Applied Filters
- Perspective
- Integrative SciencesRemove filter
- Science EducationRemove filter
- FACETSRemove filter
- Open AccessRemove filter
Publication Date
Author
- Berentsen, Susan Maria Johanna1
- Blom, Fenneke1
- Cereceda, Oihane1
- Dufour-Beauséjour, Sophie1
- Falardeau, Marianne1
- Finegan, Chance1
- Girard, Catherine1
- Gjerris, Mickey1
- Goddiksen, Mads Paludan1
- Henri, Dominique A1
- Lacombe-Bergeron, Justine1
- Littlechild, Danika Billie1
- MacMillan, Gwyneth A1
- McGregor, Deborah1
- Menzies, Allyson K1
- Quinn, Danielle E A1
- van der Sande, Rob1
Access Type
1 - 5of5
Save this search
Please login to be able to save your searches and receive alerts for new content matching your search criteria.
Filters
Search Name | Searched On |
---|---|
[Paper Type: Perspective] AND [Subject Areas: Integrative Sciences] AND [Subject Ar... (5) | 25 Aug 2024 |
You do not have any saved searches
- OPEN ACCESS
- Gwyneth A. MacMillan,
- Marianne Falardeau,
- Catherine Girard,
- Sophie Dufour-Beauséjour,
- Justine Lacombe-Bergeron,
- Allyson K. Menzies, and
- Dominique A. Henri
For decades, Indigenous voices have called for more collaborative and inclusive research practices. Interest in community-collaborative research is consequently growing among university-based researchers in Canada. However, many researchers receive little formal training on how to collaboratively conduct research with Indigenous communities. This is particularly problematic for early-career researchers (ECRs) whose fieldwork often involves interacting with communities. To address this lack of training, two peer-led workshops for Canadian ECRs were organized in 2016 and 2017 with the following objectives: (i) to cultivate awareness about Indigenous cultures, histories, and languages; (ii) to promote sharing of Indigenous and non-Indigenous ways of knowing; and (iii) to foster approaches and explore tools for conducting community-collaborative research. Here we present these peer-led Intercultural Indigenous Workshops and discuss workshop outcomes according to five themes: scope and interdisciplinarity, Indigenous representation, workshop environment, skillful moderation, and workshop outcomes. Although workshops cannot replace the invaluable experience gained through working directly with Indigenous communities, we show that peer-led workshops can be an effective way for ECRs to develop key skills for conducting meaningful collaborative research. Peer-led workshops are therefore an important but insufficient step toward more inclusive research paradigms in Canada. - OPEN ACCESSComputational methods, coding, and software are important tools for conducting research. In both academic and industry data analytics, open-source software (OSS) has gained massive popularity. Collaborative source code allows students to interact with researchers, code developers, and users from a variety of disciplines. Based on the authors’ experiences as graduate students and coding instructors, this paper provides a unique overview of the obstacles that graduate students face in obtaining the knowledge and skills required to complete their research and in transitioning from an OSS user to a contributor: psychological, practical, and cultural barriers and challenges specific to graduate students including cognitive load in graduate school, the importance of a knowledgeable mentor, seeking help from both the online and local communities, and the ongoing campaign to recognize software as research output in career and degree progression. Specific and practical steps are recommended to provide a foundation for graduate students, supervisors, administrators, and members of the OSS community to help overcome these obstacles. In conclusion, the objective of these recommendations is to describe a possible framework that individuals from across the scientific community can adapt to their needs and facilitate a sustainable feedback loop between graduate students and OSS.
- OPEN ACCESSBoth the Truth and Reconciliation Commission (TRC) and the National Inquiry into Missing and Murdered Indigenous Women and Girls (MMIWG) explicitly emphasized the role of educators in “reconciliation.” Alongside this, conservation practitioners are increasingly interacting with Indigenous Peoples in various ways, such as in the creation and support of Indigenous protected areas and (or) guardian programs. This paper considers how faculty teaching aspiring conservation practitioners can respond appropriately to the TRC and MMIWG Inquiry while preparing students to engage with Indigenous Peoples in a way that affirms, rather than questions Indigenous knowledge and aspirations. Our argument is threefold: first, teaching Indigenous content requires an approach grounded in transformational change, not one focused on an “add Indigenous and stir” pedagogy. Second, we assert that students need to know how to ethically engage with Indigenous Peoples more than they need knowledge of discreet facts. Finally, efforts to “Indigenize” the academy requires an emphasis on anti-racism, humility, reciprocity, and a willingness to confront ongoing colonialism and white supremacy. This paper thus focuses on the broad change that must occur within universities to adequately prepare students to build and maintain reconciliatory relationships with Indigenous Peoples.
- OPEN ACCESSThere is a growing interest in training on responsible conduct of research (RCR). The availability and range of such training materials, for a diversity of audiences and addressing a diversity of RCR related topics, is growing too. This is of great help to all who are looking for materials to set up their RCR training, but how can one select what topics to include within the often-limited time available for training? In this paper we propose a step-by-step approach to set the agenda for RCR training, using the target audience as a narrative guide. The process consists of six steps: (1) mapping the needs and translating them into learning objectives; (2) prioritizing, selecting, and combining objectives and themes; (3) demarcation of the training; (4) completion of the program; (5) development or adaptation of training materials; and (6) pilot and evaluation. The development process of a training program for researchers in Dutch Universities of Applied Sciences is used as an example to illustrate the step-by-step process.
- OPEN ACCESSMore and more research institutions are implementing courses in research integrity (RI). Recent studies indicate that teachers of RI courses are increasingly adopting a “phronetic” approach to their teaching, where the focus is on nurturing values and practical wisdom—what Aristotle called phronesis. When adopting a phronetic approach, it is important to understand what phronesis in relation to RI entails and how and to what extent an RI course can contribute to the development of research phronesis. This paper contains a practice-based discussion of the realistic aims of RI courses and a first step towards a specification of the skill set necessary for developing research phronesis drawing on experiences from the PhD courses on Responsible Conduct of Research at the University of Copenhagen. We discuss the limited extent to which research phronesis can be taught in short courses and examine the broader implications of this for the role of RI courses in the training of good researchers.