C1

Experiential Learning with Industry Partner Projects in Grad Studies

Major research projects are the culminating effort for graduate students. In the landscape of new technologies, it can be difficult for one person to have sufficient skills and knowledge to undertake all the different moving parts of a digital media project on their own. Considering the challenges and experiences of students in a transdisciplinary program, the Master of Digital Media (MDM) launched Industry Partnership projects to provide students with a real-world experience while also fostering collaboration, problem-solving, and peer support (which helped the spirit of community within the cohorts). We also implemented a new course to support students in their project development, guiding them to the appropriate laboratories and experts around campus that can help them navigate their projects. In the pilot year, the MDM secured partnerships with the City of Toronto Creative Technology Office, the Aga Khan Museum, the Canadian English Dictionary, the Baycrest Academy for Research & Education, the PHI Centre in Montreal, the Toronto Arts Therapy Institute, the Huron-Wendat Museum, Apart Inc., and The Creative School. These projects gave students the possibility to work in a real project with similar conditions to the market - they faced challenges they had to solve as a team, and they also came out of the experience with a portfolio piece and an industry contact. Compared to previous cohorts, the projects were more complex and more advanced in their development. Projects were implemented by the partner organizations, reaching new audiences.

Presenter

Interprofessional Education with a Patient-Partner Through Poetry

As healthcare continues to evolve, there is an increasing need for comprehensive interprofessional education (IPE) to address the demands of an overburdened system. IPE and interprofessional collaboration curricula are essential to address the global health workforce crisis (World Health Organization, 2010). This secondary analysis study explores patient-partner as facilitator-created poetry in IPE sessions as a tool to promote collaboration and bridge the theory-to-practice gap in healthcare education. Drawing from the principles of aesthetic learning theory, which emphasizes the role of emotional and artistic engagement in deepening understanding (Sajnani et al., 2020), this innovative strategy builds on the belief that integrated aesthetics into IPE sessions can enhance reflective practice and emotional engagement. In two-hour sessions, students from diverse healthcare professions engage in activities and discussions to address specific learning outcomes, such as being able to identify the role of the patient in the interprofessional team, understand the patient’s expectations of collaborative care, develop strategies for effective collaboration with patients and other healthcare providers, and use aesthetics to understand complex concepts such as empathy better. This mixed-methods study analyzes post-session surveys, including Likert-scale and open-ended responses, to evaluate the impact of using aesthetics such as poetry on students’ learning. The results suggest that poetry and aesthetics enhance collaboration, deepen emotional engagement with the material, and help to bridge the theory-to-practice gap. Students reported feeling more connected to the material and the concept of patient-centered collaboration, noting that the emotional resonance of the poem written by a patient-partner helped them to see the human side of healthcare. This innovative pedagogical approach offers a valuable tool for educators to ensure an inclusive learning environment, where student perspectives from every health profession are valued irrelevant of historical professional hierarchies, and patients can feel respected for their lived experience.

Presenters

Does Connection Drive Commitment? Investigating the Role of Workplace Relationships in Retail Front-Line Employee Brand-Based Equity

This study explores the dimensions of student employee brand-based equity (EBBE) within front-line retail roles, integrating insights from workplace relationships and internal branding. Utilizing Structural Equation Modeling (SEM), the research examines how perceived leader-employee (PLER) and employee-employee (PEER) relationships shape key EBBE dimensions, including brand commitment, employee service performance, brand citizenship behavior, positive word of mouth, employee satisfaction, and intention to stay.

Findings indicate that PLER significantly influences brand commitment and service performance, reinforcing the role of leadership in shaping employee attitudes and behaviors. Mediation analysis further reveals that brand commitment partially mediates the relationship between PLER and critical brand-related outcomes. Similarly, PEER positively impacts brand commitment and service performance, demonstrating the importance of peer support in fostering internal brand advocacy.

This study contributes to the discourse on student learning and professional development by highlighting the role of workplace relationships in shaping brand-based outcomes for student employees. By applying Social Exchange Theory (SET) and Employee-Based Brand Equity (EBBE) in an educational and retail work context, the research offers empirical insights into the integration of learning and work, emphasizing the implications for teaching strategies, student employability, and workplace engagement in retail settings.

Presenters