Who's at the Research Table?

An Undergraduate Student Podcast Challenges Faculty to Embrace Inclusion

Authors

  • Michaela Chronik Mount Royal University
  • Sally Haney Mount Royal University

DOI:

https://doi.org/10.29173/isotl600

Keywords:

SoTL, undergradute research assistants, student-faculty partnership, students-as-partners, student changemakers, inclusion, equity, diversity, participation, gender, racialization, socio-economic, barriers, podcast

Abstract

In this reflection, a group of undergraduate research assistants and student changemakers use a podcast to explore which students are at the research table, and what barriers are keeping many others outside of it. This student-authored paper and SoTL-inspired auditory experience dives into multiple demographic topics such as gender, race, and socio-economic status in relation to student-faculty partnerships in the research realm. Both listeners and readers are encouraged to reflect on the recruitment process they use in finding their student partners, and how they can better serve priority populations and implement diversity and inclusion in their practice.

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Author Biographies

Michaela Chronik, Mount Royal University

Michaela Chronik (she/her), mchro134@mtroyal.ca, finished her fourth year of university and will soon be graduating with a Bachelor of Child Studies, majoring in early learning and child care. Michaela is currently working as a student-partner and research assistant involved with the design and delivery of international field schools. She hopes to have a career where she can educate others about the critical years of early childhood and the lasting impact they have throughout adulthood.

Sally Haney, Mount Royal University

Sally Haney (she/her) is an Associate Professor of Journalism and the Chair of the Department of Journalism and Broadcast Media Studies. Her interests include international field school delivery, student-generated local news, and journalism program collaborations. Sally’s research is informed by the Scholarship of Teaching and Learning.

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Published

2022-05-27

Issue

Section

Articles