The Bachelor of Youth and Community Leadership (BYCL) was launched by the University of Canterbury (UC) in 2020. The genesis of this new degree was a Stage One service-learning course that, in turn, arose from the innovative and active response of many of the university’s students in the aftermath of the Christchurch earthquakes in 2010 and 2011. That innovative action saw the formation of the Student Volunteer Army as well as the adoption of a new set of Graduate Attributes for every undergraduate at the university. The idea of a specialist undergraduate degree that captured this unique chain of events began to take form from 2016. The resulting degree was developed as a flexible, transdisciplinary programme for young (and not so young) leaders wanting an academic grounding for their passions in community leadership and social action. In 2020, the inaugural intake of students commenced their studies. In this reflection, we discuss our experience of teaching within the BYCL for the first time, using a collaborative approach to teaching that we based on what we understand, individually and collectively, to draw on principles of democratic pedagogy.
This article presents a subset of findings from a larger mixed methods CEISMIC1 funded study of twenty teachers’ earthquake experiences and post-earthquake adjustment eighteen months after a fatal earthquake struck Christchurch New Zealand, in the middle of a school day (Geonet Science, 2011; O’Toole & Friesen, 2016). This earthquake was a significant national and personal disaster with teachers’ emotional self-management as first responders being crucial to the students’ immediate safety (O’Toole & Friesen, 2016). At the beginning of their semi-structured interviews conducted eighteen months later, the teachers shared their earthquake stories (O’Toole & Friesen, 2016). They recalled the moment it struck in vivid detail, describing their experiences in terms of what they saw (destruction), heard (sonic boom, screaming children) and felt (fright and fear) as though they were back in that moment similar to flashbulb memory (Brown & Kulik, 1977). Their memories of the early aftermath were similarly vivid (Rubin & Kozin, 1984). This article focuses on how the mood meter (Brackett & Kremenitzer, 2011) was then used (with permission) to further explore the teachers’ perceived affect to enlighten their lived experiences.
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Blended learning plays an important role in many tertiary institutions but little has been written about the implementation of blended learning in times of adversity, natural disaster or crisis. This paper describes how, in the wake of the 22 February Canterbury earthquake, five teacher educators responded to crisis-driven changing demands and changing directions. Our narratives describe how blended learning provided students in initial teacher education programmes with some certainty and continuity during a time of civil emergency. The professional learning generated from our experiences provides valuable insights for designing and preparing for blended learning in times of crisis, as well as developing resilient blended learning programmes for the future.
For 150,000 Christchurch school students, the 12.51 pm earthquake of 22 February 2011 shattered their normal lunch time activities and thrust their teachers into the role of emergency first responders. Whether helping students (children) escape immediate danger, or identifying and managing the best strategies for keeping children safe, including provision of extended caregiving when parents were unable to return to school to retrieve their children, teachers had to manage their own fears and trauma reactions in order to appear calm and prevent further distress for the children in their care. Only then did teachers return to their families. Eighteen months later, twenty teachers from across Christchurch, were interviewed. At 12.51pm, the teachers were essentially first responders. Using their usual methods for presenting a calm and professional image, the teachers’ emotion regulation (ER) strategies for managing their immediate fears were similar to those of professional first responders, with similar potential for subsequent burnout and negative emotional effects. Teachers’ higher emotional exhaustion and burnout 18 months later, were associated with school relocation. Lower burnout was associated with more emotional awareness, ER and perceived support. Consistent with international research, teachers’ use of cognitive reappraisal (re-thinking a situation) was an effective ER strategy, but this may not prevent teachers’ emotional resources from eventually becoming depleted. Teachers fulfill an important role in supporting children’s psychosocial adjustment following a natural disaster. However, as also acknowledged in international research, we need to also focus on supporting the teachers themselves.
As the result of the September 4th 2010 Canterbury earthquake and associated aftershocks on February 22nd 2011 and June 13th 2011, final examinations in the two 100 level economics papers at Canterbury University were cancelled at short notice in semester one 2011. The final examination weightings were spread over the remaining assessments to obtain a final grade for students. This paper attempts to establish how different online assessment conditions affect final grade distributions when online assessments are substituted for an invigilated final examination. Pearson correlation coefficients and Spearman rank order correlation coefficients are used to show that there is a greater correlation between online quizzes and invigilated assessments when those quizzes are only available for a restricted period of time, compared to the whole semester. We find that online quizzes are more closely correlated with invigilated assessments when the first attempt at a quiz is recorded, as opposed to the highest of two attempts. We also find that using the first attempt leads to less grade disruption when compared to a “normal” semester that includes a final examination. Finally, the actual impact on student grades when online quizzes are substituted for a final examination is discussed.
