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Building equitable, accessible and affordable campuses through Co-operatives. Webinars discussing co-operatives, what they are and how they could make for more equitable and accessible campus communities. Co-op webinar 1. This video is part of the first webinar in the webinar series on "COVID-19 Response: Building Higher Learning Resilience in the Face of Epidemics". Webinar occurred on February 24th, 2021.

In response to the severity and tenacious nature of COVID-19, the United Nations (UN) identified the cessation of intensive animal agriculture as one of three foci necessary to prevent another pandemic as well as to bring human society and the planet back on a healthful course. Animal health, human health, and environmental health were deemed to be the three critical factors, and the UN stressed that all three need to be addressed collaboratively as an integrated whole. The Farmed Animal Advocacy Movement (FAAM or Movement), is a social justice movement working on behalf of farmed animals used for food. Currently, the majority of the work undertaken in Canada and the United States to combat intensive animal agriculture is undertaken by women. Numerous measures, however, assert that the FAAM is failing. A core cause is the troubled state of many FAAM organizations, and the impact this is having on the women employed as vocational animal activists. This qualitative approach to research sought to explore the experiences and recommendations of these women through their stories as a means to deepen the understanding of the FAAM’s organizational practices, and suggest tools for sustainability. A reflexive thematic analysis of in-depth interviews with 33 FAAM vocational activists was conducted. Ubiquitously, the interviews revealed a pervasive culture of oppressive ‘isms’, including racism and sexism, as well as significant illegal employment-based activities. Participants were also queried as to their suggested recommendations in regard to employment and organizational practices. One significant result of these recommendations was the creation of a proposed, practical, reasonable, and abundantly actionable checklist of practices, that, if implemented, may be instrumental in assuring a positive, highly engaging, highly ethical and more sustainable work culture able to perform the essential labour of protecting animals, and by extension, supporting the proposal by the UN to protect society from another pandemic.

This thesis, “Enhancing Capacity of the Coalition of African, Caribbean, and Black Nurses (CACBN) to Support Black Nurses in British Columbia to Achieve Greater Psychological Health in the Workplace” utilizes the methodological frameworks of the Action Research Engagement model, Black Feminist Thought and Intersectionality, Participatory Action Research and Appreciative Inquiry to answer the following question: How can the CACBN support Black nurses to achieve greater psychological health in the workplace? The African, Caribbean, and Black nurse participants were predominantly from CACBNs membership, held various nursing designations, and came from different practice environments. Data collection methods included a survey, interviews, and reflective journaling. Several sub-themes emerged from five overarching themes: Relational Connection: “Fitting In”, Factors that Contribute to Safety in the Workplace, System Level Supports Needed from Health Care Organizations, CACBN Supports for ACBNs, and Impacts of COVID-19 on ACBNs. Study recommendations for health organizations include developing workplace anti-racism policies and providing career supports and leadership opportunities, while recommendations for CACBN include providing anti-Black racism education to health authorities and schools, offering mentorship, and creating safe spaces for dialogue.

Building equitable, accessible and affordable campuses through Co-operatives. Webinars discussing co-operatives, what they are and how they could make for more equitable and accessible campus communities. Co-op webinar 2. This video is part of the second webinar in the webinar series on "COVID-19 Response: Building Higher Learning Resilience in the Face of Epidemics: Co-operatives and Campuses". Webinar occurred on March 17th, 2021.

Gateway communities throughout the intermountain west are an important part of the tourism experience. They are often the doorstep to the national parks and public lands that draw millions of international and domestic visitors each year. Along with many benefits, tourism brings unique challenges to these communities, and they face them with limited staff, resources, and time. This chapter explains the recent development of the Gateway and Natural Amenity Region (GNAR) Initiative and its current efforts to assist gateway communities in the intermountain west region of the United States. The GNAR Initiative is a Cooperative Extension program of the Institute of Outdoor Recreation and Tourism at Utah State University. The Initiative is a hub for gateway community stakeholders to identify shared needs, and cooperatively develop, share, and access resources. The initiative utilizes the infrastructure and mission of the university land grant extension system to operationalize its own, similarly aligned three-part mission: multidisciplinary, trans-boundary research, community and student education, and community capacity building. An overview of the GNAR Initiative’s development is provided as a possible model for similar efforts in other regions. The GNAR Initiative’s internal structure and development path focused on using a collaborative, grass-roots effort to build peer-to-peer networks that link GNAR communities to GNAR communities, and GNAR communities to research and resources in an arena that continues to rapidly evolve. The Initiative’s efforts to include a diverse stakeholder group to guide its efforts resulted in the initiative being equipped to quickly respond to the evolving issues in gateway communities during the COVID-19 pandemic of 2020. https://viurrspace.ca/bitstream/handle/10613/25258/PowellRumoreSmith.pdf?sequence=3

This thesis explored the question: “How might I act to facilitate interorganizational collaboration as an outside third-party action researcher and leader?” This first person-action research applied action learning methodologies and methods that included reflexive learning through journal writing and engaging in feedback sessions with feedback partners and a subject-matter expert. This study found that my own feelings, actions, and behaviours as well as those of others influenced the level of success of my ability to facilitate interorganizational leadership. The findings also demonstrated my ability and desire to learn new behaviours and actions that may improve my skills as a facilitative leader in the context of interorganizational collaboration. Recommendations for facilitating interorganizational collaboration as an outside third party and possible areas for further examination arose from this study. Keywords: action learning research; interorganizational collaboration; facilitative leadership, and change leadership; first-person action research.

Building equitable, accessible and affordable campuses through Co-operatives. Webinars discussing co-operatives, what they are and how they could make for more equitable and accessible campus communities. Co-op webinar 1. This video is part of the first webinar in the webinar series on "COVID-19 Response: Building Higher Learning Resilience in the Face of Epidemics". Webinar occurred on February 24th, 2021.

Building equitable, accessible and affordable campuses through Co-operatives. Webinars discussing co-operatives, what they are and how they could make for more equitable and accessible campus communities. Co-op webinar 1. This video is part of the first webinar in the webinar series on "COVID-19 Response: Building Higher Learning Resilience in the Face of Epidemics". Webinar occurred on February 24th, 2021.

Describes and offers context for a proposed project to curate a web archive related to COVID-19 impacts for Central and North Vancouver Island. Vancouver Island University

In the spring of 2020, the COVID-19 pandemic resulted in sudden school closures worldwide, including the critical learning years from early kindergarten to grade twelve (K-12). Teachers, students, parents, administrators, and staff were thrust into learning at a distance. This qualitative case study focussed on a specific islands district in British Columbia, Canada, where the school community's personal experiences during the pandemic were examined. An Appreciative Inquiry approach was used to investigate the voices of everyone in the school community in this unique District with the hope of positively impacting future district decisions. Data was collected through an online survey, interviews, and a mini focus group. Thematic analysis resulted in the identification of three central themes: (1) reciprocal learning, (2) the adoption of technology, and (3) re-imagining the curriculum. The results of this study include recommendations, strategies, and actions for decision-makers to consider for the future of education delivery in K-12 districts worldwide.