Student Researchers: The Voice Project March 8, 2013.

Student Researchers: The Voice Project

March 8, 2013

The Voice Study

• Interdisciplinary study of campus health

• Community Participatory Action Design

Approved by UBC Behavioral Research Ethics Boards

Funded by Campus Health Continued Development Grant (Ministry of Health, Interior Health Authority)

VOICE Methodological Framework

Community-Based Participatory Action Research

Adapted from Brydon-Miller, 2001

Healthy Campus Development

Community

Researchers

Research

Education

Action

Healthy

Campus

Co-Researchers

Theory: Health Promoting University

Protect and promote health and well being of

students and campus community through

effective and innovative policies and practices.

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

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

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

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 ConsultationGroup:• Anne Claratto

• Joan Bottorff

• Gord Binstead

• Deborah Buszard

• Michael Shakespeare

• Wes Pugh

• Patricia Marck

• Gwen Steele

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

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

Shawna Zuda

Kristen Burnett

Robyn Fedechko

Lindsay Chandler

Jaqueline Casmody

Grady Krohman

Michael Falerty-Specht

Josh Trousse Freeman

Shinnoskie Doi

Partick Latkin

Tinashe Mutano

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)

Student participation

• Health Psychology Course: Majors from– Human Kinetics– Psychology– Management

• Nursing Students

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

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

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

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

Community DialoguePopulation of Interest• Everyone on campus (students,

staff, faculty, administrators, campus business people)

• Engage diverse perspectives on campus

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

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%Priority Interests of All Respondents (n=3046)

Perc

ent

of s

tude

nts

citi

ng c

once

rnInterests of Priority

(Question 5 CDQ)

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.

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

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

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

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

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

Questions?