Faculty and Staff Research
Red Deer College’s faculty and staff are experts in their fields, and they share this knowledge with students through diverse research projects. With support from RDC’s Research Common and Research Ethics Board, and access to the facilities and centres at the College, faculty and staff are well-positioned to delve into research in their fields.
As a teaching institution, projects related to the Scholarship of Teaching and Learning are an important part of the research undertaken by faculty and staff at RDC. Other research projects may be undertaken with community partners, businesses, government agencies or other post-secondary institutions.
researchscholarshipoffice [at] rdc [dot] ab [dot] ca (Contact us) if you are interested in learning more about research at RDC.
Want to see examples of faculty research? See the featured projects, the 2021 Recognition of Scholarly Activity Award Recipients and the 2020 Excellence in Teaching and Learning Capstone Projects listed below. The RDC Digital Repository showcases scholarly, research and creative works undertaken by RDC faculty, staff and students. Faculty, staff and members of the public are welcome to attend research-related events to learn more.
- Victorian Samplings Podcast Episode 4: Singing From the Margins
- Open Education Lightning Talk: Open Education Practices in Introductory Psychology Courses
- An Exploration of Concept-Based Curriculum: A Qualitative Study
- Lay Participation with Medical Expertise in Online Self-Care Practices: Social Knowledge (Co)Production in the Running Mania Injury Forum
- A Photovoice Study of Settlement Experiences and Needs of Recent Immigrant Men in Central Alberta
Victorian Samplings Podcast Episode 4: Singing From the Margins. Crafting Communities.
In this podcast, RDC English faculty member Dr. Heather Marcovitch is part of a panel discussion about the hymns Victorians sang and the role of vocal music in the lives of marginalized individuals and groups. Dr. Marcovitch’s talk focuses on the Ethical Culture Society of New York, a secular humanist society, and the way its founder, Felix Adler, wove Talmudic knowledge into a popular hymn for the Society. These podcasts are part of the Crafting Communities project, a scholarly website about Victorian material culture and crafting.
“Open Education Lightning Talk: Open Education Practices in Introductory Psychology Courses.” 2021 University of Alberta Open Education Symposium.
In this presentation, RDC Psychology faculty member Dr. Elena Antoniadis describes the planning and implementation phases for the integration of Open Education Resources in online introductory psychology courses. A description of the faculty-generated instructional content and resources aligning with specified learning outcomes are also covered. The overarching goal of the project is to broaden access to education by lowering the cost of learning to students, all the while delivering a high-quality educational experience. If this year-long pilot is successful, the use of Open Educational Resources will be introduced into other introductory psychology courses within the College.
RDC Nursing faculty members Dr. Juliet Onabadejo, Katherine Schepp, Carnelle "Raigne" Symes and Kala Streibel are exploring the overall impact of a new concept-based curriculum at the program level. The Bachelor of Science in Nursing (BScN) program has recently implemented a concept-based curriculum which is a response to the issues of content-laden curricula to encourage effective student outcomes. The experiences of faculty, staff, administrators, and students are being explored to understand the impact of the curriculum change. A qualitative research method will enable the researchers to gain an understanding of how the faculty, staff, and students construct meaning within their context. This study will assist with knowledge generation and quality assurance while promoting the Scholarship of Teaching and Learning research within the Collaborative BScN Program.
Funding enables an undergraduate nursing student to participate as a paid research assistant, giving her a direct nursing education research experience with an opportunity to further develop a range of twenty-first century skills that will enhance her workplace readiness.
RDC Communications Studies instructor Trish Campbell’s new article looks at self-care practices in which medical expertise is not passively consumed by the layperson, but shared and (re)produced in social groups. This research is particularly important with the advent of the internet, which provides instant access to mediated medical knowledge and a space for care communities to communicate about their experiences. The laypersons examined here are members of the Canadian online collective Running Mania. Drawing from member interviews and website observations of the site's injury forum, the study examines collective injury management from two perspectives: the lay expert whose knowledge arises from experience and the expert patient whose knowledge parallels biomedical science. The findings indicate that these types of expertise often come together in actual self-care practices to create new knowledge as laypersons use whatever works in managing their health. This persistent, attentive tinkering with all kinds expertise while listening to one’s body is theorized as a “logic of care”, a type of reasoning that doesn’t require differentiating between expert and lay knowledge. Further, this logic of care has the potential to bridge the expert/lay boundary and the potential conflicts arising between a patient’s and medical practitioner’s knowledge. In “good” care practices, multiple expertises are needed, both expert and lay, to hold the body together.
Funding: Mitacs Accelerate
RDC Sociology faculty, Choon-Lee Chai and Jones Adjei, in partnership with the Red Deer Local Immigration Partnership, are conducting a photovoice research project with recent immigrant men who live in Central Alberta. The photovoice research method is typically used for community-based participatory research. This research design allows participants to use photographs to document and explain their experiences related to a research topic.
Through this project, Dr. Chai and Dr. Adjei will work with immigrant men for them to share their settlement experiences, and for settlement service provider organizations to use the information to improve their services to current and future immigrants in Central Alberta.
Part of the funding enables an undergraduate Sociology student to participate as a paid research intern, giving her first-hand community-based research experience and direct engagement with community organizations.
In 2006, the College and the Faculty Association created an annual fund of $10,000 to recognize significant scholarly undertakings by faculty members. Each year, a jury comprised of members from the Recognition of Scholarly Activity committee selects applications submitted by faculty members with a broad appreciation of scholarship.
Congratulations to the 2021 Recognition of Scholarly Activity Award Winners:
Journal Article: “Designing wildlife-vehicle conflict observation systems to inform ecology and transportation studies.” Biological Conservation, 251. 2020.
Wildlife-vehicle collisions (WVCs) impact wildlife populations and pose a serious risk to the travelling public. In this project, a team of experts in road ecology review current systems for recording WVCs from around the world. To ensure that these programs best inform transportation planning and conservation research, the authors make recommendations regarding best practises for different user groups (e.g., volunteer and/or agency personnel), and considerations for data collection, management and visualization.
Journal Article: “Assessing New Methods to Optimally Detect Episodes of Non-metabolic Heart Rate Variability Reduction as an Indicator of Psychological Stress in Everyday Life: A Thorough Evaluation of Six Methods.” Frontiers in Neuroscience, 14. 2020.
In this project, researchers studied heart rate variability (HRV), the variation in time between successive heart beats. HRV is known to decrease when people are stressed, and chronic decreased HRV is a powerful predictor of cardiovascular disease. In this research project, healthy volunteers wore a heart monitor for 24 hours; the research team then developed and assessed new methods to detect episodes of reduced HRV that were associated with episodes of psychosocial stress. They hope to develop this into wearable technology that can warn the user of decreased HRV, in hopes of reducing stress while it is occurring.
Journal Article: “Change is Possible: The Effects of a Corporate Social Responsibility Course on Business Student Attitudes.” International Journal of Innovation and Sustainable Development, 14(1): 49-66. 2020.
The aim of this study was to assess if fourth year undergraduate business students’ attitudes towards business ethics and corporate social responsibility changed because of taking an elective management course on the topic. Findings suggested that a course on business ethics and corporate social responsibility had significant impact on improving a business student’s attitudes towards the long-term benefits of sound business ethics and corporate social responsibility, the benefits of addressing stakeholders, the understanding of the social license to operate, and the use of social responsibility as a tool to address government regulations. The study also found that initial student attitudes (pre-course) were generally “favourable” towards business ethics and corporate social responsibility.
Journal Article: “Addictive Appetites: Autophagy, Capitalism, and Mental Health.” Journal of Asia-Pacific Pop Culture, 5(1): 69-92. 2020.
This article examines how images of self-cannibalism, or autophagy, configure a subjectivity that emphasizes the internalization of precarious existential conditions resulting from contemporary neoliberal principles. With a focus on mental health, Dr. Davis argues that the combination of self-cannibalism and individual responsibility inculcates an individual rather than collective response to mental health pathologies.
The Excellence in Teaching and Learning (ETaL) program is a Career Development Certificate credentialed through the School of Continuing Education at Red Deer College. This program is currently offered internally to Red Deer College faculty as a voluntary program and is taught by the faculty Learning Designers in the Centre for Teaching and Learning.
Following completion of the six Modules and Pre-Module, faculty engage in planning and carrying out a capstone project that draws upon elements of the modules and applies to their teaching and student learning.
Congratulations to the 2020 Excellence in Teaching and Learning Capstone Project Participants:
- Tom Haennel, “Escape Rooms”
- Suzette Lewis and Ava Feenstra, “Objective Structured Practical Examination (OSPE) Success Rates - How Can We Improve Them?”
- Brandon Ostrass, “How Technology Affects Online Programs”
- Krista Robson, PhD, “Co-Teaching Interdisciplinary Social Gerontology”
- Cyrus Taheri, “A Survey of the Literature on the Effects of Cumulative and Non-Cumulative Assessments on Student Learning”
- Josh Thomsen, “Examining Barriers to Apprenticeship”
- Jillian Walls, “Does Awareness of Breath Meditation Reduce Student Perceived Stress and Anxiety”