School of Justice instructor, Kirsten Fantazir, and retired instructor, Murray Bartley, have published their research findings, Role-Playing Gamification Technologies with Adult Learners, in the inaugural March 2021 issue of Imagining SoTL, an open access publication stemming from the annual Symposium for Scholarship of Teaching and Learning (SoTL) in Banff, AB. Their research focused on the promotion of student engagement, motivation, and success using game-based learning technology in post-secondary classrooms. 

Barron, G. R.S. (2021). University Rankings As Global Surveillance Assemblage. In M. Stack, C. P. Chou, A. Mazawi, & M. Ishikawa (Eds.), Global University Rankings and the Politics of Knowledge. University of Toronto Press. http://hdl.handle.net/2429/78483

Conceptually unique in its scope, Global University Rankings and the Politics of Knowledge addresses the lack of empirical research behind university and journal ranking systems. Chapters from internationally recognized scholars in decolonial studies provide readers with robust frameworks to understand the intersections of coloniality and Indigeneity and how they play out in higher education.

In this chapter I articulate a problem for those of us who regard university rankings, metrics, and their politics to be undesirable, or perhaps even destructive to our freedoms to choose what research we conduct, where we publish, how our universities are governed, and to have valid information to make personal and governmental policy decisions. Yet, rankings are as much a part of academic history and culture as they are governmental or business tools for oversight and profit generation. The problem is this: the material and cultural relations in which rankings are entwined make them all at once seductive, coercive, and profane to academics that are not only subject to them, but whose very work feeds their production. That is, they are not only embedded within long standing academic practices and interests, they are increasingly integrated into routine ways of knowing, thinking about, and recognizing legitimate universities and academic work. The university’s entanglement with rankings makes a world without them seem unimaginable. In this chapter I articulate rankings within actor-network theory and explain the implications of this perspective for articulating junctures between rankings, metrics, and university life that require personal and collective reflection to instigate thought as to what alternative values, ethics, and means of recognition might be possible. Rather than presume to know what alternative values and interests are best, I simply outline the current state of affairs and, in so doing, intimate points of departure.

Dave Maze, B.A.I.S, M.A.I.S., Stephen Graham M.Sc., ITCP, L.S.P. and George Gallant, M.A.

In a virtual learning environment, using artificial intelligence and interactive scenarios, participants are introduced to real-world crisis situations that are complex and challenging to solve. Focusing on the mechanics involved in a crisis situation, taught in the Crisis Intervention course in the final semester of the Criminal Justice diploma program, scenario-based learning enhances the overall learning experience. Implementation of outcome-specific scenarios in virtual reality results in the development of new mental modules by integrating new visual experiences with existing schemas in participants' long-term memory.

While the second year of research was interrupted by COVID, the researchers were able to successfully complete testing and also run a full class of students through the VR experience. Students, through surveys and interviews, commented that they felt the VR experience prepared them for their live-action role play and they felt confident in engaging with the role play. A review of summative assessments from the students who experienced the formative VR Scenario experience was compared to the marks of two groups of students who did not participate in the formative experience and a marked difference was noted with formative VR participants generally scoring hirer as a result. 

On-campus and online student representatives from all programs across the centre are dedicated to providing feedback about their experiences at Lethbridge College. We offer our sincerest appreciation for the thoughtful feedback and suggestions provided by this group. Any student interested in participating on this Council may contact Trudi Mason, Dean by email.

In September 2021, Trudi Mason, Dean of the Centre for Justice and Human Services, presented the Centre Awards to recognize faculty, staff, and external and internal partners whose daily actions and interactions exemplify excellence in teaching and learning, innovation, creativity, as well as representation of the Centre’s values of respect, integrity and accountability. CJHS congratulates this year’s award recipients: 

We would like to send our heartfelt congratulations to all of the recipients and thank them for the contributions they have made to the Centre for Justice and Human Services.

Since 2008, Travis has been giving lectures on a variety of legal topics through the partnership between the Lethbridge College and the Alberta Law Foundation. Travis has been volunteering his time to bring a collaborative experience to both criminal justice and nursing students for the past three years. He enables students to experience first-hand the rules of the courtroom, the rules of evidence, and the rules of testifying, and spends many voluntary hours reviewing material in preparation for the court room sessions. His work has helped build bridges between the Justice and Nursing programs and has helped students understand the importance of the work done in each other’s profession and how they are connected. Travis’ hard work and diligence is appreciated by faculty and students alike.

Sifton is a significant supporter of CYC graduates through their commitment to the provision of practicum, and mentorship of practicum, and through committed representation on our Program Advisory Committee. The entire staff at Sifton contributes to mentorship of our students and the time and effort they put into matching students to staff teams at Sifton allows for positive mentorship relationships and excellent learning opportunities. Sifton also participates as a member of an employer panel as part of second-year CYC course work, and students report back on the great benefit of talking to a panel of employers and engaging in mock interviews with those panel members. 

Briana is recognized for her outstanding commitment to providing students with accurate, compassionate and timely advice. She has developed key partnerships with Chairs in our centre and works collaboratively with them to provide guidance to students. She is always willing to go the extra mile. She responds quickly and asks questions to understand. When help was needed in reaching out to all students in the Corrections diploma to ensure they knew about upcoming changes and the need to complete courses that are part of the old curriculum within a specified time frame, she went above and beyond to make sure students had the required information and assistance in planning out their final courses in the program

Dave’s virtual door is always open in response to students, faculty and industry. He is an excellent resource within our Centre, continually sharing his resources with colleagues and passionately sharing his experience in the field, not only with students but his peers, too. He uses humour to create a learning and work environment that is supportive, challenging, and engaging. He tries an array of teaching strategies to appeal to a variety of learners, and mentors instructors to follow suit. He continually is looking to improve his craft and works with his peers and other college opportunities to stimulate his curiosity. His enthusiasm and work ethic are contagious and his student-centred approach, passion for our program, and genuine concern for his colleagues benefits our Centre greatly.

Brenda is a thoughtful leader who has demonstrated her ability to innovate for her students. Brenda is constantly looking for creative ways to engage many of her learners who are mainly online. She has provided synchronous sessions for distance learning students who don’t typically connect with instructors or their peers synchronously. She has created and maintains an interactive resource, EA Community, which is immensely helpful in creating a community not only for students but also for instructors. Brenda’s student-centered approach to the enhancement of their learning experiences within her program create cross campus opportunities for implementation in other programs.  Brenda has an array of assessment tools and techniques that she willingly shares with her peers and is constantly challenging others to innovate, create, and improve, for the benefit of students.