Cultivating Compassionate Conversation around Substance Use Health and Addiction
Kim Hellemans, Gord Garner and John Weekes
Neuroscience, Faculty of Science; Community Addictions Peer Support Association; Psychology, Faculty of Arts and Social Sciences
In this interactive presentation Dr. Kim Hellemans (Department of Neuroscience), Dr. John Weekes (Adjunct Professor, Dept. of Psychology) and Gord Garner (Community Addiction Peer Support Association; CAPSA) will discuss the diverse and meaningful ways in which a partnership around de-stigmatization of substance use disorders can impact both our internal (e.g., within Carleton University and CAPSA) and external (regional, national, and international) communities. By working together to learn from each other and engage meaningfully with our community of peer members with lived and living experience with substance use disorders our partnership has served to communicate the science of substance use disorders to the general public, fellow scientists, peer groups, and front-line health workers. In our presentation we will discuss the diverse methods by which our collaboration has met these goals, such as workshops, social media campaigns, video animations, and embedded tools for workplace training within national organizations. We hope that our continued and growing partnership will not only educate others, but also reduce the stigma towards people who use substances and/or folks with lived and living experience with substance use disorders face when they attempt to access care and services. Together, we hope to change the conversation on Substance Use Health: from one of marginalization, oppression, and stigma; to one of compassion, care, and hope as this work continues to expand to #EndStigma
Science at Carleton | Community Engagement in Action!
Office of the Dean, Faculty of Science
The Faculty of Science and its community of researchers, students, faculty, and staff are engaged in sharing cutting-edge, world-class scientific research with its many and varied communities. From unlocking the mysteries of dark matter to understanding why salamanders glow in the dark to finding better ways to fight disease and promote physical and mental health to creating sustainable environments for future generations, and enhancing online security, the Faculty is committed to sharing its many and varied contributions with our community.
The Faculty of Science and its community partners facilitate and host a broad range of outreach and engagement initiatives and programs. Appealing to diverse audiences the roster of live audience and online events include Science Cafés hosted in partnership with the Ottawa Public Library, STEM learning experiences in elementary, high school and community settings, public lecture series and special events to engage, inform and entertain the community like the Chemistry Magic Show, the Butterfly Show among others.
“Science literacy and, in a broader sense, the ability to question and evaluate all kinds of evidence is hugely important in this day and age. It is important that we reach out and give people the chance to meet with cutting edge researchers and experience not just what is being done in science research, but how science research is done—the mind-set behind it.” Pamela Wolff, Chair Science Café.
With audiences that include the general public, students, faculty, alumni and industry representatives, community-based programs and outreach contribute to fostering today’s innovative minds and methodologies while simultaneously establishing transparent and positive connections with the community and opening doors to inter and cross-disciplinary collaboration. In the proposed session, representatives from the Faculty of Science will discuss current and planned strategies to advance engagement in the community.
Community Engaged Learning in the Future Rivers Arts Incubator for Indigenous Youth
Danielle Printup and Sandra Dyck, Carleton University Art Gallery
This summer, Carleton University Art Gallery (CUAG) created a unique form of community engagement: the Future Rivers Arts Incubator. It comprised five virtual workshops connecting Indigenous youth with renowned Indigenous professionals in the arts and culture sector. This presentation will survey the Incubator’s design, structure and outcomes, include participant feedback and demonstrate a model of Indigenous-led arts-based learning that is interdisciplinary and culturally safe.
CUAG Programs Assistant Danielle Printup (Hodinohso:ni / Anishinaabe-kwe) designed and delivered the Incubator. It addressed community-generated needs for Indigenous youth to gain learning opportunities and entryways into the arts and culture sector. Dani created a safe (Indigenous-only) learning space, where participants shared their lived experiences and discussed their distinct worldviews and knowledge, free from the non-Indigenous gazes that dominate cultural and post-secondary institutions. The Incubator was designed for “a” public, not “the” public. Each session was limited to ten participants and led by an Indigenous guest facilitator: curator Alex Nahwegahbow (Anishinaabe and Kanien’kehá:ka), artist Joi T. Arcand (Cree), poet and Elder Albert Dumont (Algonquin), scholar Camille Georgeson-Usher (Coast Salish / Sahtu Dene / Scottish) and gallery director Jessica Kotierk (Inuk). All Incubator facilitators and participants were paid. This engagement strategy reflected equitable practice from an Indigenous perspective by valuing everyone for their time, knowledge and lived experience. The Future Rivers Arts Incubator offered culturally specific forms of community-engaged learning that provided Indigenous youth with career models, connected them to each other and to arts professionals, and created equitable and positive relationships with Carleton University. Ultimately, it contributed to an arts and culture sector that will be more resilient, representative and robust.
Educating community-engaged citizen scholars with the FUSION skills development Curriculum
Ranilce Guimaraes-Iosif, Dr. Nina Dore, and Souleyman Haggar
Teaching and Learning Services; FUSION
In a speedily changing world, the FUSION skills development program develops, bridges, and translates skills to educate graduates prepared to think, act, and reflect as engaged citizen scholars in local and global communities. Beyond investing in science, content, and research, Carleton university embraces that “the role of universities is to promote both scholarship and active and engaged citizens.” (Arvaitakis & Hornsby, 2016). The Future Skills Innovation Project (FUSION) is part of the federally funded Future Skills Centre (FSC) and has been successfully implemented for two years at Carleton University. This presentation showcases the FUSION skills development curriculum as an experiential learning resource available through Carleton’s Teaching and Learning Services.
FUSION aims to promote skills development and innovative teaching and learning approaches to educate the next generation of citizen scholars. The modules that integrate the curriculum are educational, online, and self-directed resources that can help instructors bridge academic and community-based learning. The curriculum provides a reflection-based framework that “wraps around” any community-based learning experiences developed with local or external community-based programs. The FUSION Curriculum helps foster and develop students’ transferable skills and sense of self as community-engaged citizen scholars. FUSION builds local community of practices in skills development, and benefit students in work placements, programs, or those that attend regular courses with active learning components (community engagement, project/research development, etc.). Participants in this session will
learn about the FUSION implementation at Carleton and how to get TLS support to integrate FUSION into their community-based curricular or co-curricular initiative. This presentation will show that students can use the FUSION curriculum to apply skills and experiences towards transforming local and global communities.