– Promoting and supporting undergraduate research
Research skills and inquiry-based learning are essential not only for academic success but also for the basic information literacy that is key to responsible, engaged citizenship. New College is committed to providing opportunities for all students in its academic programs – including New One and Human Biology – to undertake and gain experience in different kinds of research. Upper-level undergraduates may apply to participate in full-year research seminars (or thesis courses) in order to: develop appreciation of research ethics and methodology; gain practice in both classical and innovative research methods; hone capacity in reviewing scholarly literature and writing effectively; and build skills in the communication of new knowledge.
Research at NEW – a collaboration of faculty, the DG Ivey Library and Writing Centre – coordinates the sharing of resources and supports for undergraduate research in general, and the research courses in particular. We offer a series of workshops that address different aspects of the research process and curate and make accessible scholarly and instructional materials, both for undergraduate student researchers and their supervisors. Our aim is to build a community of practice of undergraduate researchers, providing spaces, opportunities and a supportive learning environment in which students can gain research capability and develop as contributing, engaged knowledge producers.
Thesis cafe – Jan 23/ Feb 6/Mar 20
Wilson Hall, 2007D (for WGS460, NEW469, NEW438, NEW491 and NEW497)
For more info:Thesis Cafe
Deep revision: How to get your papers to shine. (For WGS460, NEW438, NEW469, NEW491 and NEW497)
Tuesday March 6, 3-5 pm Rm 2007D.
In this workshop you will learn how to edit your own work efficiently and effectively. You’ll be shown some basic tips for organizing your papers to strengthen your arguments and for writing stronger sentences. You’ll have the opportunity to revise and work on your papers during the session.
Please register at: http://www.newcollege.utoronto.ca/deep-revision-how-to-get-your-papers-to-shine/
For more information please contact: Linzi.Manicom@utoronto.ca
Resources from Past Workshops
- 2017-10-24: Sharpe, D. (2017) Research Ethics in the Social Sciences & Humanities. PowerPoint Deck.
- 2017-10-24: Spafford, R. (2017) Framing and Focusing: Conducting and Writing Up Literature Reviews. PowerPoint Deck
- 2017-11-21: La Touche, R. (2017) Choosing your Research Methodology- What is at stake? PowerPoint Deck.
Resources for Student Researchers
Booth, W. C., Colomb, G. G., Williams, J. M., Bizup, J., & FitzGerald, W. T. (2016). The Craft of Research, Fourth Edition (4 edition). Chicago: University Of Chicago Press.
Canadian Journal of Undergraduate Research http://cjur.ca/
Resources on the Pedagogy of Undergraduate Research for Faculty Supervisors
Social Sciences and Humanities
Brown, L., & Strega, S. (Eds.). (2015). Research as Resistance, 2nd Edition: Revisiting Critical, Indigenous, and Anti-Oppressive Approaches (2 edition). Toronto, Ontario: Canadian Scholars’ Press Inc.
Reid, C., Greaves, L., & Kirby, S. (2017). Experience Research Social Change: Critical Methods, Third Edition (3rd ed. edition). University of Toronto Press, Higher Education Division.
Wilkinson, C., & Weitkamp, E. (2016). Creative Research Communication: Theory and Practice. Manchester: Manchester University Press.
Brown, A. M., Lewis, S. N., & Bevan, D. R. (2016). Development of a structured undergraduate research experience: Framework and implications. Biochemistry and Molecular Biology Education, 44(5), 463–474. https://doi.org/10.1002/bmb.20975
Chen, D.-T. “Victor,” Wang, Y.-M., & Lee, W. C. (2016). Challenges confronting beginning researchers in conducting literature reviews. Studies in Continuing Education, 38(1), 47–60. https://doi.org/10.1080/0158037X.2015.1030335
Wilson, A., Howitt, S., & Higgins, D. (2016). Assessing the unassessable: making learning visible in undergraduates’ experiences of scientific research. Assessment & Evaluation in Higher Education, 41(6), 901–916. https://doi.org/10.1080/02602938.2015.1050582