OPUS: Open Ulethbridge Scholarship

Open ULeth Scholarship (OPUS) is the University of Lethbridge's open access research repository. It contains a collection of materials related to research and teaching produced by the academic community.

Self-archiving your research in OPUS is one way to meet Open Access policies of granting agencies. It is important to retain your final, post-peer-reviewed drafts for submission to OPUS, as this is often the only version publishers will allow to be archived. Click here for information on the U of L Open Access Policy.

Check here for more information about OPUS.

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Communities in OPUS

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Recent Submissions

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Copyright codes of best practices for media access, reuse and preservation
(2024) Graham, Rumi Y.; Langrell, Kate; McPeak, Taylor; Taylor, Don
Session presented June 21, 2024 at the ABC Copyright Conference, Halifax, NS. Abstract: Educators, researchers, artist-scholars, and librarians face a pressing need to be able to continue to access, preserve, and reuse media content. Barriers to access, preservation, and reuse are increasing as copyright owners continue to use technology to lock-down access and move the industry away from physical formats towards streaming media and licensing, and the resultant overriding of copyright exceptions. This session highlights a pan-Canadian multi-institutional initiative to develop two best practices codes in applying fair dealing and other exceptions (user rights) in scholarly and professional practices involving copyright-protected media. The Media Access and Copyright Group (MAC) was created under the sponsorship of the Film and Media Studies Association of Canada. Comprising about 40 communication and media studies scholars, academic librarians, copyright advisors, filmmakers, and legal experts, MAC is developing two codes to help media and communication scholars and academic librarians understand when unauthorized uses of media content may be permissible for educational, research-creation, or preservation purposes. The session will briefly outline the structure of MAC and its best practices research project,. This session also touches on the importance of best practices codes for fair dealing. In the Q&A, presenters will invite attendees to share their experiences in using, or advising on the use, of media content in the teaching and research environment and on the uncertainties they face in discerning copyright issues in this area.
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Cultivating brave spaces for diverse academic women in higher education leadership
(2024) Dixon, Sandra; Batta, Millie
Diverse women continue to be unrepresented in academia. Institutional structures and governance are strongly influenced by Eurocentric and androcentric worldviews. These ideologies construct, maintain, and legitimize biases, affecting the career progression of diverse academic women in senior leadership positions. This paper uses the intersectional theoretical framework (ITF) to inform how salient aspects of identity, such as race and gender, impact the lived experiences of diverse academic women (DAW). We draw from both empirical and conceptual discussions in the education, gender, and leadership literature to analyze relevant areas, such as the internal silencing of DAW and the need for us to move beyond inclusion to expansion in higher education. Attention is given to topical discourse surrounding gender and publication, conflict management, stereotypes, and cultural safety relative to DAW. Next, a discussion of the critiques and gaps in the academic literature is provided. Further, the Awareness, Rationale, and Choices (ARC) model highlights how leadership may be re-imagined by addressing matters of equity, diversity, and inclusion (EDI) within academic institutions. The article concludes with the need to cultivate brave spaces in higher education leadership structures, whereby DAW can nurture their intersected identitie
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Hands-on-ground in a new country: a community-based participatory evaluation with immigrant communities in southern Alberta
(Sage, 2023) Charles-Rodriguez, Ulises; Aborawi, Aiat; Khatiwada, Kamal; Shahi, Ashmita; Koso, Silvia; Prociw, Savanna; Sanford, Christa; Larouche, Richard
Immigrants experience a high risk of mental health deterioration following settlement in Canada. Immigrant communities benefit from health-promoting interventions that stimulate social inclusion and belonging as protective factors. In this context, community gardens have been recognized as interventions that promote healthy behaviours, place attachment and belonging. This article summarizes our experience conducting a community-based participatory evaluation (CBPE), engaging community stakeholders in planning, implementing and evaluating a community garden for immigrants. We conducted a CBPE to provide relevant and timely feedback to inform programme adaptation and development. Participants, interpreters and organizers were engaged through surveys, focus groups and semi-structured interviews. Participants expressed a range of motivations, benefits, challenges and recommendations. The garden was a place that fostered learning and promoted healthy behaviours, including physical activity and socialization. However, there were challenges in organization and communication with participants. Findings were used to adapt the activities to immigrants’ needs and expand the programming of collaborating organizations. Stakeholder engagement facilitated capacity building and direct use of findings. This approach may catalyse sustainable community action with immigrant communities.
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HyFlex teaching: steps for a successful experience
(University of Lethbridge. Teaching Centre, 2024) Shapiro, Sidney
HyFlex teaching has become increasingly popular in online and hybrid learning. The author explores HyFlex course delivery in this article and provides practical steps for faculty to create an enjoyable teaching and student experience. It includes suggestions on delegating responsibilities, setting clear policies, and working in advance to clarify terms, meanings and deadlines. The author also discusses student participation, instructor expectations, and how to engage students while delivering hybrid and flexible courses. HyFlex courses require ongoing reflections, evaluation, and improvement of the HyFlex teaching and course delivery model.
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Exploring the impact of generative AI on education: opportunities, challenges, and ethical considerations
(University of Lethbridge. Teaching Centre, 2024) Shapiro, Sidney
This paper examines the role of generative Artificial Intelligence (AI) in higher education, highlighting its potential uses, obstacles, and ethical considerations. The paper introduces generative AI technology, its functions, and the importance of quality management in AI models for educational purposes. The article discusses AI's roles in facilitating learning, promoting collaboration, and offering personalized tutoring. It also delves into the effects of AI on teaching, emphasizing personalized teaching methods, student feedback, and challenges faced by educators.