Although involving students in research may be more challenging in GAS/GNED/COMM courses because we don’t see them for more than 1-2 semesters, it still possible. Below are some options as well as some tips!
Probably the first scenario that came to mind when you read this title is to include students as assistants (paid of volunteer) on your own projects. This is the typical research assistantship (RA) that we see a lot in universities. Students benefit from this opportunity by gaining transferrable skills (time-management, communication, critical thinking, etc), and work experience which they can put on the resumes. Plus, they may even be able to get a publication out of it. Asking a student to volunteer is one thing, but how can you hire a student to help you and actually pay them? There is funding available (check our the ORSIE monthly bulletin for details and opportunities). Additionally, CTL has a call for SoTL proposals which usually comes out in the spring, so you can actually pay a student to help you!
Another option is to include course-based research in your course. That is, include offer students the opportunity to propose their own research projects on the topic of your course (and if you offer them a choice of a research project or another assignment, it’s even better because it helps remove barriers à la universal design for learning (UDL)!). There are some journals made specifically for students to publish their research in (Canadian Journal for Undergraduate Research), so it can lead to similar benefits as an RA. If you include course-based research as part of your course, there is some paperwork to file with the REB when you revise your course outline in the spring (the year before the course-based research will run), so it’s good idea to start thinking about this possibility now, rather than wait until the Spring and feel overwhelmed! I can help you with this process if it’s something you’re interested in.
One final option is that you supervise a student’s independent research project. This will be much rarer, but still possible. Students propose and execute their own project with you there to guide them. This option is more realistic to consider if you’re teaching a student during their first year of a multi-year program at DC. When students are genuinely interested in something, they have the intrinsic motivation to do the work to get the answer! You’ll need to support them with research design, writing, executing the project, etc., but it can be a very student-led project!
Even if you don’t do any of the above, you can still encourage students to think about research by promoting research participant opportunities to your students and discuss the importance of research as it relates to your course content. You can also encourage them to think critically and ask questions about your course content, for example, by writing a research question about a topic they’re learning (that is a great skill to have because it forces you to think about what you’re really saying/asking and use the most appropriate word for the intended meaning). As a final suggestion, you could offer bonus points for completing the TCPS2 certificate (they’ll thank you later if they go on to do a thesis anywhere!).
If there is anything I can do to support your research or if you have suggestions for me in my role as Research Coordinator, please reach out via email (lynne.kennette@durhamcollege.ca) or pop in to my virtual “office hours” on Fridays from 12:30-1:30pm on whereby.com/drlynne. These posts can also be found on my Coordinator blog site: http://www.drlynnekennette.ca/
