Reflections

As I reflect on this year’s course, one major theme stands out: our journey from project-based to program-based thinking. I’ve been thrilled to see students embrace this shift, appreciating the process-oriented frameworks like the MRC that form the backbone of sustainable research. It’s encouraging to witness them moving away from isolated projects and toward a more cohesive view of research as a long-term program. This shift is vital for developing a resilient, adaptable research mindset in early career researchers.

However, as with any shift, I’m mindful of what might be left behind. The core of this course—Data, Research Tools, Technologies, and Ethics—has always provided students with essential grounding. Last year, the feedback was clear: focusing too heavily on these areas led to a sense that the course was not as significant to some students. In response, I tilted the focus more toward frameworks and programmatic thinking, aiming for a common ground where students’ diverse tools, tech, and ethical considerations could be discussed within these overarching structures.

Yet, applying polarity management principles, I recognize that the pendulum may have swung too far toward frameworks, potentially diminishing direct engagement with Data, Research Tools, Technologies, and Ethics. This year’s approach has been a learning experience in finding that balance—one I’ll continue to refine as the course evolves.

One aspect from last year that worked well was the lab visits. These visits offered a concrete way for students to see technologies in action and think practically about the tools and ethical implications in various research contexts. I’m exploring whether we can incorporate a lab visit later this term, perhaps in the final class, to reconnect students with these hands-on aspects. A concluding tour could provide a full-circle moment, linking the theoretical frameworks we’ve focused on with the tangible tools and ethical issues at the heart of research practice.