Experiential learning
Experiential learning is an essential component of the Bachelor of Child Studies Degree. These opportunities (fieldwork, practicum and capstone courses) introduce students to a wide array of practice, agencies and skilled professionals. Graduates will have completed three practica over the course of study, along with a capstone course. These provide students with the opportunity to gain first-hand experience in their related discipline. The practicum is a place to begin learning from others and to receive supervision in the development of core skills for competent early childhood education or child and youth care practice.
Some practicum agencies where our students have been placed include, but are not limited to:
| Child and Youth Care Counsellor | Early Learning and Child Care | Leadership Practicum |
|---|---|---|
| Boys and Girls Club | Akidemy Preschool | 12 Community Safety Initiative |
| Boys and Girls Club, Airdrie | Bow Valley Child Care Centre | Association of Early Childhood Educators of Alberta |
| Calgary Board of Education | Bowmont Community Preschool | Autism Aspergers Friendship Society |
| Calgary Bridge Foundation for Youth | Calgary Board of Education | Autism Aspergers Friendship Society of Calgary |
| Children's Cottage | Calgary Urban Project Society | Bloom Wellness |
| Cornerstone Youth Centre | Child Development Dayhomes | Bridges Social Development (Canada Bridges) |
| Enviros | Churchill Park Family Care Society | Catholic Family Services |
| Families Matter | Families Matter | Calgary Urban Project Society |
| Foothills School Division | Heartland Agency | Foothills Creative Beginnings |
| Hull Services | Louise Dean | Little Red Reading House |
| Janus Academy | Métis Little Sundance Daycare | Trellis Society |
| McMan Youth Family & Community Services | Mount Royal University Child Care | YWCA and YMCA |
| Rockyview School Division | Providence | |
| Trellis Society | Renfrew Educational Services | |
| Woods Homes | Rhyme and Reason Early Learning | |
| YWCA and YMCA | Rosedale Community Preschool | |
| Thornhill Child Care Society | ||
| Topp Kidds | ||
| University of Calgary Child Care | ||
| Wee Wild Ones and Of the Wild | ||
| YMCA Child Development Centres |
Bachelor of Child Studies Capstone Projects Each year of the four-year program, experiential learning components in and out the classroom allow you to put theory into practice and gain valuable skills that will support you later on in your career. A fourth-year community-based capstone course brings your learning together and prepares you for the workforce or graduate studies.
Here are some of the innovative and impactful projects that our students have worked on over the past few years:
Terrace Road Elementary School — Calgary Board of Education
Faculty: Tricia Bianchini
In this Capstone, CY and EL majors had the opportunity to guide and learn from each other as they worked collaboratively on projects and in the classroom environment. Capstone students change the lives of vulnerable children/youth by nurturing and strengthening their individual resiliency and by building up the communities that surround them.
Students worked in the classrooms of Terrace Road School. They contributed to the development and implementation of practical educational opportunities aimed at supporting the children’s social-emotional development and life skills beyond the classroom. They worked individually with students to help them gain the confidence and skill they needed to navigate life. Students choose a team project of interest. Project teams: created education/lessons for the classrooms; strengthened the community within the classroom, the school and the schools’ neighbouring communities of Montgomery/Bowness; organized and built community within this Capstone experience.
Youth Unlimited — Streetlight Program: Carissa Lawton
Next Step Ministries: Danielle Stone
Faculty:Chelan McCallion
“A community where hope burns brighter: breaking cycles of addictions, homeless and exploitation.”
Frequently, when youth and young adults have made the courageous step of finding a way to leave a lifestyle of exploitation, there is no safe place for them to go. Detox beds, which do not address trauma, and are not specific to exploitation, are few and difficult to obtain.
Furthermore, not every youth is facing substance use concerns. Drug treatment programs have long wait lists and again, are not specific to the exploitative lifestyle or trauma. Sexual exploitation often does not fit domestic violence shelters mandates or shelters and are
frequently full within Calgary.
Students will assist in designing a program (both housing & day-to-day living) which addresses the gap in services for youth and young adults aged 16-22 years old, who are survivors of sexual exploitation, human trafficking and survival sex. These individuals do not have Protection of Sexually Exploited Children Act (PSECA) status, are not mandated to attend programming and are emancipated. Students will also assist in providing research and best practice for programming which addresses the gap of individuals wanting to immediately exit sexual exploitation, human trafficking, and survival sex, commonly know as First Stage. Students will be able to access current models of service within Next Step Ministries and YU-Turn Housing and research other choice-based services within the city of Calgary and abroad. Students will have the opportunity to collaborate with community partners focused on ending exploitation of youth.
Students will engage in a variety of tasks looking at best practice for this particular population. A basic framework will be provided; however, this project can evolve based on students’ findings. Students will learn and understand the terms sexual exploitation, human trafficking and survival sex through guest speakers and current programming. Gain an understanding of current resources and services available to this particular demographic. Design and implement trauma informed programming. Examine current housing market, purchasing property, and the importance of having a safe housing model.
Complete grants and fundraising tasks. Design surveys and interview questions to gain a better understanding of needs within current practice models. The end goal is to open up a housing model at the end of Capstone.
Students interested in this capstone should have an interest in the outlined demographic, willingness to work within a team environment and independently, an overall interest in program design and awareness of Streetlight, YU Turn Housing & Next Step Ministries as faith-based organizations.
Wee Wild Ones Capstone To Design Inclusive Programs for Children and Youth
MRU Faculty Supervisor; Carolyn Bjartveit, PhD
WWO Project Coordinator: Hannele Gordon
The goal of this capstone project was to design inclusive programs for children and youth and to decolonize and enact anti-bias education practices within the WWO and WFI organizations. Mount Royal University students developed and implemented inclusive early learning and childcare curriculum, anti-bias staff training for WWO child and youth care frontline workers and developed partnerships and fundraising through child and youth programs within the Not-for-Profit sector.
Project 1: Early Childhood Curriculum and Design
Students examined similarities and differences between WWO’s pedagogical approaches and the Indigenous ways of knowing community partners within Treaty 7 Territory. They discussed ways to develop an inclusive classroom and made recommendations in consultation with WWO staff, MRU faculty and Indigenous leaders.
Project 2: Team Experiences and Health and Wellness Training
Students built and maintained a decolonized, non-bias work environment by establishing learning opportunities for staff focused on health and self-care. They designed a wellness manual in collaboration with Indigenous leaders and included the Medicine Wheel and Plains Cree teachings.
Project 3: Supports and Programming for WilderFutures
Students advanced the not-for-profit organization, WilderFutures, through partnerships and fundraising initiatives in collaboration with the Urban Society for Aboriginal Youth (USAY). The students developed an electronic toolkit, the alliedFutures project, and planned education sessions to increase people’s understanding of decolonization and the steps from Truth to Reconciliation. The education sessions and toolkit were launched in March 2022.
Bridging Community-University Evaluation Gaps
Community Partner: The Evaluation Capacity Network (ECN)
Faculty Lead: Monica Pauls
The Evaluation Capacity Network (ECN) is an interdisciplinary and intersectoral partnership, housed within the Community-University Partnership for the Study of Children, Youth, and Families (CUP) at the University of Alberta. The ECN aims to advance evaluation practices within the early childhood field.
The purpose of this Capstone was to meaningfully engage students in evaluation capacity-building efforts, providing them with opportunities to build on and apply their leadership, research and evaluation skills as they respond to community needs. Students were assigned to three working groups based on their interests and experiences and were mentored by faculty and research staff. They contributed to four areas of capacity building over the academic year: 1) community needs assessment, 2) community-based research and evaluation, 3) teaching and learning evaluation models and 4) evaluation knowledge mobilization. Additional training, professional development, and networking opportunities were provided throughout the year.
WP Puppet Theatre Society (WPTS)
Faculty: Pat Kostouros & Susan Garrow Oliver
Wendy Passmore & Erin Prosser, W.P. Puppet Theatre Society
WP Puppet Theatre Society (WPTS) uses the power of puppetry to impact positive social change. Through puppetry-infused learning opportunities and performances, they inspire, challenge, empower, support expression and encourage empathy in audiences and program participants.
Through an initial exploration of research, students learned how applied puppetry can enhance and support the role of child and youth care counselors and early childhood educators in their everyday work with children & youth. Students participated in the planning and support of an international puppetry conference, presented pop up puppet shows to other practitioners and families as part of community outreach, write and submitted an article for publication, prepared resource documents related to applied puppetry for working with diverse children and youth, and a professional presentation for ongoing use at conferences/public presentation. Students had a significant role in bringing awareness of applied puppetry within human services fields and its impact on positive social change.
Calgary Board of Education (CBE) Alternative Education Programs
Mount Royal University (MRU) Library — Maker Studio
Capstone students in 2019-2020 developed Maker Studio 1.0. Evolving to Maker Studio 2.0 in the 2020-2021 academic year, students developed and implemented a program curriculum for building 21st-century skills for children and youth that were engaged in alternative pathways in education. Several CBE alternative programs within the Woods Homes programs, such as George Wood, William Taylor and the Hull school program, were tasked with engaging students in alternative opportunities. Due to the pandemic, most of the design and delivery took place virtually. Capstone students provided purposefully designed activities that can be sustained through a guidebook on how to use various technologies and add to the existing curriculum for the educational settings.
Glenbrook School-Calgary Board of Education
Students identified at-risk elementary students in the school and worked in collaboration with school staff. Students engaged in opportunities to critically consider and utilize their entire three years of theoretical education and practical experiences. Students created therapeutic connections as they focused on the health and development of highly vulnerable children and youth. Virtually, students co-created responsive learning environments and built skills of leadership and resilience in the face of risk. Students demonstrated high levels of sensitivity, awareness and respect of cultural and human diversity as they engage the Glenbrook school community. Students executed professional responsibility by integrating emergent knowledge into their practice particularly as it relates to differing abilities, child and brain development, brain plasticity, trauma-informed care and the Circle of Courage philosophy. Students designed and implemented projects that built on the community spirit within the school. Students supported Glenbrook by building on the connections and resources of neighbouring schools.
Catholic Family Services
After expanding their knowledge of adult learning theories, conducting a review of the literature and employee knowledge gap analysis, students created professional learning modules to be used as an orientation for all employees. This online curriculum included three
modules using flight concepts as a framework and focused on the image of the child and adult role, child development theories and adult self-care. The online curriculum introduces employees to the concepts so they are better prepared to serve clients and families.
ELCC & Community Development, TOPP Kids
Evaluating Impact
Students developed a sustainable evaluation framework that provides meaningful feedback for ELCC & Community Development to use in future strategic and program planning. Building upon the work ELCC & Community Development is already doing, students defined a multidimensional evaluation plan, developed appropriate and sustainable evaluation tools, implemented the evaluation through stakeholder engagement, data collection (qualitative and quantitative), and data analysis, and worked with ELCC & Community Development to utilize the findings as a tool for improvement and growth.
Calgary Child Development Dayhomes
Students developed a resource website for family day home educators and another for family day home consultants. They surveyed the family day home educators to determine the interests of the community, researched relevant topics, created materials and then engaged in professional learning communities to enhance educator capacities in working with children and families as co-learners and co-researchers. By working with the consultants in communities of practice, the reflective practice was promoted. Resources were created to continue sustained inquiry for the consultants’ work with the family day home educators. Pedagogical leadership was nurtured to support the communities’ learning and thinking capacities. The websites will be a foundation for future professional learning and resource development.
Calgary Reads
Students researched, designed, implemented, and evaluated various initiatives within Calgary Reads to support early years reading programs. This included PeeWee Read, Children’s Reading Place, Book Bag Partnership team, LENA Grow and First 2000 Days Network. Students engaged in a deep understanding of the importance of language and literacy development in the early years and effective strategies for developing children’s abilities.
MRU Makers Studio
Students developed and implemented opportunities for skill building for youth transitioning to adulthood in the Hope Homes and Youth Transition to Adulthood (YTA) programs of McMan and the Independent Living Services (ILS) of Hull Services. Working alongside youth, students provided coaching and support for youth in a number of activities in the Makers Studio. This capstone provided students with the opportunity to assist the youth in developing life skills while increasing self-esteem through hands-on activities. The MRU Library Maker Studio is a creative space for students, faculty, staff and community users to explore ideas and concepts with new equipment, tools, and software to approach projects in a hands-on way.
Kids Cancer Care Foundation
Students gained an understanding of supporting families affected by childhood cancer. The students supported families by designing a new preschool curriculum for the exercise program, becoming tutors and program developers for our tutoring program, helping to coordinate a family education conference and created a volunteer training video with a professional videographer.
Woods Homes
Students co-created and participated in the implementation of an Indigenous-focused symposium for professionals working with gender and sexually diverse youth — the first of its kind. Students conducted a literature review to explore best practices and key findings for gender and sexually diverse youth experiencing homelessness, which was launched at the symposium. Students engaged in grant writing and explored sponsorship possibilities while also receiving training from the Centre for Sexuality. In collaboration with the Centre, students utilized the LGBTQ2S+ Inclusion Audit tool within Wood’s Homes programs.
Enviros
Students researched and examined current practice tools and literature surrounding natural supports for children and youth in care, foundations for caregiver support and the calls to action from the Truth and Reconciliation Report that Enviros identified as initiatives to be woven into practice within the agency and its programs.
The State of the Issue: Sexual Exploitation of Children and Youth in Calgary
In this capstone, students partnered with the Street Level Working Group, a collaboration of professionals working to address sexual exploitation of youth in Calgary, to design and conduct 6 research studies addressing various aspects of this issue.
Association of Early Childhood Educators of Alberta
Students participated in the provincial professional association's efforts towards a recognized profession. This included engagement with ELCC students and early childhood educators throughout the province, and current AECEA members and board members. Students also planned the first-ever student-led conference for ELCC students, and developed a draft Code of Ethics and Scope of Practice document.
Pathways
Students enhanced their own knowledge of Indigenous culture and ways of knowing as it relates to their practice in the Human Services disciplines. Emphasis on understanding the context of Indigenous communities and families, with a greater emphasis on working with youth. The students compiled a video library whereby various Indigenous elders and spokespersons were interviewed and recorded, capturing Indigenous history and experiences.
Calgary Public Library
Students worked with the Calgary Public Library (CPL) to conduct a needs assessments of various locations based on the needs of the community and individuals who access the library. Using leadership and facilitation skills for the purposes of learning and presentation, students assessed, researched, and developed a solution-focused plan to align with the needs of the branches.
The Office of the Child and Youth Advocate of Alberta
Bachelor of Child Studies students worked with the Office of the Child and Youth Advocate (OCYA) to research, design and develop the framework for a volunteer and mentorship program, Friends of the Advocate. Students connected with other agencies who share common interests to the OCYA to create a network of Friends of the Advocate, and developed a training manual and a social media platform for Friends of the Advocate.
Children's Cottage
Students worked with the management team of the Children's Cottage to examine the needs of the program and develop tools to promote positive mental health practices.
Churchill Park Family Care Society
As a pedagogical partner, Churchill Park provided students the opportunity to assess and align its early learning sites around the city with the Alberta Curriculum Framework. Students worked closely with leaders to bring the Alberta Curriculum Framework to life in their practice.
Engaging and Supporting Youth in Greater Forest Lawn — United Way
This joint initiative of United Way of Calgary, Mount Royal University and local partners aimed to contribute to the development of an engagement strategy or initiative that would support and encourage youth to be involved in their neighbourhoods and inspire community change. The students developed connections with local partners and agencies to gain an understanding of the community and what youth engagement may look like within it. From there, students identified recurring themes and proposed long-term recommendations and youth engagement strategies to United Way and interested partners. In the following term, students implemented youth engagement strategies with partnering agencies: youth granting, youth night, community mapping, youth voices, and youth connections. Each strategy is unique and ties to a need found within the community that has been expressed by an agency or a community member.
Early Childhood Development Network — First 2000 Days
With the exceptional teaching of Launa Clark and Monica Pauls, the Mount Royal University Bachelor of Child Studies Capstone group worked towards linking, aligning and leveraging all of their learning and experiences towards building better outcomes for children.
Alberta Children's Hospital
The goal of this capstone was to improve and advance pet therapy, playrooms and volunteer services within the hospital. This was done by working closely with the child life team, as well as exploring the child life profession. Another aspect of the project was to create more awareness of child life in the hospital. The students created a poster and video highlighting the benefits and importance of child life within hospitals.
Shifting Perspectives — Enviros
In partnership with Enviros, students planned and organized a province-wide, two-day conference with a focus on understanding addiction as a symptom of unmanaged mental health concerns, or a self-managed response to trauma, grief and loss. The objective of the conference — Shifting Perspective — was to shift the way professionals and future professionals understand, treat, and heal addiction and mental health. Students wanted to deepen the understanding of the complexities of addiction and mental health and provide participants with innovative and practical tools in dealing with mental health and addiction concerns.
YMCA — Youth Engagement/Health & Wellness Project
Students utilized existing YMCA facilities and youth programs to determine how to effectively promote the Free Calgary Flames Grade Six Memberships initiative and how to intentionally leverage current youth programs and activities to increase youth engagement in YMCA experiences.
CBE — Discovering Choices Community Outreach Bus
Together with Discovering Choices (Westbrook), students researched the need for a community outreach school bus to travel to areas of the city with limited transit options and deliver outreach school courses. Students developed a proposal and presentation to the Calgary School Board.
Sexual Exploitation Conference
With a committee of representatives from agencies that provide programs for sexually exploited children, youth and young adults in Calgary, Child Studies students planned and held a sexual exploitation conference. The conference was intended for agencies and staff to learn more about sexual exploitation and available resources for those who are exploited.
Families Matter
Students worked with family resource community programs to conduct community needs and asset assessments which helped inform the development of some community initiatives in a new resource centre location that was working with new immigrant families and young families. At the same time, students reviewed the kindergarten readiness program, early childhood educators' understanding of their role and image of the child. Recommendations were shared with the educators and managers.