This research project is a part of an ongoing comparative research program examining how racialized adolescent girls develop leadership identities across Canadian contexts. This internship specifically brings non-Western perspectives and women’s standpoint into dialogue with Canadian contexts, examining how girls' leadership identities are shaped differently across cultural and institutional settings. The project is grounded in the understanding that leadership is not a universal or neutral construct, and it is shaped by institutional structures, cultural norms, and the uneven distribution of resources and recognition across different social contexts.
This research is guided by three central objectives: (1) to examine how leadership identities form among adolescent girls in South Asian and Canadian educational contexts; (2) to identify culturally specific barriers and enablers shaping girls' capacity to imagine and enact leadership; and (3) to develop a comparative framework grounded in girls' and women's standpoint, moving beyond masculinized, Western-centric models of leadership.
Despite growing scholarship on leadership development, existing frameworks often fail to account for how leadership identities form in non-Western settings or among girls navigating multiple, intersecting social positions. This project addresses that gap by centering South Asian perspectives alongside Canadian ones, beginning with a critical examination of existing scholarship on the conditions that enable or constrain young women's capacity to imagine and enact leadership.
This project contributes to more contextually grounded models of leadership identity formation by trying to understand girls' leadership experiences through the lens of feminist standpoint theory, with implications for schools, organizations, and policy environments seeking to better support adolescent girls' leadership development across diverse contexts.
Research area, student roles & skills
Research area: My research examines how institutional structures and sociocultural contexts shape young women's leadership development and agency across diverse settings. I explore the factors that enable or constrain the development of leadership identities and investigate how schools, community and family spaces, and policymakers can better support adolescent girls' leadership development.
By centering young women's perspectives, my work challenges Western-centric and masculine models of leadership and contributes to the development of more culturally inclusive approaches to leadership theory and practice. Situated at the intersection of education, gender studies, and organizational leadership, this research has implications for educational institutions, workplaces, and policy development.
Student roles: The student will contribute to this specific phase of an ongoing research program on girls' and women's leadership development across diverse contexts. The primary responsibility will be conducting a comprehensive and critically engaged literature review on girls' leadership development in South Asian and Western educational and organizational contexts, identifying dominant frameworks, theoretical gaps, and underrepresented perspectives. Building on this review, the student will also contribute preliminary thinking around what alternative leadership frameworks might look like when centred on South Asian cultural contexts, moving beyond Western-centric models toward more culturally grounded understandings of girls' agency and leadership.
The student will also have the opportunity to engage directly with Calgary-based schools and school divisions through the supervisor's existing community partnerships, meeting with students, educators, and community members to observe and understand how leadership development unfolds in a Canadian context. This firsthand comparative experience will directly inform the student's work and understanding and enrich the emerging frameworks being developed.
The student will participate in regular research meetings with the supervising faculty member, contribute to research discussions, and support the preparation of emerging research outputs as appropriate, including a conference presentation and a draft academic paper.
Through this internship, the student will develop strong academic research skills, including systematic literature reviewing, qualitative framework development, and academic writing, alongside professional development through mentorship from the supervising faculty member, cross-cultural community engagement, and participation in the broader research community at Athabasca University.
Skills required: A background in education, social sciences, gender studies, or a related field is required. Strong English communication skills and familiarity with qualitative research methods are assets. Direct personal experience with girls' education in Pakistan is essential, alongside a genuine interest in gender equity and leadership development, attentiveness to girls' and women's standpoint, and a commitment to challenging their own assumptions in the pursuit of educational equity for youth and underserved communities. Collaborative, intellectually curious, and self-directed candidates are strongly encouraged to apply.
2. Building AI Literacy and Educational Capacity: A Case Study on Community-Based Coding Camps
This project analyzes the implementation and outcomes of community-based coding and AI literacy camps designed to empower underserved youth. Specifically, it explores how structured programming instruction, AI fundamentals (prompt engineering, ethical AI usage), and collaborative learning environments impact learners' technological confidence and skills. The project will document best practices, challenges, and strategic recommendations to replicate and scale similar programs. Deliverables include a detailed educational case study, evaluative framework, and blueprint to facilitate future AI educational initiatives
Research area, student roles & skills
Research area: My research focuses on developing educational programs that enhance digital literacy and artificial intelligence understanding, particularly among underserved communities. I specialize in creating effective pedagogical approaches, leveraging collaborative partnerships, and systematically evaluating educational outcomes to support sustained growth in technology skills and AI competencies
Student roles: The student will assist in evaluating the effectiveness of AI literacy programs, collecting and analyzing qualitative and quantitative data from coding camps, and documenting detailed case studies. They will collaborate in developing structured recommendations for improving future iterations of the program, drafting scholarly articles, and presenting findings. They will also participate directly in program implementation as teaching assistants to gain practical insights
Skills required: Candidates should have a strong interest or background in education technology, curriculum development, programming (particularly Python), and AI literacy. Skills in qualitative research, data analysis, technical writing, and effective communication are essential.
3. Exploring AI in a teaching, learning, and assessment context: reimaging assessment in an AI era.
GenAI has challenged traditional assessment practices in both assessment design and
how students engage with assessment expectations. Because GenAI can support recall as well as
synthesis and evaluation, teachers often prioritize policing academic integrity before redesigning
assessments (Gerlich, 2025; León-Domínguez, 2024). Consequently, validity - defined as
teachers’ ability to accurately measure students’ learning (Maksimchuk et al., 2025) - is eroded,
leaving schools to choose between ineffective surveillance (Mintz et al., 2023) and unguided
adoption risking cognitive atrophy for students (An & James, 2025). There is limited evidence on how teachers preserve or adapt quality assessment amid
expanding student use of AI tools (An & James, 2025). This research is guided by two questions:
(1) How do instructors perceive AI’s impact on assessment validity? and (2) What strategies
do instructors use to conduct assessments in the AI era? Moving beyond binary debates about
whether AI is “good” or “bad,” the study examines what teachers are trying, avoiding, and
changing in assessment to maintain academic rigor. This mixed methods study utilizes a survey instrument for instructors as well as semi-structured interviews to get a deeper understanding of the assessment and GenAI space.
Research area, student roles & skills
Research area: In this research project and sequence the study explores assessment in an era of AI. Examining how post secondary instructors are conceptualizing assessment, what needs to be redesigned or augmented, what can stay the same, and what are the considerations for critical thinking, metacognition, and self regulation. The focus and research questions relate to how are instructors engaging with assessment to support co-construction and collaboration of AI and human learning. This is an interdisciplinary research that spans across business, accounting, education, and engineering. A broader view of how post-secondary instructors are adapting (or not) to the era of GenAI.
Student roles: The student may enter at any different section in the research cycle. I will help meet them where they are at. This opportunity would be more about data analysis, building a literature review, and representing data. There may be an opportunity to contribute to a publication and look at non-traditional ways to represent data. The student should be curious, wanting to grow in the research space, and experience cutting edge research on AI and assessment. The hope is that the student has an interest in learning sciences, student learning (critical thinking, metacognition, self regulation), assessment design, and GenAI.
Skills required: The students will need to have a developing knowledge of qualitative and quantitative data collection/analysis. Some experience with gathering literature for a literature review (Boolean searches etc.) The ability to write a report and make infographics would help as well but all of this will be supported through training, guided engagement, daily touch points, and examples with websites and resources for literature review in particular.
4. Improving International Student Engagement in Higher Education Classrooms
This is a multi-national mixed-methods longitudinal research study involving partner universities from Canada, the United Kingdom, Germany, France, China, Bangladesh, and Malaysia. This research aims to enhance the scholarly literature by developing a grounded theory to improve international student engagement in higher education classrooms. It will also contribute to improving international student engagement and participation in the classroom, with a particular focus on fostering in-class communication among students from culturally diverse backgrounds. More specifically, the project aims to investigate the complex interplay between university belonging, social interactions, and engagement in collaborative learning among international student university beginners at both the undergraduate and graduate levels. Our team of 14 educational researchers will delve into how these factors, including university support services, accommodation arrangements, and the university climate, influence or moderate these processes. Further, based on examining effective case studies with as many as 50 students from each country, we will compile a repository of best practices and disseminate successful case studies of participation and intercultural collaboration in the classroom through various mediums (e.g., academic publications, website, conferences, institutional workshops) to support higher education instructors. By sharing best practices and facilitating knowledge exchange across the seven countries, the project will help create a safe, inclusive, welcoming, and enriching learning experience for all students. It will also address the gap in the international literature on how the complex interplay among university belonging, social interactions, and engagement in collaborative learning among international student university beginners varies across cultural and national contexts and throughout the student lifecycle.
Research area, student roles & skills
Research area: Internationalization of higher education
Promising practices for teaching international students
Sense of belonging for international secondary-school students
Micro-discrimination of international students in post-secondary educational institutions
Mentoring of teacher candidates within faculties of education
Strategic enrolment management
Student roles: The intern will help us build on the earlier research phases to identify how we can develop and disseminate research findings in ways that will enhance the teaching of culturally and linguistically diverse international students in a post-COVID-19 world and contribute to the development of a comprehensive, validated model on student learning for international students. The intern will also support research on this topic, flowing from our published research.
Skills required: Ability to work independently and as a member of a team, strong written and interpersonal communication skills, and strong computer (Microsoft Office) skills. Preferred skills/background include: web design skills, knowledge of educational research, quantitative and qualitative research methods, and statistical analysis using SPSS.
5. PodorozhiUA II: Developing an Intermediate-Level Ukrainian Language Textbook [online]
Supervisor: Alla Nedashkivska
University: University of Alberta (Edmonton campus)
Location: Edmonton, Alberta
Start date: 2027-07-01 (flexible)
Disciplines: Education, Language Studies, Linguistics, Translation, Modern Languages
This project represents the next phase in the development of innovative resources for teaching and learning Ukrainian as a foreign language. Building on the success of PodorozhiUA.com, an Open Educational Resource designed to support blended, online, and self-directed learning, the project focuses on the creation of a comprehensive beginner-level textbook that integrates language learning, cultural literacy, and digital resources.
While initial work has been undertaken to conceptualize the textbook and identify its overall structure, substantial development remains to be completed. The project therefore concentrates on the creation, refinement, and pedagogical alignment of textbook materials designed for both classroom and independent learning contexts. Particular attention will be given to ensuring compatibility with the blended-learning model that has been successfully implemented through PodorozhiUA.com.
The textbook will provide learners with a structured pathway for developing communicative competence in Ukrainian while simultaneously introducing contemporary Ukrainian culture, society, and everyday life. It will incorporate authentic materials, multimedia resources, interactive activities, and task-based learning opportunities that reflect current approaches to second-language acquisition and language pedagogy.
Research area, student roles & skills
Research area: Professor of Slavic Applied Linguistics. Research interests: Slavic linguistics, discourse analysis, gender linguistics, political and media language, and language pedagogy and second language acquisition in Ukrainian. Authors textbooks, one of which, Ukrainian Through Its Living Culture (University of Alberta Press, 2010) won the 2012 AATSEEL Book prize for “Best Contribution to Language Pedagogy”, and another A Window Into the World of Business: Ukrainian for Professional Communication (University of Alberta Press/Pica Pica Press 2016) received “The Inaugural University of Alberta Open Educational Resources Award” (2018). With O.Sivachenko, finalizing the textbook ПОДОРОЖІ. UA: Ukrainian for Beginners. Blended-learning model.
Student roles: The student will play an active role in the development of an intermediate-level Ukrainian language textbook based on the PodorozhiUA blended-learning model. Working under the supervision of the project lead, the student will assist with the creation, adaptation, organization, and review of instructional materials designed for learners of Ukrainian as a foreign language.
Specific responsibilities will include reviewing existing PodorozhiUA materials, selecting and adapting authentic texts, videos, and cultural resources appropriate for intermediate-level learners, and helping organize content into thematic units. The student will contribute to the development of communicative activities, reading and listening tasks, vocabulary exercises, and supplementary materials that promote both language proficiency and cultural literacy.
The student will also assist with editing and proofreading content, ensuring consistency in language, formatting, and pedagogical design. Additional responsibilities may include aligning materials with CEFR proficiency descriptors, reviewing learning outcomes, and helping prepare accompanying instructor and learner resources.
Through participation in the project, the student will gain experience in language pedagogy, curriculum development, educational resource design, and applied linguistics research. The project will provide valuable training in content creation, editing, project organization, and collaborative academic work while contributing to the development of innovative resources that address the growing international demand for Ukrainian language learning materials.
Skills required: The ideal candidate will be an undergraduate student in Applied Linguistics, Language Education, Ukrainian Studies, Slavic Studies, Linguistics, Education, Modern Languages, Cultural Studies, or a related field. The student should possess strong writing, organizational, and analytical skills, as well as an interest in language teaching and learning. Experience with curriculum development, educational resources, digital learning tools, editing, or content development would be an asset. Knowledge of Ukrainian is required. The project is particularly suitable for students interested in language pedagogy, open educational resources, multilingualism, heritage language learning, and educational innovation. Experience with digital design is an asset.
6. Taking 'AIME': A National Framework Supporting Ethical Architecture and Adaptive Execution for AI in Education
Supervisor: Keri-Lyn Ewart
University: Wilfrid Laurier University (Waterloo campus)
Location: Waterloo, Ontario
Start date: 2027-05-10 (flexible)
Disciplines: Education, Educ-Elementary, Educ-Curriculum Studies, Language Studies, Studies Science and Technology
This research project examines how artificial intelligence can be ethically, inclusively, and pedagogically integrated into teacher education to support K-12 classrooms through the AIME Framework and Model: Advancing Inclusive, Ethical AI Integration (Ewart & Mueller, 2026). The project explores how faculty and teacher candidates develop AI literacy, use AI to support adaptive and differentiated learning, design culturally sustaining AI integrated learning experiences, and engage in critical conversations about bias, privacy, authorship, surveillance, and ethical decision-making. It also investigates how AI can be embedded across courses, practicum experiences, faculty professional learning, and customized educational tools to support learner-centred teaching practices. The purpose of this project is to build utilize the research-informed design of the AIME model and framework for preparing future educators to use AI critically and creatively in K-12 classrooms.
Research area, student roles & skills
Research area: My primary research interest is in Language and Literacy and AI Literacies in K-12 education. My specialized research area focuses on ethical, inclusive, and culturally responsive artificial intelligence integration in education. This work examines how AI can support adaptive and differentiated learning, critical AI literacies, culturally sustaining pedagogy, and ethical instructional design. Through the AIME architecture, my research investigates how faculty, teacher candidates, K-12 students, and educational institutions can move beyond tool-based adoption toward learner-centred and equity driven pedagogically grounded AI practices. Current research activities include AI-supported course redesign, practicum integration, faculty and student professional learning, and customized GPT development.
Student roles: The research assistant will support the AIME research project by assisting with literature review, data organization, document review, qualitative analysis, and research writing related to ethical and inclusive AI integration in teacher education and K-12 classrooms. The student will help examine faculty and student feedback, course artifacts, reflective data, interview/survey responses, and examples of AI-supported pedagogical design to identify emerging themes related to AI literacy, culturally responsive practice, adaptive learning, ethical reasoning, and teacher candidate preparation. The student may also support the development of research summaries, tables, presentation materials, and knowledge mobilization events and outputs to communicate how the AIME architecture can guide responsible AI integration across K-12 learning contexts.
Skills required: The student should have a strong background or interest in education, K-12 education, educational technology, artificial intelligence in education, and culturally responsive and inclusive pedagogy. The student should be comfortable supporting literature reviews, organizing scholarly sources, assisting with qualitative data analysis, have strong scholarly writing capabilities, reviewing course artifacts or interview/survey data, and contributing to research writing and knowledge mobilization. Familiarity with AI literacy, ethical AI use, UDL, multiliteracies, and equitable design would be an asset. It would also be ideal that the candidate demonstrate strong communication, organization, and critical thinking skills.
7. Teaching STEM in Artificial Intelligence (AI) Times: A Critical Environmental Analysis
Thinking about the current socio-cultural contexts of Manitoba, the impact of AI in rural and Northern communities might still reflect extractive nature of technology industries that promise local development and economic growth but disregard land, community, and interpersonal impact. AI infrastructures require substantial amounts of electricity, water for cooling systems, land occupation, and more mineral extraction - issues that Manitoban communities have faced in rural and Northern areas of the province. While all this is public knowledge, these material and territorial dimensions remain largely invisible in teacher education and classroom discourses. For that reason, this project will investigate how different educators (e.g., multi-grade teachers, educational assistants, and school administrators) perceive the environmental and social impacts of AI through education, and how such impact can still be addressed through STEM education. Following a Critical Environmental Education Framework, this project will examine how educators' perceptions can be transformed into teaching approaches that critically engage with AI materials and socio-environmental dimensions in classroom contexts. Throughout the development of the project, the following goals will be achieved:
1) Review of scholarship on digital structures, data centre impacts, Land rights, and environmental governance in times of AI.
2) Conduct consultations with educators to examine their understanding of AI environmental and territorial implications in rural and Northern Manitoba.
3) Design a short STEM teacher-training module, using the Manitoba cases, to support educators in addressing AI infrastructure, energy use, land occupation, and environmental justice in classrooms.
Manitoba offers a particularly relevant context for this study, specially due to Brandon University's leadership and advocacy for rural and Northern communities' rights, environmental governance, and responsible AI applications. Brandon University's strong regional engagement and commitment to community-based, sustainability-oriented educational research provides an ideal setting to critically connect technological expansion with land and environmental responsibilities in STEM.
Research area, student roles & skills
Research area: This study will explore the intersections of Science, Technology, Engineering, and Mathematics (STEM), Critical Environmental Studies, and Artificial Intelligence (AI). Particularly, the study will focus on the unique educational, environmental, and technological contexts of rural Manitoba. In generative AI times, technology is often presented as immaterial, innovative, and environmentally neutral. With the recent approval of the building of AI databases in Manitoba, we need to challenge the notions of innovation as AI systems depend on extensive physical infrastructures. Therefore, this grassroots study will gather how educators can build awareness to support community and balance AI impact in such spaces.
Student roles: 1) Design and implement experiments, data collection protocols, and standards. 2) Determine the appropriate methodology to carry out identified research goals. 3) Recruit research participants. 4) Conduct high-level and complex academic research and literature searches. 5) Collect and manage research data, conduct advanced analysis of research results and document findings. 6) Interpret research findings and perform editorial tasks. 7) Present project status and findings to stakeholders. 8) Organize and host seminars, focus groups, community meetings, special events, and other forms of public engagement. 9) Identify and assist in securing funding opportunities; prepare and submit documentation required by funding agencies. 10) Support funding procurement and staffing supervision. 11) Contribute to overall activities. 12) Perform other relevant duties as assigned.
Skills required: 1. Have undergraduate or graduate experience in educational research 2. Have knowledge of research processes such as ethics application, scoping review, literature review, data collection and analysis (e.g., completed a research methods course or have previous experience as a research assistant). 3. Work independently but engage in respectful, relational, and empathetic ways with other researchers, research participants, and community members 4. Have excellent verbal and written communication skills. 5. Be able to uphold high standards of confidentiality and privacy
8. The Pamoja Nursing Program: Enhancing the Recruitment, Retention, and Success of Black Nursing Students in Nursing Programs Across Nova Scotia
Supervisor: Keisha Jefferies
University: Dalhousie University (Halifax campus)
Location: Halifax, Nova Scotia
Start date: 2027-05-04 (flexible)
Disciplines: Education, Health Studies, Medical Sciences, Nursing, Psychology, Public Health
In Canada, Black students were not permitted to attend nursing training until the late 1940s. Presently, Black students often face barriers in post-secondary education, such as limited access to culturally safe learning spaces and feelings of isolation that can hinder academic performance and result in experiences of high attrition. Many nursing organizations and institutions have committed to addressing anti-Black racism and increasing the sense of belonging, equity, and representation among Black nursing students and nurses. The Schools of Nursing across Atlantic Canada have designated protected annual seats for Black nursing students. Although this initiative addresses admission inequities, it is insufficient to ensure students can thrive and complete the program. Hence, the Pamoja Nursing Program was developed in 2024 to address these gaps by providing targeted academic and social supports, including a nursing primer (orientation) and social events to enhance recruitment, increase retention, and support the academic and professional success of Black Nursing Students in Nova Scotia.
The purpose of this study is to examine the impact of the Pamoja Nursing Program (Pamoja) in Nova Scotia. This Action Research study is guided by Black Feminist Theory. Through a combination of pre-established partnerships across nursing programs in Nova Scotia, purposive sampling will be used to recruit up to 15 first-year Black nursing students to participate in Pamoja. Data collection will involve pre-and post surveys administered at two timepoints: baseline and post-intervention, over a one-year period
This study will address knowledge gaps in understanding the educational experiences of Black nursing students and evaluate an evidence-informed intervention designed to support belonging and academic success. The findings will inform programming and policy, including strategies for recruitment, retention, and support for Black nursing students, admissions policies, as well as academic and clinical support.
Research area, student roles & skills
Research area: Dr. Keisha Jefferies is an Assistant Professor and a University Research Chair in the School of Nursing at Dalhousie University. She is also the Director of MBRACe (Multidisciplinary Black Research and Advocacy Centre). MBRACe is a research hub where she generates quality evidence, develops evidence-informed initiatives, and supports the future generation of critical health leaders. She has clinical experience in neonatal intensive care and breastfeeding support. Dr. Jefferies’ research interests include Black populations' health, nursing leadership, and examining anti-Black racism in nursing education and practice. She possesses expertise in the areas of health policy, qualitative research, and evidence syntheses.
Student roles: Students will have the opportunity to participate in research training, attend regular meetings with the project team, research beneficiaries, and offer critical insights into the project. More broadly, students will have the opportunity to participate in critical research methodology. Depending on the progression of the project, students will support the design of pre-and post-surveys to evaluate the Pamoja Nursing Program, support the quantitative data analysis using Descriptive Statistics, and the development of reports that summarize the evaluation findings and recommendations for program refinement. Additionally, the student will support the development and dissemination of arts-based knowledge products such as informational videos, digital posters, infographics, pamphlets, and brochures. The student will also support other knowledge dissemination activities, such as in-person and virtual seminars, and webinars held in collaboration with nursing schools in Nova Scotia. Students will also perform other related tasks or duties.
Skills required: Students with an interest in the health of historically marginalized groups and an openness to learning. It would be helpful for students to have an understanding of (or interest in) the social and structural determinants of health as well as education. Training in a health profession or medicine, as well as experience in critical research methodology, would be an asset. Interested students should possess the ability to write and think creatively and critically, work independently and as a team, be familiar with Microsoft Word, PowerPoint, and Excel, and have knowledge of other programs, including Canva and Zotero/Mendeley.
9. Understanding the educational experiences of Black nursing students in Nova Scotia: A qualitative longitudinal study.
Supervisor: Keisha Jefferies
University: Dalhousie University (Halifax campus)
Location: Halifax, Nova Scotia
Start date: 2027-05-04 (flexible)
Disciplines: Education, Nursing, Public Health, Psychology, Health Studies, Humanities, Medical Sciences
Despite an increasing number of Black students entering nursing, as well as the presence of ancestral Black communities across Canada, the educational experiences of Black nursing students in Canada are not well documented. This issue is exacerbated by a continued legacy of anti-Black racism in nursing education in Canada, where Black women were not admitted to nursing schools until the 1950s. The limited available evidence reports that Black nursing students experience anti-Black racism as they navigate the program application process, in the classroom, and in clinical settings. These challenges impact the sense of belonging, retention, and program completion for Black nursing students.
The purpose of this five-year longitudinal project is to understand and describe the educational experiences of Black nursing students in Nova Scotia. This project employs a critical methodology, which centers the ideas, experiences, and interpretations of Black groups while interrogating how systemic, institutional, and social structures reinforce inequity. It will employ semi-structured interviews and questionnaires to explore the educational experiences of Black nursing students across the four accredited nursing programs in Nova Scotia. The expected outcomes and significance of this project extend to addressing a long-standing knowledge gap related to the educational experiences of Black nursing students as well as efforts to enhance retention, program completion, and an overall sense of belonging in nursing.
Research area, student roles & skills
Research area: Dr. Keisha Jefferies is an Assistant Professor and a University Research Chair in the School of Nursing at Dalhousie University. She is also the Director of MBRACe (Multidisciplinary Black Research and Advocacy Centre). MBRACe is a research hub where she generates quality evidence, develops evidence-informed initiatives, and supports the future generation of critical health leaders. She has clinical experience in neonatal intensive care and breastfeeding support. Dr. Jefferies’ research interests include Black populations' health, nursing leadership, and examining anti-Black racism in nursing education and practice. She possesses expertise in the areas of health policy, qualitative research, and evidence syntheses.
Student roles: Students will have the opportunity to participate in relevant research training, attend regular meetings with the project team, and offer critical insights into the project. More broadly, students will have the opportunity to participate in longitudinal qualitative research methodology. Depending on the progression of the project and timelines, students will support participant recruitment, qualitative data collection and analysis, the development and dissemination of a comprehensive report, manuscript writing, development and dissemination of arts-based knowledge products such as informational videos, digital posters, infographics, pamphlets, and brochures. The student will also support other knowledge dissemination activities, such as in-person and virtual workshops, community-oriented events, and webinars held in collaboration with nursing schools in Nova Scotia. Students will also perform other related tasks or duties.
Skills required: Students with an interest in the health of historically marginalized groups and an openness to learning. It would be helpful for students to have an understanding of (or interest in) the social and structural determinants of health as well as education. Training in a health profession or medicine, as well as experience in qualitative methodology would be an asset. Interested students should possess the ability to write and think creatively and critically, work independently and as a team, be familiar with Microsoft Word, PowerPoint, and Excel, as well as have knowledge of other programs, including Canva and Zotero/Mendeley.