Innovation at the Intersection: Research Advancements at Humber Polytechnic

By Saran Davaajargal

Innovation is a core value at Humber Polytechnic and a cornerstone of the Humber Academic Plan 2023-2026. Our faculty are at the heart of this innovation ecosystem—tackling industry challenges, reimagining learning in the classroom, fostering deeper partnerships, and making a lasting impact.

In this article, we shine a spotlight on some innovative research projects that are driving positive change at Humber Polytechnic and beyond.

Adopting AI: Exploring the Role of Artificial Intelligence in Education

A recent innovative initiative is the Artificial Intelligence (AI) Applications Acceptance Model. Researchers Jennie Miron, PhD, from the Faculty of Health Sciences & Wellness, and Mark Karam, MA, from the Faculty of Media, Creative Arts & Design, are analyzing the potential uses of AI models in educational settings.

The research project aims to test the effectiveness of the Artificial Intelligence Acceptance Model as an adapted tool. The team adapted a survey to examine the factors influencing faculty members’ intentions to use AI in their teaching practices. The study is expected to further the team’s understanding of the reliability and validity of the adapted tool, thereby enabling it to be utilized for a larger study later in the semester.

The findings from this pilot study could potentially aid in the development of a reliable and valid tool to be used in a larger Humber study that will analyze faculty members’ willingness to use AI tools in their classrooms. A qualitative component is expected to be added to the study to further examine if faculty require additional resources to feel more comfortable using AI in their teaching practices.

Reflecting on her motivations behind conducting this research project, Principal Investigator Jennie Miron states that generative AI has been described as a disruptor to the educational sector with opportunities and challenges. Jennie notes that, at the very least, genAI has proven to be a transformative force. It has created a demand for all post-secondary community members to learn more about its capabilities and limitations (Farrelly & Baker, 2023).

“Some academics warn that if we are not deliberate in our approaches to how we use genAI in learning settings and appreciate its ‘neutral and objective entity’ (Farrelly & Baker, 2023, p. 2), we may erode student learning and fail to help them achieve competence in its use in their future. To that end, I became interested in learning more about what would influence instructors’ intentions to incorporate genAI into their teaching practices and began a conversation with a colleague at Humber, Mark Karam, about how we might explore this area through research,” says Jennie.

Jennie adds, “Research is an opportunity for us to explore and learn more about what is happening around us.”

The research team includes Hanan Karimah Kiranda from Humber’s research analyst program as a research assistant. Hanan shares that being a student research assistant in this research project has been a great opportunity to learn about the field of AI and to work alongside experienced professionals on the team. “Through this experience, I have acquired quantitative and qualitative research skills, which are highly beneficial for Research Analysts. I have also developed independent research and writing abilities and a deeper appreciation for the research project process and management,” says Hanan.

Data to Stories: Bridging Customer Experience and Business Growth

The art of storytelling meets the science of data in a project led by Aqeela Tabassum, PhD, of the Longo Faculty of Business, and Sergio Frias, MBA, from the Office of Research & Innovation. Collaborating with industry partner MCI, the team seeks to transform customer data into actionable insights that foster long-term engagement and loyalty. The project demonstrates how technologies and innovative data analysis approaches can empower businesses to align with customer expectations, ultimately improving satisfaction and loyalty.

Aqeela notes that companies cannot rely solely on humans and old-fashioned techniques to develop solutions for customers.

This context requires the use of technologies to empower humans in their search for answers. To be able to share the company’s value proposition, storytelling has proven to be highly linked to the ability to engage people emotionally.

“Often referred to as Scientific Art or Magical Science, storytelling is an excellent tool to connect people emotionally. The idea is to understand how and from where we can collect the relevant data so that we can play with it to learn about the needs and wants of the customers. This project brings the human and business aspects together via technology and the proper use of data and information to create value consistently,” says Aqeela.

Sergio Frias, the co-investigator of the project, states, “Our project can help companies understand what their customers see as value, so they can adjust their offers and their delivery to continuously make the customers happy.”

Sergio adds, “This project can be seen by many as a data analysis discussion, but it is actually all about customer experience. We are using technology and data analysis to figure out the value from the customers’ perspective and to improve the enterprise’s offers and deliveries.”

The research team includes Humber students Aaron Boughen and Heena Chauhan as research assistants. We asked the research assistants about their experience working on the project.

For Aaron, this project provided a great opportunity to apply learnings from the Research Analyst Program. “Of particular note was creating data dashboards in Power BI. It provided an opportunity to work with datasets from which to draw conclusions,” says Aaron.

Heena notes that it was fascinating to explore what matters to customers, especially through the lens of data analysis. “This project has not only refined my research skills but also provided valuable insights into how businesses can evolve to better serve their customers and thrive in a competitive market,” says Heena.

For the industry partner MCI, this project is expected to reveal more about what their customers perceive as value, allowing MCI to reshape their offerings to further improve their perceptions about what they deliver. Another effect of the project for MCI will be clarity about what words, expressions, and keywords will trigger potential customers’ interest when used in marketing materials and campaigns, such as e-mail marketing, social media publications or websites.

Mindful Beginnings: Enhancing Emotional Well-being in Early Childhood

Critical brain development takes place from infancy to children of six years of age. In these early years, children are beginning to develop and learn essential self-regulation skills by observing and experiencing within their early years’ environment. While studying the effect of mindfulness in a school-based setting, many researchers have focused on children four years or older.

This study uses qualitative and quantitative methods to measure the four self-regulation domains, as Stuart Shanker described (2018), using the Preschool Mindfulness Research Tool created by the researchers.

Principal investigator Avneet Shad leads the research team, and the co-investigators are Dr. Vanita Varma and Nikita Kowlessar.

Reflecting on her motivations behind conducting this research project, Avneet notes, “When I was once a preschool educator, I introduced breathing techniques before lunchtime, and over time they began initiating themselves. This experience highlighted the impact mindfulness has on behaviour and self-regulation.”

Avneet adds, “Observing children’s positive engagement inspired me to further explore this area as a Resource Consultation Staff. Now, as I support various childcare programs, I see the critical need to advocate for mindfulness practices in early childhood education. By demonstrating how mindfulness can enhance self-regulation and emotional well-being in young children, I hope to promote it in preschool settings, ensuring that more children benefit from these strategies for managing their emotions and behaviours with adults and children.”

The team also included Humber Research Analyst program students Rajdeep Kaler and Keji Natana as research assistants. “As a research assistant, I was able to apply the skills I gained in my program while learning about new concepts and important issues within the early childhood sector; it was a fulfilling learning experience,” says Rajdeep.

Asked about the project’s long-term impact, Avneet responds, “By practicing mindfulness in early childhood education programs, children can develop skills that support their emotional and psychological well-being well into adulthood. This early start fosters a habit that can be sustained throughout their lives, potentially leading to a more mindful and resilient mindset.”

Cross-Program Collaboration: Merging Business and Culinary Skills

Interdisciplinary collaboration is a hallmark of Humber Polytechnic’s educational approach. Hanadi Alnawab, M.Sc., Program Coordinator of the Digital Business Management B.Comm degree program, partnered with the Baking and Pastry Arts program to provide students with experiential learning opportunities. The project combined technical and transferable skills, preparing students for the workplace through hands-on problem solving, teamwork and innovation.

As part of this research project, students in the BUS 2504 Web Development course taught by Hanadi collaborated with students in the BAKE 253 Bakery Management and Entrepreneurship class taught by Chef Alastair Gray. The Web Development course students developed information websites to promote the bakers’ products, helping them sell their products at Gourmet Express of Humber Polytechnic’s North Campus.

Student teams from the BUS and BAKE classes worked together and built on each other’s expertise to achieve their course learning outcomes, deliver their final projects and sell their baked products. As part of the project, the research team investigated the following for the classes:

• Technical skills acquired in this project (for example, business entrepreneurship and web development skills)
• Transferable skills such as group collaboration, adaptability, project management, time management and professional communication
• Student engagement and motivation
• Workplace readiness

Asked to define research in her own words, Hanadi says, “Research is playing with new ideas, especially when the parameters are not clear, and there are lots of variables. Research is about exploring new ideas and trying new things.”

This interdisciplinary collaborative project has a positive impact on both students and faculty. In addition to creating opportunities for students to participate in meaningful experiential learning, the project also provides students with the tools to be career-ready citizens by helping them sharpen the following skills:

• collaboration: through connecting the BUS 2540 student teams with the BAKE 253
• communication: regular meetings between teams in the two programs
• digital fluency: development of a website as part of the teams’ online presence
• innovation: using MethodKits in both classes for brainstorming, critical thinking and problem solving
• leadership: students will have the opportunity to demonstrate their leadership skills
• professionalism: students from both teams will need to maintain professional communications

In alignment with Priority 3: Empowering Teaching and Learning of Humber’s Academic Plan, the project also supports faculty initiating projects that enable innovation and create new teaching and learning methods at Humber.

The final project in our spotlight is the epitome of Scholarship of Teaching & Learning, focusing on interprofessional identity

In the context of education, the development of interprofessional identity is theorized to support the internalization of values and beliefs aligned with interprofessional identity supporting progress toward effective interprofessional practitioners. There is a challenge for educators to evaluate the integration of interprofessional identity development in present interprofessional curricula (Tong et al., 2020). The Extended Professional Identity Scale (EPIS) was developed in 2020 and has high reliability and construct validity.  The three constructs measured by this scale align with the interprofessional identity characteristics from the Extended Professional Identity Theory:  Interprofessional belonging, interprofessional beliefs and interprofessional commitment. Besides measuring these three dimensions, all three factors are also related, and consequently, each factor should predict the other factors while still representing a distinct component of the construct (Reinders et al., 2020).

The purpose of this research is to examine the impact of formal interprofessional opportunities over the course of one year on interprofessional belonging, interprofessional commitment and interprofessional beliefs. Measurement of these three constructs will be done through the administration of the Extended Interprofessional Identity Scale in a pre/post-delivery design. The focus of this research project is isolated to volunteers from the Occupational Therapist Assistant and Physiotherapist Assistant Program (OTA & PTA Program) as they engaged in two formal IPE events in the fall and winter semesters, respectively.

The research team is led by principal investigator Janice Dundas, M.Ed, DPT, a professor in the Faculty of Health Sciences & Wellness. Rahima Khan, a graduate of Humber’s Research Analyst program, worked as a research assistant on the project.

Asked about the highlight of conducting the research project, Janice responds, “I would have to say the interest in the students as they agreed to be part of this research project. There was a 98% recruitment rate, which is a testament to the commitment of the students in the OTA & PTA program. This is quite a unique response rate, so I was very pleasantly surprised. I have not completed an analysis of the data yet, but I suspect that will also be a highlight.”

Engaging in research fosters proper regard for evidence that can be used to change practice and improve student outcomes. The objective of this study is to identify the change in interprofessional identity and professional identity that takes place through structured interprofessional learning curriculum and to provide Scholarship of Teaching and Learning (SoTL) research findings for future SoTL research through the examination of the development of interprofessional belonging, interprofessional commitment and interprofessional beliefs in an interprofessional academic context.

Reflecting on the research, Janice adds, “I like to think that research can solve some problems by looking at how things work, asking what people think and checking if things are fit for a purpose and by questioning what has and has not been done before. The excitement of discovery is contagious!”

Humber Polytechnic’s research initiatives exemplify the institution’s commitment to innovation and collaboration. From advancing AI in education to fostering mindfulness among preschoolers, these projects illustrate the transformative power of research in addressing real-world challenges. Humber faculty, students, and industry partners continue to shape the future of education, embodying the values of collaboration, problem solving and responsibility.

References

Farrelly, T., & Baker, N. (2023). Generative artificial intelligence: Implications and considerations for higher education practice. Education Sciences, 13(11), 1109.

Humber Polytechnic. (2023). Humber Academic Plan: 2023-2026. https://humber.ca/strategic-plan/

Reinders, J. J., Lycklama À Nijeholt, M., Van Der Schans, C. P., & Krijnen, W. P. (2020). The development and psychometric evaluation of an interprofessional identity measure: Extended professional identity scale (epis). Journal of Interprofessional Care, 1–13. https://doi.org/10.1080/13561820.2020.1713064 

Shanker, S. (2018). Self-regulation: the five domains. The Merit Centre. Retrieved from: Self-Regulation: The Five Domains - Self-Reg

Tong, R., Brewer, M., Flavell, H., & Roberts, L. D. (2020). Professional and interprofessional identities: A scoping review. Journal of Interprofessional Care, 1–9. https://doi.org/10.1080/13561820.2020.1713063

We acknowledge the support of the Natural Sciences and Engineering Research Council of Canada (NSERC). Nous remercions le Conseil de recherches en sciences naturelles et en génie du Canada (CRSNG) de son soutien.