canadian media and the manner broadcasting is taught at colleges and universities. She developed a research project to understand the following questions: are broadcast educators creating inclusive learning environments in their classrooms? And, how might inclusive teaching in broadcast education influence diversity in Canadian media?

The findings from this research project suggest that broadcast educators are incorporating inclusive techniques in their classrooms, however, the broadcast professionals interviewed felt that more could be done to provide inclusive learning environments in broadcast education. Both broadcast educators and broadcast professionals felt that inclusive teaching has positive impacts on the media industry in Canada in terms of diversity.

FUNDING: Durham College Internal Research Fund

PRESENTATIONS: Canada International Conference on Education, Cape Breton University - June 2014

Brodacast Educators Association of Canada - May 2014

PUBLICATIONS: Augusto Rodrigues, A. (2014). Lights! Camera! Action! Exploring Links between Inclusive Teaching in Broadcast Education and Diversity in Canadian Media

International Journal of Technology and Inclusive Education, Special Issue 1(3), 476-482.


SHARING OUR EXPERTISEFACULTY PUBLICATIONSTAILEB, A., Dekkiche, H. Infrared imaging as a means of analyzing and improving energy efficiency of building envelopes: The case of a LEED Gold Building. International Conference on Sustainable Design, Engineering and Construction.

SALTER, D., JELAVIC, M. The interplay of organizational and national culture: Skills and attributes required for successful international negotiations. Canadian Manager, 39(3), 25 – 26.

Gamble, B Goulding, HM, GRAHAM, L., Moreau, E. Simulation models for the development and acquisition of interprofessional competencies, Advocate, 21, (4), 19-29.

FACULTY PRESENTATIONSZitzelsberger, H., GRAHAM, L., Coffey, S., et al. Interprofessional education through university-hospital collaboration. 9th International Technology, Education, and Development (INTED) Conference. Madrid, Spain, March 2-4, 2015 - virtual presentation.

Vogel, E., Coffey, S., Bignell, P., GRAHAM, L., DE LA ROCHA, A., & CHORNEY, D. et al. Identifying and promoting the digital literacy skill set required for modern nursing education and practice. 7th International Conference of Education, Research and Innovation (ICERI). Seville, Spain, November 17-18, 2014.

Coffey, S., Graham, L., Papaconstantinou, E., Zitzelsberger, H., DE LA ROCHA, A., CUMMINGS, K., CHORNEY, D., MAIRS, S. Making the learning stick: A new approach to scenario writing. Simulation Summit, Royal College of Physicians and Surgeons, Toronto, Ontario, Sept 12-14, 2014

GRAHAM, L., DE LA ROCHA, A., & CHORNEY, D. All through the night – an inter-professional high fidelity simulation experience (online poster presentation). EDULEARN 14 (6th International Conference on Education and New Learning Technologies) Barcelona, Spain July 16, 2014.

Coffey, S., GRAHAM, L., DE LA ROCHA, A., CHORNEY, D., CUMMING, K., Papaconstantinou, E., MAIRS, S., Zitzelsberger, H., Vogel, E., & SPROUL, S. Moving Simulation Out of the Lab and into Mainstream Nursing Education Practices. Edulearn Conference, Barcelona Spain, July 2014.

COFFEY, S., BIGNELL, P., MUIRHEAD, B., VOGEL, E., GRAHAM, L., CHORNEY, D., DE LA ROCHA, A., PRASAD, M., STEIN, N., DESJARDINS, F. (May, 2014). Second Year Collaborative Nursing Students’ Experiences using iPads for Classroom and Practicum Learning. Edulearn Conference, Barcelona Spain, July 2014.

GRAHAM, L., DE LA ROCHA, A., & CHORNEY, D. All through the night-an inter-professional high fidelity simulation experience (podium presentation). Canadian Nursing Education Conference, Halifax, N.S. May 27, 2014.

COFFEY, S., BIGNELL, P., MUIRHEAD, B., VOGEL, E., GRAHAM, L., CHORNEY, D., DE LA ROCHA, A., PRASAD, M., STEIN, N., DESJARDINS, F. Second Year Collaborative Nursing Students’ Experiences using iPads for Classroom and Practicum Learning (Poster). CASN Canadian Nursing Education Conference – Anticipating and Shaping the Future of Nursing Education. Halifax, Nova Scotia, May 2014.

Coffey, S., Lindsay, G., Vanderlee R., Anyinam, C., Woodend, K., COCHRANE, M., CUMMINGS, K., GRAHAM, L., Macdonald, K., MAIRS, S., SPROUL, S., Zitzelsberger, H., Vogel, E., Diniz, D., & Garrity, M.K. Mixed-method, Multi-partner Exploration of Nursing Bridging Education in Ontario (Poster) CASN Canadian Nursing Education Conference – Anticipating and Shaping the Future of Nursing Education. Halifax, Nova Scotia, 2014.

Coffey, S., Lindsay, G., SPROUL, S., COCHRANE, M., CUMMINGS, K., Macdonald, K., MAIRS, S., Bouchard, S., Lulat, Z. & Salamat, N. Transition and transformation as key concepts in bridging from registered practical nurse to registered nurse. CASN Canadian Nursing Education Conference – Anticipating and Shaping the Future of Nursing Education. Halifax, Nova Scotia, 2014

LONGO, F., & DE LA ROCHA, A. (2014). A positive first step: Nursing specific program orientation seminal to success in education. Canadian Nursing Education Conference, Halifax, N.S. May 27, 2014.

MAIRS, S., DE LA ROCHA, A., & LONGO, F. (2014). Enhancing Older Adult Patient Safety Through the use of Simulation. Collaborating in complexity: Evolving partnerships between gerontilogical evidence and practice conference, Lindsay, Ontario, May 12, 2014.

Coffey, S., Bignell, P., GRAHAM. L., DE LA ROCHA, A., CHORNEY, D., Muirhead, B. Vogel, E., Desjardins, F.. Prasad, M. Stein, N. (2014). Trialing the use of iPad mini devices for clinical and classroom learning. Edulearn14: 6th International Conference on Education and New Learning Technologies. Barcelona, Spain. July 7-9, 2014.

Coffey, S., Muirhead, B., Vogel, E., GRAHAM, L., DE LA ROCHA, A., Chorney, D., & Bignell, B. (2014). Second year collaborative nursing students’ iPad trial. INTED 2014: 8th International Technology, Education and Development Conference. Valencia, Spain. March 10-12, 2014.

Garrity, M.K., Jones, K., DE LA ROCHA, A., Epstein, I., & VanderZwan, K. (2013) Blogging as a Pedagogical Tool: A Multi-Site Examination of Nursing Faculty`s Attitudes in Illinois, USA and Ontario, Canada (poster presentation). MNRS 2014 Annual Research Conference, March 27-30, 2014 in St. Louis, Missouri.

Coffey, S., Bignell, P., Muirhead, B., Vogel, E., GRAHAM, L., CHORNEY, D., DE LA ROCHA, A., Prasad, M., Stein, N., Desjardins, F. Second Year Collaborative Nursing Student iPad Trial (poster). SimOne Ontario Expo Conference. Toronto, Ontario, Dec. 5, 2013.

Coffey, S., Vogel, E., Lindsay, G., CHORNEY, D., DE LA ROCHA, A., GRAHAM, L., COCHRANE, M., LONGO, F., MAIRS, S., Macdonald, K. Individualized Assessment and Remediation Approaches for At-Risk Nursing Students (poster). Scholarship of Teaching and Learning Conference, Mount Royal University, Banff, Alberta, Nov 7-9, 2013.

Coffey, S., Bignell, P., Muirhead, B., Vogel, E., GRAHAM, L., CHORNEY, D., DE LA ROCHA, A., Prasad, M., Stein, N., Desjardins, F. Second Year Collaborative Nursing Student iPad Trial (poster). Scholarship of Teaching and Learning Conference, Mount Royal University, Banff, Alberta, Nov 7-9, 2013.


RESEARCH DAY 2014 ORSIE hosted the fourth annual Research Day on Thursday, May 1; this was the first time it was extended into a daylong event, providing attendees with a first-hand look at ORSIE’s innovative applied research projects and highlighting research in the areas of engineering technology, education, gaming, information technology, social innovation and agriculture. The morning sessions touched on successful research collaborations with industry partners, while presentations from faculty and staff on their teaching and scholastic research initiatives were shared in the afternoon.

Jim Sheehan, president, Durham Foods Limited, acted as the keynote speaker, discussing the need to improve processes, create new systems and ultimately invest in research and development.

As part of celebrating research successes, the following top students and faculty researchers were honoured for their outstanding contribution during the year.

FACULTY RESEARCH AWARDSFIRST – Philip Jarvis, School of Science & Engineering Technology

SECOND – Stephen Forbes, School of Business, IT & Management

THIRD – Anna Augusto Rodrigues, School of Media, Art & Design

STUDENT RESEARCH AWARDSFIRST – Ryan King, Electronics Engineering Technology program

SECOND – Steven Ruttle, Electronics Engineering Technology program

THIRD – Kenneth Gardner, Electronics Engineering Technology program


THIS PROJECT WAS A GAME CHANGER FOR US,

CONNECTING ACADEMIC WITH PRACTICAL

EXPERIENCE; IT WAS OF GREAT BENEFIT TO OUR

COMPANY AND THE STUDENTS. THE TEAM THAT

HELPED CREATE OUR NEW HARVESTER HAS ADDED

REAL VALUE TO OUR OPERATION. WE HAVE

REDUCED OUR HARVEST TIME FROM OVER 5 HOURS

TO 45 MINUTES AND HAVE INCREASED OUR

YIELD BY OVER 35 PER CENT BY INCORPORATING

INNOVATIVE DESIGNS THAT DON’T

DAMAGE OUR PRODUCT.

J I M S H E E H A N , P R E S I D E N T, D U R H A M F O O D S L I M I T E D


DURHAM COLLEGE RESEARCH ETHICS BOARD ACTIVITIESThe Durham College Research Ethics Board (REB) reviews research proposals involving human participants to ensure they are ethically responsible and ensures the research is conducted in accordance with relevant standards and guidelines. New this year was the implementation of a delegated review process for two applications. A delegated ethics review is based on the proportionate risk to the participants, but applies the same level of care and consideration of ethical issues as a full board review.

In September 2014, three new members started their terms on the REB and one started in January 2015. Board members attended the Heads of Applied Research professional development event mid-year as well as the Canadian Association of Research Ethics Boards National Conference in Montreal. The chair of the REB, Dana Chorney, attended several school meetings to introduce the new procedures for course-based research to faculty as well as presenting on Research Ethics during the annual Research Day.

In 2014-2015, the REB developed a new application and sample documents along with a new protocol manual. In total, they reviewed 27 research applications, of which 22 were approved and 5 were withdrawn. The majority of the applications were focused on research related to education (24), two involved course-based research and one application was health related. Sixteen of the applications originated from Durham College researchers and there was an increase from last year with 11 of the applications being prepared by external researchers. While 19 of the research projects were unfunded, there were six that received funding from the following sources:

• Internal Research Fund

• Ontario Council on Articulation and Transfer (two)

• Ontario Human Capital Research and Innovation Fund (OHCRIF)

• Ontario Ministry of Health and Long-term Care

• Other educational institutes (two)

• Sigma Theta Tau International

Throughout the year, the REB received 22 completion reports, 12 requests for renewals, seven amendments and one unanticipated event report.

The release of the revised version of the 2nd Edition of the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans had a significant impact on the REB. The three core principles – respect for persons, concern for welfare, and justice – continue to be the foundation of the Policy. However, relevant changes included increased emphasis on the participant’s decision-making capacity and more detailed guidance about alterations to consent requirements.

RESEARCH ETHICS BOARDDANA CHORNEY (CHAIR) - School of Health & Community Services

JORDANNE CHRISTIE – Centre for Academic and Faculty Enrichment

FABIOLA LONGO - School of Health & Community Services

ERIN MCKENNEY - Community Member

ALEXANDRA PENN - School of Interdisciplinary Studies & Employment Services 2014-2015

DAVE ROGER - Human Resources

MARK FRAYNE – School of Justice & Emergency Services


THE ENTREPRENEURIAL SPIRIT In response to a recently announced provincial Youth Jobs strategy initiative, Campus-Linked Accelerators (CLAs) and On-Campus Entrepreneurship Activities (OCEAs), Durham College launched FastStart, an entrepreneurial training partnership in collaboration with the University of Ontario Institute of Technology (UOIT), Spark Centre, Trent University, Fleming College and the Greater Peterborough Innovation Cluster (GPIC). Overseen by the Ontario Centres of Excellence (OCE), the goal is to increase entrepreneurial awareness and skills, helping students turn a business idea into a successful company. The FastStart Durham College team collaborates with and leverages existing business resources in the community such as the Spark Centre and Business Advisory Centre Durham (BACD).

Starting in November 2014, the Durham College team hit the ground running, creating awareness amongst the students, alumni and youth and spreading the entrepreneurial word. A wide range of services were offered including establishing a drop-in centre, offering workshops, hosting information sessions and providing mentoring and coaching. Taking start-up knowledge and small business interests into consideration, three streams of workshops were developed in-house, to impart knowledge and a wide range of supports. The following series of workshops were held:

• WHY NOT ME? General start-up information covering the ins and outs of having an idea and starting a business.

• BE AN INNOVATOR/INVENTOR: How to protect your idea and commercialize your product.

• SPOTLIGHT ON SUCCESS: Discussion with local business owners to bring the real life entrepreneurial experiences into focus.

Officially launched in January at both the Oshawa and Whitby campuses, an extraordinary buzz was created that sparked the entrepreneurial interest of many students.

In 2014-2015 FastStart held over 30 events on campus with over 700 students, alumni and youth in attendance. In addition, there were a number of region-wide events encompassing all of the FastStart programs. Representatives also attended Durham College’s Open Houses and the Career Fair, which further increased participation in the programs and increased exposure to entrepreneurship as a career opportunity.

As part of the launch, a trip to the Starting Point Student Entrepreneurship Conference at St. Mary’s University in Halifax was sponsored by the Student Association (SA). Eleven students, eight of which were from Durham College, travelled to Nova Scotia in mid-February. “It was truly an inspirational and life changing experience,” said Jordan Ella. “The conference opened my eyes to a world of opportunity that I had never considered. My plans for the future have been dramatically challenged after being so inspired during my time in Halifax.”


QUALITY ASSURANCE: THE JOURNEY CONTINUESIn 2013, Durham College under the leadership of Judy Robinson, vice-president, Academic and Michelle Cole, manager, Program Development and Quality Assurance met all six quality assurance criteria on the Program Quality Assurance Process Audit (PQAPA). In 2014-2015 the college completed the 18 Month Follow-up Report. In keeping with the principle of continuous quality improvement, 10 recommendations identified by the audit panel as areas for improvement and action, were acted upon. The report provides the Ontario College Quality Assurance Services (OCQAS) Management Board with a summarized account of various initiatives that were developed, implemented and completed to address the recommendations.

Starting in 2015, Ontario colleges will be moving to an accreditation process. In preparation for this next stage of accreditation, significant efforts were made to communicate and set the stage for the transition. Various program team and college committees, such as Academic Council, were visited to inform college employees of this new process and to build awareness. Durham College intends to launch a college-wide communications and marketing awareness campaign in fall/winter 2015.

NEW PROGRAM DEVELOPMENT: DIPLOMAS, CERTIFICATES, AND DEGREES Opportunities for new programs were identified at the beginning of 2015. Work was initiated on 15 potential new programs starting with environmental scans and labour market focus group sessions. This provided important information on the feasibility for programs such as, Business Finance (diploma), Business Administration – Finance (advanced diploma), Integrated Media Management (graduate certificate), Investigative Journalism and Documentary Production (graduate certificate).

Labour market trends and support from industry experts culminated in the approval from the Durham College Board of Governors (BOG) and the Ministry of Training, Colleges, and Universities (MTCU) for the following six programs:

• Accounting and Payroll (diploma)

• Insurance (diploma)

• Advanced Baking and Pastry Arts (graduate certificate)

• Advertising – Digital Media Management (graduate certificate)

• Welding Engineering Technician (diploma)

• Investigative Journalism and Documentary Production (graduate certificate)

The PDQA team also provided leadership, guidance and administrative support for the development of Durham College’s first degree proposal. The Bachelor of Health Care Technology Management was submitted for ministerial review and consent in late December and the Bachelor of Behavioural Sciences will follow. This is a very exciting time for Durham College and the ORSIE team was very proud of its contribution to this milestone.


I’M VERY PROUD OF THE COLLECTIVE

EFFORTS OF THE ENTIRE DURHAM

COLLEGE COMMUNITY TO

DEMONSTRATE OUR COMMITMENT TO

QUALITY ASSURANCE THROUGH AN

AUDIT PROCESS. IN DOING SO WE

ENSURE OUR STUDENTS ARE

BENEFITTING FROM THE BEST POSSIBLE

LEARNING EXPERIENCES.

M I C H E L L E C O L E , M A N A G E R , P R O G R A M D E V E L O P M E N T A N D Q U A L I T Y A S S U R A N C E


KEY PERFORMANCE INDICATORS STUDENT SATISFACTION SURVEY ADMINISTRATION – TRULY AN ORSIE TEAM EVENTThe Key Performance Indicators (KPI) Student Satisfaction Survey is an annual event offered to all eligible Durham College students in June, November and February of the academic year. Michelle Cole and Shelley Irving managed the complex process of administering the survey to the entire college community, covering all academic areas and a wide-range of service departments.

The main survey period ran from Monday, February 2 to Thursday, February 13 but the administration process required months of advance planning and preparation for a successful outcome. Thanks to the leadership, organization and preparation by PDQA staff, the February 2015 administration and data reporting processes were well-executed. Tasks included:

• Recruiting of faculty and student leaders.

• Selecting classes to be surveyed.

• Communicating numerous promotion and awareness messages.

• Facilitating the in-class survey.

This year, over 25 student leaders and 30 faculty supported the delivery of 256 in-class surveys to approximately 6,500 students. The delivery was by no means effortless and encountered its share of obstacles, however, the administrative team was well-prepared to handle most of the unforeseen challenges thanks to the support and commitment from everyone involved.

STUDENT LEADERS IN-CLASS SURVEYSFACULTY LEADERS STUDENTS SURVEYED

25 30 6,500256


ANALYSIS AND ACCOUNTABILITY After collecting the KPI data, Kyle Paul and Stephen Draper analyzed the results to determine longitudinal trends, assess performance in relation to provincial benchmarks and identify the areas of strength, as well as areas where resources and efforts need to be targeted for improvements.

The results were shared in a user-friendly format, as an Institutional Snapshot 2013-14 report for senior management and the Quality Assurance Committee (QAC). KPI results are high level assessments of various departments that support teaching and learning, and while critical to identifying areas of continuous improvement, they are not specifically actionable. The QAC determined which of the KPI issues required further feedback, to identify actionable aspects through the “Your Opinion Matters” student feedback tool, issued in October 2014. The resulting data was grouped into area specific reports for Academic Services, Facilities and IT Services.

In addition, more than 110 program-specific KPI reports and 18 service facility area specific KPI reports were developed and posted on ICE (Info Centre for Employees), Durham College employee intranet.

KEY PERFORMANCE INDICATORS110 Program KPI Reports

18 Service Facility Area KPI Reports

FACULTY EVALUATON REPORTSFALL 2014 902 classes surveyed 770 reports

WINTER 2015 898 classes surveyed 594 reports

Considerable time and effort went into the new online production of Student Feedback on Faculty Performance. Rashmi Gupta and Joshua Gerrow developed and deployed the online instrument with the assistance of Human Resources, the Academic Leadership Team, and IT Services. In all, 902 classes were surveyed in the Fall semester resulting in 770 reports, and in the Winter semester, 898 classes were surveyed with 594 reports being generated.

In collaboration with Academica Inc., Conestoga and Centennial colleges, staff from Durham College’s Institutional Research and Planning (IRP) team explored the validity and reliability of the Student Feedback on Faculty Performance instrument. The results from the initial phase of the research project were presented at a session on “Feedback to Inspire Excellence in Teaching” at the Canadian Institutional Research and Planning Association conference in Hamilton at the end of October.

REPORTS1. SEM-College Academic Profile 2014 Report for the Strategic

Enrolment Committee which projected enrolment numbers for degree and diploma programs.

2. E-scans – 11 environment scans to support decisions on proposed new programs.

3. Program information packages – 14 reports and presentations for program review and renewal that ensures the high quality of the programs being offered.

4. Student Success – First-Year Profile reports for program level assessment.

5. Retention Reports for each post-secondary program as well as for specific student populations of interest such as, International students, Aboriginal students, First Generation students, and students affiliated with the Access and Support Centre.

6. Faculty Evaluation Summary Reports for comparative identification of strengths and areas of improvement within their respective schools.

7. Craft Breweries Employers needs assessment conducted for Durham Region.


WHILE THERE MAY BE MANY

ROADBLOCKS PREVENTING

STUDENTS FROM APPLYING FOR

CREDIT TRANSFERS, WE ARE NOW

WELL ON OUR WAY TO BREAKING

DOWN THESE BARRIERS ACROSS

ALL COLLEGES!

K Y L E PA U L , R E S E A R C H A N D P L A N N I N G A N A LY S T


CREDIT TRANSFERWith a mandate to develop credit transfer policies and practices in Ontario, all 44 publicly-funded colleges and universities are represented on the Ontario Council on Articulation and Transfer (ONCAT). ONCAT’s goal is to facilitate student mobility within Ontario’s post-secondary system. To achieve that objective they support a number of projects aimed at creating and expanding credit transfer pathways. The IRP team participated in the following projects:

1. AN ACCOUNTABILITY FRAMEWORK PILOTED WITH DURHAM COLLEGE DATA.

As part of the Credit Transfer Accountability Framework project, data was collected on transfer students and credit transfer. This information was provided to the Accountability Framework Pilot group whose goal it was to refine framework indicators, work through data collection issues and determine a viable implementation strategy.

2. ASSESSING THE EFFECTIVENESS OF ONTARIO COLLEGE PREPARATORY PROGRAMS

Preparatory programs provide students with the option of exploring career paths and/or upgrading their academic skills. A study found that while the students experienced high levels of program satisfaction, there were also a number of challenges, most notably, the student’s understanding of the purpose of the program and the need to provide clear communication and access to information on the process and available opportunities that are open to the student.

http://www.oncat.ca/files_docs/content/pdf/en/Presentations_2015/2E.pdf

3. CREDIT WHERE CREDIT IS DUE: UNDERSTANDING THE CREDIT TRANSFER EXPERIENCE

This large scale collaborative research study focused on the credit transfer experience at 22 Ontario colleges. The purpose was to better understand the reasons why a significant number of students do not apply for credit transfer, to comprehend the experiences of those who do, and to identify best practices in the credit transfer processes.

As the lead institution, Durham College worked to get approval from 22 Research Ethics Boards for the project. The research team travelled across the province to facilitate student focus groups at the other college campuses and needed the collective participation and input from college registrars (or designate). The research started in June 2014 and will conclude in December 2015.


EMPLOYEE PROFILESpend some time getting to know one of our researchers

PHILIP JARVIS, SCHOOL OF SCIENCE & ENGINEERING TECHNOLOGY

Philip Jarvis is a program co-ordinator and professor in Durham College’s School of Science & Engineering Technology, Philip Jarvis inspires students to develop critical thinking and research skills.

He combines his own broad interest in industrial automation and design engineering with the latest innovations to ensure his courses meet the demands of the constantly-changing technological landscape.

As part of the research team working on the Smart House project at the college’s Whitby campus, Jarvis, along with fellow researcher Lauren Fuentes, developed the Advanced Electronics: Emerging Technologies course offered through the Electronics Engineering Technology program. The course seeks to de-mystify electronics that involve interfacing sensors and actuators for controllers.

Students have the opportunity to develop applications for various tablet platforms that monitor and control the sensors, connecting Durham College’s Whitby and Oshawa campuses and using cloud services to gather and store the collated data. Hardware is also being installed to allow students to remotely control various cameras and security systems within the Smart House from the Oshawa campus.

“In a field as demanding as electronics, research is key,” he said. “The opportunity for students to take what they are learning in the classroom and apply it within the field allows them to grow and develop. When the light bulb turns on in their minds it is magic. And when you combine that with solving a research problem, everyone benefits.”


THE YEAR AHEAD - FORGING THE FUTUREDurham College will begin to implement the new Strategic Research Plan 2015-2020 with a focus on four research themes that align with academic programs and research strengths. As part of an ongoing commitment to experiential learning opportunities for students, the research agenda will continue to broaden and expand, with a goal to integrate applied research into the curriculum wherever possible.

To reflect the recent expanded scope of the office, our name has been officially changed to the Office of Research Services, Innovation and Entrepreneurship (ORSIE), in recognition of the college’s role in fostering a culture of entrepreneurship. We will continue to support those individuals with revolutionary ideas and transformative innovations, in addition to building solid relationships with industry and businesses and meeting their applied research needs.

Thanks to funding from NSERC, through its ARTI grants, the new Durham College BrewLab will soon be installed and operational. It will support research projects that analyze and improve various beer products and evaluate the fermentation performance of yeast strains for Ontario craft breweries.

Another area of focus is on agricultural research projects that will utilize the recently established Growth Chambers in the greenhouse at the Centre for Food. These incubators are designed to assist local growers in tackling challenges related to pest management, crop integration and plant propagation. The infrastructure will allow Durham College’s partners to expand and diversify their product lines, while exploring innovative plant propagation techniques and processes.

As the college continues to offer the best post-secondary education, preparations will begin for meeting the requirements for accreditation. The decision to transition from the practice of Program Quality Assurance Process Audit to Accreditation will better position Ontario colleges in the eyes of the public and in international markets, where the term “accredited” is associated with reputation, recognition, and quality. In 2016, Durham College will also launch it’s first-ever degree program, a Bachelor of Health Care Technology Management.

Investments have also been made in various business intelligence and performance management software tools that will strengthen and enhance decision making. IBM Cognos software has a greater capacity to provide a range of functionalities for reporting, analysis, score card development and monitoring of events and metrics.

www.durhamcollege.ca/research

office of research services and innovation annual report 2014

Documents