HUMBER POLYTECHNIC PARTNERS WITH LEDDARTECH TO SHAPE THE CAR OF THE FUTURE
Innovation at the Intersection: Research Advancements at Humber Polytechnic
Connecting the Dots Between Knowledge Mobilization, Knowledge Translation and the Scholarship of Teaching & Learning
Humber Press is thrilled to announce that SPARK is the winner of a Silver award at the 16th annual Canadian Online Publishing Awards (COPA). The award-winning SPARK was recognized in the category of Best Digital Edition Publication. The award is a special recognition of SPARK Issue #10.
Read the issue today!
Land Acknowledgement
Humber Polytechnic is located within the traditional and treaty lands of the Mississaugas of the Credit. Known as Adoobiigok [A-doe-bee-goke], the “Place of the Alders” in Michi Saagiig [Mi-Chee Saw-Geeg] language, the region is uniquely situated along Humber River Watershed, which historically provided an integral connection for Anishinaabe [Ah-nish-nahbay], Haudenosaunee [Hoeden-no-shownee], and Wendat [Wine-Dot] peoples between the Ontario Lakeshore and the Lake Simcoe/Georgian Bay regions. Now home to people of numerous nations, Adoobiigok continues to provide a vital source of interconnection for all.
Listen to an audio recording of Humber’s Land Acknowledgement (humber.ca/indigenous/truth-reconciliation-audio-video)
“The level of creativity and innovation demonstrated by the students during their final presentations was truly impressive. Their ability to integrate cutting-edge technology, such as LeddarVision, into visionary designs for the car of the future showcased a remarkable depth of thought and originality. It was inspiring to see such fresh perspectives and thoughtful solutions that could shape the next generation of automotive experiences. Collaborating with Humber Polytechnic has been a rewarding experience, and these students have shown they have what it takes to contribute meaningfully to the future of our industry.”
–Pierre Olivier, Chief Technology Officer at LeddarTech
p.24
Revolutionizing Mobility: Humber Polytechnic Partners with LeddarTech to Shape the Car of the Future
THE VOICES OF SPARK
7 Editor’s Note
INNOVATIVE PROJECTS
9 Innovation at the Intersection: Research Advancements at Humber Polytechnic
RESEARCH AND INNOVATION CORNER
16 Connecting the Dots Between Knowledge Mobilization, Knowledge
Translation and the Scholarship of Teaching & Learning: A conversation with Erika Smith, PhD, and Richard Hayman, MA & MLIS
SPARK SPOTLIGHT
24 Revolutionizing Mobility: Humber Polytechnic Partners with LeddarTech to Shape the Car of the Future
SPECIAL CONTRIBUTION
34 Organizational Health: How do we figure this out?
SUPPORTING STORYTELLERS
40 From the Desk of the Centre for Creative Business Innovation
44 From the Desk of The Faculty of Liberal Arts & Sciences
Innovation at the Intersection: Research Advancements at Humber Polytechnic
EXTRAS
48 Develop Your Spark
51 Quips and Quotes
Masthead
On the cover:
Project LEDA by students: Will Foster-Friesen, Ellie Camp, Bhavya Sapra, Pamela Prasetya, Namashvi Jigish Desai and Chun-Wei Ke. Read the full article on page 24
February 2025
SPARK is published by Humber Press, housed in the Office of the Senior Vice-President, Academic at Humber Polytechnic. The opinions and views expressed in SPARK are those solely of the interviewees and do not necessarily reflect the views of Humber Polytechnic.
Published by Humber Press, Office of Senior Vice-President, Academic, Humber Polytechnic 205 Humber College Blvd., Toronto, ON M9W 5L7 humberpress@humber.ca
Connect with us
humberpress.c a jipe.ca humberpress@humber.ca linkedin.com/showcase/humber-research/
Editorial Team
MANAGING EDITOR
Anju Kakkar
EDITOR
Saran Davaajargal
GRAPHIC TECHNOLOGIST
Andrea Chan
PROJECT COORDINATOR
Marlee Greig
Disclaimer
Humber Press strictly adheres to Humber Polytechnic’s Brand Guidelines. In instances of style conflicts, Humber Polytechnic’s guidelines will take precedence. On request, this document is available in alternate e-formats.
EDITOR’S NOTE
HELLO, FRIENDS, AND WELCOME TO 2025!
A new year, a fresh issue of SPARK, and another opportunity to marvel at the magic of innovation, reimaging learning and storytelling at Humber Polytechnic!
If you're reading this, congratulations—you've successfully made it through January, the month where new resolutions go to retire and gym memberships mysteriously auto-renew. But here you are, choosing to start the year with curiosity, inspiration, and a touch of brilliance. You belong here.
This issue is packed with ideas that move, quite literally! From Humber Polytechnic's groundbreaking partnership with LeddarTech —where students are helping shape the future of mobility—to insightful conversations on the intersection of knowledge mobilization, knowledge translation, and the Scholarship of Teaching & Learning, we're inviting you to explore, question, and celebrate the stories that define our ever-evolving learning ecosystem.
We also take a deep dive into organizational health because let's be honest, institutions need self-care too. And speaking of self-care, we've got our usual blend of thoughtprovoking articles, engaging storytelling, and just enough quips and quotes to keep things fun. (Because if we can't laugh at ourselves while navigating academia, are we even doing it right?)
Talking about laughter, academia without storytelling is like a lecture without coffee—technically possible, but significantly less engaging. So, grab a seat, settle in, and let's turn academic insights into stories worth remembering.
So, here's to a year of discovery, deeper partnerships, and making an impact—one story, one idea, one SPARK at a time. Thank you for being part of this journey.
Wishing you light, warmth, and a very forgiving "edit" button,
Anju Kakkar
Managing Editor, Humber Press
Office of the Senior Vice-President, Academic Humber Polytechnic
Publish your research or innovation paper with JIPE today!
Have you participated in or conducted a research/innovation study? JIPE is here to help you share your story!
The Journal of Innovation in Polytechnic Education (JIPE), published by Humber Press, is accepting new submissions for Vol. 7 on a rolling basis.
JIPE welcomes submissions from all researchers and innovators, including but not limited to experienced researchers, scholars, everyday innovators, staff members, research assistants and students.
JIPE is an online, open-access journal for peer-reviewed and non-peerreviewed articles that mobilize knowledge and insights generated by the global polytechnic community.
Interested in learning more? Read the JIPE Submissions Toolkit (https://issuu. com/humber_research/docs/jipe_handbook) and visit JIPE.ca. Questions can be directed to humberpress@humber.ca.
Visit jipe.ca for more info!
WHY SHOULD YOU READ THIS?
Learn about some of the latest research projects at Humber Polytechnic that are driving positive change and fostering deeper partnerships at Humber and beyond!
Innovation at the Intersection: Research Advancements at Humber Polytechnic
BY SARAN DAVAAJARGAL
Innovation is a core value at Humber Polytechnic and a cornerstone of the Humber Academic Plan 2023-2026. Our faculty are at the heart of this innovation ecosystem—tackling industry challenges, reimagining learning in the classroom, fostering deeper partnerships, and making a lasting impact.
In this article, we shine a spotlight on some innovative research projects that are driving positive change at Humber Polytechnic and beyond.
ADOPTING AI: EXPLORING THE ROLE OF ARTIFICIAL INTELLIGENCE IN EDUCATION
A recent innovative initiative is the Artificial Intelligence (AI) Applications Acceptance Model. Researchers Jennie Miron, PhD, from the Faculty of Health Sciences & Wellness, and Mark Karam, MA, from the Faculty of Media, Creative Arts & Design, are analyzing the potential uses of AI models in educational settings.
The research project aims to test the effectiveness of the Artificial Intelligence Acceptance Model as an adapted tool. The team adapted a survey to examine the factors influencing faculty members’ intentions to use AI in their teaching practices. The study is expected to further the team’s understanding of the reliability and validity of the adapted tool, thereby enabling it to be utilized for a larger study later in the semester.
The findings from this pilot study could potentially aid in the development of a reliable and valid tool to be used in a larger Humber study that will analyze faculty members’ willingness to use AI tools in their classrooms. A qualitative component is expected to be added to the study to further examine if faculty require additional resources to feel more comfortable using AI in their teaching practices.
PRINCIPAL INVESTIGATOR:
JENNIE MIRON, PHD, PROFESSOR, FACULTY OF HEALTH SCIENCES & WELLNESS
Reflecting on her motivations behind conducting this research project, Principal Investigator Jennie Miron states that generative AI has been described as a disruptor to the educational sector with opportunities and challenges. Jennie notes that, at the very least, genAI has proven to be a transformative force. It has created a demand for all post-secondary community members to learn more about its capabilities and limitations (Farrelly & Baker, 2023).
“Some academics warn that if we are not deliberate in our approaches to how we use genAI in learning settings and appreciate its ‘neutral and objective entity’ (Farrelly & Baker, 2023, p. 2), we may erode student learning and fail to help them achieve competence in its use in their future. To that end, I became interested in learning more about what would influence instructors’ intentions to incorporate genAI into their teaching practices and began a conversation with a colleague at Humber, Mark Karam, about how we might explore this area through research,” says Jennie.
Jennie adds, “Research is an opportunity
“Research is an opportunity for us to explore and learn more about what is happening around us.”
—JENNIE MIRON,
PHD,
PROFESSOR, FACULTY OF HEALTH SCIENCES & WELLNESS
for us to explore and learn more about what is happening around us.”
The research team includes Hanan Karimah Kiranda from Humber’s research analyst program as a research assistant. Hanan shares that being a student research assistant in this research project has been a great opportunity to learn about the field of AI and to work alongside experienced professionals on the team. “Through this experience, I have acquired quantitative and qualitative research skills, which are highly beneficial for Research Analysts. I have also developed independent research and writing abilities and a deeper appreciation for the research project process and management,” says Hanan.
DATA TO
STORIES: BRIDGING CUSTOMER EXPERIENCE AND BUSINESS GROWTH
The art of storytelling meets the science of data in a project led by Aqeela Tabassum, PhD, of the Longo Faculty of Business, and Sergio Frias, MBA, from the Office of Research & Innovation. Collaborating with industry partner MCI, the team seeks to transform customer data into actionable insights that foster long-term engagement and loyalty. The project demonstrates how technologies and innovative data analysis approaches can empower businesses to align with customer expectations, ultimately improving satisfaction and loyalty.
Aqeela notes that companies cannot rely solely on humans and old-fashioned techniques to develop solutions for customers.
This context requires the use of technologies to empower humans in their search for answers. To be able to share the company’s value proposition, storytelling has proven to be highly linked to the ability to engage people emotionally.
“Often referred to as Scientific Art or Magical Science, storytelling is
an excellent tool to connect people emotionally. The idea is to understand how and from where we can collect the relevant data so that we can play with it to learn about the needs and wants of the customers. This project brings the human and business aspects together via technology and the proper use of data and information to create value consistently,” says Aqeela.
Sergio Frias, the co-investigator of the project, states, “Our project can help companies understand what their customers see as value, so they can adjust their offers and their delivery to continuously make the customers happy.”
Sergio adds, “This project can be seen by many as a data analysis discussion, but it is actually all about customer experience. We are using technology and data analysis to figure out the value from the customers’ perspective and to improve the enterprise’s offers and deliveries.”
The research team includes Humber students Aaron Boughen and Heena Chauhan as research assistants. We asked the research assistants about their experience working on the project.
For Aaron, this project provided a great opportunity to apply learnings from the
“Through this experience, I have acquired quantitative and qualitative research skills, which are highly beneficial for Research Analysts. I have also developed independent research and writing abilities and a deeper appreciation for the research project process and management.”
—HANAN KARIMAH KIRANDA, HUMBER’S RESEARCH ANALYST PROGRAM GRADUATE
Research Analyst Program. “Of particular note was creating data dashboards in Power BI. It provided an opportunity to work with datasets from which to draw conclusions,” says Aaron.
Heena notes that it was fascinating to explore what matters to customers, especially through the lens of data analysis. “This project has not only refined my research skills but also provided valuable insights into how businesses can evolve to better serve their customers and thrive in a competitive market,” says Heena.
For the industry partner MCI, this project is expected to reveal more about what their customers perceive as value, allowing MCI to reshape their offerings to further improve their perceptions about what they deliver. Another effect of the project for MCI will be clarity about what words, expressions, and keywords will
PRINCIPAL
INVESTIGATOR:
AQEELA TABASSUM, PHD, PROFESSOR, LONGO FACULTY OF BUSINESS
trigger potential customers’ interest when used in marketing materials and campaigns, such as e-mail marketing, social media publications or websites.
MINDFUL BEGINNINGS: ENHANCING EMOTIONAL WELL-BEING IN EARLY CHILDHOOD
Critical brain development takes place from infancy to children of six years of age. In these early years, children are beginning to develop and learn essential self-regulation skills by observing and experiencing within their early years’ environment. While studying the effect of mindfulness in a school-based setting, many researchers have focused on children four years or older.
This study uses qualitative and quantitative methods to measure the four self-regulation domains, as Stuart Shanker described (2018), using the Preschool Mindfulness Research Tool created by the researchers.
Principal investigator Avneet Shad leads the research team, and the coinvestigators are Dr. Vanita Varma and Nikita Kowlessar.
Reflecting on her motivations behind conducting this research project, Avneet notes, “When I was once a preschool educator, I introduced breathing techniques before lunchtime, and over time they began initiating themselves. This experience highlighted the impact mindfulness has on behaviour and selfregulation.”
Avneet adds, “Observing children’s positive engagement inspired me to further explore this area as a Resource Consultation Staff. Now, as I support various childcare programs, I see the critical need to advocate for mindfulness practices in early childhood education. By demonstrating how mindfulness can enhance self-regulation and emotional well-being in young children, I hope to promote it in preschool settings, ensuring that more children benefit from these strategies for managing their emotions and behaviours with adults and children.”
The team also included Humber Research Analyst program students Rajdeep Kaler and Keji Natana as research assistants. “As a research assistant, I was able to apply the skills I gained in my program while learning about new concepts
“By practicing mindfulness in early childhood education programs, children can develop skills that support their emotional and psychological well-being well into adulthood.”
—AVNEET SHAD, RESOURCE CONSULTANT, FACULTY OF HEALTH SCIENCES & WELLNESS
and important issues within the early childhood sector; it was a fulfilling learning experience,” says Rajdeep.
Asked about the project’s long-term impact, Avneet responds, “By practicing mindfulness in early childhood education programs, children can develop skills that support their emotional and psychological well-being well into adulthood. This early start fosters a habit that can be sustained throughout their lives, potentially leading to a more mindful and resilient mindset.”
PRINCIPAL INVESTIGATOR: AVNEET SHAD, RESOURCE CONSULTANT, FACULTY OF HEALTH SCIENCES & WELLNESS
Ç The “Effects of Practicing Mindfulness on Self-Regulation Among Preschoolers” research team. From left to right: Avneet Shad, Nikita Kowlessar, Rajdeep Kaler, Keji Natana. Photo courtesy of Avneet Shad.
CROSS-PROGRAM COLLABORATION: MERGING BUSINESS AND CULINARY SKILLS
Interdisciplinary collaboration is a hallmark of Humber Polytechnic’s educational approach. Hanadi Alnawab, M.Sc., Program Coordinator of the Digital Business Management B.Comm degree program, partnered with the Baking and Pastry Arts program to provide students with experiential learning opportunities.
The project combined technical and transferable skills, preparing students for the workplace through hands-on problem solving, teamwork and innovation.
As part of this research project, students in the BUS 2504 Web Development course taught by Hanadi collaborated with students in the BAKE 253 Bakery Management and Entrepreneurship class taught by Chef Alastair Gray. The Web Development course students developed information websites to promote the bakers’ products, helping them sell their products at Gourmet Express of Humber Polytechnic’s North Campus.
Student teams from the BUS and BAKE classes worked together and built on each
other’s expertise to achieve their course learning outcomes, deliver their final projects and sell their baked products. As part of the project, the research team investigated the following for the classes:
x Technical skills acquired in this project (for example, business entrepreneurship and web development skills)
x Transferable skills such as group collaboration, adaptability, project management, time management and professional communication
x Student engagement and motivation
x Workplace readiness
Asked to define research in her own words, Hanadi says, “Research is playing with new ideas, especially when the parameters are not clear, and there are lots of variables. Research is about exploring new ideas and trying new things.”
This interdisciplinary collaborative project has a positive impact on both students and faculty. In addition to creating opportunities for students to participate in meaningful experiential learning, the project also provides students with
“Research is playing with new ideas, especially when the parameters are not clear, and there are lots of variables…”
—HANADI ALNAWAB, M.SC., PROGRAM COORDINATOR OF THE DIGITAL BUSINESS MANAGEMENT B.COMM
the tools to be career-ready citizens by helping them sharpen the following skills:
x collaboration: through connecting the BUS 2540 student teams with the BAKE 253
x communication: regular meetings between teams in the two programs
x digital fluency: development of a website as part of the teams’ online presence
x innovation: using MethodKits in both classes for brainstorming, critical thinking and problem solving
x leadership: students will have the opportunity to demonstrate their leadership skills
x professionalism: students from both teams will need to maintain professional communications
In alignment with Priority 3: Empowering Teaching and Learning of Humber’s Academic Plan, the project also supports faculty initiating projects that enable innovation and create new teaching and learning methods at Humber.
PRINCIPAL INVESTIGATOR:
HANADI ALNAWAB, M.SC., PROGRAM COORDINATOR OF THE DIGITAL BUSINESS MANAGEMENT B.COMM
THE FINAL PROJECT IN OUR SPOTLIGHT IS THE EPITOME OF SCHOLARSHIP OF TEACHING & LEARNING, FOCUSING ON INTERPROFESSIONAL IDENTITY
In the context of education, the development of interprofessional identity is theorized to support the internalization of values and beliefs aligned with interprofessional identity supporting progress toward effective interprofessional practitioners. There is a challenge for educators to evaluate the integration of interprofessional identity development in present interprofessional curricula (Tong et al., 2020). The Extended Professional Identity Scale (EPIS) was developed in 2020 and has high reliability and construct validity. The three constructs measured by this scale align with the interprofessional identity characteristics from the Extended Professional Identity Theory: Interprofessional
belonging, interprofessional beliefs and interprofessional commitment. Besides measuring these three dimensions, all three factors are also related, and consequently, each factor should predict the other factors while still representing a distinct component of the construct (Reinders et al., 2020).
The purpose of this research is to examine the impact of formal interprofessional opportunities over the course of one year on interprofessional belonging, interprofessional commitment and interprofessional beliefs. Measurement of these three constructs will be done through the administration of the Extended Interprofessional Identity Scale in a pre/post-delivery design. The focus of this research project is isolated to volunteers from the Occupational Therapist Assistant and Physiotherapist Assistant Program (OTA & PTA Program)
“I like to think that research can solve some problems by looking at how things work, asking what people think and checking if things are fit for a purpose and by questioning what has and has not been done before. The excitement of discovery is contagious!”
—JANICE DUNDAS, M.ED, DPT, PROFESSOR, FACULTY OF HEALTH SCIENCES & WELLNESS
PRINCIPAL INVESTIGATOR: JANICE DUNDAS, M.ED, DPT, PROFESSOR IN THE FACULTY OF HEALTH SCIENCES & WELLNESS
as they engaged in two formal IPE events in the fall and winter semesters, respectively.
The research team is led by principal investigator Janice Dundas, M.Ed, DPT, a professor in the Faculty of Health Sciences & Wellness. Rahima Khan, a graduate of Humber’s Research Analyst program, worked as a research assistant on the project.
Asked about the highlight of conducting the research project, Janice responds, “I would have to say the interest in the students as they agreed to be part of this research project. There was a 98% recruitment rate, which is a testament to the commitment of the students in the OTA & PTA program. This is quite a unique response rate, so I was very pleasantly surprised. I have not completed an analysis of the data yet, but I suspect that will also be a highlight.”
Engaging in research fosters proper regard for evidence that can be used to change practice and improve student outcomes. The objective of this study is to identify the change in interprofessional identity and professional identity that takes place through structured interprofessional learning curriculum and to provide Scholarship of Teaching and Learning (SoTL) research findings for future SoTL research through the examination of the development of interprofessional belonging, interprofessional commitment and interprofessional beliefs in an interprofessional academic context.
Reflecting on the research, Janice adds, “I like to think that research can solve some problems by looking at how things work, asking what people think and checking if things are fit for a purpose and by questioning what has and has not been done before. The excitement of discovery is contagious!”
Humber Polytechnic’s research initiatives exemplify the institution’s commitment to innovation and collaboration. From advancing AI in education to fostering mindfulness among preschoolers, these projects illustrate the transformative power of research in addressing realworld challenges. Humber faculty, students, and industry partners continue to shape the future of education, embodying the values of collaboration, problem solving and responsibility.
REFERENCES
Farrelly, T., & Baker, N. (2023). Generative artificial intelligence: Implications and considerations for higher education practice. Education Sciences, 13(11), 1109. Humber Polytechnic. (2023). Humber Academic Plan: 2023-2026 https://humber.ca/ strategic-plan/
Reinders, J. J., Lycklama À Nijeholt, M., Van Der Schans, C. P., & Krijnen, W. P. (2020). The development and psychometric evaluation of an interprofessional identity measure: Extended professional identity scale (epis). Journal of Interprofessional Care, 1–13. https://doi.org/10.1080/13561820.2020 .1713064
Shanker, S. (2018). Self-regulation: the five domains. The Merit Centre. Retrieved from: Self-Regulation: The Five Domains - SelfReg
Tong, R., Brewer, M., Flavell, H., & Roberts, L. D. (2020). Professional and interprofessional identities: A scoping review. Journal of Interprofessional Care, 1–9. https://doi.org /10.1080/13561820.2020.1713063
We acknowledge the support of the Natural Sciences and Engineering Research Council of Canada (NSERC). Nous remercions le Conseil de recherches en sciences naturelles et en génie du Canada (CRSNG) de son soutien.
WHY SHOULD YOU READ THIS?
Learn about the difference between knowledge mobilization and knowledge translation, the role of open access and strategies for effectively integrating social media into scholarly practices.
Connecting the Dots Between Knowledge Mobilization,
Knowledge
Translation and the Scholarship of Teaching & Learning: A conversation with Erika Smith, PhD, and Richard Hayman, MA & MLIS
BY ANJU KAKKAR AND SARAN DAVAAJARGAL
THIS ARTICLE WAS PUBLISHED ONLINE FIRST ON OCTOBER 16, 2024.
The Humber Press team, along with the Scholarship of Teaching & Learning (SoTL) colleagues at Humber Polytechnic, had the opportunity to participate in a workshop on Knowledge Mobilization/Knowledge Translation led by Erika Smith, PhD, Educational Development Consultant (SoTL) at the Taylor Institute for Teaching and Learning, University of Calgary, and Richard Hayman, MA & MLIS, Associate Professor & Digital Initiatives Librarian at Mount Royal University.
This session proved revelatory, offering insights into the dynamics of knowledge sharing, particularly within the SoTL realm. The workshop’s focus on alternative metrics and digital presence broadened our understanding of academic value beyond traditional measures. It spurred us to continue exploring new avenues for sharing and measuring the impact of our work.
To further explore these topics and continue the conversation, we interviewed Erika and Richard to hear more of their insights on knowledge mobilization, knowledge translation, open access and SoTL.
DIFFERENCES BETWEEN KNOWLEDGE MOBILIZATION AND KNOWLEDGE TRANSLATION
Knowledge mobilization (KM) traditionally refers to a range of knowledge dissemination activities wherein researchers and academics share their research findings, often through publishing journal articles and books, presenting at academic conferences and other forms of formal knowledge sharing. Richard states that, more recently, KM activities have expanded to include sharing datasets, publishing infographics and using multimedia formats such as websites and podcasts.
Importantly, he notes that KM helps continue the research lifecycle by ensuring others can discover and use the knowledge created in one project, often by integrating and building upon that knowledge into another project and informing future research in the process.
When asked about knowledge translation (KT), Richard explains that it attempts to take the awareness and use of that research beyond traditional academic circles to enable the understanding and application of that knowledge to be broadly available to different audiences in the general public. This could be the interpretation and sharing of findings not just with practitioners in the field but with all people who could benefit from using that knowledge. “Knowledge translation processes often seek to form partnerships between the research community and those most impacted by the issues being investigated (e.g., community organizations, public schools, NGOs, businesses) and other stakeholders affected by that research and who benefit or are positively impacted from the information gained,” says Richard.
WATC H NOW
VIDEO: What’s the Difference Between Knowledge
Mobilization and Knowledge
Translation?
LINK: youtu.be/i__2Retpat4
EQUITY, DIVERSITY, INCLUSION, AND ACCESSIBILITY (EDIA) AND THE ROLE OF OPEN ACCESS IN THE PROCESS OF KM AND KT
Since both KM and KT are about creating, producing and disseminating knowledge to further information exchange and promote its use, open access becomes key to ensuring that the knowledge acquired reaches as many people as possible. Richard notes that open access promotes equity, diversity, inclusion and accessibility (EDIA). “The truth is that the vast majority of the public does not have easy access to research articles and databases. Open access seeks to change that such that everyone can benefit by having research and other quality information openly available to them,” says Richard. For Erika and Richard, adopting a Students as Partners (SaP)
approach that intentionally integrates EDIA values fosters collaborative relationships with their student research partners.
Digital communications technologies continue to play a key part in KM and KT processes for sharing key findings in ways that can be easily found, understood, and used by partners, communities and stakeholders. “At any stage of a career, learning and applying digital literacies that enable us to effectively communicate and co-create ideas and insights—and extend these online through accessible web artifacts, including websites, infographics, videos, and more—is a
continuous process that deserves our attention and time,” says Erika.
As more technological developments get incorporated into the teaching and learning process, Erika emphasizes the importance of researchers and educators staying abreast of these developments in the technology landscape.
STRATEGIES FOR EFFECTIVELY INTEGRATING SOCIAL MEDIA INTO SCHOLARLY PRACTICES
To fully realize the potential of KM and KT, recognizing ways to connect, share, and collaborate is an essential aspect of being a well-rounded scholar in today’s digital information environment. Erika recommends the “Choose, Connect, Interact” framework for this.
For “Choose,” Erika suggests choosing a few platforms that work well for the partners, colleagues and audience one is aiming to reach. For “Connect,” she recommends connecting with individuals and organizations that align with one’s interests and affinities. Finally, as part of “Interact,” Erika recommends finding ways to actively interact with one’s network.
When asked about advice for educators looking to build their digital academic profile, Erika and Richard advise, “It’s OK to start small when developing your online presence. Focus on one or two tools to get comfortable, whether it’s on social media or through other platforms like Google Scholar or ORCID.”
More helpful strategies on networked scholarship strategies can be found in the chapter “ Strategic digital engagement for impact: Building your academic presence online,” written by Erika and Richard as part of The Impactful Academic. ( https:// www.emerald.com/insight/content/ doi/10.1108/978-1-80117-842620221003/full/html )
“WHAT
DOES SCHOLARSHIP OF TEACHING & LEARNING MEAN TO YOU?”
Erika and Richard’s emphasis on the benefits for researchers to cultivate a digital presence resonated deeply with us.
“I see the Scholarship of Teaching & Learning as a field where a community of educators and scholars engage in investigating critical questions and grappling with complex problems in order to enhance, extend, and promote valuable transformations that can be realized through impactful learning and teaching. To me, the SoTL community is a place where rich relationships and partnerships with students—doing our work with rather than simply for learners—are foundational to making positive and generative changes to educational practices, processes and systems.”
—ERIKA SMITH, PHD
“SoTL is often characterized as a direct or systematic inquiry into teaching and learning and typically focuses on student learning and effective teaching practices. It is often perceived as being secondary to or of lesser value than discipline-based discovery research. But as a librarian, I’m responsible for supporting the learning and research needs of my entire academic community, which includes students, educators, researchers, staff, administrators, and others within and beyond my institution no matter their disciplinary focus. This necessarily means my teaching must constantly change, requiring a nuanced approach that depends on audience, topic and individual needs. I’m at my best when research informs my instruction and when my teaching experience blends into my research.”
—RICHARD HAYMAN, MA & MLIS
LINK: youtu.be/qwZOGKzw1yk
Get to know Erika and Richard a little more. Here are a few things to know about them:
WHAT ARE SOME BOOKS, PUBLICATIONS AND/ OR ARTICLES YOU RECOMMEND FOR OUR READERS?
Erika Smith: The Impactful Academic, edited by Wade B. Kelly, includes our chapter on “Strategic digital engagement for impact: Building your academic presence online,” and it has a number of great chapters that provide insights and tips in the context of a holistic, career-wide approach to making an impact through research and scholarship.
For anyone interested in getting started with or expanding their work in the Scholarship of Teaching and Learning, I also recommend the recently published book SoTL Research Methodologies: A Guide to Conceptualizing and Conducting the Scholarship of Teaching and Learning , by our colleagues Michelle Yeo, Janice Miller-Young and Karen Manarin, which provides a great overview of the field along with practical examples and scholarly advice.
Richard Hayman: Anyone wanting an introduction to open access can’t go wrong with Peter Suber’s Open Access, available from MIT Press. (The book itself is OA, so you won’t have any trouble finding it.) A more recent work that addresses some of the changes since then is Peter Baldwin’s Athena Unbound: Why and How Scholarly Knowledge Should Be Free for All, also open access from MIT Press.
WHAT DO YOU READ IN YOUR FREE TIME?
Erika Smith: In my free time, I love to read fiction, and I recently finished Canadian author Anne-Marie MacDonald’s book Fayne, which was a vivid exploration of identity mixed with love, magic, and science set in the 19th-century moorlands of Scotland and England.
Richard Hayman: I grew up reading science fiction and fantasy, and that continues today, with a mix of dystopian, cyberpunk, space opera, and military sci-fi being my usual fare. Before training as a librarian, I studied comparative literature, so occasionally, I like to dip back into literary fiction and the canon.
´ From left to right: Emma Duke (student research partner), Linh Bui (student research partner), Erika Smith (Educational Development Consultant (SoTL) at the Taylor Institute for Teaching and Learning, University of Calgary), Aliya Jomha (student research partner) and Richard Hayman (Associate Professor and Digital Initiatives Librarian, MRU).
ABOUT ERIKA AND RICHARD
Erika Smith (PhD; she/her) is an Educational Development Consultant (SoTL) in the Taylor Institute for Teaching and Learning at the University of Calgary. She has an interdisciplinary background in digital humanities and completed her PhD in Adult, Community and Higher Education at the University of Alberta. Erika supports curriculum, pedagogy, and technology innovations and initiatives under the umbrella of the Scholarship of Teaching and Learning. She is Senior Associate Editor and a founding member of Imagining SoTL, a peer-reviewed open-access journal, and co-PI on an SSHRC-funded SoTL initiative that integrates students-as-partners in knowledge co-creation. She has written for The Conversation and widely shares and translates knowledge via videos, infographics, and social media. Her research interests include educational development, digital literacies, and emerging technologies in higher education.
linkedin.com/in/erikaesmith
Richard Hayman (MA, MLIS; he/him) is an Associate Professor and Digital Initiatives Librarian at Mount Royal University in Calgary, Alberta. As a researcher-practitioner with interests that include open access and scholarly communications, educational technologies, and evidence-based practice in academic (library) settings, his expertise engages multidisciplinary modes of knowledge exploration, creation, mobilization, and translation. He is committed to open practices in research and ensuring his publications are available via open access, and supporting others seeking to do the same. Richard is currently co-PI on a scoping review project funded by an SSHRC Explore grant and a Mokakiiks Centre for Scholarship of Teaching Collaborate grant exploring the use of social media technologies in undergraduate teaching and learning.
linkedin.com/in/richard-hayman
WHY SHOULD YOU READ THIS?
Learn about the inspiring collaboration between Humber Polytechnic and LeddarTech to reimagine the car of the future!
REVOLUTIONIZING MOBILITY: HUMBER
POLYTECHNIC PARTNERS WITH LEDDARTECH TO SHAPE THE CAR OF THE FUTURE
BY ANJU KAKKAR AND SARAN DAVAAJARGAL
In 2024, Humber Polytechnic unveiled its ambitious vision for “Building Brilliance to 2030 and Beyond,” focusing on reimagining learning, fostering deeper partnerships and driving impact. Aligned with this vision, faculty and researchers are pioneering innovative projects that push the boundaries of education and industry collaboration.
In a recent project, Dennis Kappen, PhD, and George Paravantes, MFA, professors in Humber’s Faculty of Media, Creative Arts & Design, collaborated with industry partner LeddarTech to reimagine the car of the future. “It was a stroke of serendipity,” Dennis recalls, describing how the collaboration with LeddarTech began serendipitously at a conference in Windsor, Ontario, where his team showcased another research project.
A COLLABORATIVE VISION
The partnership with LeddarTech combines the multidisciplinary skills of Humber students from industrial design and interaction design backgrounds. The project started with Round 1, which resulted in eight innovative designs from student teams. In Round 2, participants explored LeddarTech’s outward sensing technology and evolved the Round 1 solutions into cohesive driver awareness systems which integrate hands-free interaction modalities on multi-display devices in vehicles. These advanced driver assistance systems (ADAS) provide real-time alerts for potential hazards and dynamic environmental changes, enhancing safety and awareness for drivers.
Reflecting on the collaboration, Pierre Olivier, Chief Technology Officer at LeddarTech, states, “The level of creativity and innovation demonstrated by the students during their final presentations was truly impressive. Their ability to integrate cutting-edge technology, such as LeddarVision, into visionary designs for the car of the future showcased
“Projects like this lead to more experiential learning opportunities for Humber and future projects for more students.”
—GEORGE PARAVANTES, MFA I x D, PROFESSOR OF THE FACULTY OF MEDIA, CREATIVE ARTS & DESIGN AT HUMBER POLYTECHNIC
a remarkable depth of thought and originality. It was inspiring to see such fresh perspectives and thoughtful solutions that could shape the next generation of automotive experiences. Collaborating with Humber Polytechnic has been a rewarding experience, and these students have shown they have what it takes to contribute meaningfully to the future of our industry.”
VIDEO: Could you give us an overview of the project?
LINK: youtu.be/3e3CwljDzdM
WATC H NOW
´ Posters that the students created for LeddarTeach. View out the full posters online (https://issuu.com/humber_ research/docs/humber_polytechnic_ fmcad_interdisciplinary_design_)
EXPLORING THE FUTURE OF DRIVING
With the advancement of the perception module on autonomous vehicles, the cars of the future contribute to a safer driving experience for different car riders. This project ultimately aims to contribute to a safer and more pleasant driving experience using the latest technology.
In regard to the project process, Dennis addressed how students had a chance to work from a technological point of view. “When a company like LeddarTech comes in with a cutting-edge piece of technology, they ask, ‘What kind of user experiences can we build up from that?’ That’s rather close to how students will work when they enter the industry. So giving that experience in the classroom was a stepping stone to help them build their career.”
George adds that through the outcomes of the LeddarTech project, other industry partners are able to see the possibilities of collaboration. “Projects like this lead to more experiential learning opportunities for Humber and future projects for more students,” says George.
VIDEO PLAYLIST : Students’ videos from a project between Humber Polytechnic and LeddarTech
LINK: bit.ly/FMCAD-Students
WATC H NOW
HUMBER’S RESEARCH EXPERTS
Dennis Kappen, PhD, is a professor in Humber’s Faculty of Media, Creative Arts & Design and a leading expert in user experience design, human-centred design (HCD) and innovation techniques within the realm of product design and technology applications. He has been involved in the applications of Augmented Reality (AR) and Mixed-Reality (MR) systems for automotive applications and drowsiness detection systems in the health and wellness domains. Dennis has more than 25 years of hard-core product design and development experience in various fields, including emerging technology, consumer products, kiosks, internet technology devices, medical products, wearable technology products and handheld electronic devices.
For Dennis, research is all about problem finding. He explains that it’s important to spend more time defining the problem, which can lead to the process of discovery. “Arriving at the right question takes time, and that is an important part of the students’ learning,” says Dennis.
George Paravantes, MFA IxD, is an Interaction Designer and a faculty member of the Faculty of Media, Creative Arts & Design at Humber Polytechnic. As an Interaction Design Instructor, his areas of expertise are in Product Interaction Design, Human Centred Design Research, Motion Design, and Multi-Modal Interactions in Augmented Reality. His industry experience encompasses fields in both Interaction Design and Industrial Design. He holds a Master of Fine Arts (MFA) degree in Interaction Design from the Umea Institute of Design in Sweden.
“…It
was inspiring to see such fresh perspectives and thoughtful solutions that could shape the next generation of automotive experiences. Collaborating with Humber Polytechnic has been a rewarding experience, and these students have shown they have what it takes to contribute meaningfully to the future of our industry.”
—PIERRE OLIVIER, CHIEF TECHNOLOGY OFFICER AT LEDDARTECH
For George, research means making the invisible visible. He states, “Research gives you the opportunity to distill and crystallize things that are abstract or seem far away and turn them into something concrete.”
VIDEO: How did the project originate?
LINK: youtu.be/7ZRCdKqS5RI
WATC H NOW
“Arriving at the right question takes time, and that is an important part of the students’ learning.”
—DENNIS KAPPEN, PHD, PROFESSOR IN HUMBER’S FACULTY OF MEDIA, CREATIVE ARTS & DESIGN
VIDEO: What have the learning outcomes and benefits been for the students?
LINK: youtu.be/c2S4lIfRwk8
H NOW
VIDEO: What is the expected impact of the project?
LINK: youtu.be/XY0D90LELJw
WATC H NOW
WATC
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VIDEO: How did Humber's Research and Innovation department offer support?
LINK: youtu.be/QnM08tfPFy0
“The partnership has left me excited about future collaborations and confident in the innovative potential emerging from Humber Polytechnic.”
—REZA RASHIDI FAR, PHD, PRINCIPAL AI SCIENTIST AT LEDDARTECH
WATC H NOW
VIDEO: What does research mean to you?
LINK: youtu.be/WehfZ9HIlvE
COLLABORATION IMPACT
LeddarTech, headquartered in Quebec City with R&D centers in Montreal and Tel Aviv, specializes in AI-based, low-level sensor fusion and perception software. Their solutions facilitate the deployment of advanced driver assistance systems (ADAS), autonomous driving (AD), and parking applications. By leveraging advanced Artificial Intelligence (AI) and computer vision algorithms, their automotive-grade software, LeddarVision™, creates precise 3D environmental models that enhance decision making and navigation safety.
Asked about the experience of collaborating with Humber Polytechnic, Reza Rashidi Far, PhD, Principal AI Scientist at LeddarTech, states, “My experience working with the Humber research team was highly rewarding and energizing. From the outset, the team showed remarkable enthusiasm and creativity, embracing the challenge of envisioning the car of the future with open minds and a collaborative spirit. Their commitment to exploring how LeddarTech’s LeddarVision™ technology could enhance user experience in a vehicle context was evident. The partnership has left me excited about future collaborations and confident in the innovative potential emerging from Humber Polytechnic.”
Reflecting on the impact of the collaboration on his team and organization, Reza notes, “The collaboration with Humber Polytechnic had a significant impact on our team and the broader organization at LeddarTech. On a practical level, it brought fresh ideas and novel design concepts that challenged our team to think differently about the future of in-car experiences and how our LeddarVision technology could be utilized.”
He adds, “From an organizational perspective, the collaboration showcased the value of engaging with emerging talent and academia to drive innovation. This project also caught the attention of upper management, who recognized the potential of these student-driven ideas, elevating interest in fostering further collaboration with institutions like Humber. In essence, this partnership reinforced our commitment to innovation, not only by advancing technology but also by building relationships that keep our thinking agile and forward-focused.”
STUDENT PERSPECTIVES
Students from Humber’s industrial and interaction design programs were able to sharpen their real-world problem-solving skills by using the latest cutting-edge technology. The project aimed to bridge the gap between physical and digital design, enhancing students’ portfolios and hands-on skills.
The LeddarTech team highlights that the students were able to develop the following skills, among others:
Design Thinking : This project required students to think beyond traditional boundaries and imagine the car of the future. Design thinking helped them approach problems creatively, empathize with end users, and iterate on ideas to arrive at innovative solutions. This skill is invaluable in the industry, where user needs and technology constantly evolve.
Collaboration : Working in multidisciplinary teams, the students learned the importance of effective collaboration—combining their diverse skills and perspectives to achieve a shared vision. In industry, communicating and collaborating with people from different backgrounds is essential,
“I gained valuable experience in user testing and iterative design, focusing on making complex systems intuitive and accessible.”
—EVE MILLS, HUMBER’S BACHELOR OF INDUSTRIAL DESIGN PROGRAM GRADUATE
and this project provided hands-on experience in achieving that synergy.
Technology Integration with UserCentred Design
: Students were tasked with incorporating advanced technologies, such as sensor fusion and wide HUDs, to enhance the user experience. Balancing the technical possibilities with practical user needs required them to understand both the potential of the technology and the importance of usability. This skill— merging technical knowledge with a focus on user-centred design—is highly sought after in the industry.
We asked three Humber graduates about their experience working on the project. Eve Mills, Humber’s Bachelor of Industrial Design program graduate, says that participating in the LeddarTech competition was helpful for sharpening skills in user-centred design, research, and UI/UX for automotive interfaces.
“I gained valuable experience in user testing and iterative design, focusing on making complex systems intuitive and accessible. This project also provided my peers and me with the opportunity to work on a client-centred project and take on leadership roles,” says Eve.
Sarah Power, Humber’s User Experience Design post-graduate certificate program graduate, notes that working with LeddarTech helped with enhancing skills in tailoring presentations to diverse audiences, conducting thorough user
research and collaborating effectively with team members. “Through weekly stakeholder meetings, I gained valuable experience in adapting my presentation style to meet various needs, and they allowed me to explore audience-focused communication. Conducting user research in an unfamiliar field further developed my research skills and emphasized the importance of using theoretical knowledge as a flexible foundation for practical applications,” says Sarah.
For Jenna Brohm, Humber’s Bachelor of Industrial Design program graduate, working with a client, using multiple design platforms and collaborating with a new group were the main skills gained from this project. Jenna notes, “LeddarTech was a great client and gave us a lot of creative freedom. As we all had different skills, it was important to put each skill to use so everyone was comfortable. This allowed
us to use design platforms I never used before. Learning to use Adobe XD and Premier Pro really helped to better explain our idea and meet the deliverables.”
THE MEANING OF “RESEARCH”
For Eve Mills, research is the base of effective design, connecting user needs with practical solutions. Eve explains, “It’s a continuous journey of exploration and learning that results in products people can genuinely connect with.”
Asked to define research, Sarah says, “Research is an exciting adventure into understanding the way we think, feel, and relate to the world around us.”
For Jenna, research means possibilities. “Research helps you explore and guides you to what is possible,” says Jenna.
“Conducting user research in an unfamiliar field further developed my research skills and emphasized the importance of using theoretical knowledge as a flexible foundation for practical application…”
—EVE MILLS, HUMBER’S BACHELOR OF INDUSTRIAL DESIGN PROGRAM GRADUATE
´ Dashboard rendering from Project LEDA by students: Will FosterFriesen, Ellie Camp, Bhavya Sapra, Pamela Prasetya, Namashvi Jigish Desai and Chun-Wei Ke.
WHY SHOULD YOU READ THIS?
Organizational health is vital for business success yet often overlooked— this article highlights the gaps and needs for focus to drive productivity and sustainability.
Organizational health is a crucial area of research interest in the New World of Work (NWoW), as it sheds light on a range of factors—organization vision, mission, culture, and innovation—that shape the long-term success and sustainability of businesses. An analysis of existing organizational models, such as McKinsey’s nine elements of organizational health and Lencioni’s five dysfunctions of a team, underscores the importance of having a supportive organizational culture and leadership structure that values employee success and well-being in creating a healthy organization. Understanding the factors that contribute to organizational health helps identify strengths and weaknesses, allowing for informed decision making. A healthy organization tends to have satisfied and motivated employees, effective communication, efficient processes and a positive work culture. Moreover, common challenges in the implementation of organizational health practices include resistance to change, poor planning and strategy, and lack of leadership, accountability, and clarity. Despite its direct impact on business performance, productivity, and overall success, organizational health as an area of research has been largely overlooked in applied research discourses.
“Organizational health means creating an inclusive and supportive culture where everyone feels seen, heard and valued. It goes beyond acknowledging diversity; it involves actively engaging with individuals and embracing their unique contributions. This experience provided invaluable lessons that shaped my professional growth. One of the most valuable lessons I learned was the crucial role that organizational health plays in our lives, whether mentally, emotionally or physically.”
—CHELSEA ALASA-AS, RESEARCH ASSISTANT
Hence, this article explores the research journey of the team at the Office of Research and Innovation (ORI) on this topic, detailing their reflective learning experiences and key findings.
OUR JOURNEY!
The journey is comprised of different elements that seamlessly blend various research tools and techniques. It begins with designing the scope of work, which includes a detailed methodology, steps and a timeline for the research. The key focus here was to gather qualitative data from diverse sources such as peer-reviewed journal articles, business articles, blogs, relevant and insightful books, and data-infused compelling TEDx talks. Examples of online databases and resources explored include the Humber Libraries database, ResearchGate, Harvard Business Review, and books and models developed by established business leaders. This broad spectrum of resources provided a comprehensive understanding of the complex side of organizational health. To analyze the data and simplify the information, the team utilized data visualization techniques, extracting key points and putting them together into a cohesive visual
“The passion for stretching yourself and sticking to it, even (or especially) when it’s not going well, is the hallmark of the growth mindset. This is the mindset that allows people to thrive during some of the most challenging times in their lives.”
—CAROL S. DWECK
template. Further, the data gathered from these resources were condensed into annotated bibliographies and organized into an internal database.
The journey was not solely confined to the academic dimension; it extended into the collaborative exchange within the team. Regular meetings served as a platform for sharing individual discoveries and thoughts, creating a space to share individual findings and reflections, and fostering an environment where diverse perspectives come together. This teambased method was incredibly valuable, as it generated a diverse collection of ideas and diverse perspectives that shaped the development of the final themes.
The lead research specialist on this project, Jeremy Staples, is a visionary who empowers his team by encouraging open exploration of data, critical thinking, and exploration to its fullest extent; he values the reflection process as a vital component of the learning journey.
Initial research findings were shared through a PowerPoint presentation with the wider team. Further refinement of findings led to the development of an infographic that provided a clear and concise overview of the results in a visual form and served as a powerful
tool for disseminating insights to a wider audience. Although a challenging process, this is one of the most effective ways of making research accessible to different demographics.
“I began working on this project as an international co-op student at Humber Polytechnic and had the privilege to continue to work full-time with the Office of Research and Innovation upon completion of my program. Through this process, I gained invaluable mentorship under Jeremy Staples, Raeshelle Morris-Griffith, and Fatima Momin. These experiences taught me how to prioritize and segment different research tasks based on timelines, enhance my critical thinking and writing abilities, collaborate across crossfunctional teams and participate in presentations, workshops and interviews with relevant stakeholders. After conducting extensive research on organizational health, I can confidently say that individual well-being is tied to organizational well-being, and it all begins with developing vulnerabilitybased trust at the leadership level.”
—TANVI JOSHI, RESEARCH ASSISTANT
“At the heart of vulnerability lies the willingness of people to abandon their pride and their fear, to sacrifice their egos for the collective good of the team.”
—PATRICK LENCIONI
INFLUENCING FACTORS FOR ORGANIZATIONAL CULTURE
Key findings from the research process include the discovery of five major themes—mindset, leadership, vulnerability-based trust, organizational culture and employee engagement—that significantly influence the success or failure of an organization.
Mindset: Companies with a fixed mindset often approach challenges with a static perspective, focusing on immediate goals and predetermined outcomes. This mindset may limit adaptability and hinder long-term growth, as it tends to resist change and innovation. Companies with leaders embracing an infinite mindset play an endless game, prioritizing resilience and continuous improvement. They foster a culture of innovation, trust and empowerment, encouraging employee ownership and decisionmaking.
Leadership: Leadership is crucial for a healthy organization as it sets the tone, provides direction, and inspires employees to work collaboratively toward common goals, fostering a positive and productive work culture. Transformational leadership is also crucial for creating an environment of trust.
Vulnerability-based Trust: Vulnerabilitybased trust is a crucial element of effective teams in a healthy organization, emphasizing open and honest communication among team members. In contrast, predictive trust relies on observed patterns or habits to anticipate others’ actions. Vulnerability-based trust develops over time, yet the specific timeframe remains unclear, highlighting a research gap.
Vulnerability-based trust is a significant factor in the level of cohesion, openness, and confidence that develops between team members and throughout the organization over time. It involves engaging in difficult conversations, acknowledging and taking personal responsibility for mistakes and failures and developing integrity through the alignment of words and actions.
Organization Culture: Organizational culture is an important aspect of a healthy organization. It helps shape the work environment, influencing employee behaviour and contributing to overall organizational success.
Employee Engagement: Voluntary employee turnover poses a significant financial challenge for organizations. Gallup research identifies key factors contributing to turnover, including engagement, culture, well-being, work-life balance, pay, benefits and leadership. Shockingly, over half of departing employees (51%) report no discussion about job satisfaction or the future within the organization in the three months before leaving. This lack of communication understandably leads employees to perceive limited prospects. Furthermore, the prevalent use of ‘teamwork’ as a catch-all term for organizational performance is criticized, with leaders emphasizing obedience over critical thinking, fostering dissonance and guilt among employees.
“Data shows that organizations who actively strive towards this goal demonstrate performance gains within 6 to 12 months.”
(GAGNON ET AL., 2017).
WHERE DO WE GO FROM HERE?
The key themes and gaps identified in this project will provide an opportunity for further research in this area. We welcome faculty and organizations to join us in this area of exploring the themes deeper. It is recommended that future research prioritize leadership and organizational culture development and focus on enhancing collective capabilities through employee engagement and retention. This allows for the development of organizational best practices to facilitate employee retention and sustainable organizational growth.
“Research, to me, is about exploring the unknown in a careful and organized way, all because I’m passionate about finding new ideas, collecting data, solving problems, and adding to what we know as a society. These experiences have not only deepened my expertise in this Organizational Health research project but have also instilled in me a resilient and adaptive approach to problemsolving. As I reflect on my research journey, I am grateful for the lessons learned and the growth achieved.”
—FATIMA MOMIN, RESEARCH SPECIALIST
More on this topic has been shared in the article “ Demystifying Organizational Health: What is it and Why Does it Matter? ” (https:// jipe.ca/index.php/jipe/article/ view/159) written by our team in the Journal of Innovation and Polytechnic Education (JIPE).
³ Re-envisioning Organizational Health (OH) infographic created by the research assistants. View the close-up at issuu.com/ humber_research/docs/oh_infographic
Fatima Momin, Tanvi Joshi, and Chelsea I. Alasa-as
WHY YOU SHOULD READ THIS:
Explore stories of leadership and innovation from across Humber Polytechnic!
In a world brimming with data and information, storytellers serve as the weavers of the collective experience.
Supporting Storytellers is a segment where we shine the spotlight on innovative stories from across Humber Polytechnic. Come back to this segment of every issue to discover stories from other faculties and departments.
This issue features stories from the Centre for Creative Business Innovation(CCBI) and the Faculty of Liberal Arts & Sciences (FLAS).
Cultivating Cultural Sustainability: Research and Fellowships for a Thriving Arts Sector
By Hana Glaser
The arts and culture sector impacts everyone’s lives in various ways. The arts help us connect with others and with ourselves, wielding the power to positively change society. In the ever-evolving landscape of Toronto’s arts and culture scene, this sector is constantly facing challenges such as funding cuts, limited access to rehearsal and venue spaces and a lack of opportunities and resources for emerging artists and small arts organizations to thrive. Consequently, creativity and innovation are becoming increasingly essential to transform the arts and culture landscape, and this is where the Centre for Creative Business Innovation (CCBI) plays a vital role.
Committed to supporting the sector and ushering in the next generation of innovators, the CCBI serves not only as a resource for organizations and communities, but also as a catalyst for creativity-driven innovation.
With a growing portfolio of active projects and partnerships, the CCBI is making a significant impact by mobilizing the power of creative ideas and advanced technologies to drive interdisciplinary creative outputs. We accomplish this by leveraging diverse backgrounds and industry expertise to design user-centred solutions that disrupt conventional thinking. In
´ Culture’s Compass 2024 behind the scenes of an interview with Julian Taylor. Photo by Kareem El-Tyeb.
FROM THE DESK OF THE CENTRE FOR CREATIVE BUSINESS INNOVATION
this article, we will explore our research on cultural sustainability and the transformative fellowships that empower students, shaping the future of the arts and culture landscape.
FELLOWSHIPS
The CCBI & Humber Galleries Fellowships are unique opportunities for Humber Polytechnic students. Making use of its interdisciplinary team, the fellowships are built around a diverse set of students in order to create collaboration across different disciplines taught at Humber. Our goal is to create professional, work-ready graduates through the guidance of a creative producer, a CCBI team lead, and the collaboration of
industry partners. The students in these fellowships gain real-world experience in creative practices, research and the development of an original creative artifact. Past works have resulted in music compositions, documentaries, docu-series, virtual galleries, zines, art installations, books, video games, podcasts, conferences and more.
The CCBI has hosted six recurring fellowships over the last four years, employing over 150 students in the process. During this time, students have had the opportunity to work with organizations such as the City of Toronto, WorkInCulture, Nuit Blanche, Aga Khan Museum, Small World Music and the Asclepius Snake Bite Foundation.
These fellowships not only support students’ career development but also serve as their first steps into the industry.
Through these projects, fellows have raised money for causes, met with local and international artists and arts administrators and sold out live performances. These fellowships not only support students’ career development but also serve as their first steps into the industry.
In addition to the work produced during the fellowships, the CCBI conducts research on the fellows’
´ Behind the scenes of UNIPLEX, Nuit Blanche 2023 installation by the Nuit Blanche fellowship.
Photo by Humber Galleries.
´ Tiny TO 2023 fellows meeting with the city of Toronto. Photo by CCBI.
´ ICMF 2023 concert at the Aga Khan Museum. Photo by Anastasiya Lutsyshyn.
creative processes. Looking to expand this research, the CCBI aims to incorporate fellowships into projects with arts organizations to foster cultural sustainability in the local arts and culture sector.
RESEARCH INITIATIVES
Over the last three years, the CCBI has been delving into two streams of research: Research Creation (RC) and Building Cultural Sustainability (BCS). While Research Creation looks at how creative projects come to be and the processes behind them, Building Cultural Sustainability looks at how we can share resources with arts organizations to collaboratively assist in their creative processes and ultimately support the longevity of the arts and culture sector in Toronto.
From 2022 to 2023, the CCBI conducted the first phase of a multi-step plan to implement a system that allows sharing resources—such as space, equipment, and personnel—with artists and small to medium arts organizations in Toronto that need support for their programming or creative projects. This initial phase involved researching if and how higher education institutions (HEIs) in Canada, the United States, the UK or Australia have established themselves as cultural anchors to support the arts and culture sector. The findings revealed that while similar initiatives exist, none have achieved the level of partnership the CCBI aims for, with an HEI serving as the anchor. Iterations that were similar to what we are striving to achieve were analyzed to determine what has worked and what hasn’t, helping us establish a roadmap for phase two.
The projects created by our fellows have made tangible impacts, leading to greater collaboration with local arts organizations and contributing to the community.
Phase two of the BCS research aims to partner with an arts and culture organization in Toronto over the summer to utilize the vacant facilities at Humber Polytechnic. The goal is to employ Humber students interested in working in the sector, providing them with opportunities to make industry and industry-adjacent connections. Students will benefit from mentorship, while the partnering organization will gain access to space, equipment and up-to-date knowledge from students familiar with the latest industry trends. This phase will utilize our established fellowship processes and will be evaluated to refine the initiative before expanding to phase three.
For phase three, the CCBI hopes to expand the project and host more arts organizations to help alleviate the impact of closing art spaces in the city, which has hindered many artists and organizations. Additionally, the CCBI aims to use this research to assist other HEIs in setting up similar programs to enhance Toronto’s local arts and culture scene.
CONCLUSION
Despite facing numerous challenges, such as funding cuts and limited access to resources, the need for creativity and innovation has never been more critical. The Centre for Creative Business
Innovation (CCBI) is uniquely positioned to address these issues, serving not only as a valuable resource for artists and organizations but also as a catalyst for transformative change.
The projects created by our fellows have made tangible impacts, leading to greater collaboration with local arts organizations and contributing to the community. Moreover, our research initiatives aim to create a supportive ecosystem for artists and small organizations, ensuring the longevity and vitality of Toronto’s arts scene.
As we look to the future, the CCBI is committed to expanding these initiatives, helping to bridge the gap between education and industry. For this reason, we urge faculty artists and arts organizations to collaborate with the CCBI. Together, we can ensure that the arts remain a vibrant force in our society, enriching lives and fostering connections for generations to come.
Author note: Hana Glaser is a project manager at Humber Polytechnic’s Centre for Creative Business Innovation.
Ç ICMF fellows performing at Rhythms of Canada 2024. Photo by Alnoor Meralli.
³ ICMF 2024 fellowship residency at Centre des Musiciens du Monde. Photo by Isabel Courtney.
Mapping It Out: How Faculty and Students are Growing Systems Thinking at Humber Polytechnic
By Elinor Bray-Collins, Sara Hassan and Isabel Sousa
INTRODUCTION: MAP THE SYSTEM AT HUMBER POLYTECHNIC
Map the System, a global competition for post-secondary students led by the University of Oxford and the Skoll Centre for Social Entrepreneurship, was brought to Humber Polytechnic in 2019. That year, as the pandemic hit and education went virtual, two classes of degree students at Humber entered their systems thinking projects, seeking to understand the complexity of social and environmental change. In contrast to the many competitions that dominate the post-secondary sector, Map the System encourages students to delve deeper and more holistically into the challenges we face, emphasizing the interconnectedness of these issues and why complex problems are often so difficult to tackle. Students select topics they are passionate about, often rooted in their own lived experiences. Since this humble beginning, Map the System has continued to grow at Humber. Now in its sixth year, with hundreds of students registering and numerous awards under our belt, Humber boasts the highest
number of participants in the world. The program is engaged in a process of innovation aimed at institutionalizing the competition across faculties and programs at the polytechnic, providing a way to bring the Humber Learning Outcomes (HLOs) to life in the classroom and offer students a culminating, skillsbuilding, meaningful learning experience beyond the usual classroom setting.
STUDENT ENGAGEMENT
For students, Map the System is more than a competition—it is a transformative framework that equips them with the tools to engage with real-world issues in meaningful ways and to understand how their interests and chosen careers can link up to system change at broader levels. By participating, students gain valuable skills in problem mapping and critical thinking, enabling them to understand the world in a more connected, holistic way. One core skill learned in Map the System is thinking in ‘systems.’ As students deepen their knowledge of systems thinking, they learn to identify key dynamics such
as mental models, feedback loops, unintended consequences, and leverage points—areas where small actions can lead to significant impact. This process emphasizes understanding problems from diverse perspectives and using visual mapping tools to illustrate complex systems. It is iterative and collaborative, with students often producing multiple versions of system maps that tell different stories as they refine their understanding of the issues. This method helps students grasp how various problems intersect, showing that addressing one area often requires considering many others.
Sabriye Sagban is a Bachelor of Behavioural Science student whose project “Wildfires in Cordoba: A Growing Catastrophe” made it to the top 10 finalists in the 2023 competition. Sabriye notes, “I learned that many challenges we face in life can be better understood and addressed by first mapping out the system surrounding the problem. This process helps us to see how different pieces connect to build the problem and help identify potential leverage points for effective interventions.”
PaGeS fRoM tHeIr rEpOrT, “LoNeLiNeSs oF SeNiOrS iN CaNaDa.”
bY SiVaNa D'CoStA, MaRiA SaUlEnCo aNd MaRkétA DaNišoVá
PaGeS fRoM tHeIr rEpOrT, “InDuStRiAl WaStE iN
CiTaRuM RiVeR.”
bY KuLwInDeR KaUr, AbBiGaLe BoYd, JaNeLyN FeE OlMiLlA aNd CeLeStIn BoNdOc
´ Causal map developed by Alice Wassell, Elle Chotiwanich, Namratha Ashok and Bhargavi Boyina for their topic, “The Sand Crisis: The Mining of Riverine and Floodplain Sand Within India.”
Working in interdisciplinary and sometimes international teams, students learn that challenges like loneliness, food insecurity, mental health, waste inequities and forest fires are shaped by a complex web of factors that cannot be addressed by singular solutions. Many students are surprised by how multilayered issues are once they begin to dig deeper into their topics. Learning to map this complexity shifts the way students think about addressing social challenges, helping them see how sustainable and equitable change requires addressing the underlying system dynamics that work to perpetuate problems.
The collaboration has led to many successes in the competition for students, as well as co-authored academic papers, presentations at scholarly conferences and ongoing reflections on the role of systems thinking education in advancing social and ecological justice.
The team-based nature of Map the System projects encourages a collaborative research process, bringing together students from different disciplines, along with educators, mentors and community members in a shared learning experience. The final event and workshops hosted by MTS Canada offer students the chance
to connect with peers from across the country, build partnerships with community organizations and industry leaders and connect students with a broader community of systems thinkers. Ultimately, Map the System can serve as a pathway for students to identify issues they care about as they pursue future work opportunities.
WORKING INTERNATIONALLY
Map the System at Humber has also been run as part of a Collaborative Online International Learning (COIL) project with Otago Polytechnic (New Zealand) and VIA University College (Denmark)—Humber’s partners in the Global Polytechnic Alliance (GPA). Faculty from each institution teach systems thinking in various classes and mentor teams made up of students from each institution. This initiative fosters cross-disciplinary, international collaboration, all while building the skills we need as both students and educators to engage with complex global challenges more broadly.
At the heart of this collaboration are the relationships that have evolved in this faculty team. Faculty have worked across time zones and academic calendars to build resilient connections that have sustained the project year after year. The collaboration has led to many successes in the competition for students, as well as co-authored academic papers, presentations at scholarly conferences and ongoing reflections on the role of systems thinking education in advancing social and ecological justice.
Together with students, the team has published articles including: “International Collaboration for a Sustainable Future: Faculty and Student Reflections from a Virtual Polytechnic Classroom” and “Transformational Spaces: Educators Discuss Map the System and Supporting Canada’s Emerging Generation of Systems Thinkers.” These works explore how faculty and students can collaboratively
Map the System at Humber is an approach to education at the polytechnic level that seeks to transform the way students think of their careers and contributions to work and their communities.
advance change in complex social, political, and environmental issues, emphasizing diverse, interdisciplinary approaches and the necessity of robust relationships. Crucially, the faculty team has also involved students as co-authors in publications, reflecting a philosophy of creating inclusive learning environments where students are understood to be equal partners in creating knowledge and receiving acknowledgement for their efforts.
Beyond publications, GPA-MTS faculty members have co-presented at conferences in Canada, New Zealand, Denmark and the UK, sharing insights with a broader audience. Their presentations have contributed to discussions surrounding systems thinking and global collaboration while sparking interest in sustaining and scaling these international partnerships. In 2024, the team presented at the Map the System Convening at Oxford University, sharing reflections on the COIL project and its impact on both faculty and students.
The GPA’s collaborative model thrives on the strength of faculty relationships. Core members return nearly every year, while new faculty are invited and supported. Since 2020, 14 faculty members have been involved, with some meeting in person to forge closer relationships.
While institutional support has varied, personal relationships nourish what the team refers to as “our virtual garden.” This project exemplifies how interconnected relationships can create a thriving environment for student growth, highlighting the transformative potential of global collaboration in systems change education at the post-secondary level.
Map the System at Humber is an approach to education at the polytechnic level that seeks to transform the way students think of their careers and contributions to work and their communities. It is an approach to education that strives to better equip students to more deeply grasp the complexity of their work and the world and to work creatively and innovatively to craft better solutions—regardless of what industry they find themselves in.
Author note:
Elinor Bray-Collins, Sara Hassan and Isabel Sousa are faculty members in Humber Polytechnic’s Faculty of Liberal Arts & Sciences.
DEVELOP YOUR SPARK
WHAT WE’RE WATCHING, READ OR LISTENING TO—
TITLE: Open Access
AUTHOR: Peter Suber
ABOUT: A concise introduction to the basics of open access, describing what it is (and isn’t) and showing that it is easy, fast, inexpensive, legal, and beneficial. In this concise introduction, Peter Suber tells us what open access is and isn’t. Distilling a decade of Suber’s influential writing and thinking about open access, this is the indispensible book on the subject for researchers, librarians, administrators, funders, publishers, and policy makers.
ACCESS IT HERE: https://doi.org/10.7551/ mitpress/9286.001.0001
TITLE: Athena Unbound: Why and How Scholarly Knowledge Should Be Free for All
AUTHOR: Peter Baldwin
ABOUT: A clear-eyed examination of the open access movement: past history, current conflicts, and future possibilities. Baldwin offers an up-to-date look at the ideals and history behind OA, and unpacks the controversies that arise when the dream of limitless information slams into entrenched interests in favour of the status quo.
ACCESS IT HERE: https://doi.org/10.7551/ mitpress/14887.001.0001
TITLE: SoTL Research Methodologies: A Guide to Conceptualizing and Conducting the Scholarship of Teaching and Learning
AUTHORS: Michelle Yeo, Janice MillerYoung, and Karen Manarin
ABOUT: Combining real examples with a roadmap of how to construct studies, analyze results, and share work, this book serves as a primary research methodology text for the field of Scholarship of Teaching and Learning (SoTL).
ACCESS IT HERE: https://www.routledge. com/SoTL-ResearchMethodologies-A-Guideto-Conceptualizing-andConducting-the-Scholarshipof-Teaching-and-Learning/ Yeo-Miller-Young-Manarin/p/ book/9781642672411
TITLE: The Creative Act: A Way of Being
AUTHOR: Rick Rubin
ABOUT: The Creative Act is a beautiful and generous course of study that illuminates the path of the artist as a road we all can follow. It distills the wisdom gleaned from a lifetime’s work into a luminous reading experience that puts the power to create moments— and lifetimes—of exhilaration and transcendence within closer reach for all of us.
ACCESS IT HERE: https://www. penguinrandomhouse.com/ books/717356/the-creativeact-by-rick-rubin/
in•no•va•tion
[in-uh-vey-shuhn], noun
1. something new or different introduced 2. the act of innovating; introduction of new things or methods.
“If I have 1,000 ideas and only one turns out to be good, I am satisfied.”
—Alfred Nobel
A SPARK OF INSPIRATION
Mind Exercise: Alternate Uses
Stretch the way you think up or create ideas. This exercise requires you to generate as many alternate solutions as possible from a single idea or piece of information within 3 minutes. Grab some paper and a pen, and jot away your ideas. The more ridiculous the better!
Example: Take a fork—how many alternate ways can you use a fork?
Adapted from Innovation Lab
A SPARK OF WISDOM
Education must prepare students to be independent, self-reliant human beings. But education, at its best, also must help students go beyond their private interests, gain a more integrative view of knowledge and relate their learning to the realities of life.
Ernest L. Boyer, educator
PHOTO BY JORDAN STERANKA ON UNSPLASH
Start
where you are, with what
you have. Make something of it and never be satisfied.
George Washington Carver, agricultural scientist and inventor
Before you score, you first must have a goal.
Greek Proverb
Never doubt that a small group of thoughtful, concerned citizens can change world. Indeed it is the only thing that ever has.
Margaret Mead, cultural anthropologist, author and speaker
QUIPS AND QUOTES
The path is made by walking.
African Proverb
When you don’t come from struggle, gaining appreciation is a quality that’s difficult to come by.
Shania Twain, country music singer and songwriter
It’s a different era. Our job now is to show leadership and vision and to help the next generation of artists.
Karen Kain, former ballet dancer and Artistic Director of the National Ballet of Canada
Stories can conquer fear, you know. They can make the heart bigger.
Ben Okri, poet and novelist
The arts help us connect with others and with ourselves, wielding the power to positively change society.
Read the full article, “Cultivating Cultural Sustainability: Research and Fellowships for a Thriving Arts Sector ” on page 40.
