Professor: Daniel Stockemer
Unit: School of Political Studies
Number of Students: 1-4
Language: English only

Research Description

Youth in many parts of the world feel trapped in a vicious cycle of political alienation between declining political sophistication of the young, their waning (conventional) political participation, and their insufficient of representation in political office. Because of societal tendencies, including changes in political socialization, a lack of civic education in school and maturation at a later age (just to name a few factors), young citizens are less and less interested in conventional politics and participate less and less in the political process. This political apathy then renders the voice of young adults less important because parties and candidates gain relatively little from catering to the interests of a group, which largely refrains from voting. This also has consequences to the nomination of candidates: since youth tend to abstain from voting more than the middle-aged or elderly, there is less of an incentive for parties to nominate younger candidates.

In this research, we ask the question: Can compulsory voting break or soften this vicious cycle of youth’s political alienation? Compulsory voting asks everyone to vote. Hence, there is no gap in voting between  different age cohorts. Being forced to participate in elections might also entice young citizens to get more informed about politics. Even more importantly, it gives parties an incentive to nominate more young people to constituencies or party lists. In this research, we test whether compulsory voting leads to higher youth representation and increased interest in conventional politics by the younger cohorts using a global sample of countries.

Key Learning Activities

• Learn about a very exciting and novel topic
• Synthesize the literature
• Learn how to identify gaps in the literature
• Analyze data
• Engage in applied research

Professor: Daniel Stockemer 
Unit: School of Political Studies
Number of Students: 1-3
Language: English only

Research Description

The Undergraduate Partnered Research Program is a year-long internship or directed studies course during which students at Canadian universities undertake advanced study on democratic life and conduct a small research project in collaboration with a partner organization. Students receive 6 credits for this two-semester program (September to April). Students are normally not paid as part of this programme.

The student assigned to an organization such as Elections Ontario will work to respond to a research question that impacts the partner organization’s work in the form of a report/paper, summarizing key finding from existing academic literature and undertaking some original analysis with the partner organization.

Partners will include: Elections Ontario, Elections Nunavut, Global Apathy is Boring, and Samara Canada

Key Learning Activities

• Learn about a very exciting and novel topic
• Synthesize the literature
• Learn how to develop gaps in the literature
• Analyze data
• Work with a community partner
• Engage in applied research

Professor: Emily Regan Wills
Unit: School of Political Studies
Number of Students: 2-4
Language: English only (assignments can be submitted in French)

Research Description

Students in this Directed Research seminar will join the Community Mobilization in Crisis (CMIC) research team, consisting of faculty and students from the School of Political Studies, the School of International Development and Global Studies, and other uOttawa programs, along with faculty outside of Canada. CMIC’s current research examines community organizing and mobilization in the global South aiming to bridge paradigms of community development and community organizing developed in North America and propagated by Northern NGOs, donor states, and UN agencies with local and Indigenous models, epistemological and ontological frameworks, and practice. Over the fall 2024 term, we will be collaborating with researchers and NGOs in Niger and Zimbabwe on different projects, and may also be partnering with colleagues in Brazil, Palestine, or Lebanon.

Key Learning Activities

Students will become familiar with the literature on community development and community organizing through readings and discussions, carry out essential research tasks including working with primary data in audiovisual and written formats, and produce multiple outputs based on their own data analysis.  The data available to work with includes material from Canada, Lebanon, Palestine, Brazil, Kurdistan Region of Iraq, Zimbabwe, and Niger.  All research tasks can be done virtually from anywhere in the world, although good internet access is necessary.  Group meetings will be conducted in English, readings may be in English and/or French according to student preferences, and written outputs may be in English or French.  Knowledge of written or oral Arabic, Portuguese, Kurdish, Hausa, Fulani, or Shona will open new opportunities for data collection and analysis.   Students with web development skills or with video production skills will be able to use those skills productively as a part of our team.

Professor: Vikram Manjunath
Unit: Department of Economics
Number of Students: 1
Language: English only

Research Description

The proposed research combines (market design) theory and (applied microeconomics) empirics. The recent literature following Abdulkadiroğlu et al. (2017) uses insights from market design to inform empirical strategies, particularly in using data from centralized assignment mechanisms. On the other hand, real-world concerns, often identified in empirical analyses, inform market design (See Kominers (2019) for numerous examples). In this project, we will take advantage of such complementarities between empirics and market design theory.

Our research pertains to co-operative education programs. Specifically, we work with the matching platform that the University of Ottawa uses to match students to jobs. Our goal for this research is twofold.

By exploiting certain features of the current matching system, we will evaluate the effectiveness of co-operative education programs. These programs are central to most universities’ strategies for improving students job market outcomes after graduation. We will measure the effects of being matched to a co-op position in terms of future job market outcomes as well as human capital accumulation. The results of this research will contribute to the understanding of the effectiveness of internships and co-operative education. We will use novel techniques that have not previously been used in this domain. At a broader level, our results will help inform postsecondary education policy at universities and even the provincial level.

Based on our analysis of preferences submitted by students and employers since 2016, we will investigate some shortcomings in the current matching process. Specifically, participants seem to respond to information that does not affect their optimal strategy. We intend to develop a behavioral model to rationalize such behavior. As this aspect of the process will be changed soon, we will test whether behavior changes in accordance with this model. This research will be at the intersection of behavioral economics and market design, which is relatively sparse. Understanding how agents deviate from predictions of the standard rational model is crucial to better design of matching systems and mechanisms for allocating resources more generally.

References

Abdulkadiroğlu, Atila, Joshua D. Angrist, Yusuke Narita, and Parag A. Pathak (2017) “Research Design Meets Market Design: Using Centralized Assignment for Impact Evaluation,” Econometrica, Vol. 85, No. 5, pp. 1373–1432.

Kominers, Scott Duke (2019) “Good Markets (Really Do) Make Good Neighbors,” SIGecom Exchanges, p. 12–26. 

Key Learning Activities

A. Mid-term project evaluation

The student will prepare a proposal for their term paper. It will be evaluated on the basis of relevance to the project, novelty/creativity, and feasibility to complete the project by the end of the term.

B. Evaluation of final project

The student will give a presentation to the research group at the end of the semester. They will also produce a manuscript.

C. Self-reflection exercise (based on the last 3 specific objectives above)

The student’s presentation to the research group will provide an exercise for their communication skills. They will also be asked to lead discussions during periodic meetings.

During these presentations, the student will be required to outline the limits of the research they are discussing.

The student will be given considerable autonomy to perform their research tasks, while still being mentored as needed. This will provide ample opportunity for the student to exercise academic integrity, responsibility, and accountability.

Professor: Elke Winter
Unit: School of Sociological and Antropological Studies
Number of Students: 4
Language: French (assignments can be submitted in English)

Research Description

Political leaders from Nicolas Sarkozy to Donald Trump have expressed their preference for immigration choisie over immigration subie (chosen, not endured immigration). Indeed, in the global knowledge economy, human capital has become an important economic asset. Over forty percent of United Nations member states intend to increase the number of highly skilled migrants (Czaika and Parsons 2017). Immigration policies around the world have become less restrictive – in terms of scale and ethnic origin – and more selective – in terms of presumed economic utility and class (de Haas et al. 2018). To cite Canada’s Prime Minister Trudeau, “being able to get the top talent and draw on big pools of well-educated, ambitious, forward-thinking and diverse [people] is a hell of a competitive advantage” (IRCC, 2019). The objective of this research project is to map and critically assess the prospects and pitfalls of high-skilled in North America and Europe against the backdrop of increasing social inequality and rising populism in the receiving societies. Students will assist with the collection, categorization, and analysis of new data (academic literature, grey literature, statistics). They will also help with producing country reports on economic immigrants and their reception/perception by native-born populations.

Key Learning Activities

Students will learn:

• to become a full member of an existing research team
• to work relatively independent, yet collaborate and respect timelines and goals of the collective project
• to collect, summarize, analyze, and evaluate academic literature (how to do a literature review)
• to trace, identify, collect, and catalogue information materials (statistics, “grey literature” from websites, think tanks, academic journal articles) in referencing-software
• to write up research findings and to identify the limitations of their research
• They will also
• gain first-hand experience on how to execute a research project
• increase or validate their interests in graduate studies
• become experts on immigration and/or social inequality issues in specific country (learn how to do country case study)

Professor: Karine Vanthuyne
Unit: School of Sociological and Antropological Studies
Number of Students: 5
Language: French, English (assignments can be submitted in French)

Research Description

The aim of this course is to develop, with the students, a research-creation project on the interrelationships between a plant conventionally considered to be 'invasive', Japanese knotweed, and the residents and infrastructure managers of the Ottawa-Gatineau region. The International Union for Conservation of Nature, which classifies knotweed as one of the world's 100 species of greatest concern, defines an "invasive alien species" as one that has been introduced by humans outside its natural range, and whose establishment and spread threaten ecosystems, habitats or so-called "native" species with negative ecological, economic or health consequences (IUCN 2000). While the development of Japanese knotweed, encouraged by soil impoverishment and climate change, is certainly responsible for the degradation of ecological environments and infrastructures (roads, buildings, etc.), this plant is not without its qualities. In its native range, it is a pioneer of volcanic soils. It helps to stabilise metallic elements while 'preparing' the soil for more elaborate systems, in the same way as bramble, which in European biotopes 'incubates' the acorn of the oak, giving way later to the forest. It also has a number of well-known pharmacological and beekeeping applications.

But how is knotweed perceived and treated in the Ottawa-Gatineau region? Who are the players who appreciate it or are actively fighting against it? What ideologies, theoretical approaches and socio-economic and political issues underpin these representations and practices? In this course, students will be invited to answer these questions by conducting interdisciplinary documentary research and preliminary fieldwork, using the theoretical framework of multi-species justice and the critical multi-species ethnographic approach.

Key Learning Activities

The course will include two types of research activities, which may be completed in teams or individually, depending on the students' preference. 

1. Literature review: students will be asked to survey the scientific (e.g. academic journal article) and non-scientific (e.g. Ontario Government Invasive Species Act) literature that is produced locally on Japanese knotweed, in order to identify:

a. The different representations of this plant in the Ottawa-Gatineau region;

b. The range of practices associated with each of these representations (e.g. gathering it for medicinal purposes, or removing it to protect so-called "native" plants);

c. The types of actors associated with each of these different representations and practices (e.g. citizens' association, university professor, City of Ottawa manager, herbalist, etc.);

d. The ideologies, theoretical approaches and socio-economic and political issues that inform these representations and practices.

2. Preliminary field study: on the basis of their literature review, the students will conduct interviews with the actors identified in order to deepen their analysis of the ideologies, theoretical approaches and socio-economic and political issues that underpin representations of Japanese knotweed in the Ottawa-Gatineau region and the practices associated with them. The interviews will be transcribed and coded using software provided by the professor.

Professor: Melissa Marschke
Unit: School of International Development and Global Studies
Number of Students: 4
Language: English only

Research Description

Ever wonder how farmed fish are fed?  Or what is in cat food?  Small fish, known as trash fish or forage fish, are a key ingredient in many global food supply chains. As a result, small pelagic fish don't have a chance to grow bigger, impacting food security of local communities around the globe and ocean sustainability more generally.  The research aims to understand the role of fish meal in supply chains, from the small fish used to make fish meal/oil to the types of products that rely on a consistent supply of fish meal.

Key Learning Activities

• An analysis of the top five fish meal/fish oil producer countries
• Understanding the main companies involved
• Identify key products that rely on fishmeal/fish oil (e.g., for fish farming, pig raising, in cat food etc)
• Producing a (basic) global chain analysis of fish meal supply chains

Professor: Willow Scobie
Unit: School of Sociological and Antropological Studies
Number of Students: 2
Language: French, English (assignments can be submitted in French)

Research Description

This project examines the tactics used to engage with municipal, regional, and the provincial governments in Low, Quebec – a rural community approximately 45 minutes north of Gatineau – in response to the prospect of Lithium mining in the immediate area. Research assistance for this project will include looking at government websites, NGO websites, engaging with farmers’ groups, and one-on-one interviews with residents and property owners. Of particular interest are the efforts of residents to situate themselves in relation to the rules regarding Territory Incompatible with Mining Activity (TIAM) and designate their land under these guidelines. 

Key Learning Activities

Key learning activities will involve bringing sociological questions to contemporary mining dynamics. It will also foster critical thinking in the zero emissions sector.

Professor: Susan Spronk
Unit: School of International Development and Global Studies
Number of Students: 4
Language: French, English (assignments can be submitted in French)

Research Description

In this research project, we aim to better understand how blended finance in foreign aid programs in Canada is affecting our partners in developing countries and Canadian civil society. Blended finance is the use of public aid funds to raise money from the private sector (e.g. profit-seeking and philanthropists) to meet international aid and development goals while providing a profit to private investors. It is increasingly promoted as a solution to the financing gap to achieve the United Nations’ Sustainable Development Goals. Critics argue that blended finance is yet another iteration of privatization and it is raising the funds needed. More importantly, the turn to blended finance risks further hampering the capacity of the public sector to raise taxes in order to finance basic services, such as infrastructure and essential services (e.g. transportation, housing, education, water & sanitation and health) needed to promote equity and a Green Transition. Students’ work in this course contributes to the Blended Finance Project, an initiative organized by an ad hoc coalition of international development cooperation and solidarity organizations and academics. If you are interested in questions related to social movements, decolonization, and how foreign aid policy promotes or hinders equity (e.g. for example, fighting for justice for people with disabilities and against oppression such as racism, sexism and discrimination based on homophobia) and addresses climate change, this is the course for you!

Key Learning Activities

• Annotated bibliography (no word limit)
• Case study assignment (750-1000 words)
• Self-reflection exercise (up to 500 words)—what does decolonization mean?
• Draft a complaint (750-1000 words)

Professor: Christine Gibb
Unit: School of International Development and Global Studies
Number of Students: 4
Language: French, English (assignments can be submitted in French)

Research Description

This research study - Everyday experiences & mobilities of children, teens and older adults during the COVID-19 pandemic - explores the lived experiences of children, teens and older adults in several sites in Canada and the U.S., examining vulnerability, mobilities, and capacities. The results of this study will contribute to better disaster preparedness, responses, and policies and support systems that address the specific challenges and resilience of these potentially vulnerable and highly diverse groups. The study, which brings together an international team from three social science backgrounds, also explores the potential for digital communication between generations during disasters. The study uses mixed methods that are both child- and older adult-centric and pandemic-appropriate, including journals, interviews, research workshops, podcasting and surveys.

Key Learning Activities

As part of this directed research course, students will contribute to multiple aspects of the study. At present all research activities are being carried out remotely. The research activities will include one or more of the following:

• Participate actively in biweekly research meetings with the research team (Friday afternoons over Zoom)
• Support the research community partner (National Community and Campus Radio Association) with producing knowledge dissemination materials
• Assist in conducting podcast recording sessions, interviews and research workshops with research participants in English and/or French
• Recruit study participants, including through emails and phone calls to organizations and through social media
• Transcribe interviews
• Assist in the implementation of the social media strategy (proficiency in Canva or experience creating social media posts is an asset)
• Assist in the implementation of the equity, diversity, inclusion and accessibility (EDIA) strategy
• Assist in the production and launch of the research podcast
• Collaboratively, conduct qualitative analyses of the journals, interviews, research workshops and podcast recording sessions (proficiency in Dedoose or other qualitative coding software is an asset)
• Download and clean quantitative data from the surveys (proficiency in software such as Qualtrics is preferred)
• Conduct statistical analyses on the quantitative data (proficiency in software such as SPSS, Stata, SAS, R or Excel is preferred)
• Conduct literature reviews
• Present findings in a written report and an oral presentation to the research team

Professor: Daniel Stockemer 
Unit: Unit: School of Political Studies
Number of Students: 1-3
Language: English only

Research Description

The Undergraduate Partnered Research Program is a year-long internship or directed studies course during which students at Canadian universities undertake advanced study on democratic life and conduct a small research project in collaboration with a partner organization. Students receive 6 credits for this two-semester program (September to April). Students are normally not paid as part of this programme.

The student assigned to an organization such as Elections Ontario will work to respond to a research question that impacts the partner organization’s work in the form of a report/paper, summarizing key finding from existing academic literature and undertaking some original analysis with the partner organization.

Partners will include: Elections Ontario, Elections Nunavut, Global Apathy is Boring, and Samara Canada

Key Learning Activities

• Learn about a very exciting and novel topic
• Synthesize the literature
• Learn how to develop gaps in the literature
• Analyze data
• Work with a community partner
• Engage in applied research
   

Professor: Elke Winter
Unit: School of Sociological and Antropological Studies
Number of Students: 4
Language: French (assignments can be submitted in English)

Research Description

Political leaders from Nicolas Sarkozy to Donald Trump have expressed their preference for immigration choisie over immigration subie (chosen, not endured immigration). Indeed, in the global knowledge economy, human capital has become an important economic asset. Over forty percent of United Nations member states intend to increase the number of highly skilled migrants (Czaika and Parsons 2017). Immigration policies around the world have become less restrictive – in terms of scale and ethnic origin – and more selective – in terms of presumed economic utility and class (de Haas et al. 2018). To cite Canada’s Prime Minister Trudeau, “being able to get the top talent and draw on big pools of well-educated, ambitious, forward-thinking and diverse [people] is a hell of a competitive advantage” (IRCC, 2019). The objective of this research project is to map and critically assess the prospects and pitfalls of high-skilled in North America and Europe against the backdrop of increasing social inequality and rising populism in the receiving societies. Students will assist with the collection, categorization, and analysis of new data (academic literature, grey literature, statistics). They will also help with producing country reports on economic immigrants and their reception/perception by native-born populations.

Key Learning Activities

Students will learn:

• to become a full member of an existing research team
• to work relatively independent, yet collaborate and respect timelines and goals of the collective project
• to collect, summarize, analyze, and evaluate academic literature (how to do a literature review)
• to trace, identify, collect, and catalogue information materials (statistics, “grey literature” from websites, think tanks, academic journal articles) in referencing-software
• to write up research findings and to identify the limitations of their research
• They will also
• gain first-hand experience on how to execute a research project
• increase or validate their interests in graduate studies
• become experts on immigration and/or social inequality issues in specific country (learn how to do country case study)

Professor: Vikram Manjunath
Unit: Department of Economics
Number of Students: 1
Language: English only

Research Description

The proposed research combines (market design) theory and (applied microeconomics) empirics. The recent literature following Abdulkadiroğlu et al. (2017) uses insights from market design to inform empirical strategies, particularly in using data from centralized assignment mechanisms. On the other hand, real-world concerns, often identified in empirical analyses, inform market design (See Kominers (2019) for numerous examples). In this project, we will take advantage of such complementarities between empirics and market design theory.

Our research pertains to co-operative education programs. Specifically, we work with the matching platform that the University of Ottawa uses to match students to jobs. Our goal for this research is twofold.

By exploiting certain features of the current matching system, we will evaluate the effectiveness of co-operative education programs. These programs are central to most universities’ strategies for improving students job market outcomes after graduation. We will measure the effects of being matched to a co-op position in terms of future job market outcomes as well as human capital accumulation. The results of this research will contribute to the understanding of the effectiveness of internships and co-operative education. We will use novel techniques that have not previously been used in this domain. At a broader level, our results will help inform postsecondary education policy at universities and even the provincial level.

Based on our analysis of preferences submitted by students and employers since 2016, we will investigate some shortcomings in the current matching process. Specifically, participants seem to respond to information that does not affect their optimal strategy. We intend to develop a behavioral model to rationalize such behavior. As this aspect of the process will be changed soon, we will test whether behavior changes in accordance with this model. This research will be at the intersection of behavioral economics and market design, which is relatively sparse. Understanding how agents deviate from predictions of the standard rational model is crucial to better design of matching systems and mechanisms for allocating resources more generally.

References

Abdulkadiroğlu, Atila, Joshua D. Angrist, Yusuke Narita, and Parag A. Pathak (2017) “Research Design Meets Market Design: Using Centralized Assignment for Impact Evaluation,” Econometrica, Vol. 85, No. 5, pp. 1373–1432.

Kominers, Scott Duke (2019) “Good Markets (Really Do) Make Good Neighbors,” SIGecom Exchanges, p. 12–26.

Key Learning Activities

A. Mid-term project evaluation

The student will prepare a proposal for their term paper. It will be evaluated on the basis of relevance to the project, novelty/creativity, and feasibility to complete the project by the end of the term.

B. Evaluation of final project

The student will give a presentation to the research group at the end of the semester. They will also produce a manuscript.

C. Self-reflection exercise (based on the last 3 specific objectives above)

The student’s presentation to the research group will provide an exercise for their communication skills. They will also be asked to lead discussions during periodic meetings.

During these presentations, the student will be required to outline the limits of the research they are discussing.

The student will be given considerable autonomy to perform their research tasks, while still being mentored as needed. This will provide ample opportunity for the student to exercise academic integrity, responsibility, and accountability.

Professor: Karine Vanthuyne
Unit: School of Sociological and Antropological Studies
Number of Students: 5
Language: French, English (assignments can be submitted in French)

Research Description

The aim of this course is to develop, with the students, a research-creation project on the interrelationships between a plant conventionally considered to be 'invasive', Japanese knotweed, and the residents and infrastructure managers of the Ottawa-Gatineau region. The International Union for Conservation of Nature, which classifies knotweed as one of the world's 100 species of greatest concern, defines an "invasive alien species" as one that has been introduced by humans outside its natural range, and whose establishment and spread threaten ecosystems, habitats or so-called "native" species with negative ecological, economic or health consequences (IUCN 2000). While the development of Japanese knotweed, encouraged by soil impoverishment and climate change, is certainly responsible for the degradation of ecological environments and infrastructures (roads, buildings, etc.), this plant is not without its qualities. In its native range, it is a pioneer of volcanic soils. It helps to stabilise metallic elements while 'preparing' the soil for more elaborate systems, in the same way as bramble, which in European biotopes 'incubates' the acorn of the oak, giving way later to the forest. It also has a number of well-known pharmacological and beekeeping applications.

But how is knotweed perceived and treated in the Ottawa-Gatineau region? Who are the players who appreciate it or are actively fighting against it? What ideologies, theoretical approaches and socio-economic and political issues underpin these representations and practices? In this course, students will be invited to answer these questions by conducting interdisciplinary documentary research and preliminary fieldwork, using the theoretical framework of multi-species justice and the critical multi-species ethnographic approach.

Key Learning Activities

The course will include two types of research activities, which may be completed in teams or individually, depending on the students' preference.

1. Literature review: students will be asked to survey the scientific (e.g. academic journal article) and non-scientific (e.g. Ontario Government Invasive Species Act) literature that is produced locally on Japanese knotweed, in order to identify:

a. The different representations of this plant in the Ottawa-Gatineau region;

b. The range of practices associated with each of these representations (e.g. gathering it for medicinal purposes, or removing it to protect so-called "native" plants);

c. The types of actors associated with each of these different representations and practices (e.g. citizens' association, university professor, City of Ottawa manager, herbalist, etc.);

d. The ideologies, theoretical approaches and socio-economic and political issues that inform these representations and practices.

2. Preliminary field study: on the basis of their literature review, the students will conduct interviews with the actors identified in order to deepen their analysis of the ideologies, theoretical approaches and socio-economic and political issues that underpin representations of Japanese knotweed in the Ottawa-Gatineau region and the practices associated with them. The interviews will be transcribed and coded using software provided by the professor.

Professor: Susan Spronk
Unit: School of International Development and Global Studies
Number of Students: 4
Language: French, English (assignments can be submitted in French)

Research Description

In this research project, we aim to better understand how blended finance in foreign aid programs in Canada is affecting our partners in developing countries and Canadian civil society. Blended finance is the use of public aid funds to raise money from the private sector (e.g. profit-seeking and philanthropists) to meet international aid and development goals while providing a profit to private investors. It is increasingly promoted as a solution to the financing gap to achieve the United Nations’ Sustainable Development Goals. Critics argue that blended finance is yet another iteration of privatization and it is raising the funds needed. More importantly, the turn to blended finance risks further hampering the capacity of the public sector to raise taxes in order to finance basic services, such as infrastructure and essential services (e.g. transportation, housing, education, water & sanitation and health) needed to promote equity and a Green Transition. Students’ work in this course contributes to the Blended Finance Project, an initiative organized by an ad hoc coalition of international development cooperation and solidarity organizations and academics. If you are interested in questions related to social movements, decolonization, and how foreign aid policy promotes or hinders equity (e.g. for example, fighting for justice for people with disabilities and against oppression such as racism, sexism and discrimination based on homophobia) and addresses climate change, this is the course for you!

Key Learning Activities

• Annotated bibliography (no word limit)
• Case study assignment (750-1000 words)
• Self-reflection exercise (up to 500 words)—what does decolonization mean?
• Draft a complaint (750-1000 words)

The research activities for the FSS 4150 - Directed Research in Social Sciences course aim to:

• enrich your university education as well as learning experience and engagement;
• benefit from direct supervision with a faculty member;
• participate immersively in the acquisition of research knowledge and skills;
• enhance the interests and autonomy for higher education;
• increase knowledge of research methodologies and processes;
• become aware of the knowledge limitations inherent in any social sciences research;
• learn about scientific communication.

This course requires a minimum of three evaluations in line with the professor's guidelines and course outline. Work schedule, as well as research activities, shall be confirmed with the professor. The expected number of hours for the course is 120 to 150 hours.

All regulations and deadlines governing progress at the University apply in this case.

Students enrolled in their 4th year of a specialized program of study at the Faculty of Social Sciences that meet the following eligibility criteria are eligible. Please note that the selection process takes place in two parts: the first selection round is made by the Faculty according to the basic eligibility criteria, and the final selection is completed by the professor responsible for the chosen directed research.

Note: 3rd-year students with 51 credits and a cumulative grade point average (CGPA) of 9.0 can apply.

Basic eligibility criteria

• Have completed at least 81 credits.
• Have a CGPA of 8.0 or more.
• FSS 4150 may be repeated if the topic is different.

Additional evaluation criteria

• Justification of the relevance of the learning activities for your program of study and your career objectives;
• Letter of motivation: language quality, clarity, and coherence;

Only applications accepted by the Faculty and the professor will receive by e-mail an official confirmation of acceptance. We strongly encourage students to register for another course pending the official notification. You will be able to modify your registration within the applicable deadlines.

To submit an application for the FSS 4150 - Directed Research in Social Sciences course, you must complete the following steps:

• Fill out the application form clearly mentioning the chosen directed research.
• On the form, you must write a 200-word essay that shows how your participation in this research would enhance your student experience, support your professional development and fit into your career plan.
• Wait for the official confirmation of acceptance by the Faculty. The number of places available in the directed research courses is limited, and your academic progress will be reviewed.

IMPORTANT: Sending the application form does not mean that you will be accepted. If your application is approved by the Faculty (according to the eligibility criteria), it will be sent to the professor responsible for the chosen course. The professor will do the final selection. If you are selected, you will need to do the following:

• Change your course registration by using the modification of the registration form, which you will need to submit to [email protected].
• Communicate as soon as possible with your professor to arrange your research activities and work schedule.
• Notify us at [email protected], within the given deadlines, if you decide to withdraw from this course.

Note that you will not receive a schedule for this course, and it will not appear on Brightspace. Your schedule of research activities will be decided in collaboration with your professor.