EDUC 5180- Research Project (Enrolment Key: project)
Section outline
-
Course Description
This is a 6-credit course intended to occur over two semesters. As the culminating course for students in the project stream of the Master of Education, this course supports the completion, synthesis, and dissemination of a research-informed project. Students work in collaboration with a supervisor or co-supervisors to complete a scholarly output that demonstrates critical reflection, research engagement, and professional relevance.
Learning Outcomes
By the end of this course, students will be able to:- Formulate and refine a research-informed question, line of inquiry, or problem of practice that addresses a meaningful issue in an applied educational setting, grounded in professional practice and community relevance.
- Survey, critically evaluate, and select appropriate research approaches—including methodologies, methods, and knowledge mobilization strategies—that align with the project's aims and output format.
- Demonstrate critical reflection and scholarly engagement by synthesizing insights from academic literature, practitioner knowledge, and lived experience to inform both the project and a reflective scholarly paper.
- Design, create, and disseminate a research-informed educational output (e.g., curriculum, open educational resource, creative or community-based product), accompanied by a literature review and summative presentation that communicates key findings, challenges, and implications for professional practice.
-
Use this form to register for EDUC 5180 Research Project. Submit the completed form to edgradadvising@tru.ca
-
Overview
This course provides graduate students with the opportunity to grapple with complex ideas and issues related to their practice. The research project will be graded based on the quality of the project and the depth of student reflection, including:
- the relevance and importance of the project to their field,
- the challenge or innovation the project presents to the educational arena,
- the benefits and insights the student has gained in their role as a professional,
- and the challenges and questions brought forward by their project.
-
-
This course has four major assignments:
- A1: Project proposal (due semester 1): Students produce a project proposal that describes their inquiry, articulates their positionality and theoretical lens, includes a preliminary review of relevant literature, outlines methodology and methods, and describes proposed professional application, all in accordance with APA 7th edition guidelines.
- A2: Reflective essay and literature review (first draft due semester 1): All students will produce a reflective paper informed by the scholarly literature that articulates their research process and implications for practice, as well as a literature review.
- A3: Professional application (due semester 2): Acceptable professional and/or scholarly applications may include—but are not limited to— development of K-12 curriculum, creation of open educational resources (OER), design and facilitation of a workshop or symposium, authorship of a children’s book or educational toolkit, autoethnographic or narrative inquiry. Other creative, practice-based, or community-oriented outputs are also welcome with supervisory approval.
- A4: Knowledge mobilization (due semester 2): Students will share their work in a summative presentation to their peers, instructors, and invited guests.
-
Students have a responsibility to transparently state and highlight where and how they have used GenAI in work they have submitted. Instructors also have a responsibility to state clearly and explicitly where they are using GenAI in the development and delivery of the course.
Read the attached letter regarding appropriate and inappropriate use of GenAI:
-
-
-
Students' written work and presentation are evaluated by two faculty members: the supervisor and second reader or co-supervisor.
- Supervisor: A faculty member in EDSW who has been approved to serve as Full/Associate Graduate Supervisor; holds a terminal qualification or equivalent in their discipline; a substantial record of peer-reviewed and disseminated research, scholarly activity and/or production of creative works; active in their profession or discipline; and a successful record of securing research funding.
- Second Reader: The second reader may or may not be a co-supervision role, as such their level of engagement with the project will vary. If in a co-supervisory role, they will be involved right from the start of the project; if in a second reader role, they will only provide feedback on the final project and presentation. The second reader for an MEd project provides an additional scholarly perspective by reviewing the final project for clarity, coherence, academic rigor, and alignment with program expectations. Their role is to offer constructive feedback, ensure quality, and contribute to the final assessment in collaboration with the supervisor.
-
The final marking rubric for EDUC 5180 Research Project outlines assessment criteria aligned with the course learning outcomes and provides detailed performance descriptors for grading.
-
-
Developing Scholarly Independence
An MEd Research Project requires a significant amount of self-directed learning, as students are responsible for independently managing their time, setting goals, and progressing through the stages of inquiry, analysis, and writing. Unlike structured coursework, there are no regularly scheduled class hours; instead, meetings with the supervisor are arranged based on the student’s needs and progress. This flexible, student-led approach encourages scholarly independence and critical self-reflection.Course Structure and Assignment Deadlines
EDUC 5180 Research Project is a 6-credit, two-semester course. Below is a tentative outline of the timelines and project deliverables for semesters 1 and 2. Note that the timelines and deliverables may be adapted to meet individual learner needs and promote student agency and scholarly independence, for example, some students may receive permission to complete the 6-credit course in one semester, as such the timelines will be condensed to a 13-week period. Please discuss timelines with your supervisor(s). -
The Research Project addresses a question of practice.
The MEd Project is distinct from the Thesis due to its emphasis on “practical” or “practitioner” outcomes. The following research questions are intended to show the range of possible practitioner-focused lines of inquiry that might guide a project and the relevant research methods that might help answer the question:
- How can my experiences as a racialized teacher navigating culturally un-responsive curriculum inform the design of more inclusive learning materials? (autoethnographic inquiry)
- What messages about gender roles are embedded in Grade 6 literacy textbooks, and how might these be challenged through critical discourse analysis? (CDA approach)
- What would a community-based mentorship program for newcomer youth look like in a small northern town? (program design/ community engagement)
- How do rural teachers understand and respond to the hidden curriculum of settler colonialism in social studies instruction? (narrative inquiry or CDA)
- What are the barriers and enablers to land-based learning in urban public schools? (practitioner research/ reflexive inquiry)
- What digital tools best support neurodivergent learners in inclusive middle school classrooms, and how can they be adapted to local needs? (curriculum innovation/ applied research)
- How has my journey as a first-generation graduate student shaped my understanding of educational equity and academic gatekeeping? (autoethnographic narrative)
Your research question will guide your inquiry and all of the methodological choices, including methods and practitioner applications. The first assignment for EDUC 5180 is the Research Project Proposal, which is due at the mid-point of Semester 1. -
One common misstep among new researchers is claiming that “no one has studied this topic before” or "I can't find any published literature on my topic." In most cases, this reflects a limited search rather than a genuine research gap. Collaborating with a librarian can help ensure a more comprehensive review of the literature, positioning your research within existing scholarly conversations.
Contact the Library to schedule an appointment with a Librarian for support with your literature review. Librarians can provide expert guidance in locating relevant databases, refining search strategies, and identifying peer-reviewed sources. The subject matter librarian for the School of Education is Erin May, and she can be reached at emay@tru.ca
-
This online learning module was developed by Dr. Alana Hoare and two MEd students, Olubukola Bosede Osuntade and Rumana Patel. Each reading and activity will help guide you through the Literature Review process and equip you with the skills needed to analyze, synthesize, and present information effectively to support your research. The module is divided into four sections - Discover, Connect, Engage, Become. Each section builds upon the previous one to help you grow and refine your abilities in conducting a Literature Review.
-
The attached PDF provides an overview of the purpose, structure, and criteria for the literature review assignment, as well as a marking rubric.
-
-
MEd projects are as diverse and dynamic as the educators who complete them. Rooted in professional practice and driven by real-world challenges, these projects take many forms—from curriculum design and open educational resources to children's books, community workshops, published manuscripts and book chapters, digital toolkits, and narrative inquiries. The following samples showcase the range of innovative and meaningful contributions TRU graduate students have made to their fields and communities. Additionally, a sample of book chapters by TRU faculty members demonstrate exemplary critical reflective practice, as well as application of auto-ethnography and critical discourse analysis.
-
Trigger Warning / Content Note
"You don't have to keep going: Reflections navigating crises and precarity as an excluded scholar"
By Dr. Amie McLean, Intercultural Coordinator, Faculty of Student Development
This chapter by Dr. Amie McLean contains detailed personal reflections on complex and distressing life events, including medical crises involving children, poverty, housing and food insecurity, illness, academic exclusion, disability, structural oppression, and caregiving precarity. It also discusses experiences of systemic discrimination, institutional betrayal, and the emotional and physical toll of navigating academia while parenting through intersecting crises. Readers who may be affected by these themes are encouraged to engage with care and seek support as needed.
This is a chapter from the book Parenting While PhDing (2025), edited by Jackie Hoermann-Elliott and Jenna Morton-Aiken.
-
"Critical discourse analysis as methodology for graduate project research"
By Dr. Tanya Manning-Lewis, Assistant Teaching Professor, School of Education
This chapter introduces Critical Discourse Analysis (CDA) as a powerful and accessible methodology for graduate student research. Dr. Tanya Manning-Lewis outlines the foundational principles of CDA, emphasizing its focus on power, ideology, and representation in texts. Using a case study of a British Columbia social studies textbook, she demonstrates how CDA can uncover the ways dominant narratives and omissions reinforce systemic inequalities—particularly in the representation of racialized minorities. The chapter provides a step-by-step guide for applying CDA, including forming research questions, selecting content, analyzing context, identifying themes, and drawing conclusions. Manning-Lewis underscores the importance of researcher positionality and reflexivity throughout the process, advocating for CDA as a tool for critical, transformative, and justice-oriented educational inquiry.
This chapter was published in Academic Project Designs and Methods (2022), which was edited by Darlene E. Clover, Kathy Sanford, and Willow Samara Allen.
-
"Gĩkũyũ Indigenous stories: Preserving cultural knowledge through open educational practices"
By Leticia Kanywuiro
Co-supervisors: Drs Alana Hoare and Mixalhíts'a7
In 2025, Leticia Kanywuiro, MEd project student, sought to document, preserve, and promote Gĩkũyũ Indigenous knowledge by integrating traditional oral storytelling with open educational practices. Utamaduni Bora is an open educational resource (OER) that preserves and promotes Gĩkũyũ language and culture by translating oral stories into digital formats, such as animated videos narrated in both English and Gĩkũyũ, and interactive vocabulary games; and includes freely accessible instructional resources for educators and community members. The curriculum aligns with the Kenyan Competency-based Curriculum grades 1, 2, and 3; specifically, student learning outcomes related to digital literacy, storytelling, and moral lessons.
- Link to Open Educational Resource Utamaduni Bora: https://utamadunibora.trubox.ca/
- Link to Project Poster: Presentation and Lesson Demonstration
-
"The impact of Canada’s immigration policy changes on international students with families"
By Dr. Osuntade Bosede Olubukola
Co-supervisors: Drs Tanya Manning-Lewis and Alana Hoare
Osuntade’s MEd project involved critical discourse policy analysis to examine the effects of Canada's 2024 immigration reforms on international postgraduate students with families. She focused on policy language and institutional responses, which highlighted how changes—such as visa delays and fluctuating work-hour limits—undermined student well-being and family stability, especially in Western Canadian universities. To mobilize the findings and foster dialogue, Osuntade organized a Symposium and panel discussion featuring scholars, administrators, and community leaders. The project calls for more humane, care-centered immigration and institutional policies that prioritize the needs of international student families.
-
"Roots and wings: A voyage of culture, compassion, and resilient growth"
By Anonymous
Co-supervisors: Drs Victoria Handford and Alana Hoare
This MEd project was written as a gift to the author's daughter. The author used Narrative Métissage to weave together family history, cultural reflection, educational philosophy, and life lessons. Drawing on the author’s lived experiences across China and Canada, the paper reflects on themes such as cultural duality, compassion, resilience, and intergenerational wisdom. Each story in the collection is grounded in the values of kindness, perseverance, and emotional intelligence, connecting personal narrative with ancient philosophers' guidance.
Note on anonymization
To protect the privacy of the author and individuals referenced, all identifying information, including photos, has been removed, resulting in some intentional blank spaces in the document. -
"The construction of the political subject in the educational discourse: From the theoretical definition to the Cuban case"
By Dr. Jeisil Aguilar Santos
Course Instructor: Dr. Alana Hoare
In 2024, as part of the EDUC 5280 Capstone Seminar, Santos examined how Cuban educational discourse constructs political subjectivity through state-controlled curricula and textbooks. Drawing on critical theory and personal reflection, Santos explored how schools in Cuba often produce subjugated, passive citizens rather than critically engaged political subjects, and called for a more participatory, dissenting curriculum rooted in students’ lived realities.
Her work was published in the Canadian Journal for New Scholars in Education. All MEd students are encouraged to publish their thesis, project, or capstone papers, and CJNSE is an excellent journal with supports for emerging scholars.
-
-
The project is presented to the Supervisory Committee, which includes the supervisor(s) and second reader. The presentation is advertised to all members of the TRU School of Education as a public event. Project students create a one-page flyer to advertise their project presentation.
Typically, the presentation is 1 hour; however, some students have chosen to do a teaching demonstration or host a symposium in addition to presenting their research project. Normally, during the presentation, students present their work in 30 minutes, followed by 30 minutes for questions from the Supervisory Committee and audience. Presentations can be in-person, online, or hybrid.
-
Funding Opportunities
TRU offers a variety of internal and external funding to support graduate research and leadership. Project students may be eligible for the following scholarships and bursaries. Talk to your supervisor to confirm eligibility and application deadlines.
- TRU Graduate Student Leaders: $6,000 for student leaders within the graduate community.
- Research Mentor Fellowship: $7,000 for mentorship roles.
- Students as Partners Fellowship: $3,000 to enhance student-engaged research.
- SWAAC Graduate Student Award of Merit: $3,500 for women showing leadership (next cycle in 2028).
- Canada Graduate Scholarships – Master’s (CGS‑M): $27,000 for one year (deadline Dec 1).
These awards help students develop research skills, build networks, and apply theory to practice. To find out more, visit the "Research Funding and Opportunities" website linked here: https://www.tru.ca/research/graduate-studies/awards-and-funding/research-funding-opportunities.html
Knowledge Mobilization Opportunities
Research Project students have the opportunity to share their research during the 3MT® competition where graduate students present their research project in just three minutes, using a single static slide, to non‑specialists. The first place competitor wins $1,000 (second $500, third $250). It's a great way to sharpen your public‑speaking, clarity, and research‑summarizing skills. For more details, visit the website linked here: https://www.tru.ca/research/graduate-studies/3mt.html
All MEd students are encouraged to publish their thesis, project, or capstone papers. Several students have successfully published in the Canadian Journal for New Scholars in Education, which is a peer-reviewed, open access journal with hands-on support for emerging scholars. Additionally, students who create a poster as part of their knowledge mobilization, can share their research on the open access website Emerging Scholars in Education.
-
Creative Commons License
This Moodle is licensed under Creative Commons Attribution NonCommercial ShareAlike (CC-BY-NC-SA). This enables re-users to distribute, remix, adapt, and build upon the material in any medium or format for noncommercial purposes only, and only so long as attribution is given to the creator. If you remix, adapt, or build upon the material, you must license the modified material under identical terms. Creative Commons BY-NC-SA includes the following elements:
- BY: credit must be given to the creator.
- NC: Only noncommercial uses of the work are permitted.
- SA: Adaptations must be shared under the same terms.
Suggested Attribution
Hoare, A. (2025). EDUC 5180: Research project [Moodle course]. School of Education, Thompson Rivers University. https://opencourses.tru.ca/course/view.php?id=37
