2 Mitacs Globalink (GRI) research projects for Summer 2027.
1. Artificial Intelligence and Preservice Teacher Identities
The research project, "Artificial Intelligence and Preservice Teacher Identities," examines how preservice teachers are reimagining themselves, their work, and their skills because of the introduction of artificial intelligence in schools. Data for this research will come from preservice teachers enrolled in a course in a Canadian university in the winter semester of 2027. Because the intern will be working with data from the preservice teachers, they will need to sign a confidentiality agreement. The research project aims to learn more about the impact of artificial intelligence on preservice teachers' emerging identities. The research uses discourse analysis to discern common themes in the data and relate the findings to broader social, political, and economic contexts. The results of this research are intended to be shared in academic publications and presentations.
Research area, student roles & skills
Research area: My research investigates issues of equity in the constitution of student and teacher identities. My research in identities intersects with other fields such as assessment, arts integration, and artificial intelligence. My research asks questions such as: What kinds of identities are rewarded (or marginalized) in classrooms because of the assessment practices? How do teachers constitute identities as they engage with arts-based practices? How does the use of artificial intelligence inform the ways that teachers constitute subjectivities? I am interested in how students, preservice teachers, and in-service teachers think about themselves and confront issues of equity in classrooms.
Student roles:
The intern will be conducting a literature and media review of the context surrounding the intersection of preservice teacher identities and their use of artificial intelligence. This work will help position the research in a wider social and political context (4 weeks). The intern will also be conducting a discourse analysis of the research data with the support of the principal investigator (4 weeks). This involves close textual analysis of the data. The intern will be writing a report of the findings of the research (4 weeks).
Skills required:
The student should be able to work independently and have skills in finding and reviewing relevant research articles. The student should be willing to learn how to use the research software of Zotero and be familiar with using Microsoft Suite (Word, PPT, Excel). The student needs to have a strong understanding of the English language in order to conduct data analysis. The student must be willing to sign a confidentiality agreement to work with the research data in this project.
2. Smart School Gardens: Integrating Digital Technologies and Robotics for STEM and Environmental Education
Objective: The proposed project integrates robotics and sensor-based technologies into school garden environments to enhance STEM and environmental education. By integrating coding, robotics, and sensor-based technologies into this setting, the project extends school garden learning beyond planting and harvesting. It allows students to investigate environmental conditions, collect data, monitor plant growth, and connect STEM learning to real-world sustainability issues. This project aims to (1) design and implement technology-enhanced school garden learning activities that incorporate robotics and environmental sensors to support inquiry-based STEM and environmental education, (2) explore the impact of these technology-integrated garden experiences on students’ engagement, scientific understanding, and environmental awareness, (3) examine how access to emerging educational technologies can support more equitable and inclusive learning opportunities in STEM education.
Methodology: This study will be conducted in an existing school garden that was established in Spring 2025. A mixed method approach will be adopted utilizing 1) pre- and post-surveys administered to students in Grade 4-8, and 2) school garden observations. The pre-survey will examine students’ initial perceptions of using technology in the school garden. Following the implementation of technology-enhanced garden activities, a post-survey will be administered to assess changes in students’ understanding, perceptions, and intended uses of robotics and sensor technologies in the garden. Garden observation data will be collected to document student interactions, engagement, and the practical use of technologies.
Implications: This research has direct implications for students, educators, and school-based environmental education programs. The findings will identify how students perceive and engage with robotics and sensor-based technologies in school garden learning environments and will document best practices for integrating digital tools into STEM and environmental education in underserved school contexts. As such, the project will contribute to advancing knowledge in educational technology, experiential learning, and place-based environmental education in Canada and internationally.
Research area, student roles & skills
Research area: Dr. Mariam Takkouch is an Assistant Professor of Science Education in the Faculty of Education at Brock University. Dr. Takkouch’s research focuses on how environmental and sustainability education is taught and learned across K–12 and post-secondary contexts. Her work examines the potential of school gardens to support environmental literacy and stewardship, experiential and place-based learning, social justice, and community engagement. Dr. Takkouch has held leadership roles in research projects focused on science teacher education, interdisciplinary higher education programs, medical sciences education, inclusive laboratory learning environments, and digital technologies in STEM education.
Student roles:
The research team has already obtained institutional ethical approval and started data collection from students. The school garden is already established (Spring 2025). Given that the intern will join in Summer of 2027, they will play a major role in data analysis, literature review, and knowledge mobilization focused on integrating robotics and sensor-based technologies into school garden STEM and environmental education.
1. Literature Review: The intern will conduct a thorough literature review to gain a comprehensive understanding of the use of digital technologies, including robotics and environmental sensors, in STEM, environmental education, and school garden contexts to identify relevant theories and best practices. This will involve identifying relevant scholarly articles, reports, websites, and other sources.
2. Data Analysis: The intern will analyze pre- and post-survey data from Grades 4–8 students, including quantitative analysis of survey responses and qualitative analysis of open-ended responses. They may also support analysis of observational data.
3. Knowledge Mobilization: The intern will contribute to the development of research reports and presentations. They will assist in synthesizing the findings, identifying patterns and themes, and presenting the results. Effective written and verbal communication skills are crucial to convey the research findings to the research team, and potentially to broader audiences. The intern will contribute to two academic papers. They will also be given the opportunity to co-present a paper at a national conference in Canada.
4. Collaboration and Time Management: Collaboration, Time Management, and Reflection: The intern will collaborate closely with the principal investigator, as well as other members of the research team. They will need to manage their time effectively, adhere to research timelines and milestones, and actively engage in reflection and continuous learning.
Skills required:
1.Education: Strong academic background in the field of education, preferably with a focus on science, technology, engineering, and mathematics (STEM) education, environmental education, or educational technology. Prior experience in experiential learning, inquiry-based learning, or place-based education is an asset.
2.Research: The student should be proficient in conducting online research and literature reviews.
3.Data Analysis: The student should be able to analyze both quantitative and qualitative data. The ideal candidate must be proficient in statistical analysis software (MS Excel and SPSS or equivalent) and qualitative data analysis software (NVivo or equivalent).
4.Communication Skills: Clear and advanced oral and written communication skills.