For them, experiential learning means observing, analyzing and engaging directly with real-world environments—be they extreme geological landscapes, millennia-old archaeological sites or digital spaces that drive modern social dynamics.
Learning in nature’s laboratory
Roxana Gorodnichy, Faculty of Science
Roxana Gorodnichy, who holds an honours undergraduate degree in environmental geosciences, learned early on that field work was at the core of her discipline. In her view, learning is about stepping outside the box to explore environments that can be challenging, but where theory becomes truly meaningful.
Starting in her first year, she participated in field courses and research internships that took her to the four corners of the globe, from Greece to Arizona, Scotland and the Arctic. These experiences gave her the opportunity to observe, map and study geological formations in their natural settings.
One of the highlights of her field work came during an expedition to a remote part of Nunavik. Stationed on some of the oldest rocks on Earth, dated to 4.3 billion years ago, she collected samples for her undergraduate research project. In the field, she came to understand that every rock holds vital clues to the origins of our planet. She also gained insights into the scale of geological time and the pivotal role of field work in Earth science research.
“Those experiences showed me how much more you can learn when you get involved in a hands-on way, applying your knowledge in a real natural laboratory.”
Roxana Gorodnichy
— Undergraduate degree in environmental geosciences
Beyond scientific knowledge, these immersive experiences strengthened her ability to adapt, reinforced her collaborative mindset and stoked her passion for research, which she intends to pursue at the graduate level.
Giving a voice to the past through field work
Éloïse Côté, Faculty of Arts
For Éloïse Côté, who holds a degree in Greek and Roman studies, experiential learning took the form of direct contact with the relics of the past. Her academic journey, fueled by a keen interest in ancient history and archaeology, has taken her to several archaeological sites in Europe.
In 2025, she took part in an archaeological dig at Torre Mordillo, Italy; it was a month-long intensive worksite led by teams from Mount Allison University and Princeton University. There, she was involved in every phase of the dig: excavating, cleaning, cataloguing and documenting artefacts, using both traditional tools and digital technologies such as photogrammetry.
By handling pottery fragments, bones and ancient structures, she gradually came to see how physical remnants can be used to reconstruct the daily lives of people who lived nearly 3,000 years ago.
That field experience confirmed her interest in archaeology and led her to question certain interpretations of the past. The vestiges unearthed at Torre Mordillo have revealed forms of coexistence between Greek populations and the native inhabitants, providing a more nuanced perspective than the one found in written sources.
“That experience enabled me to transition from theory to practice, and to understand that archaeology can give a voice back to those who are absent from written sources.”
Éloïse Côté
— Undergraduate degree in Greek and Roman studies
Direct contact with physical artefacts made history tangible for Éloïse and helped bring back to life populations who have long been absent from dominant narratives. That turning point has now led her to consider graduate studies in archaeology and museology.
Research at the heart of social realities
Farinaz Basmechi, Faculty of Social Sciences
Farinaz Basmechi, a PhD student in feminist and gender studies, is interested in the relationships between gender, technology and social mobilization. Her background reflects her engagement-focused research, anchored in the reality of modern life and issues related to gender-based violence.
She researches online campaigns, the design of data collection tools, and how to interview subjects. Her approach reflects a constant feedback between theory and analysis and is closely tied to working with communities in order to reveal how digital platforms affect social dynamics.
Studying online feminist solidarity campaigns has been a highlight of her research. She discovered that digital platforms are not only used to disseminate messages, but also to foster mobilization, mutual support and knowledge production. Online spaces are increasingly used to raise awareness of issues of violence and injustice, despite the risks of cyberbullying.
“That experience taught me how research can build bridges between theory, community engagement and social change.”
Farinaz Basmechi
— Doctoral degree in feminist and gender studies
Mindful of the practical implications of her work, she hopes to pursue an academic career that examines relevant questions at the intersection of social, technological and political issues.
Learning to understand, act and transform
Although the settings of their experiential learning varied widely, Roxana Gorodnichy, Éloïse Côté and Farinaz Basmechi all share the same conviction, namely that it is through hands-on involvement—in the field, on dig sites or at the heart of social dynamics—that learning becomes truly meaningful.
The advice they give other students reflects this conviction. Roxana says that to find opportunities, you often need to seek them out by asking questions, taking the initiative and applying for scholarships or grants. Éloïse maintains that proper preparation, both physical and mental, is key to getting the most out of demanding field experiences. Farinaz encourages students to combine research, community work and intellectual curiosity to expand the scope of their work.
In the wake of University of Ottawa Convocation ceremonies, the academic paths of these three students demonstrate the power of experiential learning and its ability to transform intellectual curiosity into critical perspectives, concrete action and future projects.
