S-tcúcmenstem is when we look inside of ourselves, to search for meaning. This is how we understand research. To be a researcher is to seek truth.
That truth must benefit someone else, so it must be accurate, honest, and come from a good place of values and practices.
We learn through research.
Garry Gottfriedson, The Secwépemc Nation Research Ethics Guidelines
INTRODUCTION.
My research journey has consisted of a diverse array of research experiences that have equipped me with the skills, knowledge, and expertise necessary for scholarly inquiry and academic engagement.
A pivotal component of my research trajectory has been my involvement in a Research Apprenticeship during the Fall of 2023 through the Winter of 2024. I undertook two comprehensive literature reviews with the supervision of Dr. Westland titled “On Cultivating a Sense of Belonging and Gratitude to Nature” and “On Critical Academic Friendship,” the latter culminating in the co-presentation at the Western Division of the Canadian Association of Geographers annual conference in March 2024. The year before, in March 2023, I presented my critical analysis of representations of British Columbia in tourism, showcasing my ability to mobilize research findings to scholarly audiences.
In my Directed Studies during the Fall of 2023, I completed a research proposal with the supervision of Dr. Westland which I then submitted for SSHRC funding, showcasing my ability to engage with scholarly literature and in writing grant proposals.
I was a Research Coach in Winter 2023, where I provided guidance and feedback on research diary entries, assisted in formulating research questions, and facilitated assessments of research project presentations, honing my mentoring and leadership skills within the academic sphere.
I successfully acquired TCPS2 CORE-2022 certification in January 2023, evidencing my understanding of the importance of integrity and ethical standards in research. Additionally, my collaborative efforts as co-author of an online resource exploring the November 2021 B.C. Flood Damage exemplifies my capacity to engage in interdisciplinary research projects aimed at addressing pressing societal issues and communicating with the public.
Complementing these practical experiences are the research methods courses I have undertaken, including Introduction to Geographical Analysis, Introduction to Social & Behaviour Geography, Empowering Geographies, Field Courses in Wells Gray and Japan, and Qualitative Methods, which have equipped me with a robust methodological toolkit to undertake rigorous and impactful research endeavours.
Through these multifaceted research experiences, I have demonstrated my aptitude for scholarly inquiry, ethical research conduct, and collaborative engagement, positioning me as a qualified candidate for the Undergraduate Research certificate.
“Research is formalized curiosity. It is poking and prying with a purpose.”
Zora Neale Hurston
THE STANDARDS.
Outline of Proposed Research
SSHRC Application: Directed Studies (with Dr. Westland) – Fall 2023
- During my directed study under the guidance of Dr. Westland, I delved into the intersection of fostering water sustainability practices and Playback Theatre—an immersive form of improvisational theatre known for enhancing empathy and community cohesion.
- In conducting a literature review, I explored how the principles of Playback Theatre could reshape personal and cultural narratives surrounding water, potentially facilitating its conceptualization beyond that of a resource and fostering sustainable water practices.
- This research served as the foundation for a proposal submitted to SSHRC, where I gained invaluable experience in conceptualizing inquiries and contextualizing research to address pressing social issues, notably climate change. This directed study deepened my understanding of research methodologies and integrated my passion for leveraging the arts to provoke meaningful social change.
Research Methods Courses Completed
- Introduction to Geographical Analysis (GEOG 2700)
- This computer-based laboratory course provides students with a comprehensive introduction to quantitative methods essential for geographic analysis. The curriculum covers the basics of statistical analysis for both quantitative and qualitative variables, with a focus on utilizing the statistical software package R.
- While the methods taught are applicable across various fields, examples are drawn from environmental, physical, social, and economic geography to contextualize the concepts. Topics include graphical methods, descriptive statistics, analysis of discrete and continuous random variables, estimation techniques, parametric and non-parametric hypothesis testing, and interpolation methods.
- By the end of the course, students will be proficient in applying quantitative methods to address geographical inquiries and will have acquired practical skills in using R, one of the most commonly utilized statistical software tools in quantitative geography.
- Introduction to Social & Behaviour Geography (GEOG 3570)
- In this course, students explore the repercussions of historical urban planning practices, particularly the spatial separation of urban land uses, on contemporary urban life. The focus is on understanding how these practices have contributed to societal inequities and environmental challenges.
- Through a collaborative project, students analyze various layers of a Kamloops neighbourhood, encompassing socio-demographic, economic, cultural, and environmental aspects, among others. The objective is to evaluate the neighbourhood’s adherence to the principles of a “good city” and propose realistic land use and policy recommendations to address existing gaps and challenges.
- Emphasizing a project-based approach, the course prioritizes problem-solving over traditional lectures, encouraging active participation in discussions and fieldwork. Group work is central, fostering collaboration and the exchange of diverse perspectives. The course promotes open-mindedness, critical inquiry, and self-reflection, aiming to empower students to contribute meaningfully to community-driven solutions.
- Empowering Geographies (GEOG 4990)
- This geography course delves into the emergence of diverse perspectives within the field, such as Indigenous, feminist, black, queer, and more-than-human geographies, among others, which aim to empower marginalized voices. The course offers students the opportunity to shape the curriculum based on their interests.
- The latter part of the course involves project work, including community-engaged art projects in collaboration with a visual art course or independent/group projects. Students must produce a tangible outcome, which can be a creative piece or a traditional paper, rooted in geographical literature.
- The course emphasizes understanding power dynamics in spaces and encourages self-reflection and awareness of one’s positionality. Flexibility and discovery are central themes, allowing students to drive their learning experience.
- Field Course: Wells Gray (GEOG 3700)
- The majority of this course will run in Wells Gray, April 25-May 3, 2023 inclusive. The course provides students with hands-on experience using Geographic and Environmental Studies methods. This intensive, practical course applies the techniques used to study places, with an emphasis on both quantitative and qualitative methods. Students carry out group and individual projects in selected field sites in the vicinity.
- Field Course: Japan (GEOG 3700)
- This is a 14-day field course in Japan that will examine how the Japanese have interacted, and continue to interact, with their physical environment. The course examines both large and small cities and their outskirts and the interaction between city and countryside. This course involves much walking and landscape observation in both urban and rural areas.
- We will examine environmental, social and land-use planning issues that affect municipal governments; different farming systems; and the location of manufacturing… Students will keep a reflective journal and an observational journal throughout their study in Japan, which will be evaluated on return to Canada. Upon return to Canada, students will have approximately three weeks to complete their paper based on the geographic description of a pre-determined walking route in Tokyo.
- Qualitative Methods (GEOG 3990)
- This course will teach students about the art and science of qualitative inquiry, it will ground qualitative research in research ethics, and it will guide students through the development of a research proposal – from asking questions to choosing the right methods and methodologies to support answering those questions.
Research Programs Completed
Research Apprenticeship (with Dr. Westland) – Fall 2023 – Winter 2024
- Through TRU’s apprenticeship program, students have the opportunity to work closely with faculty members on ongoing research projects. These apprenticeships not only allow students to contribute meaningfully to research but also provide invaluable experiences for academic and professional development.
- During my apprenticeship with Dr. Westland at Thompson Rivers University (TRU), we engaged in weekly meetings that significantly contributed to our ongoing development of a “Critical Academic Gift,” akin to the pedagogical concept of Critical Academic Friendship. This collaborative effort culminated in our presentation on the concept at the Western Division of the Canadian Association of Geographers annual meeting in 2024. Additionally, as part of my apprenticeship, I completed two literature reviews for Dr. Westland, serving as valuable deliverables for our research endeavours.
Research Coach Program (with Dr. Westland) – Winter 2023
- As part of the Research Coach program at Thompson Rivers University, I had the privilege of serving as a coach for a second-year class in Geographic Thought, an intensive introductory course in geographic theory. In this capacity, I underwent specialized training to collaborate with a faculty member in crafting a research experience tailored to the needs of first- and second-year students.
- Throughout the semester, I provided support to students by guiding them through their weekly research diary entries and offering feedback to help refine their research skills and methodologies. Additionally, I offered personalized one-on-one support and feedback, ensuring that each student received individualized attention to address their unique research challenges.
- To enrich the learning experience, I actively participated in class sessions alongside students, fostering a collaborative atmosphere that encouraged engagement and exploration. My presence in the classroom not only provided additional support but also facilitated real-time discussions and problem-solving. I also played a role in assessing research projects and providing constructive feedback to help students improve their work and meet academic objectives.
- By participating in the Research Coach program, I had the opportunity to contribute to other students’ academic growth while gaining invaluable experience in mentorship and research facilitation.
TCPS2 CORE-2022 certification – January 2023
Research Apprenticeship – Fall 2023 – Winter 2024
- Completed a literature review on the intersection of cultivating a sense of undergraduate student belonging and gratitude to Nature as a component of Dr. Westland’s research – January 2024
- Completed a literature review on critical academic friendship in preparation for the co-authoring of a conference paper with Dr. Westland (to be expanded upon and presented at the Canadian Association of Geographers annual meeting in August 2024) – February 2024
Introduction to Social & Behaviour Geography (GEOG 3570)
“In this case study, we have applied a set of ‘good city’ principles to assess the current livability of one of the neighbourhoods in Kamloops, British Columbia. This process entailed an initial analysis of the 2016 Statistics Canada census for the neighbourhood, a set of field observations, and a compilation of available amenities. The objective of the study was to further recommend ways in which the lived experience of the area could be improved upon.”
pp. 1, ‘Good City Principles’ explored in Westsyde West: a neighbourhood case study
Geography of Consumption (GEOG 3650)
“This analysis has been compiled to contrast policy approaches to address the
pp. 2, Growth Cult: Contrasting Sustainable Consumption Policy with Practices which Explore Deeper Social Change
instability of current consumption practices, with particular attention to
processes which approach sustainability through social redress.
Drawing on critiques of circular economy strategies and applying those critical observances to recent related policy developed by the Government of British Columbia (BC), this paper seeks to engage in a dialogue about how current approaches to mitigate both climate change and social inequality within the framework of capitalism produces complex paradoxes for policymakers.
Our discussion will point to possible linguistic and cultural assumptions which
cause tension between what is perceived to be inherent conflict between
economies and socioecology. In reflection, we will explore potential
opportunities to enact a critical ‘growth’ in ways which promote reciprocity and are responsive to our planetary context and socioeconomic situations.”
Field Course: Japan (GEOG 3700)
- Fieldnotes: collected, analyzed, interpreted, and communicated a wide range of field-based geographic data in written, cartographic and verbal form using a variety of qualitative methods (such as participatory mapping, participant observation, and journaling)
Field Course: Wells Gray (GEOG 3700)
- Fieldnotes: collected, analyzed, interpreted, and communicated a wide range of field-based geographic data in written, cartographic and verbal form using a variety of qualitative methods (such as participatory mapping, participant observation, and journaling)
Field Course: Japan (GEOG 3700)
“This walkability assessment was an accumulation of observations grounded in three main factors: Urbanity, Infrastructure, and Surroundings & Safety, as modelled in Knapskog et al. (2019). Each factor is further divided into variables which were ranked on a scale of five points (from high to low) relating to walkability. These variables have been selected from the related works of Knapskog et al. (2019), Motieyan et al. (2022), and Gaglione et al. (2022).”
pp. 11, Walkable: Toward Aging In Place
Introduction to Social & Behaviour Geography (GEOG 3570)
“Westsyde West’s current ageing demographics are a major indicator of the ways that this community needs to grow and improve: this is evident in the census data. As the 85+ year-old category expands in Kamloops, like many Canadian cities, there is a growing need for more intentionally accessible and affordable neighbourhoods. Accessibility is realised in reliable public transportation and ease of access to amenities.
pp. 31, ‘Good City Principles’ explored in Westsyde West:
Today, Westsyde West suffers from this lack of accessible transportation alternatives, with its limited bus stops and unreliable schedules. The sidewalks were also a major issue for walkability, including problems with snow clearance, general lack of sidewalks, or safety concerns related to painted lines in place of raised walkways.
Though Westsyde West tends to be ageing according to the census, there are still many children and young families that were evident throughout the neighbourhood observations. This community has a variety of elements that suit the younger family demographics, such as multiple parks, a range of outdoor activities, recreation opportunities (Photograph 9), and multiple daycares and schools within the area.
These conditions, in addition to increased development of affordable dwellings, may be a strong draw factor for young families.”
a neighbourhood case study
Presentations
Western Division of the Canadian Association of Geographers annual conference – March 2023
- I had the opportunity to present a poster and a research paper: my focus for both was on how British Columbia is perceived and engaged with, especially from the perspectives of local inhabitants and touring visitors.
- My poster was an interactive experience, where I asked the viewers to contribute by mapping their favourite place and/or what they think would be important for a visitor to know about the area. I outlined BC, mapping the major highways (pink) and waterways (blue), and decided not to include any other details, such as location names.
- Many people engaged positively with the poster presentation, some returning multiple times to show a friend or add more representations to the map. A student from our group informed me that they’d overheard another student saying that it was their favourite poster at the conference, which was very affirming (especially because this was an unorthodox poster for the context).
Western Division of the Canadian Association of Geographers annual conference – March 2024
- Dr. Westland and I co-presented on the transformative framework of Critical Academic Friendship (CAF) within the context of feminist geography. Our presentation addressed the dynamics of power differentials, particularly between a professor and an undergraduate student, within the framework of CAF. We shared our experiences and dialogue as an undergraduate student and a junior professor, highlighting the complexities and ethical considerations involved in fostering reciprocal relationships under hierarchical structures.
- Through our exploration, we introduced the concept of Critical Academic Gift (CAG) as an alternative framework to CAF, emphasizing reciprocity, mutual respect, and co-learning rather than hierarchical mentorship. Situated within feminist and affectual/emotional geographies, we discussed the formation of our connection and its ongoing relevance, emphasizing the ripple effect of reciprocal empowerment beyond ourselves.
- Our presentation underscored the relevance of feminist methodologies and non-hierarchical approaches in the learning environment, challenging the hierarchies of the modern neoliberal university. By highlighting the value of CAGs, we advocated for countercultural and political approaches within geographic pedagogies, emphasizing their potential to support personal development, foster empowerment, and promote social change within the academy and beyond.
Online Educational Resource
Understanding the November 2021 B.C. Flood Damage
Co-Author – Fall 2021
- Through collaboration with the B.C. Ministry of Transportation and Infrastructure and the contributions of British Columbia Professional Geoscientists, this resource was developed for public and post-secondary educational purposes, exemplifying the benefits of open publication practices and interdisciplinary cooperation in disseminating valuable information.
- As a contributor to the creation of an online resource, I utilized photographs provided by the B.C. Ministry of Transportation and Infrastructure to conduct a visual topographic analysis.
- This involved identifying the characteristics of damage depicted in the images, allowing for a comprehensive understanding of the terrain alterations. Additionally, I geolocated the reference photographs, ensuring precise integration into the StoryMap.
“If we knew what it was we were doing, it would not be called research, would it?”
Albert Einstein
REFLECTIVE ESSAY.
From the outset, my innate curiosity has been a driving force, but it has been through research activities that I have honed this trait into a powerful tool. I have been taught the art of asking nuanced and insightful questions, which has elevated the quality of my academic endeavours, enriched my relationships, and deepened my understanding of how I perceive reality. The journey of research has taught me that the world is not a static set of rules to be deciphered but rather a dynamic and intricate puzzle, inviting me to participate actively in an unfolding narrative.
My research journey has ignited within me a newfound sense of scientific literacy and appreciation for the nuances inherent in knowledge production and data interpretation. Through rigorous inquiry and critical analysis, I have come to understand the complexities and limitations inherent in a variety of methodologies. I now have the words to express my understanding that knowledge is dynamic and contingent upon context, perspective, and interpretation. This has equipped me with the discernment necessary to navigate the vast landscape of information with humility and skepticism, always striving to interrogate assumptions, consider alternative viewpoints, and engage in constructive dialogue. I am committed to upholding the integrity of the research process, fostering ethical inquiry and transparency, and promoting evidence-based decision-making in pursuit of solutions to our most pressing socio-environmental challenges.
Through feminist critical theory, I have been shown that research is inherently imbued with cultural values and power dynamics. Through this lens, I see that research cannot be divorced from its social, cultural, and political contexts and that it is never value-neutral. This revelation has strengthened my conviction that research must go beyond generating knowledge to actively contribute to equity, justice, and empowerment.
I am committed to an ongoing process of decolonizing my ways of knowing, being, and doing, which – especially in my research – includes centring marginalized voices, challenging hegemonic structures, and advocating for research that fosters inclusivity and social transformation. By foregrounding principles of equity and justice in my research endeavours, I aspire to enact tangible and meaningful change in a good way.
At the heart of my research journey lies a deep focus on acknowledging the interconnectedness and intrinsic worth of all entities. This centring has been particularly pronounced in my (re)conceptualization of water and the vital role of hydrologics in planetary health. Instead of documenting symptoms of environmental degradation, I am now committed to challenging the exploitative assumptions embedded in my culture and fostering a deeper empathy for water as a fundamental element of life.
My research interests have recently converged at the intersection of environmental sustainability, creative communication, and decolonial praxis, with a particular focus on utilizing Playback Theatre as a tool for empathy-building and inspiring sustainable behaviours. In retrospect, I realize that my research journey was accompanied by a process of unlearning deeply ingrained misconceptions. I had erroneously confined the scope of valuable knowledge to the realm of physical sciences, neglecting the richness of interdisciplinary and qualitative inquiry. However, through my research journey, I have been encouraged to embrace the integration of intellect and intuition, recognizing it as a potent force for catalyzing positive change.
I never would have guessed when I wrote in 2016 (see photo directly above), “I want to meld my environmental convictions with my passion for theatre – that’s how I’ll reach people, through emotion and ideas” that I’d be able to follow that passion into research. It’s been indescribably transformative to find that I can make valuable contributions to my community in ways that align with my interests and abilities.
Looking ahead, I am filled with a sense of anticipation and gratitude as I embark on the next phase of my academic journey—a period of self-directed inquiry, with particular attention to my ongoing process of decolonization through (re)connection with my ancestral culture (Gàidhlig) and pursuit of meaningful service within my community—before pursuing Master’s degree, which will be rooted in that foundation of commitment to honouring circles of kinship.
I am deeply grateful to the friends, mentors, and community members who have supported and guided me along this path, and I am eager to continue learning, growing, and contributing to the collective endeavour of cultivating more equitable and reciprocal communities.
In conclusion, my research journey has been marked by a synthesis of curiosity, creativity, and conviction—a journey that has not only expanded my intellectual horizons but has also transformed my way of thinking, behaving, and communicating research. As I tread forward, I do so with humility, intentionality, and a steadfast commitment to walking with care and wisdom, embracing my inherent interconnectedness with all life forms on this precious planet.
“The time will come when diligent research over long periods will bring to light things which now lie hidden. A single lifetime, even though entirely devoted to the sky, would not be enough for the investigation of so vast a subject… And so this knowledge will be unfolded only through long successive ages.
There will come a time when our descendants will be amazed that we did not know things that are so plain to them…
Many discoveries are reserved for ages still to come, when memory of us will have been effaced.”
Seneca, Natural Questions