Professor:  Andra Smith
Unit: School of Psychology
Number of Students: 4
Language of the course: English (assignments may be submitted in either language)

Research Description

Despite the high prevalence of stress-related mental health challenges among youth, including anxiety and depression, wellness programming remains limited in many school settings. While teachers often face significant curriculum and classroom demands, research in neuroscience and mindfulness has shown that even brief mindfulness practices can help regulate stress, improve focus, and support learning outcomes.

This research project aims to develop, implement, and evaluate a neuroscience-based mindfulness initiative designed for high school students. Undergraduate researchers will contribute to the creation of workshop materials and mindfulness activities, receive training to facilitate the program, and deliver workshops in participating schools. The initiative will also provide teachers with short mindfulness practices (“mindful minutes”) that can be integrated into classrooms regularly.

Students involved in the project will participate in all stages of the research process, including literature review, program design, ethics preparation, workshop implementation, data collection, and data analysis. The project will combine both quantitative and qualitative research methods to assess the impact of the program on student wellness, stress management, and understanding of mindfulness and brain health. Findings will contribute to the development of future wellness programming and research dissemination.

Key Learning Activities

• Literature Synthesis
  Review and analyze existing research on school-based wellness initiatives, mindfulness practices, neuroscience, and youth mental health.
• Theoretical Framework Analysis
  Examine theoretical approaches related to student wellness, stress regulation, mindfulness, and mental health promotion.
• Program Development
  Assist in designing a neuroscience-informed mindfulness program tailored for high school students and educators.
• Ethics and Research Preparation
  Support the preparation of ethics applications for both the University of Ottawa and local school boards.
• Educational Material Creation
  Develop workshop materials and classroom resources to support learning and mindfulness implementation.
• Workshop Facilitation and Community Engagement
  Participate in delivering workshops to high school students and training teachers on classroom mindfulness practices.
• Data Collection and Analysis
  Collect and analyze both quantitative and qualitative data related to student and teacher experiences with the program.
• Research Dissemination
  Contribute to the preparation of research findings in publication format and support the development of resources for future program implementation.

Professor: Susan Spronk
Unit: School of International Development and Global Studies
Number of Students: 3
Language of the course: English (assignments may be submitted in either language)

Research Description

This research project examines the growing role of blended finance in Canadian foreign aid and international development initiatives. Blended finance refers to the use of public development aid funds to attract private sector investment in support of international development goals, including the United Nations’ Sustainable Development Goals (SDGs). While proponents present blended finance as a solution to global financing gaps, critics argue that it may contribute to the privatization of aid and weaken public sector capacity to deliver essential services and promote social equity.

Students in this course will explore how blended finance initiatives affect communities and organizations in the Global South, as well as Canadian civil society organizations such as non-governmental organizations and unions. The project will examine questions related to equity, decolonization, gender equality, climate justice, and the broader political and economic implications of development financing models.

Through case study analysis, policy research, and critical reflection, students will investigate the impacts of Canada’s development finance initiatives, including the activities of FinDev Canada. The course is particularly suited for students interested in international development, social justice, public policy, climate change, and global inequality.

Key Learning Activities

• Literature Review and Discussion
  Review and discuss academic and policy readings related to blended finance, development finance institutions, international aid, and equity in global development.
• Policy and Parliamentary Research
  Investigate parliamentary discussions, public reports, and freedom of information materials related to Canada’s development finance initiatives and FinDev Canada.
• Web-Based and Media Research
  Conduct web-based research using a “follow the money” approach to analyze investment portfolios, stakeholders, controversies, and the social impacts of blended finance projects.
• Research Documentation and Project Monitoring
  Maintain a research diary and document findings through structured case study tracking and data organization activities.
• Critical Analysis of Equity and Development
  Analyze how blended finance initiatives relate to issues such as gender equality, decolonization, climate justice, accessibility, and public service delivery.
• Public Knowledge Mobilization
  Develop a short blog post or public-facing article reflecting on development finance, equity, and international aid issues for a broader audience.
• Reflective Learning
  Complete a self-reflection exercise examining personal learning experiences, research insights, and the broader implications of development financing practices.

Professor: Jean-François Rousseau
Unit: School of International Development and Global Studies
Number of Students: 1
Language of the course: French(assignments may be submitted in either language)

Research Description

This research project examines the evolution of international trade in sand and other construction aggregates using statistical data from relevant United Nations databases. Students will analyze global trade flows and their development between 2000 and 2026 in order to identify trends, inconsistencies, and atypical cases that require further in-depth analysis.

Key Learning Activities

• Literature Review and Theoretical Contextualization
  Examine the literature on sand studies, sand systems, the international trade of natural resources, and critical debates surrounding international data sources.

• Familiarization with Databases
  Explore relevant statistical data series and assess their quality, limitations, and relevance for analyzing international sand trade.

• Methodological Development
  Develop a methodological framework for analyzing trade flows and identifying atypical cases observed in the data.

• Trade Data Analysis
  Analyze trends in international trade flows between 2000 and 2026 and identify cases requiring further in-depth case study analysis.

• Critical Data Analysis (Data Mirroring)
  Compare export and import data to assess statistical inconsistencies in light of the literature on data mirroring.

• Participation in Research Activities
  Attend weekly research meetings, document project progress, and contribute to discussions with the supervising research team.

• Scientific Writing and Communication
  Produce mid-term and final written analyses integrating quantitative data, conceptual literature, and research findings.

• Critical Reflection
  Maintain a reflective journal on the research process, learning outcomes, and the methodological and analytical limitations of the project.

Professor: Justin Piché
Unit: Department of Criminology
Number of Students: 3
Language of the course: English (assignments may be submitted in either language)

Research Description

Despite ongoing concerns regarding the effectiveness and social impacts of imprisonment, the Government of Ontario continues to expand the capacity of the provincial jail system through new infrastructure projects. This action-research project, conducted in collaboration with the Coalition Against Proposed Prisons (CAPP), examines the planning, justification, and implementation of Ontario’s provincial prison expansion initiatives.

Students involved in this project will investigate the political, social, and economic dimensions of prison expansion, including the official rationales for new facilities, procurement and infrastructure processes, site selection, public communication strategies, and broader implications for community safety and social justice. The research will support the work of the #NOPE | No Ontario Prison Expansion campaign by contributing evidence-based analysis and public education materials.

Through collaborative action-research methods, students will gain experience in campaign-oriented research, policy analysis, content analysis, and knowledge mobilization while engaging with contemporary debates surrounding incarceration, public policy, and community-based alternatives to imprisonment.

Key Learning Activities

• Action-Research Planning
  Participate in collaborative research and campaign planning activities, including team meetings, SWOT analyses, social barometer analyses, and strategic planning exercises.
• Campaign Strategy Development
  Contribute to the development and implementation of advocacy tactics and campaign strategies related to prison expansion in Ontario.
• Data Collection
  Conduct online research and gather information through public sources and freedom of information requests.
• Content and Policy Analysis
  Analyze government documents, public communications, infrastructure plans, and media content related to provincial jail expansion projects.
• Knowledge Mobilization
  Develop accessible public-facing research materials such as briefing notes, research summaries, infographics, fact sheets, FAQs, and policy briefs.
• Public Communication and Advocacy
  Contribute to blog posts, opinion pieces, media messaging, and other communication materials supporting public engagement and awareness initiatives.
• Community Engagement and Event Support
  Assist with campaign-related activities, including event organization and the development of advocacy toolkits and educational resources.

Professor: Sonia Ben Soltane
Unit: School of Social Work
Number of Students: 2
Language of the course: French (all assignments must be submitted in French)

Important notice: This course is offered in French only.

Research Description

This research project examines the process of professionalization of experiential knowledge and skills related to immigration among workers in the immigrant settlement sector.

The project involves organizing and facilitating writing workshops with settlement sector practitioners, using a focus group approach. Students will also maintain a field journal based on participant observation and support participants in producing written or filmed narratives. These outputs will contribute to an artistic and public-facing dissemination of the research findings.

Key Learning Activities

• Organize and facilitate writing workshops with settlement sector practitioners using a focus group approach.
• Maintain a field journal based on participant observation.
• Support participants in producing written or filmed narratives.
• Contribute to the artistic and public dissemination of research findings through these outputs.

Professor: Rose Anne Devlin
Unit: Department of Economics
Number of Students: 3
Language of the course: English (assignments may be submitted in either language)

Research Description

This course uses the CRA T3010 database, which provides extensive longitudinal data on all registered charities in Canada. Students will work with this dataset to develop and implement an original empirical research project on the charitable sector. The instructor will provide the most recent dataset, along with examples of previous research using similar data, and students will be encouraged to design their own research questions.

Possible areas of inquiry include the evolution of food banks over time, the responsiveness of international charities to global disasters, or the relationship between government funding patterns and changes in political leadership at the federal or provincial level. Students are encouraged to explore any empirical question of interest related to the nonprofit and charitable sector.

The project is designed to provide hands-on experience in research design, data analysis, and academic writing, while also supporting peer discussion and presentation of findings.

Key Learning Activities

• Develop an original empirical research question using the CRA T3010 charitable sector database.
• Work directly with large-scale administrative data to conduct quantitative analysis.
• Design and implement a complete research project from question formulation to final paper.
• Present and discuss research findings with peers in a seminar setting.
• Strengthen skills in academic writing, empirical analysis, and research communication.

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.

Please follow the steps below:

1. Submit One Application Form per Course
   Complete a separate application form for each course you are interested in.
2. Write a 200-Word Essay
   As part of your application, you must include a short essay (maximum 200 words) explaining how this research opportunity will:
   • Enhance your student experience
   • Support your professional development
   • Align with your career goals
3. Wait for Faculty Review
   The Faculty will review all applications based on eligibility criteria, academic progress, and course availability. If your application meets the requirements, it will be forwarded to the supervising professor, who will make the final selection. The Faculty will contact you with the outcome and next steps.

Important Notes:

• The application deadline is August 21, 2026. No decisions will be communicated before this date.
• This course will not have a set schedule, appear in uoZone, or be listed on Brightspace. Your research schedule will be developed in collaboration with your supervising professor.