Current Wickerson Recipients and Projects

Brent Bellamy, Assistant Professor, English

Project: Designing and Evaluating Oral Assignments
This project considers how to successfully implement oral assignments in the university classroom. Using universal design for learning (UDL) principles, it aims to support EAL, first-generation, mature, neurodivergent, and BIPOC students. Meanwhile, it treats faculty as the beneficiaries of such design by outlining important considerations and stakeholders for design. Such design might be implemented across disciplines and frameworks, especially in small to medium classes. Oral assignments show the most promise as exams, short assignments, or in lieu of summative assignments (e.g. essays or research projects). 

Kristy Buccieri, Associate Professor, Sociology and Criminology. 
Beth Needham, Instructor in Education and the School of Business. 

Project: Developing Trauma Informed Resource Kit Online Learning Modules for CRIM 4240Y.  

The goal of this collaboration is to develop a toolkit of trauma-informed resources to help students in CRIM 4240Y Applied Criminology Virtual Practicum prepare for work in Criminology-related professions. As the investigators note, “It is essential that as students prepare for employment in these fields, they also learn how to identify trauma, in their clients and themselves, and develop strategies to help cope.” Students will acquire trauma-informed skills through a series of asynchronous TRauma-Informed Perspective (TRIP) modules grounded in a theoretical framework of cognitive, affective, and psychomotor taxonomies, as well as trauma-informed principles including foundations of safety; trust and transparency; community building and collaboration; and support and connection (amongst others).  Providing TRIP modules that develop students’ trauma-informed worldview will help them recognize the impacts of trauma experienced by the vulnerable populations with which they work; these modules also aim to provide students with the tools to help them process the associated vicarious trauma they may experience as human services workers.    

Ann Mary Celestini, EdD, RN,  Assistant Professor,  Trent/Fleming School of Nursing.  
Amy Hallaran, PhD, RN,  Faculty, Trent/Fleming School of Nursing.  

Project: An Unfolding Case Study and Universally Designed Course: Integrating Trauma Informed Principles into Pedagogy.  

An unfolding case study was introduced into NURS 1000 Individual as Nurse in the fall 2022 semester, using a blended course delivery format that was designed using a Universal Design for Learning framework, to apply key course concepts weekly. Authentic first-year struggles were detailed weekly in the case study, considered individually by learners through activities, reflection, and then discussed as a group to promote learning in a safe environment. This project seeks to answer the research question, “To what extent does the blended delivery of a first-year nursing course designed using a UDL theoretical framework and unfolding case study align with the Principles of Trauma Informed Pedagogy?” Using online surveys and focus group discussions, the investigators will assess their use of inclusive pedagogical methods in the course and the extent to which both UDL principles and an unfolding case study can promote a safe and supportive classroom environment for diverse learner needs. The investigators hypothesize that a blended delivery model utilizing UDL and an unfolding case study method will reduce stress- and trauma-related learning barriers and encourage student engagement with major course components by cultivating a non-threatening learning space. The investigators aim to maximize student self-reflection and self-determination, and their understanding of trauma, stress, and resilience, as they prepare for their future nursing practice. 

Kim English, Trent/Fleming School of Nursing Faculty. 

Project: Redefining Nursing: A Trauma Preventative Approach to Curricula. 

This project uses a trauma-informed and trauma-preventative approach as it seeks to revise nursing curricula and promote an Indigenous-focused stream within the Trent/Fleming School of Nursing. It is intended to address a current need within nursing education to enhance students’ engagement with culturally-safe and trauma-informed practices as they undertake clinical placements in Indigenous communities. The work of “redefining nursing” involves semi-structured interviews and narrative research with students and community members to gauge their views on nursing education and practice. Students will also engage in conversations about health inequities in Indigenous communities that focus on systemic factors in “health gaps”, and histories of racism and colonization that affect the health experiences of Indigenous clients, through a trauma-informed lens. This study aims to change nursing education and practice by emphasizing the importance of trauma awareness and the ways in which practitioners can be trauma-sensitive within clinical encounters.