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Other, National Library of New Zealand

Provides information for students and staff of University of Canterbury in relation to the Canterbury earthquake of 22nd February 2011. Contains re-start timetable, transport options, latest announcements, FAQs, video and photo galleries, messages of support and sections devoted to the Library and the College of Education.

Images, UC QuakeStudies

A photograph of Graeme Kershaw, Technician at the University of Canterbury Department of Physics and Astronomy, sitting among the damaged parts of the Townsend Telescope. The telescope was damaged during the 22 February 2011 earthquake, when the Observatory tower at the Christchurch Arts Centre collapsed. Kershaw has been given the task of restoring the telescope. In this photograph he is holding the telescope's clock drive. In the foreground there is a plaque reading, "The equatorial telescope and accessories in this observatory were presented to Canterbury College by James Townsend Esq. 1891. A large contribution towards the erection of the tower was made by the Canterbury Astronomical Society".

Images, UC QuakeStudies

A photograph of Graeme Kershaw, Technician at the University of Canterbury Department of Physics and Astronomy, sitting among the damaged parts of the Townsend Telescope. The telescope was damaged during the 22 February 2011 earthquake, when the Observatory tower at the Christchurch Arts Centre collapsed. Kershaw has been given the task of restoring the telescope. In this photograph he is holding the telescope's clock drive. In the foreground there is a plaque reading, "The equatorial telescope and accessories in this observatory were presented to Canterbury College by James Townsend Esq. 1891. A large contribution towards the erection of the tower was made by the Canterbury Astronomical Society".

Images, UC QuakeStudies

Launch function for the UC CEISMIC digital archive. From left, College of Arts Pro-Vice-Chancellor Ed Adelson, Former the Press editor Andrew Holden, Vice-Chancellor Dr Rod Carr, Associate Professor and UC CEISMIC Director Paul Millar, and CERA Chief Executive Roger Sutton.

Images, UC QuakeStudies

College of Engineering staff stand beside a sign pointing through a fern garden to the temporary new entrance to the School of Engineering office. Asbestos is currently being removed from areas within the building. Pictured: Lisa Carter, Arran Yuill, Cecillia King, Karen Carthew, Janet Butcher, Cheryl McNickel and Vicki O'Sullivan.

Images, UC QuakeStudies

College of Engineering staff stand beside a sign pointing through a fern garden to the temporary new entrance to the School of Engineering office. Asbestos is currently being removed from areas within the building. Pictured: Lisa Carter, Arran Yuill, Cecillia King, Karen Carthew, Janet Butcher, Cheryl McNickel and Vicki O'Sullivan.

Research papers, University of Canterbury Library

When disasters and crises, both man-made and natural, occur, resilient higher education institutions adapt in order to continue teaching and research. This may necessitate the closure of the whole institution, a building and/or other essential infrastructure. In disasters of large scale the impact can be felt for many years. There is an increasing recognition of the need for disaster planning to restructure educational institutions so that they become more resilient to challenges including natural disasters (Seville, Hawker, & Lyttle, 2012).The University of Canterbury (UC) was affected by seismic events that resulted in the closure of the University in September 2010 for 10 days and two weeks at the start of the 2011 academic year This case study research describes ways in which e-learning was deployed and developed by the University to continue and even to improve learning and teaching in the aftermath of a series of earthquakes in 2010 and 2011. A qualitative intrinsic embedded/nested single case study design was chosen for the study. The population was the management, support staff and educators at the University of Canterbury. Participants were recruited with purposive sampling using a snowball strategy where the early key participants were encouraged to recommend further participants. Four sources of data were identified: (1) documents such as policy, reports and guidelines; (2) emails from leaders of the colleges and academics; (3) communications from senior management team posted on the university website during and after the seismic activity of 2010 and 2011; and (4) semi-structured interviews of academics, support staff and members of senior management team. A series of inductive descriptive content analyses identified a number of themes in the data. The Technology Acceptance Model 2 (Venkatesh & Davis, 2000) and the Indicator of Resilience Model (Resilient Organisations, 2012) were used for additional analyses of each of the three cases. Within the University case, the cases of two contrasting Colleges were embedded to produce a total of three case studies describing e-learning from 2000 - 2014. One contrast was the extent of e-learning deployment at the colleges: The College of Education was a leader in the field, while the College of Business and Law had relatively little e-learning at the time of the first earthquake in September 2010. The following six themes emerged from the analyses: Communication about crises, IT infrastructure, Availability of e-learning technologies, Support in the use of e-learning technologies, Timing of crises in academic year and Strategic planning for e-learning. One of the findings confirmed earlier research that communication to members of an organisation and the general public about crises and the recovery from crises is important. The use of communication channels, which students were familiar with and already using, aided the dissemination of the information that UC would be using e-learning as one of the options to complete the academic year. It was also found that e-learning tools were invaluable during the crises and facilitated teaching and learning whilst freeing limited campus space for essential activities and that IT infrastructure was essential to e-learning. The range of e-learning tools and their deployment evolved over the years influenced by repeated crises and facilitated by the availability of centrally located support from the e-Learning support team for a limited set of tools, as well as more localised support and collaboration with colleagues. Furthermore, the reasons and/or rate of e-learning adoption in an educational institution during crises varied with the time of the academic year and the needs of the institution at the time. The duration of the crises also affected the adoption of e-learning. Finally, UC’s lack of an explicit e-learning strategy influenced the two colleges to develop college-specific e-learning plans and those College plans complemented the incorporation of e-learning for the first time in the University’s teaching and learning strategy in 2013. Twelve out of the 13 indicators of the Indicators of Resilience Model were found in the data collected for the study and could be explained using the model; it revealed that UC has become more resilient with e-learning in the aftermath of the seismic activities in 2010 and 2011. The interpretation of the results using TAM2 demonstrated that the adoption of technologies during crises aided in overcoming barriers to learning at the time of the crisis. The recommendations from this study are that in times of crises, educational institutions take advantage of Cloud computing to communicate with members of the institution and stakeholders. Also, that the architecture of a university’s IT infrastructure be made more resilient by increasing redundancy, backup and security, centralisation and Cloud computing. In addition, when under stress it is recommended that new tools are only introduced when they are essential.

Research papers, University of Canterbury Library

The Townsend Observatory is located in the Arts Centre of Christchurch, in what used to be Canterbury College (now University of Canterbury). The Townsend telescope itself is a historic 6-inch Cooke refractor built in 1864 for early Christchurch colonist, Mr James Townsend, and gifted by him to Christchurch College in 1891. At the same time, the Canterbury Astronomical Society handed over its funds to the College to help erect an observatory. The College used this, and money it had set aside for a medical school, to build a biological laboratory with an attached observatory tower, which was completed in 1896. The Biology Building and Observatory Tower was the last major design by architect Benjamin Mountfort. Mr Walter Kitson was appointed custodian of the telescope and regular public open nights commenced. and continued until 2010, with the telescope being operated by students of the Department of Physics and Astronomy, University of Canterbury. The Observatory Tower was badly damaged in the 4 September 2010 earthquake and collapsed in the 22 February 2011 earthquake. The telescope was badly damaged by the collapse, but, amazingly, the optics were found entirely intact. The Department of Physics and Astronomy plans to restore the Townsend Telescope so that it can be returned to a replica Observatory Tower in its central city home, enabling the people of Christchurch, and visitors, to enjoy views of the night sky through this beautiful and historic telescope once again.

Research papers, University of Canterbury Library

It is reported that natural disasters such as earthquakes impact significantly upon survivors’ psychological wellbeing. Little is known however about the impact of disasters upon the professional performance of survivor employees such as teachers. Using a survey research design with an emphasis upon a qualitative data collection, 39 teachers from 6 schools in the eastern suburbs of Christchurch, New Zealand rated the impact of the 2010 and 2011 earthquakes upon their professional performance and 13 volunteered to participate in a follow up focus group interviews. The data collected was interpreted via three theoretical/policy frameworks: the New Zealand Teacher Council mandatory requirements for teachers, the basic psychological needs theory and the inclusive transactional model of stress. Contrary to expectations, relationships with learners, colleagues, learner's whanau (family) and the wider community were on the whole perceived to be positively impacted by the earthquakes, while participation in professional development was regarded in more negative terms. The results indicated that teachers were able to continue (despite some stress reactions) because the basic psychological needs of being a teacher were not disrupted and indeed in some cases were enhanced. A model of teacher performance following a natural disaster is presented. Recommendations and implications (including future research undertakings) arising from the study are indicated. It was noted that given the importance of the school in supporting community recovery following a disaster, support for them and consideration of the role of teachers and the preparation for this should be given some priority.

Images, UC QuakeStudies

Photograph captioned by Fairfax, "Nelson College for Girls year 12 leaders (from left) Sophie Day, Petra Matz, Sascha Miller, Jessica Rose, Kate Mickleson, Ming Pons, Yvette Jones-White, Nicola Britten, Eilish Wilson (obscured), Zoey Coombs-King, Abigail Goodison and Mackenzie Orange have started a collection at the college of cans and cash to aid people of Canterbury affected by the recent earthquake".

Videos, UC QuakeStudies

A video of Emily Marriot, from Corbel Construction, and Agata Bulksa, from Kirk Roberts Engineers, taking part in a boxing match as part of the Battle of the Rebuild fight night. The Battle of the Rebuild bought together major construction and engineering companies involved in the rebuild of Christchurch. The event raised more than $169,000 for the Aranui and Linwood College Breakfast Club, the Champion Centre, and the Canterbury Youth Development Programme Trust.

Images, UC QuakeStudies

Photograph captioned by Fairfax, "Nelson College for Girls year 12 leaders (from left) Sophie Day, Petra Matz, Sascha Miller, Jessica Rose, Kate Mickleson, Ming Pons, Emma Dallison, Yvette Jones-White, Nicola Britten, Eilish Wilson, Zoey Coombs-King, Abigail Goodison and Mackenzie Orange have started a collection at the college of cans and cash to aid people of Canterbury affected by the recent earthquake".

Images, UC QuakeStudies

Photograph captioned by Fairfax, "Nelson College for Girls year 12 leaders (from left) Sophie Day, Petra Matz, Sascha Miller, Jessica Rose, Kate Mickleson, Ming Pons, Emma Dallison, Yvette Jones-White, Nicola Britten, Eilish Wilson, Zoey Coombs-King, Abigail Goodison and Mackenzie Orange have started a collection at the college of cans and cash to aid people of Canterbury affected by the recent earthquake".