Sherry Ann Chapman, PhD, MMSt, PHEc

Area of Study / Keywords

Reflective practice; experiential & reflective learning; ecological resilience.

About

Dr. Sherry Ann Chapman is the Practicum Coordinator for the undergraduate Human Ecology Practicum Program in the Department of Human Ecology, Faculty of Agricultural, Life, and Environmental Sciences, University of Alberta, Edmonton.

She is a Professional Human Ecologist (PHEc) which means that she is a registered, professional member of the Alberta Human Ecology and Home Economics Association.

With a PhD in Human Ecology (University of Alberta) and a Master's degree in Museum Studies (University of Toronto), she has experience with academic and community-based research, with community-education practice, and with government policy-making discourse. Sherry Ann has facilitated undergraduate and graduate-level courses in the Department of Human Ecology, including HECOL 100, 212, 301, 408, 409, 414, 601, 611, and 615. In addition, she has facilitated courses in the Department of Sociology, the Community Service-Learning unit, and the Faculty of Extension, U of A. She facilitates group/community dialogue, creating compassionate space for collective meaning-making. From 2006-2014 with the Community-University Partnership for the Study of Children, Youth, and Families (CUP), Sherry Ann provided leadership for designing and implementing capacity-building activities particularly in terms of community-based research and evaluation (CBRE) (e.g., the graduate CBRE Certificate Program; the CBRE Workshop Series, 2007-2013). In the 1990s, she designed and implemented museum-education programs (including museum theatre and reminiscence kits at the Glenbow Museum, Art Gallery, Library, and Archives).

The Human Ecology Practicum Program facilitates senior-undergraduate students’ transition from academic study to professional practice. Students apply with their course knowledge about family science; clothing, textiles, and material culture; and nutrition. Sherry Ann, then, explores a fit between (a) student knowledge and experience to-date and (b) a field supervisor in an organization that is motivated to mentor a student as an emerging professional.

Exploring this student-placement fit requires human-ecological knowledge and familiarity with diverse human-ecological communities of practice. In addition, Sherry Ann brings curiosity about stories: students’ life stories, field supervisors’ professional stories, and organizational stories. She listens for meaning making about the many contexts in which everyday life occurs and how human ecologists accompany people as they strive for well-being. Human-ecology histories capture her imagination and she brings them into HECOL 100 (“Introduction to Principles and Practice in Human Ecology”). 

Research

The title of Sherry Ann’s 2005 doctoral dissertation is Aging well: Constructing identity with special things (Supervisor: Dr. Norah Keating).

Publications and presentations include:

Chapman, S. A. (2024, June 27). Ecological resilience as an explicit capacity in human ecology. Presentation in a concurrent session. XXV World Congress of the International Federation for Home Economics (IFHE). Galway, Ireland.

Chapman, S. A. (2023, February 7). Ecological resilience in the Human Ecology Practicum Program. Presentation. Research Seminar Series. Department of Human Ecology, Faculty of Agricultural, Life & Applied Sciences, College of Natural & Applied Sciences, University of Alberta.

Chapman, S. A. (2022, February 23). Human ecology and the science of everyday life: A University of Alberta perspective [Video]. Invited panel presentation. CHE Conversations Session 1. College of Human Ecology, University of the Philippines Los Baños. Youtube. https://www.youtube.com/watch?v=Fduq7-4TXRQ [Link is now broken.]

Chapman, S. A. (2021). With ecological consciousness, we glimpse everyday sacredness. In M. B. Edstrom & K. Renwick (Eds.), Proceedings of the Canadian Symposium XVI - Issues and Directions in Home Economics / Family Studies / Human Ecology / Family & Consumer Science Education (pp. 82-87). University of British Columbia, Vancouver. Retrieved from https://bit.ly/3GjC7xS

Chapman, S. A. (2019). Shaping an eco-centred future as inspired by the past. International Journal of Home Economics, 12(2), 24-32. Retrieved from https://www.ifhe.org/fileadmin/user_upload/IFHE_2019/IJHE/IJHE_Volume_12_Issue_2_2019.pdf

Chapman, S. A. (2019). Shaped by our histories while striving to accompany people in everyday life. Paper presented at the Canadian Symposium XV - Issues and Directions in Home Economics / Family Studies / Human Ecology / Family & Consumer Science Education, Feb. 22-24. University of British Columbia, Vancouver, BC. See: https://www.ca-symposium.com/

Chapman, S. A. (2018, March 15). Stories of enhancing everyday life: 100 years of Home Economics and Human Ecology at the University of Alberta. Annual Empey Lecture. Department of Human Ecology, Faculty of Agricultural, Life, and Environmental Sciences, University of Alberta. Available at https://www.youtube.com/watch?v=AtxhTC2J_Hc

Chandler, K., Chapman, S. A., & Williamson, D. L. (2017, Aug.). Survey summary: Needs assessment for enhanced field supervisor engagement. Human Ecology Practicum Program, Department of Human Ecology, University of Alberta, Edmonton: Authors.

Chandler, K., Chapman, S. A., & Williamson, D. L. (2017, June). Needs assessment for enhanced field supervisor engagement within the Human Ecology Practicum Program. Poster for the Annual conference, Society for Teaching and Learning in Higher Education, Halifax, NS.

Chapman, S. A. (2017). Ecological 'self as tool': Learning about human ecology amid the environmental revolution. Follow-up paper for the presentation at the Canadian Symposium XIV - Home Economics Education (pp. 64-78), Feb. 24-26, 2017, London, ON. Retrieved from http://www.canadiansymposium.ca/final-cs-xiv-proceedings-2017.pdf 

Chapman, S. A. (2015). Community-university partnerships. In G. Higginbottom & P. Liamputtong (Eds.), Using participatory qualitative research methodologies in health (ch. 11). Sage.

Chapman, S. A. (2014, October). Reflecting on feelings and emotions in graduate, experiential learning about community-based research (CBR): Technical report. With contributions by W. Otto. Faculty of Extension, University of Alberta, Edmonton: Author. Available: https://www.ualberta.ca/-/media/ualberta/faculties-and-programs/centres-institutes/community-university-partnership/research/methods/cbraffectreport20141002-chapman.pdf

Chapman, S. A. (2014, July-Aug.). Creating places to live in, together: Reflections from the post-symposium tour in Northern Ireland. CAM Bulletin No. 23. Commonwealth Association of Museums (CAM). Available: http://www.maltwood.uvic.ca/cam/publications/CAM_bulletins/CAMBulletin2014JulyAugust.pdf

Kingsley, B. C., & Chapman, S. A. (2013). Questioning the meaningfulness of rigour in community-based research: Navigating a dilemma. International Journal of Qualitative Methods, 12, 551-569. Available: http://ejournals.library.ualberta.ca/index.php/IJQM/article/view/17063

Chapman, S. A. (2012). Learning to accompany through a self-study of critical global-citizenship engagement. The Journal of Global Citizenship and Equity Education, 2(2), 76-98. Available: http://journals.sfu.ca/jgcee/index.php/jgcee/article/viewArticle/71/61

Teaching

Student Supervision

Sherry Ann has contributed in various roles to 18 graduate supervisory committees; in addition, she contributes to examining committees (e.g., arms' length examiner; chair). Since 2015, she has been supervising graduate teaching assistants in her course, HECOL 100. Annually, she provides academic supervision for Human-Ecology, undergraduate practicums (e.g., 24 in 2024-2025). In 2010-2014, she supervised 16 graduate-level, supervised Community-Based Research and Evaluation (CBRE) experiences as part of the graduate CBRE Certificate Program, hosted by Community-University Partnership for the Study of Children, Youth, and Families (CUP), Faculty of Extension, University of Alberta. This coordination work involved academic advising and monitoring regarding development of student learning objectives and indicators, in conversation with the student and their Community Mentor and University Mentor.

HECOL 100 - Introduction to Principles and Practice in Human Ecology

An introductory course that provides a foundation in the body of knowledge that constitutes the field of human ecology (i.e., its history and philosophy; theories for studying everyday life). The scope of the field is explored and skills that foster effective professional practice by human ecologists are discussed.

HECOL 408 - Intentional Professional Practice

Preparation for human ecology practicum placement. Effective workplace relationships and issues involved in professional practice are explored within the context of being a practicum student. Reflective practice and career development are key concepts of the course. Prerequisite: HECOL 100 and 90 units.

HECOL 409 - Practicum in Human Ecology

Supervised field experience. Students are placed in professional settings appropriate to their academic background and career goals. Participation in a weekly online seminar is required. Prerequisite: HECOL 408. Requires payment of additional student instructional support fees. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

HECOL 508 - Graduate Intentional Professional Practice

Preparation for human ecology practicum placement. Effective workplace relationships and issues involved in professional practice are explored within the context of being a practicum student. Reflective practice and career development are key concepts of the course. Prerequisite: consent of the instructor. Not to be taken if credit received for HECOL 408.

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