For those of you who were unable to attend the Orientation Session, please see below.
COURSE OVERVIEW
There are five key roles involved in this course:
Students
Research Tutors
Graduate Student Mentors
Coordinator
Assistant
While your Research Tutors and Graduate Student Mentors (if applicable) have access to the site and all necessary forms, it is ultimately the student’s responsibility to keep them informed proactively. Please ensure that you send all materials and links to assessment forms to them at least two weeks before the deadlines. This is university policy, and failure to do so may result in late submission or failing marks.
Additionally, please make sure you stay in regular contact with your Research Tutors and Graduate Student Mentors, especially regarding their conference and travel schedules. Every year, some students are unaware that these individuals are unavailable for 1-2 weeks due to conferences.
Communication and project management are two of the six competencies you will develop during this course.
The main goal of this course is to connect what students learn in theory with real-world applications in health sciences research and scholarship. Students will get hands-on experience in designing, implementing, and analyzing research projects, helping them develop important skills in critical thinking, problem-solving, data analysis, and communication.
Key Skills Developed in this Course:
Research Design: Learn how to create research questions, set objectives, and design studies that match research interests.
Data Collection: Discover various methods of collecting data dependent on the field of study, such as: surveys, experiments, interviews, observations, or data mining.
Data Analysis: Get introduced to different statistical and qualitative analysis techniques to interpret data and draw conclusions.
Research Ethics: Understand the ethical considerations in research to ensure studies are conducted responsibly.
Project Management: Learn how to effectively manage time and resources to complete research projects in a timely manner.
Communication: Improve written and oral presentation skills, specific to research. Learn how to communicate effectively with a research tutor, research lead, and research team.
Mentorship: Work closely with a faculty member or mentor (called a Research Tutor) who will guide the research process, offering feedback and support.
Participating in a Research Practicum is very beneficial for those who are considering a career in academia or research-related fields. It provides valuable experience and a deeper understanding of the research process, helping to make informed decisions about one's future academic and career paths.
There are 5 assessment forms used for grading between the Fall and Winter terms:
Proposal (Fall) = 15% of the final grade
Abstract (Winter) = 20% of the final grade
Poster & Presentation (Winter) = 25% of the final grade
Product (Winter) = 20% of the final grade
General Competencies (Winter) = 20% of the final grade
In each term, Fall and Winter, there are progress assessment forms that are evaluated as a PASS/FAIL. Please note that if either evaluation is a "FAIL", the student will either not be admitted into the subsequent term or will fail both terms (the same is true for all PASS/FAIL assignments). These forms include ten (10) questions, which should be used to guide a debrief between the Research Tutor and the student. This is an opportunity for praise and constructive feedback.
*Note: Quick links to these forms are available via this landing page or via the sub-pages for each assignment. Students also have copies of these forms within their Canvas Learning Platform.
The answer is simple: because it is good for the students!
I chose to make the assessment process transparent as there is an educational principle related to providing assessment rubrics to students before formal assessments: clarity of assessment expectations. This principle is rooted in several key educational theories and practices, such as formative assessment, scaffolding, and student-centered learning.
Formative Assessment: Providing rubrics before assessments allows students to understand the criteria against which they will be assessed. This understanding transforms the rubric into a formative tool, guiding students in their learning and helping them identify what high-quality work looks like. According to Black and Wiliam (1998), formative assessment can significantly enhance student learning and achievement.
Scaffolding: Vygotsky’s theory of the Zone of Proximal Development (ZPD) emphasizes the importance of providing appropriate supports to help students move from what they can do independently to what they can do with guidance. A rubric acts as a scaffold, offering a clear framework for what is expected and thus helping students to achieve higher levels of performance.
Transparency and Fairness: Transparency helps ensure fairness, as all students understand the standards they need to meet. It also empowers students by giving them control over their learning process.
Self-Regulated Learning: Providing rubrics encourages students to engage in self-assessment and reflection. They can use the rubric to assess their work, identify areas for improvement, and make necessary revisions before submitting their final product. This process promotes self-regulated learning, which is a crucial skill for a lifelong learning.
Constructive Alignment: Biggs' theory of constructive alignment highlights the importance of aligning learning objectives, teaching methods, and assessment tasks. When students are given rubrics, they can see how their learning activities and assessments align with the learning outcomes, making the learning process more coherent and meaningful.
Black, P., & Wiliam, D. (1998): Their research on formative assessment highlights how clear, criteria-based assessment can improve student learning by providing specific, actionable feedback.
Vygotsky, L. S. (1978): His work on the Zone of Proximal Development supports the idea that appropriate scaffolding, like a rubric, helps students perform tasks they cannot do independently.
Biggs, J. (1996): His concept of constructive alignment underscores the importance of aligning assessment criteria with learning outcomes, which rubrics facilitate.
ASSESSMENT SCHEDULE
Please see the deadlines to the left for each learning task.
This information is also available in Canvas for all Students
Introduce students to the major aspects of the research process (e.g., question design, present state of knowledge, instrumentation, analysis);
Include student in planning meetings where appropriate;
Negotiate with student for an appropriate role that she/he/they can take within the project and which provides both a service to the project and a meaningful learning experience for the student;
Introduce required components of the Research Practicum and evaluate according to information provided in the Course Syllabus;
View student’s poster on Research Poster Day, and evaluate the posters of other students as requested;
Communicate with the Research Practicum Co-Coordinator any difficulties or general feedback about the experience;
Review and grade the student’s evaluation binder;
Other responsibilities for Research Tutors may be identified.
Participate actively in research team meetings;
Read preparatory material prior to each team meeting;
Consult appropriately with research tutor, research personnel and other faculty in relation to course requirements;
Negotiate research project activities with a flexible approach to scheduling;
Complete required components of the Research Practicum according to information provided in the Course Syllabus;
Facilitate a balance between individual learning needs and the needs of the research project in which she/he/they become involved;
Complete required assignments as specified (e.g. abstract, poster presentation);
Meet course deadlines;
Review his/her evaluation binder with the Research Tutor and participate in self-evaluation activities;
Other responsibilities for students may be identified.