SPARK: Humber's Research & Innovation Quarterly, Issue 1 by Humber Research & Innovation

Humber’s Research & Innovation Quarterly | Fall 2021

Why Research? Curiosity and Play at Work How to get everyone excited about your data. Full story on page 34.

PREVIEW!

FEATURES

ORI’s brand new podcast DEMYSTIFYING INNOVATION!

Bringing Data to Life Migrating from STEM to STEAMS COVID-19 Research Projects at Humber AND MORE!

Employee Spotlights Humber Spark Is... We have some ideas. Let us know what YOU think

Table of Co Fall 2021, ISSUE 1 Sarah Nieman, Managing Editor, Humber Press Anju Kakkar, Editor/Writer, Humber Press Chris Middleton, Assistant Editor/Writer, Humber Press Ginger Grant, Dean, Office of Research & Innovation Elisabeth Springate and Andrea Chan, Graphic Designers, Office of Research & Innovation Humber Press 205 Humber College Blvd. Toronto, ON M9W 5L7

HumberPress@humber.ca humberpress.com @HumberPress On request, this document is available in alternate formats. Email Humber Press at humberpress@humber.ca

The Voices of Spark 5

Dean’s Message

Foreword

Editor’s Introduction: Why Humber “Spark”?

Employee Spotlights

What Do We Do?

FRONT COVER PHOTO: SHUTTERSTOCK/M-PRODUCTION; BACK COVER PHOTO: SHUTTERSTOCK/NCHI

ontents 34 30

18 Previews 18

Demystifying Innovation

Humber College Broadcast-Broadband Convergence B2C Lab

Features 22

Cover Story

“Why Research?”

Migrating from STEM to STEAMS

Bringing Data to Life! The Art of Data Storytelling

COVID-19 Research Projects at Humber

Office of Research & Innovation (ORI)

Extras 44

Develop Your Spark

Quips and Quotes

Land Acknowledgement Humber College is located within the traditional and treaty lands of the Mississaugas of the Credit. Known as Adoobiigok [A-doe-bee-goke], the “Place of the Alders” in Michi Saagiig [Mi-Chee Saw-Geeg] language, the region is uniquely situated along Humber River Watershed, which historically provided an integral connection for Anishinaabe [Ahnish-nah-bay], Haudenosaunee [Hoeden-no-shownee], and Wendat [Wine-Dot] peoples between the Ontario Lakeshore and the Lake Simcoe/Georgian Bay regions. Now home to people of numerous nations, Adoobiigok continues to provide a vital source of interconnection for all.

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Dean’s Message

WELCOME TO THE FIRST EDITION of SPARK! This edition is devoted to our rock-star researchers who have been highly productive for the past year. Even during this pandemic, research is alive and well at Humber and we continue to grow our research culture. Our purpose in the Office of Research and Innovation is to support/coach/ mentor research activity—in simple terms, being curious about what might make education more relevant, more engaging, etc. We pursue research for the discovery of new ideas and methods; for the integration of knowledge with innovative critical thinking; for the scholarship of being current, and mentoring within our role in student teaching; and for the scholarship of application to life and our community. It is within the promotion of a research agenda that these principles are actuated. This theoretical model includes four categories that, together, constitute what Boyer believes to be the work of teaching professors.

Boyer’s Model of Scholarship (1996) Boyer’s model outlines that the scholarship of discovery is based in pure, original research that discovers truth in existing beliefs and in new idea generation, and that advances our knowledge base. The scholarship of application is the practical application or engagement of external partners in the community at large, which may verify the discovery as usable and sustainable over time.

The scholarship of integration has implications for cross-disciplined investigation and across timelines for a longitudinal lens. The scholarship of teaching and learning is a natural result of both the discovery and application of knowledge. In Boyer’s model, the sharing and dissemination of knowledge in a public format allows evaluation by others.

scholarship of teaching and learning

scholarship of discovery

the work of the professoriate

scholarship of application

scholarship of integration

BOYER’S MODEL OF SCHOLARSHIP (1996)

PHOTO: UNSPLASH/MIKE ENERIO

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As a polytechnic institution and as practitioners, Humber focuses on what is called phenomenon-driven research or PDR. That is what separates us from our university colleagues. We solve real-world problems—whether in the classroom or in the workforce.

Comparison of TDR and PDR Point of Comparison

Theorydriven-research (TDR)-Universities

Phenomenondriven research (PDR)Polytechnics

Aim of Research

Contribute to a specific (and often pre-existing) theory.

Motivation for Research

Fill a theoretical gap or make a theoretical contribution; theory as knowledge. By creating or developing construct-to-construct linkages. Using existing theory to build new theory or enhance current theories.

Contribute to a body of knowledge; facilitating a conventional or new understanding. Solving a problem (the phenomenon). Understand a managerial or organizational challenge (phenomenon); capturing and extending knowledge. By mapping (new) constructs on to a phenomenon. Using empirical data to position or build theory. Eclectically drawing on and integrating multiple theories to describe and explain phenomenon. Practitioners and academics. Radical advancement of current knowledge through development of new theories or ideas. Also allows for extension and new combinations of existing theories.

How the contribution is made The role of theory

Primary target audience

Academics.

Research output

Incremental advances to existing theory.

(Adapted from Schwartz and Stensaker, 2014) So, no matter where your ‘curiosity’ resides, there is a place for you in our Humber Research and Innovation culture. Welcome to our community! Boyer, E.L. (1996). From scholarship reconsidered to scholarship assessed. Quest, 48(2), 129-139. https://doi.org/10.1080/00336297.1996.10484184 Schwartz, G. & Stensaker, I. (2014). Time to take off the theoretical straightjacket and (re)introduce phenomenon-driven research. The Journal of Applied Behavioural Science, 50(4), 478-501. https://doi.org/10.1177/0021886314549919 6 | SPARK

Ginger Grant, PhD Dean, Research and Innovation

Foreword THE VOICES OF SPARK

WELCOME TO THE FIRST EDITION of Humber SPARK!

You may be asking: Why? Why bother with applied research in a pandemic?

We are now one and a half years into the COVID-19 pandemic. This tragic point in history has resulted in significant loss of life, demonstrated the inequities in health care and education systems, and the rise of PPE waste. Though we are seeing economic recovery, it is K-shaped (Chen, 2021). Some industries such as technology, retail and software are recovering to pre-pandemic levels. Others, such as travel, entertainment and hospitality, in which socio-economically disadvantaged groups are disproportionately employed, will need significant assistance to become re-established.

The simple answer is…applied research is important for people and our communities! AR solves real-world challenges in collaboration with our community and industry partners, cocreating knowledge and improving products and services. Not only does AR provide wonderful experiential learning opportunities for the thousands of students working on projects across Canada but it also enhances the faculty experience which bolsters curriculum and improves the quality of our academic programming.

Humber Spark will share the stories of the research being done, the people This has also been a time of significant championing it, and the impacts the transition and rapid implementation of research has in our communities. We’d innovation. Many positive words have love to hear your feedback and are open come to the forefront, such as hope, pivot, to collaborating with you. Enjoy and stay resilience, recovery and build back safe my friends! better and greener! The postsecondary Chen, J. (2021, May 10). K-shaped recovery. sector—and Humber is no exception—is Investopedia. https://www.investopedia.com/kalso experiencing these transitions with shaped-recovery-5080086 the quick moves to online learning, virtual workplaces for faculty and staff and the continuation of applied research (AR) in remote or socially distant environments.

Tania Massa, PhD Associate Dean, Applied Research and Innovation

ILLUSTRATION: SHUTTERSTOCK/ALEXANDRA ROMANOVA

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EDITOR’S INTRODUCTION

Why Humber “Spark”?

WHEN CONSIDERING THIS INAUGURAL issue of a quarterly Research & Innovation magazine, we were confronted with a question: How can we capture not only the breadth of the incredible work we do here at Humber but also the feeling of discovering the perfect research area to explore? We were struck by how it only takes one spark of an idea to ignite the passions of a researcher, propelling them down a fiery path of innovation. How the intersection of critical thinking and creativity can represent the endless possibilities for change. We’re hoping to ignite that spark within everyone at Humber, because amazing things can happen when you stoke the fires of curiosity.

Tell us what SPARK means to you! Submit your ideas to humberpress@humber.ca

Humber SPARK is… 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

The feeling of discovery A desire to innovate Igniting a passion for transformation Ideas that inspire Answering “what if…?” Pushing boundaries A collaborative experience Solving the unsolvable Leading in curiosity Freedom of exploration Endless possibilities Empowerment Where critical thinking meets creativity Evolution Courage in the face of failure

ILLUSTRATION: PACIFIC PRODUCTIONS/SHUTTERSTOCK, PHOTO: GENESSA PANAINTE/UNSPLASH

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Employee Spotlights THE VOICES OF SPARK

“[I] got to do a lot of fun stuff and meet cool people. We have an amazing boss, Dr. Ginger Grant, who basically allows us to experiment with ideas. If the ideas work, good. If they don’t, we’ll try again.”

Barath Roy Michel, MSW, IMGB™, Senior Project Manager BARATH ROY MICHEL HOLDS A Bachelor of Science in Physics from Periyar University, India, and a Master of Social Work, specializing in Human Resources from Mar Gregorious College, India. After being persuaded to come to Canada by family, he applied to the Graduate Certificate program in Project Management in 2018 at Humber College. Soon after completing the one-year program, Michel was hired by Humber’s Applied Research & Innovation department and immediately played an integral part in a Hotel Implementation Plan student capstone project at the Barrett Centre for Technology Innovation. Now, Michel is responsible for enabling data transparency in the office. He has improved the process flow of grants, and trains student research assistants on basic data analysis tools,

ILLUSTRATION: SHUTTTERSTOCK/IVECTOR

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including introductions to Tableau and Microsoft Power Business Intelligence (BI). Michel is now a Project Manager with the department and is working on building a predictive model to assess the success rate of grant applications. He is also developing an Online Ideation Platform to help researchers bring their ideas to life. Michel is a Certified Innovation 360 Licensed Practitioner (IMGB™)—Innovation Management Green Belt, issued by the Innovation 360 Group AB; a certification that can only be attempted upon completing IMBA Innovation Management Basic and IMYB Innovation Management Yellow Belt Accreditation™.

THE VOICES OF SPARK

MEET SOME OF OUR EMPLOYEE ROCK STARS! The team at the Office of Research & Innovation advance Humber’s research profile and help drive the impact of research completed at the college. We’d like to take the time to highlight some of our rock star coworkers that keep us leading, transforming and differentiating.

“Research is messy, chaotic, and unpredictable, but when you have a great team... [we can] take risks and discover innovative and fun ways to reimagine and improve what we do.”

Camila Perez Pena, IMGB™, Senior Project Manager CAMILA’S EDUCATIONAL JOURNEY BEGAN IN her hometown of Bogota, Colombia, where she completed her undergraduate degree in Strategic Innovation Design from Universidad de los Andes in 2017. Passionate about leveraging her skills to the highest potential, she moved to Canada in 2018 and enrolled at Humber College, where she completed the Graduate Certificate program in Project Management, graduating with Honours. Camila’s experience with the Leadership Club (a team of secondsemester student mentors) and an alternative capstone project at the Barrett Centre for Technology & Innovation put her on the map at Humber. Her skill sets cover areas of service, process and product design, ethnographic research, project and change management, innovation strategy, and peer mentorship. After being a HUWIB Ambassador for Harvard University in 2016, she co-founded the first Women in Business Organization in Colombia, which reflects her desire to help the community and improve people’s lives. At Humber Research & Innovation, Camila leads the CCSIF (College and Community Social Innovation

Fund) portfolio. She’s responsible for the application process and post-award accountabilities, ensuring compliance with government policies and that all contracts and agreements are adhered to by faculty members and community partners. Now, Camila manages the development of a new CRM (Customer Relationship Management) platform, designed and mapped by her, and developed by the Data Visualization Specialists: Nandish Dave and Milan Patel. Other Humber departments have expressed interest in adopting a similar platform. This tool, in development with Barath Roy Michel, is a centralized system that will optimize the research process, serving as a customizable way to track projects, partners, events, faculty engagement, and grant approvals. Camila is a Certified Innovation360 Licensed Practitioner (IMGB™)—Innovation Management Green Belt, issued by the Innovation 360 Group AB; a certification that can only be attempted upon completing IMBA Innovation Management Basic and IMYB Innovation Management Yellow Belt Accreditation™.

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Eswaran Ardhanareshwaran, LEED GA, CAPM, B.E., Project Coordinator

“Research is a road to explore unknowns and never has any end point. For me research is all about learning new things and goes hand in hand with innovation.”

ESWARAN OBTAINED HIS BACHELOR’S DEGREE in 2016 from RMK Engineering College in Chennai, India, studying Electrical & Electronics Engineering. During his time there he and a group of other students won the National Innovation Award at ECOKART 2015. This sparked an interest in electrical engineering, and persuaded Eswaran to move to Dubai in 2016, beginning as a Graduate Engineering Trainee and making his way up to Power Plant Engineer at Emirates Global Aluminium. Eswaran moved to Canada in 2019 and graduated from Humber’s Graduate Certificate in Project Management with Honours in 2020. He’s also the winner of the 2020 Norm Neill Student of the Year Award hosted by the MPI (Meeting Professionals International) Toronto Chapter. Approximately a year ago, Eswaran—along with team members Piyusha and Zeal—began assisting Camila and her team, who are generating organizational process assets and a repository of research projects conducted by the Humber community. The project is on-going and all of the data will help populate our CRM. He also helps faculty members to compile their Canada 103CVs: mandatory documents required during the submission of grant applications. Eswaran is LEED® Green Certification, knowledgeable on the eco-friendly future of construction. Eswaran also holds the CAPM (Certified Associate in Project Management) from the Project Management Institute and holds a Six Sigma White Belt Certification.

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Milan Patel, BIT, Data Visualization Specialist MILAN OBTAINED HIS BACHELOR’S DEGREE in Information Technology from Gandhinagar Institute of Technology, Gujarat, India in 2018. Without pause, he applied to Humber’s Enterprise Software Development Graduate Certificate program to further his career goals that year. He later completed a Graduate Certificate in Information Technology Project Management in 2020. Milan is a life-long learner, regularly engaging with platforms like LinkedIn Learning and Udemy, and obtaining certifications in Python and completing the Tableau Essential Training in preparation of Tableau Desktop Specialist certification.

“Research is LIMITLESS. Every research comes with different outcomes that you haven’t thought about. So, be ready to accept the change.”

He now works closely with Camila Perez Pena on the CRM (Customer Relationship Management) platform. The CRM will present critical information to department members and research partners, and Milan provides critical support to this project. He is also working on integrating Research & Innovation’s website with the Tableau data visualization tool.

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What Do We Do? All of Humber’s applied research projects fall under one of the following areas.

PHOTO UNSPLASH/ONNO BLAAUW

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Social Innovation

Sustainable Architecture

Humber’s strength in social innovation is focused in the area of community development. Projects in this area aim to address community challenges by collaborating with members of the community to take collective action. Social Innovation projects create opportunities for students from programs such as Addictions and Mental Health, Criminal Justice, Child and Youth Care, Research Analyst Postgraduate, Food and Nutrition Management, and the Social Service Worker, Developmental Service programs and many others across all Humber schools.

Research in the area of Sustainable Architecture and Energy Efficient Construction involves projects that seek to minimize the negative environmental impact of buildings by efficiency and moderation in use of materials, energy, and development space, both in construction processes and resulting infrastructure.

Examples of Social Innovation projects include: x Community Agency Partnerships: Best Practices for the Creation of Healthy Communities x Engaging and Educating Young-Adult Cannabis 2.0 Consumers x Experiences of Hope, Self-compassion and Authentic Collaboration: Foundations for a Consumer-informed, Compassion-based Human Services Delivery Framework in a Canadian Context x Affordable Housing Needs in South Etobicoke

Partners collaborate with the faculty and students of programs like Architectural Technology, Computer Engineering, Project Management, and Sustainable Energy and Building Technology to work on these projects, creating more sustainable architecture. Collaborators can work on Sustainability projects at Humber in facilities such as the Sustainable Energy Labs, Energy Auditing Lab, Building Automation Systems Lab, and the Renewable Energy Lab.

PHOTO: UNSPLASH/AARÓN BLANCO TEJEDOR, UNSPLASH/DANIEL SOH

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System Integration

UX Experience

System integration is the process of joining various subsystems used in a variety of industrial processes into a larger, more efficient and cohesive system. Students working on integrated research projects in this area combine existing components into an integrated system and ensure that each subsystem functions in sync, supporting innovation. System integration projects often feature the skills demonstrated by students from Humber programs such as Electromechanical Engineering, Mechanical Engineering, Computer Engineering, Electronics and Industrial Design.

User experience (UX) Design is a process focusing on enhancing the user’s interaction and experience with a product. UX Design research focuses on generating problem hypotheses, structured process plans, persuasive arguments for redesign, and compelling UX deliverables. UX applied research projects draw from expertise in innovative web and mobile design, interactive storytelling, advertising and PR, 3D animation, journalism and more— and in all areas, usability is at the forefront. Partners discover insights about their client base through usability testing and prototyping, students are able to apply classroom learnings to real-world contexts and build design portfolios that will help them launch careers as UX design professionals, and faculty members can expand their research offerings in a quickly evolving field of study.

The Office of Research & Innovation has supported successful collaborations on system integration projects like automated car seat testing, combining engineered components to redesign and create new pieces for complex fountain installations, and having Humber alumni compete in World Skills competitions for Mechatronics. By collaborating with Humber on these projects, partners have access to facilities such as the robotics/automation lab; an instrumentation lab, process control and PLC lab; and the manufacturing lab and machine shop. PHOTO: HUMBER COLLEGE; UNSPLASH/BLAKE WISZ, UNSPLASH/LARS KIENLE, UNSPLASH/LA VICTORIE

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Humber’s Usability Lab was purposefully built to explore UX Design and ensure that the environment does not interfere with testing. Designed with flexibility at its core, it is equipped with a broad variety of technology, supporting usability testing at many different levels of sophistication.

THE VOICES OF SPARK

Internet of Things (IoT) The Internet of Things (or Industry 4.0) is the rapidlygrowing network of machines, appliances, systems and devices that feature internet connectivity. IoT objects are equipped with sensors, are controlled remotely and integrated into computer-based systems in order to monitor their accuracy, efficiency and productivity. Humber students from Computer Engineering Technology, Industrial Design, Web Design and Interactive Media, Wireless Telecommunications, User Experience Design, and other programs are trained with the skills required to collaborate on IoT projects and make these interconnected communications a reality. By collaborating with Humber, partners and those involved in the project have access to facilities such as the Electronics Circuit Board Prototype Lab; wireless/ networking labs, an RF/fiber optic lab, and a data networks lab.

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Demystify PREVIEWS

Innovat

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ying

PREVIEWS

tion SEASON 1: FAILING FORWARD! A New Podcast from the Office of Research & Innovation By SPARK Staff IN DEMYSTIFYING INNOVATION: FAILING FORWARD, our host Nathan Whitlock (Professor and Program Coordinator, Creative Book Publishing—FMCA) talks to academic leaders about the challenges and obstacles they’ve faced, the mistakes they’ve made in their careers—and the important lessons they’ve drawn from those moments. In the first episode, Nathan talks to Frank Cappadocia, Humber’s new Dean of Continuous Professional Learning. After graduating from Humber in 1992, his time as Student Association Council President led him to working with students professionally. After moving around different institutions including Ryerson, York, and Lakehead University, he’s back at Humber with a fresh perspective on innovation.

Here’s a preview of what Frank had to say about his return to Humber: I’ve been so impressed with the work that has been happening at Humber relative to innovation. Part of the reason I came here was because I was drawn to this kind of an environment where we can have the opportunity to push new enterprises. I’ve arrived as someone who’s known as a change agent—I love change. I thrive in environments that are fluid, and where there are opportunities abound. There’s no question that Humber is positioned to make some dynamic leaps forward. And so that innovation space that Humber’s already moved into can be actualized. My hope is to actualize it in the professional learning area, and in a more assertive, and highly creative way. My journey to this place has been a very interesting one with all kinds of twists and turns. I can tell you that some of those twists and turns were shaped by my own design, and some of them were by the environment and the places and spaces I was within. But I couldn’t say that there was really any one job that I didn’t end up shaping or framing by the time I left it. So, shaping and reclaiming opportunities are a key part. For more about the formative moment that defined Frank as the leader and innovator he is today, keep an eye out for the first episode of Demystifying Innovation: Failing Forward, releasing on Tuesday, September 7th, 2021 everywhere you listen to podcasts!

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PREVIEWS

Humber College BroadcastBroadband Convergence B2C Lab seeking Student and Faculty Researchers! Humber College is leading the way towards the development of Canada’s first Broadcast-Broadband Convergence B2C Lab to explore multisectoral data delivery applications enabled by the new Advanced Television Systems Committee (ATSC) 3.0 television broadcast standard, set to replace the current ATSC 1.0 standard in North America. The ATSC 3.0 standard runs on an IP (internet protocol) backbone and can integrate with other global data delivery standards including Wi-Fi and 5G. Humber’s B2C Lab will be the first of its kind in North America equipped with both an ATSC 3.0 television broadcast and datacasting system and 5G core network, including an RF antenna test chamber supporting over-the-air testing of a wide range of wireless devices and prototypes. With leading-edge infrastructure students, faculty, and industry can come together to transform ideas into operational efficiencies, technological advancements, and marketable solutions, supporting development of new products and services. Housed in the 90,000 square foot Barrett Centre for Technology Innovation, and opening in the fall 2021 semester, the B2C Lab will create new innovative broadcast television experiences and datacasting applications supporting the digital transformation of industries and new business models. ATSC 3.0 datacasting opportunities offer a wide range of applications from IoT (Internet of Things) connectivity,

PHOTO: HUMBER COLLEGE

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autonomous vehicles, smart cities, geo-targeted emergency alerting, programmable advertising, distance learning models, smart agriculture, forestry, mining and more! We are planning on hiring over 150 students to work part-time in the lab in paid positions as research assistants working with faculty researchers and industry partners to create new innovations in the lab. This is your opportunity to pursue research interests and make invaluable industry connections that can advance your career goals! We are also interested in teaming with faculty with advanced technical, digital, entrepreneurship and soft skills who would like to broaden their research portfolios and develop leading edge skills. Full-time, part-time and partial load faculty are all welcome! For a deeper dive into this project, please watch the B²C Lab Promo Reel and visit the B2C Lab website.

Links

B²C Lab Promo Reel (https://tinyurl.com/ c4bsmf5p)

B2C Lab Website (b2convergence.ca)

For further inquiries, please contact Orest Sushko, Director B²C Lab at: orest.sushko@ humber.ca

PREVIEWS

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“Why FEATURES

Research?” By SPARK staff

A HAND BRINGING RESEARCH TO LIFE

PHOTO: SHUTTERSTOCK/OMEPL1

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FEATURES

STUDENTS LEARNING AND COLLABORATING WITH INDUSTRY PROFESSIONALS

Curiosity and play at work

What we have learnt is important for a variety of reasons, we need to restructure systems that are compassionate to peoples’ voices, and we intend to do it in a certain way. It requires developing an understanding for different ways of knowing and approaching research.

Research is a concept that is universally known yet largely misunderstood. It isn’t just the tip of the iceberg that everyone sees—the conclusions of a study and resulting decisions—but everything that lies beneath, unseen to the naked eye. Thinking of research may conjure up images of undergraduate methodology classes, of the scientific method, of outliers and n numbers, of medical institutes, of “isms” and “ologies”. And how often have you read in the news that “studies suggest” something that is, quite frankly, common sense?

While research activities have traditionally been placed within the university landscape, applied research in the college, institute and polytechnic world is becoming increasingly more popular for its practicality and ability to impact real change in industry, education and communities. At Humber, we engage in phenomenon-driven research (PDR) with students and external partners. PDR focuses exclusively on an observable problem—with real, measurable consequences—and the solutions that come about through collaborative efforts with industry and community. PDR observes, deconstructs, and analyzes the problem to create and advance knowledge about it. This may sound complex, but when it comes down to it, the research done at Humber begins simply: with an idea. With a spark of insight or curiosity into something about the world that begs to be discovered. Anyone at Humber can do research, and all you need is that spark.

outliers A concept in statistics, an outlier is a data point that doesn’t follow the trend displayed by the rest of a collection of data. Sometimes it can simply be an error, and is occasionally removed from the data set. For example, when considering average annual income, billionaires are outliers because they skew the data and represent such a tiny proportion of the overall population. n number An “n” number is the usable sample size in a data set. If you were to report on a survey in which you received 75 responses but only 50 fully completed responses, your n number might vary depending on the context of your report (i.e., if you were to indicate how many people participated, your n number would be 75, but a complete picture is only provided by the 50 who submitted the full survey).

PHOTO: RF._.STUDIO/PEXELS

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FEATURES

But why do we, at Humber, do research?

For students We know students are incredibly busy and may have little time to take part in extracurriculars, but the benefits of getting involved with research certainly warrant an extra coffee or three. Students are an important part of the research process, as they bring new insight and a fresh perspective on the problems research is tackling. While research benefits from student involvement, students can also benefit from these work-integrated learning experiences that allow them to engage with their future industries in meaningful and impactful ways. Daniel Bear, PhD (Professor—Faculty of Social and Community Services) is mid-way through his research on ways to educate and engage young adult (18-35) cannabis users. It is a mixed-method, three-phase, three-year project that has had heavy student involvement from its launch. They’ve helped transcribing work, hosting focus groups, and organizing social media outreach. All this work is more than what one faculty member is capable of, and these students are gaining valuable experience that you can’t find in the classroom. “We’re preparing two publications right now, and we listed our research assistants as authors [in both] because of the amount of work they’ve done. So, they’re not just getting remuneration and pay, but they’re also getting the academic credit, which will support them in grad school and hopefully in their careers…Two of our research assistants on this project have both gotten into grad school and been funded, in part because they’ve got that research experience on their CV.” PHOTO: FAUXELS/PEXELS

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Maryam Davoudpour, PhD (Professor— Faculty of Applied Sciences and Technology) is working with teams from St. Michael’s Hospital, Ryerson University, and the University of Toronto to develop a novel device that will connect to smart textile garments and enable automated, sustained neuromuscular electrical stimulation (NMES) therapy to prevent ICU Acquired Weakness. She believes that research empowers students, making them more confident in their implementation of knowledge. She recently took on a firstyear co-op student and built up their confidence by ensuring they were an equal member of the team. “Some of the other members were impressed with him. They couldn’t believe he was a first-year student. Because we gave him a chance, we sent him all the material…Students are very smart. They are thirsty to learn if they get the correct path.” Vladimira Steffek (Professor—Faculty of Media & Creative Arts) worked with Rossie Kadiyska on researching engaging ways to study fashion sustainability. She believes, as an academic institution, Humber needs to make space for a dialogue and knowledge exchange, which leads to a deeper understanding of the skills students need to succeed. She uses research to have those conversations and is strengthening student understanding. “Engaging these [student] entrepreneurs as part of the learning process was an essential element. Another critical component of designing and implementing these case studies came from our collective belief that students across faculties would benefit from an interdisciplinary collaborative learning environment.” Getting involved with research as a student can boost confidence and expand

Mixed-method Mixed-method design incorporates both quantitative and qualitative research methods. In this way, researchers collect both numerical (quantitative, like measurements) and non-numerical data (qualitative, like opinions or experiences) to develop both breadth and depth of understanding around a research problem. ICU Acquired Weakness is a skeletal-muscular condition caused by the immobility a patient experiences during prolonged periods in an ICU. It can extend hospital stays and affect a patient’s overall quality of life.

FEATURES

STUDENTS AND FACULTY BRAINSTORMING TOGETHER

your knowledge base with training you can’t get in a classroom. It builds on industry-specific competencies and skills through hands-on experiential learning. Almost all research opportunities are paid, too, and that never hurts!

For faculty Though not (yet!) widely known, any faculty member at Humber can participate in research! Remember: all it takes is an idea. In many cases, faculty at Humber are “teacher-practitioners,” with both teaching and industry expertise. This places faculty in a unique position to bring industry and students (the future workforce) together to solve challenges, create new knowledge and build competencies. Audrey Wubbenhorst (Professor—Faculty of Media and Creative Arts) has taken part in several projects with Humber. Her most recent project, Communications in the Time of COVID-19, documented organizational responses to the 2020 COVID-19 pandemic in real-time. Why does she do research? She agrees that—while it takes dedication and a lot of work—research pushes her to stay relevant in her field and enhances her teaching practices. “[Research] provides some different opportunities to work with other people outside of the college too, which I think is important, because sometimes you can get

kind of stuck in your comfort zone…It’s definitely a frontend investment. But good experience.” Mark Stoiko (Professor—Faculty of Business) works with one our industry partners, NTN Bearing Corporation of Canada Ltd., to help them thrive into the future. By creating a model of NTN’s manufacturing and supply chain systems, Mark demonstrates how the strategic integration of technology could improve the effectiveness and efficiency of NTN’s processes. How does research improve faculty experience? Here is what Mark has to say: “Research, much like other aspects of life, participates in the three transcendentals–three properties of being: truth, beauty and goodness. The interplay and connection with truth, beauty in discovery, and goodness in impacting real change. I celebrate the privilege of being an instructor who chooses to interplay with objective truth. It is attainable, reachable, understandable. The best part is that it is teachable. If a concept can be understood and explained, then by definition, it can also be taught.” Rossie Kadiyska (Professor—Faculty of Media & Creative Arts) used Humber’s Teaching Innovation Fund to support her research project on teaching sustainability in fashion. After Humber started focusing

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FEATURES

Embedded Sense Embedded Sense is a technology company that focuses on electronics engineering, wireless solutions, and product and software development.

Hamilton Plastic Systems Ltd Hamilton Plastic Systems Ltd. helps plastics processors improve their productivity and efficiency, focusing on a wide variety of products.

STUDENT PRESENTING TO INDUSTRY PARTNERS

on sustainability in fashion, she and her research partner, Vladimira Steffek, considered how to make the topic engaging for students. She uses her research as a chance to learn from her students, which strengthens her ability to recognize where they need support. “We are living in unprecedented times of building new structures which require new sets of skills. Working in interdisciplinary and international teams across Humber in combination with industry partners; inspired by the work of the young generation is the way to build a more sustainable future and shape the leaders of tomorrow.” Dennis Kappen, PhD (Professor—Faculty of Applied Sciences and Technology) recently published a paper studying the use of gamification elements in older adults’ physical activity. As an Industrial Design professor, he also sees the value in rounding out his teaching with the research he’s conducting. “Whatever we do with students…we want them to understand their demographic; to have that participatory experience of being one with the demographic. So, you can actually be immersive in PHOTO: RODNAE PRODUCTIONS/PEXELS

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the experiences of what [your participants] are going through, and then design for them. That’s critical.” It’s important for faculty to stay relevant in their field, and research is an excellent way to engage with impactful ideas, new trends and future possibilities. The research you do can contribute to your curriculum meaningfully and keep your students engaged with real-world applications of the subjects they’re learning.

For industry INDUSTRY IS AN ESSENTIAL COMPONENT of applied research. Partnering with colleges and polytechnics provides industry with the unique opportunity to help guide the training of the next generation workforce. This can give industry partners a competitive edge in a changing work economy. Gaining access to the sharp minds of student research assistants to help solve complex challenges doesn’t hurt, either! Orren Johnson (Professor—Faculty of Applied Sciences and Technology) worked with our industry partner, Embedded Sense, to build an occupancy monitoring

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system. Occupancy monitoring systems map out the movement of people and items in a space in real time and can alert operators of the movement immediately. Orren and his team created an algorithm that helps plan future space occupancy, and can be used to help monitor the movements of those with Alzheimer’s Disease. He reveals that the relationship between Humber and Embedded Sense Inc.—the industry partner on his project—was so strong that they hired some of his students at his recommendation. “I think it’s a great push by Humber to engaging professors, but also engaging [industry partners]. They’re getting a preview of what is happening in colleges, but also a preview of some of the talent that they could hire.” Savdulla Kazazi, PhD, P.Eng (Professor and Program Coordinator—Faculty of Applied Sciences and Technology) partnered with Hamilton Plastic Systems Ltd. to redesign the outdated circuit boards in their Integral Vacuum Loaders (mechanisms that move plastic components from one part of the manufacturing process to another). His team provided a cost-effective circuit board that can be reprogrammed internally as needed, improving the efficiency of the manufacturing process. He loves to give students hands-on experience and has created labs with industry-leading equipment. These labs are not simulators; they are real equipment used by industry. This means the students using these labs will require less upskilling to keep up with industry changes and be work-ready right out of their programs. “For students that just go from high school to college, it’s all about learning and getting a grade. When they go for a co-op, one year to work in the industry, they see what the industry requires, and what is required to be successful while working. So, it focuses more on the learning than just getting a grade.” Meaghan Strimas (Professor and Program Coordinator— Faculty of Liberal Arts & Sciences) spearheaded the HLR Spotlight project, giving students invaluable experience in writing and editing. The publishing industry is very competitive, and often gate-kept by experience. This project allows students to gain experience in the writing and publishing industry, giving burgeoning writers and editors their first by-line. She consistently works to empower students and encourages their

creative thinking and leadership skills—skills they bring into industry. “The student editors, marketers and designers learned how to operate as a cross-functional team. And, for most of the writers, this was their first publication credit, and there is nothing more emboldening than seeing one’s name ‘in print’ for the first time. We believe these experiences allow students to shift away from the mindset of ‘I am a student’ and toward that important next stage of being a career-ready professional.” Engaging in research opportunities can not only help industry find innovative solutions, but it also inserts industry into the training process for their future workforce. The result? A smaller perceived skills gap. It’s a low-risk, cost effective way to keep innovating (and doesn’t hurt to have it on an annual report, either!).

For institutions WHILE HAVING A RIGOROUS RESEARCH portfolio can help boost national and international institutional ratings (and we’ve been doing wonderfully!), at Humber, engaging in research means we are embodying our institutional values and are leading, transforming, and differentiating. Research helps us fulfill our promises to our students, to be engaged in our communities and to enact lasting, impactful change. Shahdad Shariatmadari (Professor and Program Coordinator—Faculty of Applied Sciences and Technology) developed a mathematical model to predict the resources a hospital requires to manage existing and anticipated COVID-19 cases. Many organizations have specific needs which sometimes require very specific knowledge. He saw his former students become faculty within the Faculty of Applied Sciences and Technology to work alongside him. Involving students in research is a cyclical process; imparting knowledge to students gives them real-world experience so they can go on to impart that knowledge to their own students and helps to improve the overall quality of teaching and learning at the college. “One of the things [I’ve noticed is] that there is a gap between the educational system and industry. The only way that we can fill up that gap is through research. I found, when we step into a research project and talk to industrial partners, we came to know the gaps that we have in our programs.”

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STUDENTS WORKING ABROAD WITH COMMUNITIES

Tina Lackner (Professor— Faculty of Social & Community Services) works with Sara Nickerson-White on a threeyear research project producing a compassion-based, consumer-informed, guiding framework for human services. She believes this kind of social research is vital to unlearning a science-based approach that more traditional academic institutions take part in. “We are proposing that what we have learnt is important for a variety of reasons, we need to restructure systems that are compassionate to peoples’ voices, and we intend to do it in a certain way. It requires developing an understanding for different ways of knowing and approaching research.” Audrey Wubbenhorst’s COVID-19 communications project has brought both Humber and her acclaim. Through this project, she was invited to speak at events (one notable mention—Texas Christian University) and has received praise from the community about the impact of her project.

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“People kind of found us and found me [through this project], and I was able to speak in a couple of different places, which was great. This kind of thing just happened, and was not really on my radar. It’s definitely flattering to be approached [for speaking engagements].” Research improves institutional credibility, helps bridge the skill and training gap, and helps to create a research network with which to mobilize new knowledge generated.

For community COMMUNITY PARTNERSHIPS ARE INCREDIBLY POWERFUL mechanisms to make positive change in our communities. Applied research with community organizations is a fantastic way to co-create a better world for us all. Maria Jacome’s (Professor—Faculty of Applied Sciences & Technology) project, focusing on monitoring ground water aquifer contamination, took place at a landfill in Simcoe County. Landfills

Electrodes Using DC currents can detect conductive metals that are common contaminants, such as magnesium, iron, and mercury.

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are common causes of contaminated ground water, and aquifers near landfills need to be consistently monitored. While traditional methods of testing involve drilling down to where the ground water is, proving to be costly, time consuming and disruptive, Maria’s solution was to inject electrodes into the ground to determine contamination levels. “Groundwater is, I believe, one of the main sources of drinking water in Canada, especially in the northern communities—even north of the GTA. All these communities are basically using groundwater as the source of drinking water. So, we need to protect our aquifers.” Rapid testing of the water can lead to better health outcomes of the communities around landfills by detecting potential hazards early. This solution will have a direct impact on aquifer monitoring in rural communities nation-wide. Salomeh Ahmadi (Professor—Faculty of Social and Community Services) partnered with LAMP Community Health Centre on The Affordable Housing Needs in South Etobicoke research project. Toronto is currently in a housing crisis, and South Etobicoke has gone from being an affordable option for low-income households to being completely inaccessible. This project is studying the underlying issues through community-based research to develop a baseline of housing affordability. “Research is not new, but research and leading a team, and community mobilizing is a new experience and has given me the opportunity to really apply my years of frontline experience and academic background into practical ways. I’ve always been adamant about the importance of bridging the gap between theory and practice in what I do and how I teach. This research project has been another reminder that research can have tangible possibilities, when done right.” This kind of research can have implications for the GTA at-large, which has been affected by skyrocketing prices and has only intensified during the pandemic. These solutions could have an impact on homelessness, create inclusive and accessible communities and advocate for new affordable housing through social policy change.

Research can also help work to fight social stigma on controversial topics. Daniel Bear’s research project explored how to market cannabis education materials to young cannabis users (18–35) so they can use it responsibly. Though cannabis became legal nationwide in 2018, there is still a wealth of misinformation on its effects, especially for young people, many of whose parents grew up in an era of “anti-drug” messaging. “That othering effect really permeated even things like cannabis. Growing up, I was told that, if my parents ever found cannabis, they would take me to the police themselves…[But] infrequent, or even regular cannabis consumption by young adults is not something where we see dramatic life altering effects, absent other issues.” Many people outside of Daniel’s target age group wanted to participate, suggesting that there remains a universal gap in knowledge on safe cannabis consumption. The research can help inform other demographics and suggests there is more community research to be done in this area. Ultimately, Daniel’s research seeks to reframe perceptions of cannabis use at a societal level.

Conclusion The research being done at Humber benefits everyone involved. The relationship among faculty, students, industry and community feeds innovation and helps create meaningful solutions. Getting involved in research is easy: all you need is an idea. If you’re a member of the Humber community, or would like to get involved with us, get in touch and let’s get those sparks flying!

Further Reading National and International Institutional Ratings (https://researchinfosource.com/top-50-researchcolleges/2020/spotlight-on-research-activity)

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THE ARTS AND SOCIETY AS INGREDIENTS FOR INNOVATION You have probably heard of the terms “STEM” and “STEAM”— they have become buzzwords to describe applied and interdisciplinary models of education that blend disciplines together. While these integrated learning models have become popular, there is little attention paid to their failure to create social impact and social innovation. As these terms continue to be used in a variety of contexts, we wanted to take a deeper look at what they really mean and the benefits of adding more ingredients to the proverbial pot.

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What is STEM? STEM IS AN ACRONYM USED in education to focus on learning science, technology, engineering, and mathematics in an integrated way. While a focus on STEM could be seen as early as the 1950s–60s—called SMET—the acronym we all know today was coined in 2001 by the Assistant Director of Education and Human Resources Directorate (EHR) at The National Science Foundation, Dr. Judith A. Ramaley. The focus on STEM came about as educators and economic analysts saw the growth in the industries relying on these fields. In short, careers that require STEM-based knowledge are essential for a modern, thriving economy. STEM has been an educational innovation: historically, the Western educational model has organized learning into subjects, the connections between disciplines left untied. Teaching these subjects in isolation is important for learning specificity within these complex topics, but it can often leave learners unengaged and disinterested.

However, studies suggest that one in four learners entering high school are interested in STEM, and 60% of STEM-oriented learners change to a nonSTEM related focus of study before graduating. In universities, 38% of learners who start in STEM majors do not graduate with one, and 40% of those who do graduate leave the industry within four to five years. Why might this be? What is missing?

Migrating to STEAM STEAM-based education was first pioneered by Georgette Yakman in 2006, who added the arts into the STEM framework to provide a more holistic educational model. Schools often prioritize STEM subjects over the arts, even when studies suggest that the arts and the humanities greatly impact a student’s academic, social, and emotional well-being. Arts-based subjects—like visual art, music, literature and writing—contribute to brain development, critical thinking and communication skills.

We are experiencing a slow paradigm shift with the push to teach STEM subjects together in an interdisciplinary way. Many opportunities in industry demand knowledge of all subjects and the interplay between them. Often, educators of integrated STEM use design-based or problem-solving examples to help keep learners engaged and to expose them to the possibilities that lie in their futures.

Integrating the arts into STEM can help make these subjects more accessible. Learners who often don’t excel in math and sciences need to know that it is ok to fail. When we allow ourselves to be creative, we ask ourselves questions and improve our self-awareness and awareness of the world around us. The arts and humanities give learners a space to play with ideas, to consider possibilities, to fail without fear, to act with empathy and to expand their minds.

Integrated STEM-based education can lead to higher student engagement, which in turn leads to increased interest. This can improve the likelihood that a learner will pursue a career in a STEM field.

Play and art creation are great tools for problem-solving and require a different way of thinking than science. Combine the two and you’re improving learners’ ability to

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problem-solve, act with intention and to find purpose in their work. The arts add dimension to STEM; adding a “why” in addition to a “what.” Considering creativity, beauty and design in relation to STEM fields promotes new perspectives and different ways to learn. Despite this, something is still missing.

Adding Social Innovation While the arts add new dimensions to the old STEM model, STEAM still lacks a human element. STEAMS is the most recent evolution of the STEM model, integrating society and social innovation as key components into the framework. STEAMS adds the ingredients of ethics, morality and humanity into the STEM and STEAM recipe to tease out the social impact—either positive or negative—in the work being done in STEM industries. Humber researcher and industrial designer Dennis Kappen stresses that gaining a human understanding of his designs is a large part of why he does research: “Understanding the human context, trying to humanize technology, trying to connect all of these pieces and the contextual aspects of the environment around us all work together. All these elements create beautiful, functional design.” This search for unity in all elements has paid off: Dennis’ most recent project looked at adding gamification elements to older adults’ physical activity regimes, which resulted in higher participant engagement. The technology, with a dash of empathy, resulted in more positive health outcomes for participants. At the classroom level, STEAMS creates a symmetry in learning and allows learners to apply these subjects to their everyday lives. It allows for these subjects to jump off the page and allows for higher engagement in an industry that requires it. Ultimately, a shift toward STEAMS will help future learners develop the skills they need to succeed in their future careers.

A Case for STEAMS The Gender Shades project audited five common facial recognition technologies to determine their accuracy. All five algorithms repeatedly demonstrated the lowest accuracy rate among darkerskinned women, and the highest accuracy rate among light-skinned men. Would this have occurred if the project teams that developed these technologies had viewed their creations through an equity, diversity and inclusion lens? Gender Shades project (http://gendershades.org/overview.html)

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Further reading:

The History and Importance of STEAM Education (https://www.steamtruck.org/blog/ steam-education-history-importance)

21st Century Competencies (https://edugains.ca/resources21CL/ About21stCentury/21CL_21stCenturyCompetencies. pdf)

Moving from STEM to STEAM: Art as a Tool for Education and Innovation Video (https://vimeo.com/98962837)

The great debate: STEM versus STEAM (https://www.goodschools.com.au/insights/studentexperience/the-great-debate-stem-versus-steam)

STEAM publications (https://steamedu.com/research)

STEM integration in K-12 education video (https://library.ucalgary.ca/c.php?g=255548)

Moving From STEM to STEAM (https:// scienceexplorers.com/moving-from-stem-to-steam)

STEM vs. STEAM: Why One Letter Matters (https://soeonline.american.edu/blog/stem-vssteam)

What is STEAM Education? (https:// artsintegration.com/what-is-steam-education-in-k12-schools)

Ramaley coined STEM term now used nationwide (https://www.winonadailynews.com/ news/local/ramaley-coined-stem-term-now-usednationwide/article_457afe3e-0db3-11e1-abe0001cc4c03286.html)

Dr. Judith A. Ramaley (https://serc.carleton.edu/ person/18391.html)

New evidence of the benefits of arts education (https://www.brookings.edu/blog/ brown-center-chalkboard/2019/02/12/newevidence-of-the-benefits-of-arts-education/)

Teaching Innovation Fund (TIF) The Teaching Innovation Fund (TIF) supports faculty who wish to engage in reflective teaching research in their classrooms. Would you like to find out how students respond to new edtech tools? What are the best ways to improve student collaboration? What are the best elements to include in an industry-specific case study? TIF provides $1500 per investigator (up to $5000) to help you answer these questions! The next intake is in September 2021. Keep an eye out on ORI’s social media and the Humber Communiqué for more information, or email research@humber.ca.

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Bringing Data to Life! The Art of Data Storytelling HOW TO GET ANYONE EXCITED ABOUT YOUR DATA

WOMAN DESCRIBING VISUAL DATA

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The Power of Storytelling The Untapped Power of Imagination in the Workplace, by Grant (2017), reveals how storytelling is a powerful tool that calls to a primal, emotional core that makes us human. She highlights the Hero’s Journey and identifies four major strengths of storytelling in the context of business management, though these strengths of storytelling are universal.

It facilitates the connection between emotional and personal values as part of the management decision-making process. It provides context that builds personal investment. An effective story takes the information and presents it in a way that’s relatable and elicits an emotional response.

Storytelling simplifies complex situations and deconstructs them in a way that enhances the audience’s understanding. Again, context is important, and we don’t retain anything if we are overburdened by complex information that is difficult to understand. Breaking complexity down to simple, universally understood words communicates the important points.

Effective storytelling can establish, maintain, and express the values held by an organization. It gives an audience a reason to invest in a narrative that resonates with them. Moving you through an effective story with strong messaging can help you shape your own experiences.

Storytelling can harness the emotion and energy of an organization by moving its members to action. Eliciting a specific emotion can transform a story from something that people passively absorb to an effective call to action. It builds the motivation to spark change.

Humans communicate using language: we talk, write and sign, developing shared systems of meaning. Data, while using familiar symbols, is often presented to us in complex ways—graphs, charts and numbers. Understanding data requires having context and previous knowledge to interpret it accurately. Interpretation and meaning making is subjective and audiences develop their own conclusions based on relevant (or irrelevant) information. The misinterpretation of data can have unintentional consequences, and this is where data storytelling can help. Data storytelling can help you craft a compelling narrative that tells the story of the data you have collected. It puts you in control of how others will view your data and allows you to outline a clear message without the need for audience interpretation. By removing all the guesswork and presenting data in compelling ways through art, story and visualization, you can communicate insights in a more engaging and clear way. Data narratives—or data storytelling—is a relatively new concept, though the science of storytelling is widely recognized. Simply put, our brains remember and process information more effectively when presented to us in a story. In his book, Actual Minds, Possible Worlds (1987), the late cognitive psychologist Jerome Bruner found that people are 22 times more likely to remember facts if delivered to them within a story!

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Now that we know some of storytelling’s strengths, how can we create a data narrative?

Building a Good Data Story Think back to high school English class, where you may have learned about the different elements of a story. The characters. The setting. The plot and conflict. The narrative arc that builds up to the climax, and the aftermath of that final big moment. In a good story, everything is intentional. There are no elements that don’t help drive the story. No details that don’t build the atmosphere or the characters. Similarly, consider the five “W’s” of journalism—who, what, where, when, why (and how!). A good data story includes these core components, expressing them through both language and visual representations. With this in mind, consider the following elements when crafting your data story:

Keep It Relevant Who is your audience? Who do you want to impact, to drive to action, to enact change based on your data findings? Keeping your target audience in mind helps determine which data are most important for your story, and how best to translate them. Think about what terms are too complicated, why the data you’re presenting is important to them, and which data you can omit to keep your narrative clear and impactful. Keeping your target audience in mind will help you figure out the components you need to craft the most effective story. Data gathered from one study or research project may have many stories to tell.

Analyze Good Data While this may seem straightforward, it is essential that the data used to tell the story is good. The methodology used will inform the validity of the final data, but you also need to identify where and why the data may be incorrect or incomplete. Recognizing the limitations of your research in the story itself will build credibility with your audience. Think of questions you expect your audience to ask and build a strategy to address those questions

PHOTO COLLAGE: SHUTTERSTOCK/TKTK, PEXELS/CLAY BANKS

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DATA COMING TO LIFE

within your narrative. This is why knowing your audience is so important! If you need to, collect data points you feel are missing but your audience would want to know from external research and include them into your narrative.

Develop a Clear Narrative Think about the message you want to convey through the data you’ve collected. You conducted your research for a reason, so draw from that reason! Write out your journey collecting the data through clear narrative points and organize those points in a way you feel best represents your greater narrative arc. This is your chance to contextualize your data in a way that is interesting

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as simple as you can make them. Write up clear titles for each visual, and make sure each point reinforces the title. Nothing kills a data story more than mismatched graphics! Make sure you have a lot of negative (or white) space, as it prevents cognitive overload and helps your audience better retain the information presented.

Conclusion At its core, good data storytelling is simply communicating data in the right way to the people who need it most. How do you know if your story has worked? If your audience can retell your story without losing any important information, you know you have succeeded. You want your data to spark a conversation that moves past the numbers and drives meaningful action. If your data isn’t saying anything, what’s the point of collecting it?

References Bruner, J. (1987). Actual Minds, Possible Worlds. Harvard University Press. Grant G. (2017) The Untapped Power of Imagination in the Workplace. In Neal J. (Ed.), Handbook of Personal and Organizational Transformation. Springer, Cham. https://doi.org/10.1007/978-3-319-29587-9_14-1

Further Reading 8 fantastic examples of data storytelling (https://www.import.io/post/8-fantastic-examples-ofdata-storytelling/)

and understandable to your target audience. Looking for patterns and outlining why those patterns occur can be a great way of outlining your story. You don’t want your audience to walk away more confused than before, so make sure to end on a strong conclusion—even if your conclusion is that further research is needed!

Use Visuals Visuals Visuals

Data storytelling: The essential data science skill everyone needs (https://www.import.io/post/8fantastic-examples-of-data-storytelling/) The next chapter in analytics: Data storytelling (https://mitsloan.mit.edu/ideas-made-to-matter/nextchapter-analytics-data-storytelling) What is data storytelling and why should you care? (https://narrativescience.com/data-storytelling)

Adding a well-constructed visual component to your data storytelling will add to its credibility. As with many things, when designing, less is more. Don’t overload your audience with too much colour and information; stick to one colour palette and break down your points

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COVID-19 Research Projects at Humber

PHOTO: ANNA SHVETS/PEXELS

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ANTICIPATING THE NEED FOR NEW innovations as a response to the COVID-19 pandemic, Humber researchers quickly got to work. In a short time, they were able to identify unique issues that were caused by the pandemic, and work on ideas that would have a positive impact on our communities. After the launch of NSERC’s Rapid Response to COVID-19 Fund, Humber’s Office of Research & Innovation received funding for several projects to improve COVID-19 outcomes.

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The Team

Smart hand sanitizer and soap dispensers to improve public health Hand sanitizer is seeing widespread use as we continue to battle COVID-19. For businesses to provide sustainable sanitization, they need to monitor sanitizer dispensers. Empty sanitizer dispensers promote the virus’s spread and cause further infections within communities. To address this challenge, Humber partnered with Mero Technologies Inc.—a technology innovator in the facility-management automation industry—to create a monitoring solution using Internet of Things (IoT) technology.

Dr. Tim Wong, PhD—Professor, Faculty of Applied Sciences and Technology (FAST)—is the Principal Investigator on this project, providing over 30 years of experience in networking, security, IoT, cloud computing, enterprise software and mobile devices. He oversaw the project, leading the development and workflow optimization challenges alongside Co-Investigator Sandro Zaccolo, who guided multiple student research assistants. Mero Technologies Inc. is a technology innovator in the facility-management automation industry, serving commercial properties by providing analytics using small, flexible wireless IoT devices that monitor the metrics behind washroom use and waste.

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How did they do it?

The primary objective for this project was to develop a universal IoT sensor that can alert the right people to refill dispensers in a timely manner. These sensors need to have the capability to retrofit existing hand sanitizers and soap dispensers, be user friendly and require easy installation.

The Mero and Humber team worked remotely throughout this project. Regular virtual update meetings supported progress, feedback, and enabled the team to troubleshoot issues.

One of the challenges the Humber team helped Mero overcome was with the pairing time of the IoT devices to backend data collection and analytics. Mero needed help to adapt their latest sensor design for rapid deployment, either as a standalone or retrofit for existing units. Currently, Mero’s sensor works with one dispenser type, and the work being done with this project will develop a universal sensor and adapter. This retrofit sensor solution will be able to notify cleaning crews when dispensers are low. It has the potential to provide a simple, inexpensive, and effective option for facility managers.

Students had remote access to a wide range of design software and continuous mentorship from the research leads. Researchers at Humber lead students in learning IoT and proprietary Mero technologies, and they were able to do the R&D to help create a seamless product experience.

Students at work

Impact Hand sanitizers help curb the spread of COVID-19 and other viruses, and the upkeep of sanitation stations is essential for sustainable public health outcomes. It’s anticipated that hand sanitation systems will continue to be in high demand post-pandemic, and this technology could help put people at ease and streamline the refilling process. The project has the potential to help keep essential workplaces, communities, and cities safe well into the future.

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The Team

Anticipating resource needs for COVID-19 cases A major pandemic concern is the continued stress on public healthcare systems. Given the high likelihood of hospitalization for COVID-19 cases, ward and intensive care unit (ICU) occupancy rates rose to unprecedented levels. Even though the virus can seem unpredictable, Humber researchers have paired with Intransigense Technologies to create a mathematical simulator predicting the resources a hospital requires to manage existing and expected COVID-19 cases.

Shahdad Shariatmadari—Professor and Program Coordinator, Faculty of Applied Sciences and Technology (FAST)—was the Principal Investigator on this project, bringing over 10 years of experience in the IT industry as a software developer, web developer and database administrator. Shahdad guided research assistants and worked with the industry partner to accomplish the project plan’s milestones. Intransigense implements real-time analytics engines to help organizations make better business decisions and have a competitive edge, specializing in AI-powered visualization tools and data analytics. Their focus is to engage with customers proactively, stating that simply providing a product and service is not enough in today’s competitive world.

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Students at work

Local health authorities equipped with simulation tools can predict their COVID-19 cases accurately and prepare as necessary; underpreparedness can have dire consequences. It is important for forecasting to consider municipal-level data when building a predictive model like this. These data include (but aren’t limited to): number of positive cases, tests administered, health system capacity in ward and ICU beds, and the epidemiological factors of COVID-19 such as the basic reproduction number, incubation and infectious periods.

Student researchers were responsible for data engineering and focused on the front-end web user interface; creating charts, widgets, and other dashboards on the web interface. They have designed the current software for a generic hospital, and the Canadian system required changes to be made under the direction of the company’s experts.

How did they do it? The objective of the project was to create a hospital resource prediction software—or simulator—that health authorities can use to predict the resources and forecast the demand for ward and ICU beds. The simulator makes use of several parameters which are adjustable by hospital staff to make predictions more accurately. Using the data from the simulator, hospital administrators can manage staffing needs (nurses, physicians) and equipment requirements (masks, ventilators, ICU beds, etc.) on a daily, weekly, or monthly basis.

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Impact A close monitoring of resources is important to improve health outcomes of COVID-19 patients. It is anticipated that hospitals will need to closely monitor their resources as the COVID-19 restrictions relax. The pandemic has continuously challenged our healthcare systems, and leaders must make time-sensitive and critical decisions about resource allocations. This simulation tool can help them make informed decisions and prepare for capacity strain, aiding clinical operations and the staff to identify when hospital resources would be saturated.

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The Team

Communications in the time of COVID-19 Early in the COVID-19 pandemic, effective communication was necessary in conveying the severity of the virus. As government regulations prevented businesses from opening, and in-person contact became something to fear, there was no set template for communicating these unusual circumstances. In response to this, a team of Humber researchers studied various communication efforts from a variety of businesses to determine how effective that communication was.

The lead on this project is Public Relations professor, Audrey Wubbenhorst. Audrey brings over a dozen years of communications experience and has served on several boards including the National Diabetes Trust (NDT), Central LHIN, Build Toronto, Toronto Community Housing Corporation and Ernestine’s Women’s Shelter. Her research assistants included her students Robert Van Horne and Nikita Ravi. This project was funded internally through Humber’s Office of Research and Innovation.

Project Details

Students at work

The goal for this project was to create open educational resources (OERs) for educators to use in their classrooms to study responses to the COVID-19 pandemic. Each case study was created in real-time and was published on the COVID-19 Communications website (https://covid19communications.ca/).

The student research assistants helped craft case studies that contain a base summary outlining the business, a timeline of important events for each business, and how they were impacted by government. The studies go into depth about the specific COVID-19 communications the business made during the pandemic and analyzes the context and public response around them. Part of the OERs includes teaching notes with probing topics for further discussion.

How did they do it? The team was able to analyze positive responses such as Seasons Retirement Communities’ commitment to safety and Ottawa-based restaurant Atelier’s drivethru tasting menu. Negative responses included EB Games’ refusal to close and Pusteri’s Fine Foods price gouging on cleaning products. Also present in the OERs is a summary of controversial celebrity responses to the pandemic and the image challenges of cleaning companies like Lysol and Clorox.

Impact Not only is this study a great snapshot of the COVID-19 pandemic but it can also serve as a best practice for what makes an effective crisis communications strategy. When lockdown regulations began in March of 2020, the communications field was going into unchartered territory. As paranoia and fear were at an all-time high, there were few templates to help guide organizations through the crisis. These resources serve as a perfect reference point to base a business’s communications strategy on and can help us be more mindful of how we disseminate information through public channels.

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Research & Development

Tania Massa Associate Dean

Dianna Dinevski Research Specialist

Office of Research & Innovation (ORI) Get to know our team!

Ozan Kirali Project Coordinator

Eswaran Ardhanareshwaran Project Coordinator

Harleen Sachdeva Project Coordinator

Felipe Garcia Project Coordinator

Tanya Perdikoulias Manager Operations

Jaqueline Nicol Resource Manager

Duarte Ribeiro Finance Manager

Jennifer Arulappu Administrative Assistant

Operations 42 | SPARK

Jennifer Larson Strategic Communications and Innovation Manager

Manivannan Kannan Project Coordinator

FEATURES

Scholarship of Teaching & Learning (SoTL)

Innovation

Raeshelle Morris Innovation Program Manager

TBD Associate Dean

Camila Perez Pena Senior Project Manager

Siobhan Williams Program Administrator Barath Roy Michel Senior Project Manager

Brendan WehbyMalicki Research Assistant

Ginger Grant Dean, Research and Innovation Nandish Dave Data Visualization Specialist

Sarah Nieman Managing Editor

Anju Kakkar Editor/Writer

Andrea Chan Graphic Artist

Milan Patel Data Visualization Specialist Aarthi Rajan Project Coordinator

Chris Middleton Assistant Editor

Humber Press SPARK | 43

EXTRAS

Develop Your Spark

WHAT’S ON OUR BOOKSHELVES

Title: Research Is Ceremony: Indigenous Research Methods

Title: Invisible Women: Exposing Data Bias in a World Designed for Men

author: Shawn Wilson

author: Caroline Criado Perez

Recommended by: ORI team

About: Indigenous researchers progress Indigenous ways of being, knowing and doing by developing relationships with ideas, data and methods. In this book, Shawn Wilson from the Opaskwayak Cree Nation shares how these relationships are central to the ceremony of Indigenous research and to the Indigenous research paradigm in Canada and Australia.

About: Award-winning campaigner and writer Caroline Criado Perez brings together a range of case studies, stories and new research from across the world that illustrate the hidden ways which women are excluded. From government policy and medical research, to technology, workplaces, urban planning and the media, she reveals the biased data that excludes women.

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Title: The Brain That Changes Itself: Stories of Personal Triumph from the Frontiers of Brain Science author: Norman Doidge Recommended by: Lars Kristjansen About: Using personal stories from the heart of this neuroplasticity revolution, Dr. Doidge explores the profound implications of the changing brain for understanding the mysteries of love, sexual attraction, taste, culture and education in an immensely moving, inspiring book that will permanently alter the way we look at human possibility and human nature.

Title: Drive: The Surprising Truth About What Motivates Us author: Daniel H. Pink Recommended by: Dennis Kappen About: Drawing on four decades of scientific research on human motivation, Pink exposes the mismatch between what science knows and what business does, and how that affects every aspect of life. He examines the three elements of true motivation—autonomy, mastery, and purpose— and offers techniques for putting these into action.

EXTRAS

re·search /’rēˌsərCH, rəˈsərCH/, noun 1. If we knew what we were doing, we wouldn’t call it research. Albert Einstein

Quips and Quotes Don’t let anyone rob you of your imagination, your creativity, or your curiosity. It’s your place in the world; it’s your life.

The world is full of magical things patiently waiting for our wits to grow sharper Bertrand Russell

[…] I do not think one can explain growth. It is silent and subtle. One does not keep digging up a plant to see how it grows. emily carr

Mae Jemison

What is research but a blind date with knowledge? Will Harvey

“Educating the mind without educating the heart is no education at all.” Aristotle

PHOTO: UNSPLASH/ANDREJ LIŠAKOV

SPARK | 45

The Staff Lounge Podcast is a place to reflect and connect with staff from Humber College. We bring you interviews, panel discussions and tips from local and global educators, providing a platform to explore best teaching practices. Subscribe on Spotify, iTunes or Soundcloud

COMING JANUARY 2022

Watch out for the next issue of Spark in December 2021! SPARK is a magazine for you, the Humber community. In these pages we share the stories of Humber researchers and the impactful projects that all began with the spark of an idea. You’ve got an idea for research, now what? Our next issue of Spark, out in December 2021, will explore the “how” of research at Humber: How do I get started? How do I create a research design? How do I develop my research philosophy? If you have an idea or experience you’d love to share, let us know! Reach out to us at humberpress@humber.ca.

humberpress.com @humberpress

SPARK: Humber's Research & Innovation Quarterly, Issue 1

Articles inside

Preview: Demystifying Innovation

COVID-19 Research Projects at Humber

Bringing Data to Life! The Art of Data Storytelling

Migrating from STEM to STEAMS

Employee Spotlights

Cover Story “Why Research?”

Editor’s Introduction: Why Humber “Spark”?

Humber College Broadcast-Broadband Convergence B2C Lab

Dean’s Message

Foreword

What Do We Do?