Literature Review

Our Food Future: Community Voice Project

This report presents a literature review on barriers and facilitators to nutritious foods and the findings of a qualitative study conducted in partnership with Our Food Future. Interviews and focus groups were used to better understand the subjective experiences and aspects that influence nutritious eating patterns of residents living in Guelph-Wellington.

Emily Duncan, Meghan Wrathall, Haley Clark, Gurpreet Bedi
Literature Review
Research Shop
Project Partner(s): 
Our Food Future

Doing Good in Communities [UNIV*1200]

This experiential First Year Seminar course challenged students to think beyond volunteering and charity as the means to have a positive impact in the community. Over the course of one semester, interdisciplinary teams of students addressed specific challenges identified by community-partners using tools and techniques from lean business models and social enterprise startups.

Development Practice [IDEV*3300]

For the duration of the course, students worked with one of two community partners to address a problem or issue that the partner organization was facing. Through lectures and guest speakers, students gained the terminology and technical knowledge needed to produce a final report. Students also gained professional experience aggregating their findings and presenting them to an audience in their end-of-term conference. 

Evidence-Based Practice and Knowledge Translation [FRAN*6221]

As the central focus of the class, students planned for, developed, and disseminated Knowledge Translation (KT) products to community partners. Along with the course instructor, students collectively monitored their progress over the semester and ultimately produced three projects each: an infographic, a taped media interview, and a newspaper/blog posting. Classes were a mix of guest lectures, workshop opportunities, instructor-led discussions and in-class assignments about evidence-based practice and knowledge translation.

Ideas Congress [ICON]

Throughout this course, students worked with a community partner to analyze and approach broad social issues from a multidisciplinary perspective. A unique aspect of the course was that there were no clear rubrics or mark breakdowns established. Students were informed about bare minimum requirements, but were encouraged to think beyond how to perform to meet expectations, and engaged in conversations with the instructors regarding appropriate learning goals and outcomes based on their discipline and year-level.

Final Research Projects [FRAN*6750]

As a mandatory course for the Masters of Applied Nutrition (MAN) program, students worked individually with a community partner to create and conduct an individual research project. Over three semesters, students learned skills and theoretical knowledge from guest lectures and applied those skills to their projects with the community partners.

Applied Geomatics [GEOG*4480]

As a capstone course for several streams of geography students, students worked in small groups to contact community partners and organize projects that aligned with their interests and the course learning objectives. The core of the course was a group project; in small teams, students identified a problem, designed a solution, gathered the necessary data, implemented the solution, and presented their results. 

Program Evaluation [PSYC*6840]

Working in groups of 2 or 3, students worked with community partners to complete several components of a program evaluation depending on the needs of the partner. Components included a program overview, exploratory assessment, logic model, evaluation questions and an evaluation framework. The instructor also hosted a workshop to inform participating community organizations about program evaluation. 

Community Engaged Scholarship [SOC*6400]

Throughout the course, graduate students developed knowledge, skills and values related to the principles and practices of community-engaged scholarship (CES). Working with one community partner (varies each semester), they applied their knowledge to develop a product to solve a problem brought forward by the community partner.

Advanced Topics in Criminology [SOC*4030]

As a major component of the course (65%), the class partnered with the Ontario Association of Interval and Transition Houses (OAITH) to update the OAITH Femicide Database that was designed by an earlier graduate-level sociology class. They also created a femicide list with biographies and pictures of victims. Throughout the term, students worked in collaborative learning teams (3-5 students per group) to complete different elements of the project, before the class congregated to collaboratively construct the final product.