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

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

1. 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.

2. 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.

3. 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:
   1. The different representations of this plant in the Ottawa-Gatineau region;
   2. 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);
   3. 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.);
   4. 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: Christoph Zuercher
Unit: Graduate School of Public and International Affairs (Conflict Studies and Human Rights)
Number of students: 2
Language: English (assignments can be submitted in French)

Research Description

Approximately one-third of all states are considered weak and fragile. While many remain trapped in fragility, some successfully escape it. I am currently conducting a multi-year, SSHRC-funded research project investigating which states climb out of fragility and the processes that enable them to do so. This project combines both quantitative and qualitative approaches.

In this directed research seminar, we will analyze case studies of countries that have successfully transitioned out of fragility, focusing on the role of development aid. Throughout the course, students will gain experience in:

• Constructing qualitative case studies
• Exploring causal relationships through case study analysis
• Utilizing databases on international aid, such as the OECD’s CRS database
• Applying advanced literature search techniques, including AI tools

Content-wise, students will engage with state fragility and international development aid, primarily focusing on countries in Sub-Saharan Africa.

This course is ideal for students interested in research methods, the application of quantitative data in qualitative case studies, international development, and global politics.

Key Learning Activities

• Constructing qualitative case studies
• Exploring causal relationships through case study analysis
• Utilizing databases on international aid, such as the OECD’s CRS database
• Applying advanced literature search techniques, including AI tools

Professor: Shoshana Magnet
Unit: Institute for Feminist and Gender Studies
Number of students: 2
Language: English (assignments can be submitted in French or English)

Research Description

Feminist approaches to spirituality have often gotten short shrift. This course is particularly interested in thinking through feminist approaches to spirituality as they apply to feminist psychotherapy. New research suggests a number of treatment protocols for integrating elements connected to client spirituality into psychotherapeutic practice. There is an emphasis in this reading course on intersectional research highlighting how spiritual components might be integrated into feminist/antiracist therapeutic practice. This course aims to review this research, culminating in a final research paper detailing these possibilities. Key ideas from feminist approaches to spirituality, feminist approaches to psychotherapeutic interventions, and intersectional feminist theory will be examined to see how the integration of client spiritual practices might be integrated into therapeutic practice.

Key Learning Activities

• Mid-term project evaluation (draft 20 page paper)
• 5 reading summaries
• Final project (20 page paper)
• Self-reflection exercise

Professor: Susan Spronk
Unit: School of International Development and Global Studies
Number of students: 3
Language: French, English (assignments can be submitted in French or English)

Research Description

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 not likely to raise the funds needed and risks further hampering the capacity of the public sector to deliver basic services, such as infrastructure and essential services (e.g. transportation, housing, education, water & sanitation and health) needed to promote equity and a just green transition.
In this course, we aim to better understand the challenges that blended finance creates for our partners in developing countries and for Canadian civil society organizations (e.g. non-governmental organizations and unions).

If you are interested in questions related to decolonization, how foreign aid policy promotes or hinders equity (e.g. race, gender, ability), and addresses climate change and social movements, this is the course for you!

This course will take place in the Winter semester (January 6 to April 4, 2025). Meetings may take place on Zoom. English is required for group meetings, but work may also be submitted in either English or French (as per University policy).

Key Learning Activities

• Research diary & Project Monitoring (web-based research)
• Case study assignment (750-1000 words per case study)
• Self-reflection exercise (up to 500 words)—what does decolonization mean?
• Blog post (up to 500 words)

Professor: Nicole Racine
Unit: School of Psychology
Number of students: 2
Language: English

Research Description

This research project explores and enhances the factors that promote and sustain long-term developmental relationships between children and their mentors. The primary objective is to understand the individual, family, and community-level factors that contribute to successful, enduring mentor-mentee connections.

Key learning Activities

• Constructing qualitative case studies
• Exploring causal relationships through case study analysis
• Utilizing databases on international aid, such as the OECD’s CRS database
• Applying advanced literature search techniques, including AI tools

Content-wise, students will engage with state fragility and international development aid, with a primary focus on countries in Sub-Saharan Africa

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 apply for the FSS 4150 course, follow these steps:

1. Complete the Application Form. Indicate your chosen directed research topic on the form.
2. Write a 200-Word Essay. Explain how participating in this research will enhance your student experience, support your professional development and align with your career goal.
3. Await Confirmation

• The Faculty will review your application. Acceptance is based on eligibility criteria, academic progress, and available spots in the course.
• Note that submitting the application form does not guarantee acceptance.
• If the Faculty approves, your application will be forwarded to the professor overseeing the course. The professor will make the final selection

If Selected:

• Update your course registration by submitting the Modification of Registration Form to [email protected].
• Contact your professor promptly to plan your research activities and schedule.
• Notify the Faculty at [email protected] by the specified deadlines if you choose to withdraw from the course.

Additional Information:

• This course will not have a timetable or appear on Brightspace.
• Your research schedule will be established in collaboration with your professor.

Make sure to follow all instructions carefully to ensure a smooth application process.