Articles tagged with: geography

  • Brock researchers seek to educate on animals and entertainment

    A cheetah in the savannah with a safari van in the background

    Professor David Fennell and Sarah Coose, a graduate student in the MA in Geography, wrote about animals and entertainment for a new book on animal welfare.

    Humans using animals for entertainment is the subject of a recent collaboration between Professor David Fennell and Master of Arts (MA) student Sarah Coose in Brock’s Department of Geography and Tourism Studies.

    The researchers recently contributed a chapter entitled “Animals in Entertainment” to The Routledge Handbook of Animal Welfare looking at the role of animals in tourism and media industries, from wildlife viewing to sport to advertising, which shows how animals are used for human profit and how the social cost of mistreating animals can be one of the biggest drivers of change in inconsistently regulated fields.

    Science, agriculture and some areas of entertainment, such as film locations, set rules or follow legislation around animal welfare, but tourism venues are often unregulated. Fennell says tourism is “generally perceived as simply an act of leisure or recreation — but we need to recognize that it is arguably the world’s largest industry.”

    book cover for The Routledge Handbook of Animal Welfare features several yellow chicks

    The Routledge Handbook of Animal Welfare was published as part of the Routledge Environment and Sustainability Handbooks series earlier this year.

    Fennell and Coose believe education is the key to improving this situation, because while research in the area is growing worldwide, teaching, classroom learning and public awareness has not kept pace.

    “The United Nations World Tourism Organization (UNWTO) has a global code of ethics for tourism, but grassroots initiatives are required to build capacity for changes at broader levels,” says Fennell. “What we are trying to do here at Brock, and now more widely, is establish normative change at different scales and in different contexts to map out a more responsible industry.”

    Coose, who studied Ecology, Evolution and Behaviour in her undergraduate degree at Boise State University, is currently undertaking research about ethics, animal welfare and the efficacy of conservation related to animals and ecotourism under Fennell’s supervision.

    “My MA thesis is aimed at assessing to what degree the preconceived beliefs that tourists hold on animal ethics colour their perceptions of the ethicality of the animal tourism venues they visit,” says Coose. “Collaborating on this chapter allowed me the opportunity to do a deep dive into the literature on animal ethics and to get to know the topics of discourse and terminology used in the field, which is incredibly useful.”

    One of the key takeaways from the chapter is that tourists themselves hold much of the power to effect change, since in the absence of laws and fines, consumer attitudes toward a venue’s care for animals is a key motivator.

    “Tourists vote with their dollars and their views,” says Coose. “If you think someone is providing an unethical product, don’t give them your money or exposure.”

    Fennell adds that he has worked with Tourism Studies undergraduate student Val Sheppard (BTS ’03, MA ’05) to develop “a framework that encourages tourists to assess and then rate wildlife tourism attractions, not unlike TripAdvisor, on aspects of governance, conservation and welfare,” which would increase public awareness and accessibility of information.

    While the chapter presents examples of public and activist pressure resulting in the decline of unethical treatment of animals, such as elephant rides, the authors say there is more work to be done.

    “The industry has responded by refusing to use some animals, but long-standing cultural practices and economic realities continue to deny the welfare, rights, agency and interests of animals,” says Fennell.

    He is clear that education “has to be the driving force” of a change in attitudes.

    “If we want a more responsible and sustainable tourism industry when it comes to animals, education is the key,” says Fennell. “Much of my research is now dedicated to animal ethics literacy, social contract theory and curriculum development to work against the anthropocentrism and speciesism in our field.”

    STORY REPOSTED FROM THE BROCK NEWS

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  • In-person, online events planned to mark GIS Day

    Geographic information systems (GIS) are everywhere, with many people not understanding the extent of their use. 

    In recognition of Geography Awareness Week Monday, Nov. 14 to Friday, Nov. 18 and GIS Day on Wednesday, Nov. 16, Brock University’s Map, Data and GIS Library (MDGL) has planned several initiatives in partnership with the Tourism and Geography Society (TAGS) student group to engage the Brock community and bring awareness to the beneficial geographic tool.  

    “GIS is critical to our society and it’s important to recognize its significance in our everyday lives,” says Sharon Janzen, Map Library Associate and Geospatial Data Co-ordinator with the MDGL. “We use GIS to map directions and find hotels close to our destination. Satellite imagery helps us track storm paths of hurricanes and tornadoes and analyze changes in landscapes over time. GIS is also used in city planning, for example, to visualize the distribution of sports facilities, and in communicating public engagement, for example, by plotting online voting results by district. The uses are endless.” 

    To kick off the week, TAGS is hosting a scavenger hunt that will have participants searching for five locations across campus. Two of the spots will include geocaching, which involves participants using their mobile device as a GPS to find containers called ‘geocaches.’ Participants can enter a contest to win a prize by taking a photo of each of the five locations, sharing them via Instagram stories and tagging @brocktags by 5 p.m. Wednesday, Nov. 16. More details are available on Instagram 

    On Wednesday, Nov. 16 for GIS Day, the Brock community is invited to the MDGL in Mackenzie Chown Complex C306 for a pizza lunch from 1 to 2 p.m. Pizza slices, pop and chips will be sold for $2 each (cash only). At 2 p.m., complimentary cake will be served featuring a map created by Master of Sustainability student Baharak Razaghirad, titled “The Distribution of Trees within the Town of Lincoln.” Geography and GIS-related games will be available, such as map-themed board games and jigsaw puzzles and a geography-related word scramble called ‘Where in Niagara?’ 

    Also taking place is a free weeklong GIS Days virtual conference hosted by Western University Libraries packed with events open to Brock students and employees. Two representatives from the Brock community will be leading presentations as part of the conference.  

    Brock alumna Jessica Linzel (BA ’18, MA ’20), Director of Community Engagement for The Brown Homestead and past Esri Canada GIS Scholarship recipient, will give a seven-minute lightning talk Tuesday, Nov. 15 at 11 a.m. about using StoryMaps to present complex ideas about history in a more accessible way. Linzel created a series of web maps that outline the boundaries of The Brown Homestead and show how the land evolved from its Indigenous origins and then Loyalist settlements to several generations of Brown family and new owners who partitioned and sold or purchased land. 

    Janzen will be leading a one-hour tutorial Thursday, Nov. 17 at 11 a.m. that will introduce participants to ArcGIS Online, a web-based dynamic mapping software. She will use the story of Laura Secord’s famous walk from Queenston to Thorold as a topic for participants to create a map. No experience is necessary, but curiosity is an asset. A valid login for the website is required (public or organizational accounts welcome). Visit the ArcGIS website to sign up for a public account. 

    Registration is required to access the presentations; however, there is no registration fee or deadline. The interactive program can be used to search by presenter, presentation title or location. 

    Questions about events planned for GIS Day can be directed to Janzen at sjanzen@brocku.ca.

    STORY REPOSTED FROM THE BROCK NEWS

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  • Learn about issues of migration, mobility at upcoming public symposium

    Researchers from across Brock University will share insights on migration, immigration, movement and the mobility of people, things and ideas at a virtual public event next week.

    Hosted by the Faculty of Social Sciences and the Social Justice Research Institute (SJRI), the Movement and Mobility Symposium will feature six presentations from faculty, staff and student researchers in Geography and Tourism Studies, English Language and Literature, Education and Sociology at Brock.

    Presentations include:

    • “Education is my only carriage — it was not an easy road” by PhD student Denese Brown-Bell (MEd ’18)
    • “Road infrastructure, mobility and gendered subjectivities in Shimshal, Pakistan” by Professor Nancy Cook and Professor David Butz
    • “Contradictory mobility: child self-protection and automobiles in interwar Toronto’s Globe” by Professor Phillip Gordon Mackintosh
    • “Reflections on mobility and the 2021 photos of the Mounted U.S. Border Patrol” by Associate Professor Gale Coskan-Johnson
    • “Developing decolonial aesthetics with migrant domestic worker creative communities” by Assistant Professor Julie Ham
    • “Displacement and belonging in Canada: reconciliation through research, knowledge translation and the arts” by Faculty of Education Research Officer Snežana Obradović-Ratković, Professor Kari-Lynn Winters and Assistant Professor Catherine Longboat, with Associate Professor Spy Dénommé-Welch of Western University

    Associate Professor and Interim SJRI Director Tamara El-Hoss says the event is inspired by the current political climate.

    “Issues of mobility, displacement and migration are at the forefront of populous movements on all sides of the political spectrum,” says El-Hoss. “I look forward to hearing a diverse range of perspectives on these urgent and necessary questions from the presenters at the symposium.”

    The free public event is the latest in the Social Sciences Symposium Series, which aims to showcase the variety of work being conducted by faculty and student researchers across Brock’s Faculties to uncover an array of perspectives and foster potential synergies and collaborations. It is also the second symposium to be co-hosted by SJRI.

    Dean Ingrid Makus of the Faculty of Social Sciences expressed delight at partnering with SJRI for another event after the success of last year’s Social Justice and Community Collaboration symposium.

    “Our Symposium Series is designed to give the wider community a glimpse of the breadth of research and insight being carried out by Brock’s researchers on many of our society’s most pressing issues,” says Makus. “We are thrilled to partner with the SJRI once again to stage an event that promises to be engaging and enriching for all who attend.”

    Movement and Mobility: A Virtual Symposium will be livestreamed on Lifesize Wednesday, Oct. 26 from 10 a.m to 1 p.m. Everyone is welcome to attend, but advance registration is required.

    STORY REPOSTED FROM THE BROCK NEWS

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  • Brock appoints biogeographer, Dr. Lesley Rigg, as next President and Vice-Chancellor

    Lesley Rigg, a highly accomplished academic leader, research scientist and professor, is Brock’s next President and Vice-Chancellor.

    Rigg assumes her new role Nov. 1 following an international search for the next University President. A highly skilled forest ecologist and biogeographer, she currently serves as Vice-President (Research) and Professor of Geography at Western University in London, Ont.

    “Dr. Rigg brings more than 25 years of academic and research leadership experience to Brock, having served in Canada and in the United States as a vice-president, dean, scientist and professor,” says Mark Arthur, Chair of the Brock University Board of Trustees. “Lesley’s many accomplishments in labs and in the field, in classrooms and across campuses, are matched by her inspiring and well-demonstrated commitment to inclusivity and diversity. It is an optimistic approach that puts students, faculty and staff first. We are truly fortunate to welcome her to our community.”

    Rigg says it is a “distinct privilege to be invited to join Brock at this pivotal time in its history.”

    “We are emerging from the challenges of the pandemic and the work of the University is essential as our community recovers and seizes new opportunities. I have long admired Brock’s impressive students, our outstanding faculty and researchers and our wonderful staff, who together make up a university striving to be welcoming, diverse and inclusive,” she says. “Over the years, I have been excited to watch as Brock evolved and advanced to become a leading student-centred comprehensive university. As I arrive in Niagara, I am fortunate to be joining such an accomplished and welcoming community. I have a deep-seated optimism for the future of Brock.”

    At Western, Rigg leads the research enterprise of one of Canada’s foremost research-intensive universities. She is responsible for both the strategic vision and daily operation of Western Research and is the lead internal and external advocate for research, creativity and innovation on campus. During her time in London, she led the creation of a new strategic plan for Western Research, with a vision to stimulate research, scholarship and creative activity.

    Prior to arriving at Western, she served as Dean of the Faculty of Science and Professor, Biological Sciences at the University of Calgary, where she led one of the largest Faculties on campus spanning six departments and five multidisciplinary programs.

    Her experience also includes significant leadership at Northern Illinois University. There, she served as Vice-President for Research and Innovation Partnerships and other roles including Associate Dean Research and Graduate Affairs in the College of Liberal Arts and Sciences.

     

    Rigg’s lived experience informs her understanding of the significant impacts a university can have on its community and on its students. She was the child of a single mother and is the first in her family to go to university.

    “I have experienced first-hand the transformative impacts education has on a student and on a family,” she says. “Brock’s emphasis and proven track record ensuring the health, well-being and success of students is foundational to our future. Together, we must ensure there is just, equitable and fair access to all areas of our campus, and we must openly demonstrate that this is an inclusive and welcoming university where everyone has the same opportunity to benefit and to contribute.”

    Rigg says she was encouraged by Brock’s recent undertakings to recruit more Indigenous and Black scholars.

    “I am particularly focused on partnering with our Indigenous communities to further the gains Brock has made in truth and reconciliation and in creating a more welcoming campus for equity-deserving students, staff and faculty,” she says.

    As an accomplished scientist and research administrator, Rigg prioritizes supporting researchers, scholars and students working across campus to innovate, create and spark breakthrough discoveries.

    “As a comprehensive university, Brock’s commitment to our researchers and research activities is of utmost importance,” she says. “Brock has enjoyed considerable successes in creating an environment where breakthrough discoveries and impactful scholarship thrive. I am looking forward to working with our entire community to continue this upward trajectory and to catalyze future growth.”

    Rigg earned her bachelor’s degree in geography and environmental studies from York University in Toronto, her master’s degree in geography from the University of Colorado and her PhD in geography and environmental studies at Australia’s University of Melbourne. Her teaching career began as a lecturer at Melbourne in 1997.

    She is a Fellow of the Royal Geographical Society of Canada, an executive committee member of the Ontario Council on University Research (OCUR) and the recipient of many honours, including the Alberta SHEInnovator Award and the Women of Inspiration, Vision Builder Award for Western Canada. Rigg’s partner is David Goldblum, an Associate Professor in the Department of Geography and Environment at Western University.

    Throughout her career, engaging with communities has been a hallmark of Rigg’s leadership. She says Brock’s multi-layered relationships and connections with the communities it serves are a key reason she’s eager to begin her term at the University.

    “Brock’s origin story begins with a group of dedicated women in the community advocating for a new university. That was nearly 60 years ago and the voices and actions of the Allanburg Women’s Institute ring clear today,” she says. “Brock is closely interwoven with Niagara and communities beyond. We serve our neighbours in so many impactful ways, while being the beneficiary of the rich and diverse communities that are part of our campuses. Deepening these ties and building new relationships will be key as we move forward.”

    Brock’s President and Vice-Chancellor provides leadership to the community to collaboratively develop and achieve the University’s goals. She ensures that the University pursues its vision and delivers on its mission, while demonstrating a commitment to Brock’s values. The role is responsible for inclusive leadership and effective bi-cameral governance. The President oversees the implementation of the educational policy and general administration of Brock and ensures a culture of academic freedom, research excellence and institutional autonomy. The President advocates for the University’s interests with government and other key stakeholders and works with the community to enhance Brock’s reputation. She is responsible for ensuring Brock’s fundraising and advancement activities are robust and that alumni are engaged in the life of the University.

    The Brock University Board of Trustees approved the appointment following a recommendation from the Advisory Committee on the Presidency and after consulting with the University Senate. The search began in June 2021 after former President Gervan Fearon left to become the President of George Brown College. Since that time, Provost Lynn Wells has served as Interim President.

    “On behalf of our entire community, I want to thank Interim President and Provost Lynn Wells for her superb leadership over the past year. It has been an incredibly complex and challenging time for all universities and for our students and staff,” Arthur says. “Dr. Wells has led with integrity, compassion and a keen focus ensuring Brock emerges from this pandemic stronger than ever. We are deeply grateful for her commitment to Brock and to our students, faculty and staff.”

    Incoming President Rigg will be spending time on campus this fall as she prepares to begin her role in November.

    “I am so looking forward to meeting with our community of students, faculty and staff and getting to better know our campus,” she says. “The coming academic year promises to be an exciting one with a near-record incoming class, a full return to campus and a complete resumption of our teaching, learning, research and student activities. I cannot wait to get started!”

    STORY REPOSTED FROM THE BROCK NEWS

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  • Students to explore space, climate change in new science communication program

    A new Brock University program will see students combine their interest in topics such as space exploration, earthquakes, floods and climate change with a passion for storytelling and global communication.

    Welcoming its first cohort in fall 2023, Brock’s Bachelor of Arts and Sciences in Earth and Planetary Science Communication is a cross-disciplinary program forged through a partnership with the Departments of Earth Sciences; Geography and Tourism Studies; and Communication, Popular Culture and Film.

    “Students are welcome from diverse backgrounds, voices and academic pursuits, making it ideal for those with interests in science, arts or both,” said Frank Fueten, Chair of Earth Sciences. “It will appeal to those who value Greta Thunberg’s activism just as much as those who enjoy the science broadcasting of David Suzuki.”

    The program’s graduates will understand the science behind important modern issues, such as Earth’s resource distribution and the exploration of other planets.

    “Students will have the skills to participate effectively and successfully in discussions and debates surrounding science in a variety of fields and industries,” Fueten said.

    The program is the only one in Canada that combines knowledge of Earth Sciences with communication skills in a single four-year undergraduate degree.

    “On the communication side, students will learn cutting-edge theory and practical skills to help understand the needs and concerns of the public, gather science data and employ social media effectively,” said Duncan Koerber, Assistant Professor in the Department of Communication, Popular Culture and Film.

    The program presents innovative courses such as Citizen Science, where students crowdsource the public to create new knowledge and data sets.

    “Citizen Science will empower citizens and communities to tackle environmental and social injustices and has the potential to inform innovation as well as policy changes in Niagara and beyond,” said Ebru Ustundag, Associate Professor in the Department of Geography and Tourism Studies. “Data empowerment of citizens via participatory practices will honour and preserve local traditions and knowledge and provide mitigation strategies for future residents and policy-makers.”

    Upper-year projects may adopt novel approaches to communicating science to the masses. While one student may promote volcanology through TikTok, another may craft a miniseries on microplastics.

    “The variety and customizability of project options will appeal to students who enjoy blazing a new trail,” Fueten said.

    The program will enable graduates to pursue careers in communication roles for government agencies, non-governmental organizations, universities and private companies, as well as in journalism.

    “We see our graduates landing roles in well-known organizations like the Discovery Network and the World Wildlife Fund,” said Kevin Turner, Associate Professor, Department of Geography and Tourism. “There is also great opportunity to join firms in the resource industry and other companies in environmental fields or geologically sensitive areas.”

    More information is available on the program website or by contacting earth@brocku.ca

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  • Brock geographer makes global connections during Fulbright Canada residency

    Almost two years after his Fulbright Canada Research Chair in Arctic Studies at the University of Washington was first announced, Kevin Turner is winding down his duties.

    The award normally involves a six-month residency, but the global pandemic prevented the Associate Professor in Brock University’s Departments of Geography and Tourism Studies and Earth Sciences from travelling to Seattle as expected.

    Instead, he virtually taught a fourth-year course in Arctic Landscape Change and Detection, conducted workshops for teachers and engaged in events hosted by the World Affairs Council, including a fireside chat with Chief Tizya-Tramm of the Vuntut Gwitchin Government through winter 2021.

    Earlier this spring, he was finally able to load his truck with his bikes and some field equipment and head west for his required in-person residency at the University of Washington.

    In spite of a hectic three-month schedule, Turner says the trip has created opportunities to meet up and collaborate with colleagues, sometimes in unexpected ways.

    In May, he travelled to Fairbanks, Alaska, for a meeting of NASA’s Arctic Boreal Vulnerability Experiment (ABoVE) Science Team. As a research affiliate of that program, he advises on airborne data acquisition and suggests key flyover locations from his main research site in Old Crow.

    “Being an affiliate of NASA ABoVE, I can help guide where they fly in northern Yukon and then utilize the data they collect within my research program, as can many others,” says Turner. “We also learn the latest on some of the cool things that colleagues are doing with the data to assess landscape conditions across the north, as well as share our own findings.”

    He attended a meeting of the International Circumpolar Remote Sensing Symposium in Fairbanks, which attracted top scholars from around the world, and was also involved in fieldwork being done by colleagues from University of Alaska, Fairbanks and the NASA Jet Propulsion Lab.

    “I was able to use some equipment I brought with me because I didn’t want it sitting in the truck at the airport while I travelled,” Turner says. “When I took it out for a little bit of show and tell, they invited me to visit one of their research sites to try it out.”

    Upon his return to Seattle, the University of Washington hosted Turner, Tram Nguyen, the 2021-22 Fulbright Canada Chair in Arctic Studies, and others for a roundtable discussion in late May on “Holistic Approaches to Health and Wellbeing in Arctic Communities and Beyond.”

    In June, Turner flew north again for fieldwork in Old Crow, Yukon. The strict parameters of his VISA required him to travel on specific dates — which can be hard to commit to when research excursions are delayed by Arctic weather.

    Turner counted on Brock Earth Sciences graduate student Michelle Pearce (BSc ’20) and undergraduate student Marley Tessier to help him meet the logistical challenges of the research trip and collaborated with colleagues from Polar Knowledge Canada and Parks Canada, along with local Indigenous community members, including photographer and drone pilot, Caleb Charlie, to collect data. Turner also credits helicopter pilot Ruth Hardy with being able to work wonders in small time frames.

    In addition to gathering water samples and aerial survey photography, Turner also used a LiDAR sensor — “a Ghostbuster-looking sensor that shoots out 300,000 pulses of light per second” — to collect data for fine-grained 3D imaging of the landscape.

    His use of the LiDAR device was of particular interest to a documentary film crew from France and Germany working on a four-part series on climate change, who accompanied the researchers and interviewed Turner in the midst of the data collection.

    Turner has now returned to Seattle for the rest of July to crunch some data and collaborate with colleagues at the University of Washington.

    Though it hasn’t been without its challenges, he says that he has enjoyed the “shake-up” of the Seattle residency and the Fulbright Chair overall. And he looks forward to soon welcoming his family for a quick holiday in a nearby mountain cabin.

    “If I didn’t have the support of my family, this would be impossible,” he says. “My wife, Jen, is amazing, and my two boys have really stepped up to fill in the gaps of getting things done around the house in my absence. Their ability to carry on with me somewhere else for an extended period has made this smooth, but I really miss them.”

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  • Reflecting on the 2022 Vancouver Field Course

    2022 Vancouver field course (GEOG/TOUR 3F93) student group with Dr. Mike Ripmeester and TA Hannah Willms (both right). Photo by Jean Kwan.

    Twenty-five students recently completed the Vancouver Field Course (GEOG/TOUR 3F93) led by Professor Mike Ripmeester and Teaching Assistant Hannah Willms. Students included representatives from numerous departments across Brock. During their ten days in Vancouver, students participated in seminars, walking seminars, self-guided explorations, and museum tours. While these activities focused on theories and concepts related to Geography and Tourism Studies, students were also challenged to reflect on their experiences during seminars and in their daily field book entries. Included among the challenges were to reflect on: how well the example of Vancouver fit with their existing knowledge of urban processes; how their experiences challenged their existing knowledge or beliefs; and, how they might attempt to define solutions to problems they encountered. During their free days, students explored the city and environs. Some went snorkeling with seals or went whale watching, others went for hikes or explored the city by bicycle, while others enjoyed the city’s shops and beaches.

    The students had an excellent time in Vancouver with Dr. Ripmeester and Hannah. Here are some of their reflections:

    “This course was an absolute incredible experience. As someone who hasn’t travelled this far from home alone for this long, I learned a lot about myself, the world around me, and met some amazing friends that will last a lifetime. I got out of my comfort zone and learned what incredible things can happen when you get out of your comfort zone.”

    “Having the field study course in Vancouver was amazing! it was such a great opportunity to have experiential learning and to firsthand explore a city both urban and rural areas. It was great to experience the way of life there, the museums, the culture, the food and of course the amazing fresh air & scenery. Thank you for this once in a lifetime experience as I got to learn, travel and enjoy!”

    “While I have had some amazing classroom-based courses with some wonderful teaching staff, being in Vancouver allowed both the participating students and staff to thrive in ways I could have never imagined. Putting bright minded individuals into the field and giving them tangible sources is the ultimate recipe for thorough and confident learners, and I sincerely hope that Brock continues to invest in opportunities such as this. I left Vancouver with lifelong friends and a long-lasting knowledge base of such a beautiful city that will inspire my personal travels and other learning opportunities for years to come.
    Also, I know that Dr. Ripmeester is extremely humble, however, he was undoubtedly the crown jewel of my experience. Having a personal connection to the location gave such a genuine feel to our learning, and truly enhanced my experience with the city.”

    The Brock student community is encouraged to look for future field courses offered by the Department in Spring/Summer 2023. Keep an eye out on our website and social media accounts for more details.

    Photo by Mike Ripmeester.

    Photo by Mike Ripmeester.

    Group of students standing outside on the Vancouver Field Course

    Photo by Mike Ripmeester.

    Students at Mary’s on Davie. Photo by Victoria Dougherty.

    Students at Future Senakw Development Site. Photo by Victoria Dougherty.

    Students at Creekside Park. Photo by Victoria Dougherty.

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  • Virtual tourism study seeking Brock students for short survey

    Master’s student Abigail Mensah has questions about the future of sustainable tourism — and she is hoping to get answers from fellow Brock University students.

    With supervisor and principle investigator Professor David Fennell in the Department of Geography and Tourism Studies, Mensah has developed a survey that can be completed in about 15 minutes online to explore the use of technology to facilitate remote tourism.

    The project, “Rethinking Consumerism, Innovation and Tourism Sustainability in a Post-Viral World: A Case of Virtual Tour Innovation Usage in Niagara’s Geoparks,” supports Mensah’s thesis research in the Master of Arts in Geography program.

    Mensah, who holds a Bachelor of Science in Hospitality and Tourism Management from the University of Cape Coast in Ghana, says her research connects “the influence of the COVID-19 crisis on people’s future travel preferences and the role of virtual tour innovations, such as Personalized Interactive Real-time Tours (PIRTs), in meeting tourism needs while promoting sustainability.”

    Once completed, results of the study will be shared with the Brock community as well as the board of the Niagara Peninsula Aspiring Geopark.

    Mensah says that PIRTs are an “ethical and responsible alternative” to high-emission travel because they allow tourists to stay home and connect with local tour guides in a live, interactive, virtual experiences facilitated by technology.

    She adds that safe and accessible tourism opportunities for those with restrictions on mobility, transportation or costs for travel and revenue to support local employment, conservation and environmental protection are additional benefits to the model.

    All Brock students are invited to complete the survey.

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  • Brock students studying climate change plant tree on campus

    Brock University students capped off a course on the climate crisis with a commitment to positive change on Earth Day, Friday, April 22.

    A small group joined their instructor, Adjunct Professor Jayson Childs, and Professor and Chair Michael Pisaric to plant a tree outside the offices of the Department of Geography and Tourism Studies.

    Childs says the idea to raise money to plant a tree arose from an awareness of how much time students and scholars spend using computers.

    Four men holding shovels with dirt stand around a tree being planted on a sunny day

    The students of GEOG 2P08, Climate Crisis, along with instructor Jayson Childs and Professor Michael Pisaric, pooled their resources to donate a new Ginkgo biloba to Brock’s campus for future generations, which was planted to celebrate Earth Day on Friday, April 22. From left: John Dick, Manager of Ground Services, Childs, Pisaric and Dimitre Iankoulov of the Department of Geography and Tourism Studies.

    “I thought perhaps we could do an optional, voluntary fundraising drive to purchase a tree to plant on campus to try to mitigate some of the emissions associated with all of us sitting on our computers, while also bringing a variety of other benefits to campus,” he says.

    At Pisaric’s suggestion, they selected a Ginkgo biloba tree, which is known for dropping all its leaves at once when the first frost strikes. The species has been planted on other university campuses to help researchers track the date of the first frost from year to year, creating a specific, local data set.

    John Dick, Manager of Ground Services, says his team tries to keep plantings as diverse as possible, but as there are only a few other Ginkgo biloba trees on campus, they were more than happy to accommodate this request.

    “This was an initiative of the class, which is awesome,” Dick says. “We certainly appreciate when someone wants to add to the campus landscape.”

    Childs says planting trees is one of the “simple activities anybody can do to help sequester carbon and mitigate climate change” but outlines several other benefits, too:

    • Trees planted in yards act as a buffer for warm temperatures by providing shade and cooling neighbourhoods up to 5o
    • Trees absorb precipitation, which then helps reduce overland runoff and soil erosion.
    • Urban forests play an integral role in improving air quality and the psychological and social well-being in a community.
    • Planting trees can improve local biodiversity by providing habitat.

    Second-year Concurrent Education student Juanita Ayerbe Lozano says an early course assignment that required her to assess how many trees would be needed to offset her own carbon footprint got her thinking about the emissions of a class with almost 500 students. Reflecting on that impact, she jumped at the chance to get involved in the tree planting initiative.

    “Starting local, that was the biggest take away for me,” says the Niagara-on-the-Lake resident. “It’s not really in my control to fix everything and completely stop climate change, but if I just start small, start local, it can go a long way.”

    Pisaric looks forward to seeing the tree donated by this year’s Climate Crisis students thriving for decades to come.

    “This initiative led by Dr. Childs provides the students in our Climate Crisis course with a practical experience directly related to the content they learned,” says Pisaric. “Using the concept of carbon offsets, he taught the students that everyday activities such as enrolling and participating in their course work can have ecological impacts, but at the same time, showed them that there are mechanisms to lessen those impacts.”

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  • Future educators share ideas for nature learning with community

    A class of Brock students recently took in the fresh air at Ball’s Falls Conservation Area — all while sharing ideas that will help local children to do the same.

    Students in CHYS 2P16: Principles of Community Engagement in Education spent the last day of Winter Term classes sharing their research and enjoying the natural wonders at the Niagara conservation site.

    The event marked the completion of a term project that saw students in the Department of Child and Youth Studies second-year course research two key areas in support of the education-related programs offered by the Niagara Peninsula Conservation Authority (NPCA).

    Working in groups, students examined how the NPCA’s nature school, day camps and field trips could provide children and youth with improved and more equitable access to green spaces and new ways to promote the development of environmental stewardship among children and youth.

    Water falls over curved rock at Ball’s Falls

    Brock students recently spent the day at Ball’s Falls Conservation Area, where they shared their ideas for nature learning with the community.

    Students then compiled posters outlining their research findings and suggesting possible innovations. On April 8, the class gathered at Ball’s Falls to display their posters, observe the findings of their colleagues and soak in the natural surroundings.

    Assistant Professor Heather Ramey says the poster presentation allowed for the students’ work to be shared not only among their peers but also with NPCA educators and stakeholders as well as other members of the public who took in the display over the following weekend.

    “Looking at both accessibility and how we build environmental stewardship made for really good research, and then students connected the research to education and to the community,” says Ramey. “These two research questions were a beautiful melding of what’s needed in the community and what’s needed from an educational perspective.”

    Alicia Powell, Manager of Conservation Area Services at the NPCA, says she was excited to work with Ramey and her students on the project, which aligns with many of the priorities laid out in the NPCA’s strategic plan released earlier this year.

    “One of the things the NPCA recognizes in our outdoor education program is the importance of alternative education opportunities to get students, children, youth and adults outside and active,” says Powell. “The class looked at equity and improving access to green spaces to environmental and outdoor education and at the benefits not only in terms of health and well-being, cognition and learning for children but also the benefits to our environment and to stewardship now and in the future.”

    Allison Serrao, a second-year French major in the Concurrent Education program, says learning about opportunities for children to engage in natural environments opened her eyes to the importance of outdoor activity.

    “From working on the project, my biggest takeaway was learning how much of an impact nature has on adolescents’ development and growth,” she says. “Being surrounded by nature has many benefits.”

    The students flagged a range of issues and opportunities, from developing take-home and classroom kits to improved transportation options for accessing conservation areas.

    “The work generated some phenomenal concrete and tangible suggestions for ways that organizations like the NPCA and some of our other partners can work together to improve the opportunity for folks to connect to nature,” says Powell. “Some suggestions from the posters around working with the municipalities to improve transportation to green spaces are right in line with a recently published provincial report. Access for those in concentrated settlements is limited in Niagara compared to other municipalities — so doing this research and looking at what we offer across Niagara is really important.”

    Ramey says the posters were all captured in a digital format so that both students and the NPCA can keep them for future reference.

    Both Ramey and Serrao commented on how pleasant their on-site experience at Ball’s Falls was, although Serrao did get startled by one of its slithering inhabitants.

    “It was amazing to see the different posters that were there, and the weather was beautiful so I enjoyed the hike — it was not too long to the falls and the water was beautiful as well,” says Serrao. “The only downside was I saw a snake, which scared me, but I did end up having a laugh afterwards. Overall, I loved the experience.”

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