Browsing by Author "Hayden, K. Alix"
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Item Open Access A Scoping Review of Text-Matching Software Used for Student Academic Integrity in Higher Education(2021-09-21) Hayden, K. Alix; Eaton, Sarah Elaine; Pethrick, Helen; Crossman, Katherine; Lenart, Bartlomiej A.; Penaluna, Lee-AnnText-matching software has been used widely in higher education to reduce student plagiarism and support the development of students’ writing skills. This scoping review provides insights into the extant literature relating to commercial text-matching software (TMS) (e.g., Turnitin) use in postsecondary institutions. Our primary research question was “How is text-matching software used in postsecondary contexts?” Using a scoping review method, we searched 14 databases to find peer-reviewed literature about the use of TMS among postsecondary students. In total, 129 articles were included in the final synthesis, which comprised of data extraction, quality appraisal, and the identification of exemplar articles. We highlight evidence about how TMS is used for teaching and learning purposes to support student success at the undergraduate and graduate levels.Item Open Access A Scoping Review Protocol on Experiential Learning in Higher Education First-Year Undergraduate Courses(2023-11) Christophe, MacKenna; Din, Cari; Hayden, K. AlixItem Open Access Applying Felten's Principles of SoTL Practice to Transform Informal Learning Spaces for Indigenous Students(2022-11-04) Jeffs, Cheryl; Hayden, K. Alix; Beatty, Susan; Rutherford, ShaunaFelton’s (2013) Principles of good practice in SoTL were applied to a study with Indigenous students’ learning experiences in informal settings. The principles: Inquiry focused on student learning (P1); Grounded in context (P2); Methodologically sound (P3); Conducted in partnership with students (P4); and Going public (P5). P1: As a collaborative team of academic librarians and educators, we were curious “how do Indigenous students learn in informal spaces?” We set out to explore Indigenous undergraduate students’ experiences, preferences, and approaches to learning in informal spaces. P2: This SoTL inquiry was conducted at the University of Calgary, a research-intensive Canadian university, with a population of approximately 900 self-identified Indigenous students (2.7 % of the student population). Situated within our University’s Indigenous Strategy this commitment to transformation supports enhanced understanding of Indigenous students’ learning (Brown, 2019). P3: Methodologically sound: Participatory photography, including Photovoice and photo-elicitation methods, was selected as a research framework to explore with Indigenous students (Castleden et. al., 2008). As researchers and co-researchers, we learned together. Photovoice provided students the opportunity to actively engage by taking photos of spaces, documenting and reflecting on their learning and experiences. Photo-elicitation expanded on this with additional participants reflecting on how they learn in various spaces depicted in photos. P4: We intentionally recruited Indigenous students to be co-researchers and made this explicit (Cullinane & O'Sullivan, 2020). As partners we generated the research question, identified how we would work together, and planned the dissemination of our work. P5: The authors have presented at local, national, and international conferences, published two proceedings, and the open-access university platform. An e-book will be written and published by the researchers and student co-researchers. With the knowledge gained in this SoTL research we have data to implement the process of change at our university which advances the goals of the Indigenous strategy.Item Open Access Collaborative autoethnography: Where do we start, and how did we get here?(2021-05) Jeffs, Cheryl; Beatty, Susan; Hayden, K. AlixThrough a community-based participatory lens we conducted a study with Indigenous students as co-researchers focusing on their experience with learning spaces at the University of Calgary. We used both photovoice and photo elicitation as a means of exploring students’ lived experiences of using campus informal learning spaces, particularly library spaces. The Indigenous undergraduates were truly co-researchers, collaboratively developing the research question and determining the process of working together in a good way. As we prepared for our research, including writing the ethics application, attending Indigenous-focused conferences, and delving into Indigenous research methods, our eyes were opened to new ways of seeing and doing research. And, as we progressed through the development of Photovoice workshops, and then working with the students, we began to question our relationship with research, questioning what we know and how we know it.Item Open Access Exploring Indigenous students' perception of informal learning spaces(2022-05-03) Beatty, Susan; Jeffs, Cheryl; Hayden, K. Alix; Rutherford, ShaunaCastleden and Garvin (2016) suggest Photovoice is an effective method for working with Indigenous populations as it facilitates “sharing power, fostering trust, developing a sense of ownership, creating community change and building capacity” (p. 1401). Neorohr & Bailey (2016), and Rix et al. (2019) outline Indigenous methodologies to ensure community involvement and good outcomes. This presentation seeks to achieve the same with the aid of its attendees. Our study explored Indigenous students’ perceptions of informal learning spaces at our university using Photovoice methodology. As co-researchers, the students were tasked with exploring non-classroom spaces where learning might occur. They were asked to take photos of those spaces and then participate in discussions on what the spaces revealed about them as learners. The purpose of the discussions was to discover how spaces across campus, including the library, could be more representative and supportive of Indigenous students as learners. The purpose of this session is to review with the attendees the results of those discussions, focusing on the student’s voice as expressed during each phase of the project from development of group norms and the research question to the discussions on representation and themes based on the students’ photos. This session will highlight how the Indigenous students were engaged through applying the principles of respect, reciprocity, and co-creation in each phase of the project. Workshop participants will aid in illuminating next steps and suggestions for change in the spaces at our university. Using Photovoice with Indigenous students as co-researchers we respectfully explored their learning and impressions of campus learning spaces. This presentation highlights how the Indigenous students were engaged through applying the principles of respect, reciprocity, and co-creation. Using the students’ photographs and commentary, attendees will participate in a similar discussionItem Open Access Familial resemblance of bone health in maternal lineage pairs and triads: A scoping review protocol(2021-05-03) Boisvert, Nicole M.J.; Hayden, K. Alix; Doyle-Baker, Patricia K.Population: Maternal Pairs or Triads. Concept: Familial Resemblance. Context: Bone Health. Primary Question: What is the familial resemblance of bone health in pairs or triads within maternal biological lineage? Secondary Question: What is the correlation between bone health and bone health affecting behaviours of triads and pair within familial lineages?Item Open Access Female athletes’ decisions to use hormonal contraceptives: a scoping review protocol.(2024) Suarez Moreno, Paula; Van Den Berg, Carla; Hayden, K. Alix; Doyle-Baker, Patricia K.Female athletes from a variety of sports indicate a perceived impact of the menstrual cycle (MC) on their performance (Brown et al., 2021; Ekenros et al., 2022; Findlay et al., 2020). Female athletes often choose to use hormonal contraceptives (HC’s) and although their reasons vary, the most consistent one is related to the impact of the MC on performance and training. For example, in a study by Martin et al., (2018) a third of 145 combined oral contraceptive athlete users perceived that cycle manipulation to avoid menstruation can be considered a positive outcome of oral contraceptive use. Therefore, the objective of this scoping review is to investigate the extent of evidence associated with the reasons behind female athletes’ decision to use or discontinue use of hormonal contraceptives. The inclusion criteria included a) female (sex assigned at birth), b) athletes actively participating in competition, of which the majority are competing at least a regional level (Swann et al., 2015), c) sample is mostly age 18 years or older, d) discusses knowledge, reasons, perceptions, attitudes, beliefs of the athletes as related to their decisions regarding HC use and e) discusses history of hormonal contraceptive use either current or previous as an athlete. The JBI guidelines for scoping reviews found in the JBI Manual for Evidence Synthesis (2020) will be followed and this review will be reported in accordance with the PRISMA –SCr extension (Peters et al., 2020; Tricco et al., 2018).Item Open Access Group peer-mentorship in academic libraries: an approach to enhancing research engagement(American Library Association, 2022-01) Lorenzetti, Diane; Powelson, Susan; Lashewicz, Bonnie; Casebeer, Ann; Hayden, K. Alix; Oddone Paolucci, Elizabeth; Beran, TanyaItem Open Access "I Wouldn't Have Asked for Help if I had to go to the Library": Reference Services On Site(Association of College and Research Libraries, 2004) Lee, Jennifer; Hayden, K. Alix; MacMillan, DonStudents may be reluctant to ask questions at a library reference desk because it is such a public venue. It may be possible to give them an alternative by providing reference services outside of the library within a faculty lab or office. Advantages include convenience and proximity to students, faculty, and their learning communities. The service may also foster closer and stronger relationships with departments. It is important to choose a location wisely, as well as advertise widely. This paper examines the provision of reference services outside of the traditional library environment, and describes two initiatives involving librarians for the Faculty of Nursing and the Faculty of Science at the University of Calgary.Item Open Access "I Wouldn't Have Asked for Help if I had to go to the Library": Reference Services On Site(Association of College and Research Libraries Science and Technology Section, 2004) MacMillan, Don; Lee, Jennifer; Hayden, K. AlixItem Open Access Indigenizing Library Spaces Using Photovoice Methodology(2020-12-16) Beatty, Susan; Hayden, K. Alix; Jeffs, CherylPURPOSE AND GOALS: The purpose of the study was to explore and understand how Indigenous undergraduate students experience their learning within informal library spaces and other spaces on campus. The results will inform and identify steps that the library might take to make the informal learning spaces more supportive of their learning. DESIGN, METHODOLOGY, OR APPROACH: Starting in January 2020 it is expected that the data will be collected by March 2020 and initial analysis will be completed by June 2020. Because the primary researchers are non-Indigenous librarians/researchers, we wanted to conduct research collaboratively with Indigenous students. We are experts in librarianship and education, but novices in Indigenous ways of knowing. We chose a research methodology that places student voices at the centre of the research: community –based participatory research (CBPR) framework, which Castleden and Garvin (2008) note has the potential to contribute to efforts to decolonize the university researcher-Indigenous community relationship. Indigenous students were recruited to act as co-researchers. Julien et al (2013) note that “due to the unique way Photovoice participants are involved in data gathering, analysis, and sometimes even the planning and dissemination phases of the study, they become researchers in their own right” (p. 259). They were asked to take photographs of informal spaces in the library and elsewhere on campus that inform such questions as “who am I as a learner?” and also share their reflective stories about learning that grow from the photographs. Through a series of workshops designed by the students we explored the meaning and relationship of space and learning from their point of view. Photovoice is a method designed to explore and uncover individual perspectives. By focussing on the informal spaces where students learn we uncover and explore the relationship that the Indigenous students have to space and learning. Students tell their stories that accompany the photographs allowing the student to explain to the researchers what was really going on in the photo. To augment the main research question, the researchers conducted both pre and post study interviews with the students to discuss their learning and their experiences in the study. The researchers also kept field notes during each workshop to further investigate the Photovoice study process. A final element in the study is a scoping review of the current literature on learning and learning services, supports and spaces for Indigenous students. FINDINGS: Although the literature is peppered with suggestions for Indigenizing libraries, such as the personal librarian program for first year Aboriginal students at U of Alberta (Farnel et al, 2018), there has been little attention specifically on Indigenous students’ lived experience of learning within academic library spaces. Encouragingly, recent studies have investigated Indigenous students’ experiences and perceptions of academic libraries. Neurohor and Bailey (2016) conducted a photo-elicitation study that explored the role of academic libraries in the lives of native students. The results focused on the tangible such as uncertainty about library services (using the collection, signage, and printers facilitating student work). However, the researchers did not investigate the students’ experiences of informal learning within the library spaces. The findings of this study will have the following results: 1. What is the perceived relationship between space and learning from an Indigenous point of view 2. What is the value of Photovoice methodology in uncovering students’ perceptions of space 3. What is the value/learning related to students as co-researchers 4. What does the literature tell us is the current state of library and learning services, supports and spaces for Indigenous students PRACTICAL IMPLICATIONS OR VALUE: We anticipate providing an authentic exploration of Indigenous students’ learning. Our study will help guide our library, as well as the academy, in Indigenizing learning spaces. We do believe that this research will be transformational for the students and for us as librarians/educators, the Library and the broader academic community. Our project is sustainable as it will bring to the forefront the ways in which Indigenous students learn in informal learning spaces, and will inform future initiatives on informal learning space design.Item Open Access Indigenous students’ Involvement in a photovoice study: Opportunities for mentorship(2021-05-04) Jeffs, Cheryl; Beatty, Susan; Hayden, K. AlixThe University library’s commitment to providing informal learning spaces for all students lead the researchers to consider Indigenous students’ perspectives (Boys, 2014). Essential to the inquiry was our responsibility to ensure cultural reciprocity to learn from one another (First Nations Centre, 2007; MacDonald, 2018). Inviting indigenous students as co-researchers in a photovoice study provided the opportunity for mentorship. The Indigenous students, with little or no research experience, were recruited as both participants and collaborators. Designed to document how they learn in informal library spaces, the students “…become researchers in their own right” (Julien, Given & Opryshko, 2013, p. 259). To guide their development as researchers, the research team, including an Indigenous support worker and research assistant, designed a series of workshops to orient the students to the photovoice methodology. We provided formal and informal mentorship to the Indigenous students/co-researchers. To acknowledge the Indigenous students’ individual perspectives and lived experiences, a community-based participatory research (CBPR) framework was adopted. CBPR is designed to share power and foster trust which is necessary for mentorship (Castleden & Gavin, 2008). The outcome of the first phase of this study indicate mentorship opportunities for both the Indigenous students and the research team. As a result, the research team, including the students as co-researchers, identified ways in which we learned from and with each other about Indigenous student learning in informal spaces. In this poster presentation, we will showcase our collaborative process including our learning and mentorship experience. Participants will be encouraged to consider implications for future planning of research projects with Indigenous students.Item Embargo Librarians Transitioning From Professional to Academic Roles: An Exploratory Case Study(2018-10-17) Wheeler, Justine L.; Patterson, Margaret; Donlevy, James; Samek, Toni; Jones, Vernon; Poitras Pratt, Yvonne; Hayden, K. AlixThe primary purpose of this research study was to explore the experiences and understandings of academic librarians who transitioned from professional to academic roles at a Canadian college that became a university. Secondary research questions explored factors that hindered or assisted the librarians’ transition processes and the implications of such a transition. The theoretical framework for this study was adult transition theory. The research design was grounded in a case study approach. Epistemologically, a social constructivist perspective was taken. Sources of data included participant interviews, informant interviews, internal library documents, institutional documents, and external documents. Four main themes emerged from this study: readiness for transition, identity formation, communities of practice, and role strain. Key findings from this study were: (a) the institutional codification of shared academic governance required a parallel shift towards a shared leadership model in the library; (b) the librarian participants struggled to resolve perceived tensions between their professional librarian identities and their emerging academic identities; and (c) through a shared narrative, the librarian participants experienced a group transition process. Recommendations for postsecondary administrators, library administrators, and academic librarians are presented to support the transition of librarians from professional roles to academic roles.Item Metadata only Lived experience of students searching for information(2006-10-02T21:12:22Z) Hayden, K. Alix; Hunsberger, Margaret; Library; Information Resources; University of CalgaryItem Open Access MEDLINE: exporting searches as an RIS file(2018-04) Potts, Danica; Hayden, K. Alix; Ganshorn, HeatherItem Open Access A Mixed Studies Systematic Review Evaluating the Effectiveness of Adolescent Inpatient Eating Disorder Treatment(2019-09-25) Patel, Shruti; Ewashen, Carol J.; Benzies, Karen Marie; Hayden, K. AlixResearch literature discussing effective treatment components for adolescents with eating disorders remains unclear. To ensure timely and informed decision-making in clinical practice for adolescent inpatient eating disorders treatment, a systematic review and synthesis of relevant literature is warranted. The objective of the mixed studies systematic review was to identify, assess, and synthesize the best available evidence on inpatient eating disorder programs for adolescents. A literature search was conducted using five electronic databases on the EBSCO and OVID interfaces. Studies were selected by two reviewers. Selection was based on mutually agreed upon inclusion and exclusion criteria targeting adolescents nine to 21 years of age diagnosed with eating disorders on an inpatient setting. Of 2389 titles and abstracts identified, 160 full text articles were screened, and 43 met the inclusion criteria. Of the 43 included studies, 22 focused on specific interventions, while 11 focused on either caregiver or patient perceptions of inpatient treatment. The Joanna Briggs Institute critical appraisal tool for randomized controlled trials, cohort studies, and case control studies was used to assess quantitative studies as appropriate, while Joanna Briggs Institute critical appraisal tool for qualitative research was used to assess qualitative studies. Although evidence around interventions and practices for inpatient eating disorders treatment is available, it is not consistent across studies. Further research should consider identifying effective, evidence-based interventions and practices for adolescent inpatient eating disorder treatment towards positive patient outcomes.Item Open Access Neonatal Intensive Care Unit Design and its Effect on Infant Health and Development and Parent Psychosocial Health(2022-04-21) Clapperton, Michelle; Benzies, Karen; McNeil, Debbie; Hayden, K. AlixBACKGROUND: In the past four decades, there has been an increasing interest in designing neonatal intensive care units (NICUs) to create a healing environment with beneficial effects on the caregiving process, health and development of infants, and family comfort. However, the effects of single-family rooms (SFRs) on infant and parental outcomes, parental involvement, and hospital length of stay remain unclear. METHODS: We conducted a systematic review comparing NICU design and its influence on infants’ health and development up to 2 years of age. We searched MEDLINE, CINAHL, Embase, Cochrane Central, Scopus, Web of Science with English language limitations and no time limit. In addition, we conducted a review of reviews. RESULTS: SFRs were associated with increased parental presence, earlier initiation and longer duration of skin-to-skin care, more frequent infant caregiving activities, greater sustained exclusive breastfeeding up to 4 months corrected age, and reduced overall direct care costs. Infants had earlier experience with their mother's milk and oral feeding. Differences in infant rate of weight gain and weight at discharge were mediated by increased maternal involvement and developmental support. In SFRs, parents reported more privacy, greater comfort, satisfaction with family centered care, and a sense of control/ownership. Increased opportunity to participate in rounds and shared decision made them feel more emotionally supported. Parental stress results were mixed; however, parents reported less stress related to sights and sounds with SFRs. In SFRs versus open designs, length of stay ranged from 4 days longer to 3.4 to 15 days shorter. Regardless of NICU design, infant stress, pain, medical procedures, and infant attention were mediated by increased maternal involvement. Maternal involvement and greater human milk feeding were associated with a decreased length of stay irrespective of NICU design. Skin to skin care and maternal care, but not NICU design, were the most significant predictors of neurodevelopmental at 18 months. CONCLUSION: NICU designs and policies that facilitate parental presence benefit everyone. Consistent with family integrated care, parents need to feel welcomed and supported to be present. An environment that addresses the medical, developmental, educational, emotional, and social needs of the infants, families, and staff is essential for improved outcomes.Item Open Access Participatory Photography: Methods to explore diverse populations in higher education research(2022-10-19) Jeffs, Cheryl; Beatty, Susan; Hayden, K. AlixParticipatory photography methods are ideally suited to engage diverse populations in higher education research. Aligned with the goals of community-based participatory research (CBPR) to balance power, build trust, and share ownership, participants in this workshop will explore and experience the collaborative opportunities of participatory photography.Item Open Access Positive psychological well-being in women with obesity: A scoping review of qualitative and quantitative primary research(World Obesity and The Obesity Society and John Wiley & Sons Ltd., 2022-04-14) Conradson, Heather E.; Hayden, K. Alix; Russell-Mayhew, Shelly; Raffin Bouchal, Shelley; King-Shier, KathrynBackground: Positive psychological well‐being (PPWB) is generally associated with improved physical health, mental well‐being, and healthy behaviors. However, it is not clear how PPWB differs in women with obesity or if improving PPWB will improve their health. The objective of this study was to summarize the evidence onPPWB in women with obesity. Method: A scoping review was conducted in APA PsycINFO, EMBASE, MEDLINE, Cochrane Central Register of Controlled Trials, CINAHL, SocINDEX, Family & Society Studies Worldwide, ProQuest Dissertations and Theses Global databases. Primary research studies, with an analysis of adult women with a BMI ≥30 kg/m2 with measures of PPWB are included. Results: Thirty‐two studies encompassing >57,000 women with obesity, measured constructs of PPWB included: self‐esteem, life satisfaction, positive affect, social support, vitality, happiness, self‐acceptance, and optimism. Most studies showed that PPWB was lower in women with obesity although this association dissipated in studies when health and negative social factors were considered. Improvements in PPWB were associated with weight loss and with successful lifestyle changes with and without weight loss. Positive psychological interventions (PPIs) were used to bolster psychological well‐being. PPIs were associated with improved measures of self‐esteem and well‐being. Conclusions: Prospective longitudinal and intervention studies are required to understand how evaluating and fostering PPWB might support gender‐informed obesity care.Item Open Access Professional learning and development initiatives for postdoctoral scholars(Emerald, 2019-01) Nowell, Lorelli; Ovie, Glory; Kenny, Natasha; Hayden, K. Alix; Jacobsen, MichelePurpose: Postdoctoral scholars are increasingly pursuing diverse career paths requiring broad skill sets. This study aims to create a more comprehensive understanding of current approaches and strategies for postdoctoral scholars professional learning and development. Design/methodology/approach: This literature review is a systematic examination and synthesis of the current literature describing professional learning and development pertaining to postdoctoral scholars. The objectives and components of initiatives were extracted and narratively synthesized to identity important patterns and themes across the literature. Findings: Commonalities amongst professional learning and development initiatives for postdoctoral scholars included skills development in the following areas: teaching and learning, mentorship, academic careers, academic writing, industry careers, networking, career planning, project management, time management, communication, leadership and balancing work-life demands. Originality/value: In synthesizing the literature that describes professional learning and development opportunities for postdoctoral scholars, it is apparent that opportunities look different in every setting with no empirical evidence that one strategy is more effective than another. Given the significant resources often required to support professional learning and development initiatives, a deeper understanding of the benefits and deficiencies of various components is needed to ensure scarce resources are invested in the most effective strategies.