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.

Course Description

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.

Assessments

There are 5 key assessment forms used for grading between the Fall and Winter terms:

2026/2027 Proposal (Fall) = 10% of the final grade

2026/2027 - Abstract (Winter) = 15% of the final grade

2026/2027 - Poster & Presentation (Winter) = 25% of the final grade

2026/2027 - Product (Winter) = 25% of the final grade

2026/2027 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. 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. We have also created a series of discussion forum check-in points as an opportunity for you to reflect on your learning and progress.

1. 2026/2027 - Progress Report Fall
   
   

2. 2026/2027 - Progress Report Winter

*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.

Why am I sharing these forms?

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.

1. 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.

2. 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.

3. 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.

4. 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.

5. 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.

Supporting Literature:

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.