Innovation Showcases
Developing Community Innovation through Community and University Partnerships: Queen’s Innovation Zones
Innovation Showcase Liam O'hare
This presentation explores the following questions: What is community innovation? Why research community innovation? Why research community innovation in community and university partnerships? The Innovation Zones are long term (7 years) community and university partnerships between Queen’s and two disadvantaged communities in West Belfast, Northern Ireland. The mission of the Zones is to drive community innovation in the form of evidence-based community programmes and practices that have considered not only what works, but also who it works for and if is appropriate with communities facing many challenges. Together the Innovation Zones are enhancing community assets through innovation, which improve outcomes for children, young people, families and the community as a whole. The community innovation draws in many aspects of humanities research, e.g., philosophy, history, art, music. The presentation study describes the theoretical basis of the Innovation Zones which draws on humanities theory and research in the areas of philosophy, history, art, music. It also gives examples of findings from some of the research conducted within the Innovation Zones on the design, implementation and evaluation of community innovation. The conclusions review the benefits of working in Innovation Zones including: Promoting evidence-based practice using humanities theory and research; Informing better civic decision making; Stimulating enterprise, creativity, arts and civic development; Driving collaboration and peace; Supporting scaling of community innovation; and encouraging trans-disciplinary engagement between humanities academics /other disciplines/ communities/ public and private sector.
Stories Across Borders: Cross Cultural Storytelling Themes Make a Big World Seem Smaller
Innovation Showcase Stacy Scott
In this qualitative, ethnographic research, university students take on a variety of self-selected topics and use semi-structured interviews and topical research to dive into their topics. They produce reports and videos to demonstrate and articulate similarities and differences from varied cultural perspectives. Topics such as Love, Food, Sex Education in China, Parenting, Death, Finances, Choices for College Majors and Careers, Beauty and more are explored as people from around the world share their most intimate views and personal experiences. The study highlights how culture and geography impact ways of knowing and being. Each study creates a window into the world that may not be easily found without a key to unlock the feelings, desires and challenges that are experienced in different ways around the world. The reports of each project team summarize their findings. The individual interviews and each teams' final video bring their insights to light. The stories, research approach, and tools are shared so that this research can be replicated.
Climate Challenges and Actions Transformed through STEAM and the Arts : Reshaping University Students Values and Confidence to Learn about Climate Challenges, UN Sustainable Development Goals and Community Actions
Innovation Showcase Bronwen Wade-Leeuwen, Kathryn McLachlan
This STEAM Ahead Australia course was designed for American Study Abroad second-year university students attending a Sydney-based university during semester one in 2024. The STEAM course focused on learning about Australian perspectives on Climate Challenges, Sustainability and Community Action. Employing a multi-disciplinary system thinking approach, the course aimed to enhance students’ capacity and engagement in understanding important concepts related to Climate challenges and community actions. Experiential learning activities, reflective practices and reciprocity encouraged students to become more empowered by taking responsibility for their research and their actions (Kemmis, McTaggart and Nixon, 2014). Throughout the 7 week course, students analysed their learning and develop their own world views and practices through the Arts, dialogue and reflection. The researchers facilitated a multi-faceted, multi-disciplined team consisting of educators, business professionals and community Indigenous and non-Indigenous members demonstrated how diverse world views could simultaneously relate to Climate challenges through science, technology, engineering, mathematics and The Arts using STEAM Education. Students’ course evaluations showed that a STEAM Ahead Australia approach using systems thinking was highly valued compared to their other university courses in Australia and America. Students had fun and successfully engaged in sensory explorations applied to serious Climate challenges. These valuable learning experiences transformed their worldviews and enforced their future commitment to Climate Action while learning to ‘risk-take’ in and through the Arts.
