SPARK Issue11 (Special Issue) Dec 2024 by Humber Research & Innovation

Stories of Curiosity and Collaboration at Humber Polytechnic

For the latest news on Humber Polytechnic’s academic ecosystem, our Faculties and academic initiatives, visit Humber’s Academic Division: humber.ca/svpa

Land Acknowledgment

Humber Polytechnic is located within the traditional and treaty lands of the Mississaugas of the Credit. Known as Adoobiigok [A-doe-bee-goke], the “Place of the Alders” in Michi Saagiig [Mi-Chee Saw-Geeg] language, the region is uniquely situated along Humber River Watershed, which historically provided an integral connection for Anishinaabe [Ah-nish-nah-bay], Haudenosaunee [Hoeden-no-shownee], and Wendat [Wine-Dot] peoples between the Ontario Lakeshore and the Lake Simcoe/Georgian Bay regions. Now home to people of numerous nations, Adoobiigok continues to provide a vital source of interconnection for all.

Listen to an audio recording of Humber’s Land Acknowledgment (humber.ca/indigenous/truth-reconciliation-audio-video)

CONGRATULATIONS HUMBER

Humber soars to the fifth spot in Research Infosource’s annual ranking of Canada’s Top 50 Research Colleges, making Humber the top research institution in the GTA!

1ST IN RESEARCH INCOME GROWTH

(% Change FY2022-FY2023)

2ND IN INDUSTRY RESEARCH INCOME

(LARGE TIER)

3RD IN RESEARCH INCOME

(LARGE TIER)

(LARGE TIER) humber.ca/research-innovation

3RD IN RESEARCH INTENSITY

($ per Researcher) (LARGE TIER)

3RD IN INDUSTRY RESEARCH INCOME GROWTH

(% Change FY2022-FY2023)

(LARGE TIER)

³ On the Cover: Back row: Meshanda Ellison. Middle row: Natasha Frank, Susan MacGregor, Priscilla Enetomhe, Fatima Momin, Kehinde Ladipo. Bottom row: Georges Livanos, Mira Kapetanovic, Gurpreet Kaur, Akshay Khosla. Photo by Lisa Anketell

“The research process thrives on building and nurturing communities. Whether you are collaborating with peers on a research plan, recruiting participants for a study, or sharing your findings at a conference, community plays a crucial role in facilitating discovery and growth. An exchange of diverse perspectives and experiences is essential in these moments.”

—EMMA SMITH, PHD, ASSOCIATE DEAN,

SCHOLARSHIP OF TEACHING & LEARNING, INNOVATIVE LEARNING ACT 2: THE APPLIED RESEARCH PROGRAM IN ACTION

38 Meet the Professional Learners

42 Fostering Community and Research Excellence: A 7-Week Journey to Skill Development, Mentorship and Impact

52 ARP and Building Brilliance—Advancing Humber’s Vision for 2030 and Beyond

57 We Asked, They Answered…What Does Research Mean To You?

58 Thank You to Our Guest Speakers and Facilitators

ACT 3: PAYING IT FORWARD

62 The Ripple Effects of ARP

64 From Curious to Confident: How ARP Turns Research Skills into Your Secret Weapon

68 What Message Do You Have For Future ARP Professional Learners?

70 Out now! Published article in JIPE

72 Moments in Focus: Research and Innovation Captured in Action NEXT STEPS: REFLECTIONS AND RECOGNITION

28 ARP and the Scholarship of Teaching & Learning

32 SEDA Certification and the ARP: Bridging Knowledge and Practice

84 When it Comes to Research, What’s Next for You? 86 Gratitude & Final Reflections

December 2024 • Special Issue

SPARK is a knowledge translation and storytelling digest published by Humber Press, a thought leadership platform housed in the Office of Senior Vice-President Academic, Humber Polytechnic. The opinions and views expressed in SPARK are those solely of the interviewees and do not necessarily reflect the views of Humber Press.

Editorial Team

MANAGING EDITOR Anju Kakkar, IMBB™, MBA (she/her)

EDITOR Saran Davaajargal, BA (she/her)

GRAPHIC TECHNOLOGIST Andrea Chan, BDes (she/her)

PROJECT COORDINATOR Marlee Greig, BJourn (she/they)

Acknowledgements for this Special Issue

DIRECTOR, CENTRES OF INNOVATION NETWORK AND PARTNERSHIP DEVELOPMENT

Tyler Charlebois (he/him)

ASSOCIATE DEAN, SCHOLARSHIP OF TEACHING & LEARNING, INNOVATIVE LEARNING

Emma Smith, PhD (she/her)

Published by

Humber Press

205 Humber College Blvd., Toronto, ON M9W 5L7 humberpress@humber.ca

Connect with us

humberpress.c a jipe.ca humberpress@humber.ca linkedin.com/showcase/ humber-research/

Disclaimer

Humber Press strictly adheres to Humber Polytechnic’s Brand Guidelines. In instances of style conflicts, Humber Polytechnic’s guidelines will take precedence. On request, this document is available in alternate e-formats.

EDITOR’S LETTER

With heartfelt excitement, Humber Press celebrates a new chapter as we join the Office of the Senior Vice-President, Academic (SVPA), Humber Polytechnic. This transition marks an exciting milestone, aligning us even more closely with Humber’s academic vision and expanding our mission to amplify the unique voices and stories emerging across our polytechnic community.

First and foremost, on a celebratory note, let us pause to honour an incredible achievement: Humber Polytechnic has soared to the fifth spot in Research Infosource’s annual ranking of Canada’s Top 50 Research Colleges, making Humber the #1 research institution in the GTA . This is a proud and inspiring moment for the Humber community and a testament to the collective dedication to applied research and innovation.

Even more exciting is Humber’s recognition as the #1 institution in the category for research income percentage growth (FY22/23) in the large tier. These accolades reflect the passion, vision, and talent thriving across our polytechnic landscape—congratulations to the entire Humber community!

We take this special issue of SPARK to shine a light on one of Humber’s most remarkable strengths: curiosity. Within these pages, we bring you the story of the Applied Research Program (ARP)—a journey that began with a simple yet powerful idea: to empower our community to bridge the gap between theory and practice. Through mentorship, collaboration, and resilience, ARP professional learners have grown as researchers and storytellers, reflecting Humber’s distinct approach to learning and discovery.

The reflections and milestones shared in this issue capture not just the rigour of the ARP journey but also the personal transformations it has inspired. In each story, you’ll find the threads of mentorship, curiosity, and collaboration—qualities that are the foundation of Humber’s approach to research and innovation.

As we close this chapter and look to the future, I want to take a moment to thank you, our readers, for your ongoing support and engagement. It also gives me immense joy to wish you health and happiness as 2024 comes to an end. May 2025 bring new dreams, endless possibilities, and the spark to pursue them. Remember the joys that 2024 bestowed us with and pay it forward!

With warmth and gratitude,

Anju Kakkar, IMBB™, MBA Managing Editor, Humber Press Office of the Senior Vice-President, Academic Humber Polytechnic

Ç Left to right: Lisa Anketell and Anju Kakkar both facilitated workshops at the Applied Research Program.

APPLIED RESEARCH AT HUMBER: INCLUSIVE VOICES DRIVING COMMUNITY, COLLABORATION, AND INNOVATION

Do you use Google? Congratulations—you’re engaging in research!

At Humber Polytechnic, we believe research is not the exclusive domain of academics in labs. It’s a process of inquiry that anyone can engage in, especially when curiosity drives a desire to solve real-world problems

Applied research refers to methodologies that address practical challenges, develop solutions to societal issues, and foster the creation of new technologies. Unlike theoretical research, which focuses on expanding theoretical knowledge, applied research takes those principles and theories and applies them in ways that create meaningful, tangible results. At Humber Polytechnic, applied research is about using curiosity and collaboration to address real-world problems while driving innovation and economic growth.

What is applied research? Applied research is the systematic and original investigation of a problem, need or new entrepreneurial opportunity with a goal of achieving measurable, practical outcomes. Implications of these opportunities are identified either by the industry or community partner or through analysis. For a project to be classified as applied research at Humber, it should have faculty, staff, and student involvement. In addition to government and externally funded projects, student capstone projects are a form of applied research.

An inclusive approach to research reflects the vision outlined in Building Brilliance: Humber’s Vision to 2030 and Beyond. By fostering a culture of curiosity, collaboration, and impact, Humber is strengthening Canada’s industrial competitiveness, addressing national and regional priorities, and positioning research as a tool for innovation and community betterment .

In this special issue of SPARK, we highlight the Applied Research Program (ARP) as a living example of how Humber makes research accessible for everyone—faculty conducting applied research for the first time, staff exploring their research identity, and students serving as research assistants. Through programs like ARP, Humber Polytechnic ensures that research is not an intimidating, exclusive pursuit but a collaborative process that draws on diverse perspectives and experiences.

Through applied research, we nurture collaborations that reflect Humber’s values of inclusion and diversity, adding unique perspectives to Canada’s education and research landscape. By connecting research with community needs, Humber not only prepares learners for professional success but also contributes to Canada’s social, economic, and cultural development.

Research at Humber is for everyone. It’s driven by curiosity, sustained through collaboration, and designed to create lasting impact—whether it’s in the classroom, the workplace, or the broader community. Through applied research, we are building a future where innovation is inclusive, accessible, and meaningful.

RESEARCH AND INNOVATION: A MINDSET AND CULTURE FOR ALL

In today’s dynamic and interconnected world, fostering a culture of research and innovation within academic institutions is more than a priority—it is a necessity. At Humber Polytechnic, this commitment extends to faculty, staff, and students alike, empowering them to adopt a mindset that values curiosity, collaboration, and the pursuit of solutions to real-world challenges. This cultural shift forms the foundation for skill-building, knowledge creation, and meaningful societal contributions.

A research and innovation mindset goes beyond technical skills. It fosters critical thinking, problem-solving, creativity, and a dedication to continuous learning— competencies that are not only transformative in academic spaces but are also in high demand in today’s workforce. These abilities equip individuals to thrive in a data-driven, digitally interconnected world, preparing them to address complex challenges with confidence and ingenuity.

At its core, this mindset nurtures intellectual curiosity. For students, engaging in research offers authentic, hands-on learning experiences that extend beyond textbooks. By participating in research projects, students can apply their knowledge, collaborate with peers, and experience the thrill of discovery firsthand. Programs like the Applied Research Program (ARP) make this journey accessible, demonstrating that research is not reserved for a select few but is a shared endeavour that welcomes all voices and faces.

For faculty, a research mindset ensures their teaching remains relevant and informed by cutting-edge developments, contributing to their professional growth and their ability to inspire the next generation of learners. Staff also play a vital role in research and innovation, using these principles to improve practices, enhance efficiencies, and develop solutions to institutional challenges.

Collaboration lies at the heart of a research-oriented culture. As faculty, staff, and students come together to explore shared interests or tackle complex problems, they forge connections that transcend disciplines and even geographic boundaries. This interdisciplinary approach enables groundbreaking innovations that might not emerge within the confines of a single field. ARP, for instance, creates a platform for professional learners to connect, learn, and collaborate, amplifying the collective impact of research and innovation.

Applied research, a cornerstone of Humber’s mission, addresses real-world problems while driving regional economic development and fostering social innovation. Through initiatives like ARP, Humber Polytechnic shares its expertise and resources, forming mutually beneficial partnerships with industry, government, and community organizations. These collaborations exemplify Humber’s commitment to creating tangible value for the broader community.

Building a culture of research and innovation is a journey—a shared effort that requires vision, strategic planning, and investment. At Humber Polytechnic, this journey is guided by a belief in the power of inclusive voices and diverse perspectives. Through programs like ARP, we demonstrate that research is not just a pursuit of knowledge but a practice of empowerment, curiosity, and impact.

The rewards of this journey are immeasurable. From fostering knowledge creation and skill development to driving societal progress and enhancing institutional prestige, a thriving research and innovation culture benefits not only those who participate but the communities they serve. Humber Polytechnic is proud to champion this vision, making research accessible, inclusive, and transformative for all.

SETTING THE STAGE:

THE JOURNEY OF RESEARCH

Research, at its core, is about breaking down complexity. It’s about taking a challenge, understanding its nuances, and presenting it in a way that’s cohesive, actionable, and impactful. This process is not limited to seasoned academics or specialized researchers— it’s a skill that anyone can develop with curiosity and guidance.

Through the Applied Research Program (ARP), Humber Polytechnic demonstrated that research is not an insurmountable peak but a journey accessible to all. ARP professional learners—faculty, staff, and students—embarked on a structured process that reflected the natural phases of research: understanding the problem, taking action, and creating impact. This progression mirrors the essence of how research unfolds, from initial curiosity to actionable solutions.

In this special issue of SPARK, we explore the ARP journey through three acts that reflect these phases. Each act represents a step in the research process, illustrating how ARP professional learners navigated challenges, found inspiration, and turned ideas into outcomes:

1. Act 1: Bridging the Gap —Setting the foundation, this act explores the barriers many face when approaching research for the first time and how ARP opened the door to accessibility and inclusion.

2. Act 2: The Applied Research Program in Action

This act dives into the hands-on experiences of ARP professional learners, showcasing their growth, collaboration, and the transformative power of applied research.

3. Act 3: Paying It Forward —Concluding the journey, this act highlights how the ARP professional learners plan to use their newfound skills and knowledge to create lasting impact in their fields, communities, and beyond.

Each act not only tells a story but also demonstrates a key principle of research: the ability to simplify complexity and present it in a way that is meaningful and engaging. The ARP journey is a testament to the fact that research is not about having all the answers—it’s about asking the right questions, working collaboratively, and taking the first step.

As you move through these acts, you’ll see how research can empower individuals, build community, and create innovation. We hope this inspires you to see research as a journey of discovery, one that invites all voices and perspectives to contribute.

A research and innovation mindset goes beyond technical skills. It encourages critical thinking, problem-solving, creativity, and a commitment to continuous learning.

“Research is what I’m doing when I don’t know what I’m doing.”

—WERNHER

VON

BRAUN,

German-American aerospace engineer

ACT 1

Bridging the Gap

For many, research feels like an exclusive club—a world of jargon, expertise, and complexities seemingly out of reach for most. But at Humber Polytechnic, we see research differently. We believe that research belongs to everyone—faculty embarking on their first projects, staff exploring new ways to contribute, and students stepping into the role of curious investigators. In Act I, we explore how the Applied Research Program (ARP) is bridging the gap, demystifying research, and proving that it is not only accessible but also inclusive, empowering diverse voices to ask meaningful questions and create lasting impact.

Guest speaker, Dr. Sharon McIntryre (on screen) leading her Building Vibrant (Online) Communities workshop online with Müge Abac facilitating.

MAKING RESEARCH INCLUSIVE, ACCESSIBLE, AND EMPOWERING

Research. “For many, research feels like an impossible mountain to climb. ARP showed us it doesn’t have to be,” an ARP professional learner shares. Faculty, staff, and students often see it as beyond their reach, hidden behind barriers of jargon, towering stacks of books, and endless formalities. But here’s the truth: research is for everyone. It starts with curiosity, the simple act of asking questions and seeking answers.

At Humber Polytechnic’s Office of Research & Innovation (ORI), the organizing committee of the Applied Research Program (ARP) saw this challenge firsthand. They noticed how research often seemed intimidating—even unattainable—for those who hadn’t yet ventured into its world. Many voices—full of ideas, insights and potential—remained unheard, not for lack of value but because the path to research felt closed. It was clear that something needed to change.

“Research is formalized curiosity. It is poking and prying with a purpose,” wrote Zora Neale Hurston. Inspired by this philosophy, ORI launched the Accelerated Applied Research Program (ARP) with a bold mission: to demystify research, making it accessible, enjoyable, and directly tied to real-world challenges.

“Research is for everyone,” says Emma Smith, Associate Dean of SoTL. “It’s not just about publishing papers or discovering the next big thing—it’s about learning, growing, and exploring.”

ARP was designed as an open door, a bridge to bring people into the world of research without fear. Over seven weeks, professional learners from across Humber came together, bringing their unique perspectives and potential. Whether they were experienced faculty and staff seeking new ways to contribute, or research assistants just beginning their journey, every professional learner entered with curiosity—and a touch of nervous excitement.

“I thought research was something reserved for the experts,” reflects one professional learner. “But ARP showed me that it’s about taking what you know and asking questions that matter.” This transformation captures Carl Sagan’s words perfectly: “Somewhere, something incredible is waiting to be known.” By the program’s end, professional learners were not only equipped with the tools of research but also empowered with the confidence to contribute meaningfully to their fields.

In this section, we share the ARP journey—an initiative designed to break down barriers and redefine research as a space where all voices belong. Research is not reserved for a select few; it’s a pathway open to everyone who dares to ask, wonder, and explore.

As Albert Einstein wisely said, “ The important thing is not to stop questioning. Curiosity has its own reason for existing.” In the pages ahead, you’ll meet the ORI team, the ARP mentors, and the professional learners who took those first brave steps to bridge the gap between what research seems to be and what it truly is: a journey of curiosity, collaboration, and innovation.

THE NEED FOR APPLIED RESEARCH PROGRAM (ARP)

The Applied Research Program (ARP) emerged as an answer to a powerful question: How can we bridge the gap between those who want to research and those who feel capable of doing it? In this section, we explore how ORI’s vision inspired ARP, creating new possibilities for faculty, staff, and students alike.

This past summer, 10 professional learners embarked on a transformative 7-week journey in the Accelerated Applied Research Program, designed to bridge the gap between academic theory and practical application. The program was an intensive blend of workshops, seminars and project-based tasks aimed at equipping professional learners with the skills necessary to excel in their fields. By the end of the program, each professional learner had earned two certifications, reflecting their enhanced capabilities and readiness for industry challenges.

The program's structure emphasized both learning and doing, ensuring that professional learners not only acquired new knowledge but also applied it in real-world scenarios. This approach fostered a deeper understanding of research methodologies and advanced data analysis techniques, which professional learners used to tackle complex problems. The certifications they earned during the program validated their proficiency in industrystandard tools and technologies, marking a significant milestone in their professional development.

A standout feature of the program was the transition from ideation to creation. Professional learners were encouraged to take their ideas from concept to reality, working on projects that addressed actual industry challenges. This process involved brainstorming, prototyping, and iterative refinement based on feedback from peers and mentors. By the program's conclusion, professional learners had not only developed innovative solutions but also created tangible prototypes that demonstrated their ability to turn theoretical knowledge into practical outcomes.

The program also emphasized the importance of a growth mindset . Professional learners were encouraged to think critically, ask challenging questions, and explore new ideas, which are essential skills for navigating the rapidly evolving landscape of their industries. This mindset, coupled with the hands-on experience gained during the program, positions them well for future success.

As they move forward, professional learners are now exploring the next steps in their professional journeys. Many plan to continue refining their

skills, pursue advanced certifications, and seek opportunities to bring their prototypes to market. The program highlighted the importance of collaboration and networking, equipping professional learners with valuable connections that will support their ongoing development.

Read more about how the Accelerated Applied Research Program provided a rigorous and enriching experience, equipping professional learners with the skills, knowledge, and mindset necessary to thrive in their careers and contribute meaningfully to their industries.

³ Müge Abac and Barath Michel Roy facilitating their Data Storytelling workshop.

“I thought research was something reserved for the experts, but [a program like] ARP showed me it’s for anyone willing to ask questions.”

—ARP PROFESSIONAL LEARNER

MEET THE ORGANIZING COMMITTEE

Barath Roy Michel, PMP®, MSW, IMBB™ Office of Research & Innovation

Barath is a seasoned project manager specializing in HR, IT, Data Analytics, and Innovation, known for leading cross-functional teams to achieve strategic goals. With a strong background spanning healthcare, finance, and technology, Barath combines data-driven insights with innovative solutions to enhance processes, improve customer experience, and drive measurable success. Barath’s approach is results-oriented, consistently aligning projects with organizational objectives for impactful outcomes.

linkedin.com/in/michel1990

Camila Perez Peña, BA, PMP®, IMBB™

Office of Research & Innovation

Camila is a passionate human-centred designer working as the Strategic Innovation Manager for Humber Polytechnic’s Office of Research & Innovation. Her work focuses on designing and executing innovation programs that support organizations in their growth journey by aligning their aspirations with their capacity to achieve them. Camila is also a workshop facilitator, a Black Belt Innovation 360 Licensed Practitioner (IMBB™), a Values Perspective Coach, and an MBTI Licensed Practitioner. She leads teams with an agile mindset to encourage an environment of continuous development, transparency, safety, respect, and collaboration. For Camila, inclusiveness, co-creation, and empathy are the keys to nurturing an innovative and resilient culture in organizations and communities.

linkedin.com/in/macamilape

Lisa Anketell, MEd

Office

of Research & Innovation

Lisa Anketell is the Senior Research Specialist at the Office of Research & Innovation at Humber Polytechnic. Lisa’s research focus is on quality assurance and program innovation in college, polytechnic, and technical and vocational education and training (TVET) institutes. Lisa holds an MEd. in Adult Education and Community Development with a collaborative program in Comparative, International and Development Education and is currently pursuing a PhD in Higher Education.

linkedin.com/in/lisa-anketell-a68a5019

Müge Abac, PhD

Office of Research & Innovation

With over a decade of professional experience, Dr. Abac holds a PhD in Strategy and Management along with a Master’s degree in Global Marketing and Brand Management. As a discovery-driven leader, she specializes in entrepreneurship, ecosystem growth, strategy development and innovation management across diverse sectors, fostering interdisciplinary collaboration. Dr. Abac is dedicated to bridging the gap between academia and industry through innovative methodologies and impactful research.

linkedin.com/in/mugeabac

Emma Smith, PhD

Innovative Learning

Emma Smith is the Associate Dean of the Scholarship of Teaching & Learning. She received her PhD from Toronto Metropolitan University and York University’s Communication and Culture program where she employed a cultural criminology perspective in evaluating the news media’s representations of a notorious serial killer. Emma has lectured in the fields of research design and methodologies, gender studies, sociology, criminology, and professional development at the undergraduate level. Co-receiving the Research Excellence Award by the President of Humber Polytechnic in August 2023, Emma is currently a Co-Investigator on a multi-method evaluation of the Toronto Police Service’s Neighbourhood Community Officer Program. The development of diverse and accessible research opportunities for faculty, staff and students remains central to her role at Humber Polytechnic.

linkedin.com/in/emma-smith-research

THE BUILDING BLOCKS OF ARP

Laying the Foundation— Vision and Objectives

The Organization Committee began with a simple yet powerful question: What do we want ARP to achieve for its professional learners? With this as a guide, the team gathered to brainstorm the core objectives of the program. Ideas flowed freely, from fostering a culture of curiosity to providing handson research experience that could apply directly to the professional learners’ careers. Sticky notes and whiteboard scribbles turned into a blueprint for bridging the gap between theoretical knowledge and applied research, establishing a strong foundation for the program’s mission.

Mapping the Journey—Curriculum Design and Milestones

Designing a program that balances learning, practical skills, and professional growth is no small task. The committee mapped out the ARP curriculum with precision, setting milestones for each week and aligning them with the SEDA certification requirements. Each module—from data storytelling to project management—was chosen carefully to build professional learner’

skills progressively. The whiteboard became a visual roadmap, filled with pathways connecting each workshop, session, and project, guiding professional learners through a seven-week journey of discovery and transformation.

Creating a Culture of Collaboration—Roles and Responsibilities

The committee’s planning went beyond curriculum; it included creating a supportive learning environment where collaboration could thrive. Facilitators, mentors, and professional learners each had roles in this ecosystem, with shared values of curiosity, inclusivity, and mutual growth. This page of brainstorming notes and colour-coded post-its represents the committee’s commitment to building a cohesive community. Every interaction, workshop, and peer discussion was designed to foster collaboration, empowering each professional learner to contribute meaningfully to the research journey.

³ ARP Certificate 1 planning notes outlining activities for the 7-week accelerated applied research program.

Ç The planning committee’s notes outlining the Welcome Kit for the professional learners.

³ ARP Certificate 2 planning notes.

ARP AND THE SCHOLARSHIP OF TEACHING & LEARNING

Introduction to SoTL and Its Role in ARP

“The Applied Research Program (ARP) isn’t just a journey into research; it’s an exploration of how research and teaching intersect to transform learning experiences. Rooted in the Scholarship of Teaching & Learning (SoTL), ARP emphasizes that research isn’t simply about discovering new knowledge— it’s about applying that knowledge to improve teaching, empower learners, and create meaningful change.”

What is SoTL?

The Scholarship of Teaching and Learning encourages a systematic inquiry by educators and researcher into academic practices and student learning experiences. The collaboration and inclusion of student experiences is central to this research. SoTL operates on a key principle: by systematically exploring questions about teaching and learning, educators can better understand what works, why it works, and how it can be improved.

SoTL is grounded in a cycle of inquiry, reflection, and application. Faculty and staff who engage in SoTL research don’t just teach—they continuously refine their methods, assess outcomes, and share insights with the broader community. This commitment creates an evolving, evidencebased approach to education that empowers both teachers and learners.

Ç Gurpreet Kaur and Kehinde Ladipo working on a workshop exercise together.

“To teach is to learn twice.”

—JOSEPH JOUBERT

How ARP is Grounded in SoTL

The ARP program is deeply intertwined with SoTL, designed not only to develop research skills but to enhance teaching through a reflective, research-based approach. Through SoTL, ARP professional learners gain the skills to:

x Understand Learners’ Needs: SoTL-based research helps educators and practitioners to consider the varying experiences of learners, uncovering insights that improve student engagement and outcomes.

x Apply Research to Teaching Practices: With SoTL, research doesn’t stay in the lab; it’s brought directly into the classroom, supporting evidence-based approaches to teaching.

x Reflect and Grow: SoTL emphasizes continuous improvement, encouraging educators to assess their teaching practices, integrate feedback, and adapt to meet the evolving needs of their learners.

In ARP, SoTL gives professional learners the tools to bridge theory and practice, using research not only to expand knowledge but to make a positive, tangible impact on their teaching and their students’ learning experiences.

Ç To build confidence in every professional learner, ARP pairs practical research skills with SEDA certification, an international mark of applied research excellence.

PHOTO BY JOCELYN HO

“SoTL is about looking at teaching as a space of inquiry, where every question and every answer is an opportunity for growth.”

—ARP MENTOR

Core Principles in Action

SoTL in Action—The ARP Approach

Through the lens of SoTL, ARP professional learners are encouraged to view teaching as an evolving practice. Here’s how SoTL principles shape key aspects of the ARP experience:

1. Inquiry-Based Learning: In ARP, each professional learner starts with a question about their teaching or research practice. These questions fuel projects that examine real-world challenges, creating opportunities to learn and discover alongside their students.

2. Reflection as a Core Practice: Reflection is at the heart of SoTL and ARP. Each week, the professional learners paused to consider what they’ve learned, how they can improve, and how these insights apply to their teaching, research or student-centered programming. This iterative process reinforces the value of research as a continuous, reflective journey.

3. Collaboration and Knowledge Sharing: SoTL thrives on community and collaboration, and ARP reflects this by creating a supportive learning environment. Professional learners work with mentors and peers, exchanging ideas and sharing experiences that shape their understanding of teaching and learning.

From Research to Impact—SoTL and Real-World Application

With SoTL as its foundation, ARP prepares professional learners not only to research but to make an impact. The program’s structure encourages professional learners to take their research findings and translate them into actionable strategies for the classroom and beyond. Here’s how ARP, grounded in SoTL, contributes to real-world outcomes:

x Empowering Educators as Learners: SoTL’s approach to reflective practice empowers educators to see themselves as lifelong learners. By embedding SoTL principles into ARP, professional learners are equipped with research-informed strategies that continuously enhance their teaching methods.

x Transforming Student Learning Experiences: When ARP professional learners bring their research into the classroom, they create a richer learning environment for students. SoTL-informed teaching practices foster curiosity, critical thinking, and engagement, allowing students to become active professional learners in their own learning journey.

x Building a Community of Practice: A recommendation to emphasize the importance of expanding and sharing in SoTL across the institution, research lives beyond the classroom. This community-centred approach not only enriches teaching and learning but strengthens Humber Polytechnic as a whole.

In ARP, SoTL is more than a concept—it’s a practice that infuses each step of the program. By linking research to teaching, SoTL ensures that ARP professional learners don’t just gain skills; they gain the insight and inspiration to bring meaningful change to their classrooms and communities.

“SoTL isn’t just a framework; it’s a movement. It’s about making teaching and learning a shared journey, one that’s constantly evolving.”

—ARP FACILITATOR

“Teaching should be such that what is offered is perceived as a valuable gift and not as a hard duty.”

— ALBERT EINSTEIN

“The essence of SoTL is collaboration—it’s about breaking down silos and sharing knowledge so that everyone benefits.”

—ARP PROFESSIONAL LEARNER

Ç Kehinde Ladipo sharing her experience in a video interview being questioned by Meshanda Ellison.

PHOTO COURTESY OF MESHANDA ELLISON

CERTIFICATION AND THE ARP: BRIDGING KNOWLEDGE SEDA AND PRACTICE

The Applied Research Program (ARP) is more than a training course; it’s a bridge connecting Humber’s faculty, staff, and students to the world of research. Through SEDA Certification, ARP professional learners gain not just skills but a recognized credential that prepares them to confidently engage in applied research, whether they’re experienced in research or just starting out.

What is SEDA?

The Staff and Educational Development Association (SEDA) is a professional association based in the United Kingdom, specializing in staff and educational development for higher education institutions. Founded on a belief that learning and development should be accessible, inclusive, and empowering, SEDA is a global leader in certifying programs that enhance teaching, research, and learning practices in higher education.

The SEDA Certification is widely respected and recognized, providing a framework that focuses on hands-on experience, professional development, and ethical practice in research.

Ç Susan MacGregor, Natasha Frank, Akshay Khosla and Fatima Momin working on a workshop exercise together.

“This program didn’t just teach me research skills; it gave me the confidence to see myself as a researcher.”

— ARP PARTICIPANT

Through SEDA’s values-driven approach, professional learners gain a deep understanding of how research can impact both individuals and communities, preparing them to lead research initiatives with confidence and credibility.

“SEDA believes in developing not only skills but also the understanding of how learning happens, valuing diversity, and creating inclusive learning environments.”

About SEDA

SEDA’s mission is to enhance higher education (HE) through educational and professional development for the benefit of students, staff and the wider public. SEDA does this by offering scholarly and accessible developmental resources and opportunities to everyone involved in positive educational change and innovation in HE.

Why SEDA Certification Matters for ARP Professional Learners

The ARP’s partnership with SEDA means that professional learners earn two certifications as part of their journey:

SEDA 1: Foundations of Applied Research

SEDA 2: Enhancing Applied Research Practice

Each certification aligns with ARP’s commitment to supporting both newcomers and experienced individuals in developing practical research skills. These credentials don’t just validate professional learners’ new skills—they empower them to take on meaningful research roles within Humber Polytechnic and beyond.

PHOTOS BY JOCELYN HO

Understanding SEDA 1 and SEDA 2 Certifications

SEDA 1—Foundations of Applied Research

SEDA 1 is the first step in the ARP journey, where professional learners build a foundation in applied research through hands-on learning and collaborative workshops. This certification focuses on:

1. Understanding Research as a Journey: Research is not a destination but a process of continual learning.

2. Developing a Research Mindset: Professional learners explore how to approach research questions, evaluate sources, and make data-informed decisions.

3. Practical Skills for Real-World Application: Through guided projects, professional learners practice the basics of applied research—gaining familiarity with methods, tools, and ethical considerations.

At the end of SEDA 1, professional learners complete a thematic review of a personal research topic, presenting their findings to peers. This process gives them the confidence to not only conduct research but to share their insights with a supportive community.

“Research is formalized curiosity, and SEDA 1 teaches us how to start asking the right questions.”

— ARP MENTOR

´ Susan MacGregor and Natasha Frank.

ARP-SEDA Certificate 1 was hence designed as follows:

Certificate 1—Foundations of Applied Research (42 hours)

Module Topics covered

Foundations of Research Research as journey and personal development, research impact, human-centred design

Research on Learning 21st Century Skills, the Scholarship of Teaching & Learning (SoTL), studentcentred learning

Current Research

Topics

Research roundtable (various guest speakers and presentations of current research being conducted at Humber).

Knowledge Sharing Values perspectives, data storytelling, research ethics board, learner presentations

The final deliverable for Certificate 1 is to identify a personal topic of interest in applied research, create a concise summary of current research in the chosen area of focus, and present a thematic review to a group of peers.

SEDA 2—Enhancing Applied Research Practice

Building on the foundation of SEDA 1, SEDA 2 is about taking research skills to the next level. Professional learners delve deeper into:

1. Advanced Research Techniques: This includes conducting interdisciplinary literature reviews, applying statistical methods, and refining data analysis skills.

2. Professionalism in Research: Professional learners learn about grant writing, intellectual property, and the importance of ethics in research.

3. Community Building and Knowledge Sharing: SEDA 2 encourages professional learners to view research as a collaborative effort. They practice communicating their findings in ways that engage diverse audiences.

For their final SEDA 2 project, professional learners create and present an interdisciplinary literature review. This final step solidifies their knowledge and prepares them to use research as a tool for innovation and problem-solving in their respective fields.

“SEDA 2 showed me how research can be both a personal journey and a contribution to my field. It’s about connecting with others and building a shared understanding.”

— ARP PROFESSIONAL LEARNER

ARP-SEDA Certificate 2 was hence designed as follows:

Certificate 2—Enhancing Applied Research Practice (42 hours)

Module Topics covered

Learning and Communities Challenges in research, Equity Diversity Inclusion and Belonging (EDIB), building communities

Professionalism in Research Grant writing, intellectual property and commercialization, partnership development, supervising research

Research Application and Impact Values perspectives in research, communities of practice, learner presentations

The final deliverable for Certificate 2 is to create an interdisciplinary literature review in the chosen area of focus and present it to a group of peers.

Each module and assessment maps to SEDA’s underpinning Values, Core Development Outcomes, and the Enhancing Research Practice Specialist Outcomes

“Research is the process of going up alleys to see if they are blind.”

—MARSTON BATES

BY JOCELYN HO

2 The Applied Research Program in Action

Research is more than a concept—it’s an experience. In Act II, we step into the heart of the Applied Research Program (ARP), where professional learners didn’t just learn about research; they lived it. This act highlights their hands-on journey, where collaboration, mentorship, and curiosity took centre stage. From discovering new methodologies to solving practical challenges, ARP professional learners experienced the transformative power of research, proving that anyone— regardless of background or role—can contribute to building a culture of innovation and exploration.

³ Left to right: Susan MacGregor, Natasha Frank, Fatima Momin and Akshay Khosla.

PHOTO

MEET THE PROFESSIONAL LEARNERS

Akshay is a dedicated researcher and project coordinator with extensive experience in data collection, analysis, and project management. He graduated with a Master’s degree in Biotechnology from Panjab University, India in 2021 and then completed Humber Polytechnic’s Research Analyst Program in 2023. Throughout his career, Akshay has contributed to high-impact projects including authoring an article on the “Healthy Built Environment” and playing a pivotal role in the creation of an “Applied Research” micro-credential. His work in this area demonstrates a commitment to fostering the next generation of researchers.

As a Project Coordinator, he manages complex research operations, ensuring that projects are delivered on time and within budget while maintaining high standards of quality and efficiency. Akshay’s professional approach is marked by a blend of analytical rigour and collaborative spirit, making him a valuable contributor to both research and project management initiatives.

linkedin.com/in/akshay-khosla

Fatima is a dynamic research professional with over 10 years of diverse experience. She is currently working as a Research Specialist at the Office of Research & Innovation at Humber Polytechnic. She holds a Master of Laws, a Bachelor of Commerce, a graduate certificate in Research Analytics, and two applied research certificates accredited by the Staff and Educational Development Association (SEDA). Her expertise includes qualitative research, project management and student training and development. Fatima has successfully contributed to multiple research projects at Humber with a combined portfolio value of more than $5 million. Driven by a passion for “research that drives meaningful change,” she is also a co-author of the research article “Demystifying Organizational Health,” published in the Journal of Innovation in Polytechnic Education (JIPE).

linkedin.com/in/fatimamomin

Akshay Khosla

Fatima Momin

Gurpreet Kaur

Gurpreet Kaur holds a Master of Science in Mathematics from India and a Graduate Certificate in Big Data Analytics from Georgian College, Barrie. She is also a proud Humber alumna, having completed the Project Management Certificate program.

Currently, Gurpreet serves as a Project Analyst in Humber Polytechnic’s Office of Research & Innovation. She began her journey with Research & Innovation at Humber Polytechnic as a Research Assistant, later advancing to the role of Project Assistant for a year before transitioning to her current position. Gurpreet is responsible for creating reports, managing databases, and providing administrative support for various Applied Research projects.

linkedin.com/in/gurpreet-kaur-matharu

As a professor at Humber Polytechnic in the Community and Justice Services Program, Mira brings a wealth of experience to the role. She has held a thesis supervisory role at Trent University in the Forensic Science Program. Her journey includes sessional lecturing at Toronto Metropolitan University in the Department of Criminology and Psychology, as well as at the University of Guelph-Humber, where she taught courses on mental health, addictions, social justice, and advocacy. She holds a Doctorate from the University of Liverpool, a Master of Science in Forensic and Legal Psychology and Criminology, and undergraduate degrees in Psychology and Education.

linkedin.com/in/m-v-z-kapetanovic-b42a26268

Priscilla holds a bachelor’s degree in economics and a master’s degree in management from the University of Leeds Business School, United Kingdom. At Humber’s International Development Institute (IDI), she worked as a Monitoring, Evaluation, Accountability, and Learning (MEAL) Analyst. In this role, she contributed to a range of projects designed to transform Technical and Vocational Education and Training (TVET) across various implementation countries. She is dedicated to using data-driven insights to support evidence-based decisionmaking and impactful outcomes in program evaluation, research, and performance measurement.

linkedin.com/in/priscilla-b-enetomhe-90a5b8a8

Mira Kapetanovic

Priscilla Enetomhe

Kehinde Ladipo

Kehinde is a Mathematics professor in the Faculty of Liberal Arts & Sciences at Humber Polytechnic. She conducts research in mathematical modelling of real-life problems. Her work experience has been a combination of teaching and research, which includes personal, collaborative, multi-disciplinary efforts with professional colleagues in applied mathematics and numerical modelling of complex flow simulations.

Kehinde has, to her credit, several peer-reviewed academic publications, and she continues to engage in international collaboration with professional colleagues. She recently co-authored “Numerical Simulation of Arterial Blood Flow” in “Mathematics Research for the Beginning Student, Volume 2 - Accessible Projects for Students After Calculus, Foundations for Undergraduate Research in Mathematics (FURM) book series”. The volume is published by Springer Nature Switzerland AG under the imprint Birkhäuser.

Kehinde continues to seek opportunities to engage in interdisciplinary applied research in the Polytechnic setting.

researchgate.net/profile/Kehinde-Ladipo

Georges Livanos

Georges Livanos, P.Eng. holds a Master of Engineering Science degree in Electrical and Computer Engineering from the University of Western Ontario. He has been with Humber for over 22 years. He had acquired 12 years of industry experience as an engineer/technologist before going into teaching, mainly in biomedical electronics. Georges typically teaches courses in two streams. One is in signal processing with courses in digital signal processing, image processing, Fourier analysis and machine learning. The other is in physics-based courses, such as photonics, electromagnetics, microwaves, and quantum physics.

He was the Program Coordinator of Electronics for a total of 14 years and recently he became Program Coordinator of Research and Innovation in the BroadcastBroadband Convergence Lab (B2C Lab) at Humber, a unique facility that forms a test bed for broadcasters, electronics manufacturers, and other innovators in the areas of HDTV and 5G, whose innovations are based on the NextGen TV or ATSC 3.0 Television standard. Georges has been an enthusiastic advocate for applied research in the wv/Polytechnic setting in Canada. In 2015 he received the Humber Research Excellence award.

linkedin.com/in/georges-livanos-40563210b

Natasha Frank is a professor in the Practical Nursing and Bachelor of Science in Nursing programs in the Faculty of Health Science and Wellness at Humber Polytechnic. She started her nursing career in the Pediatric Intensive Care Unit where she had the opportunity to care for critically ill patients requiring ventilation support. She is a certified Diabetes Educator and worked with newly diagnosed diabetes patients and their families for educational needs, support and ongoing management. While gaining many valuable skills in the PICU, she found a passion for health promotion and prevention and decided to focus on upstream approaches to healthcare and improving patient outcomes.

As Project Coordinator for Student Life Experiences at Humber Polytechnic, Meshanda focuses on enhancing the experience of mature learners by creating supportive initiatives and programs. Drawing from her own experience as a mature student, she used a universal design approach to meet diverse needs. Previously, as a Student Advocate at IGNITE Student Union, she represented over 30,000 students, managed initiatives like the Dispute Resolution Clinic, and launched Humber’s first Mature Student Success Events and Club. Passionate about mental health awareness, she aims to inspire others through personal experience. She seeks to connect with higher education professionals to improve student experiences.

linkedin.com/in/meshanda-ellison

Susan has been the Program Coordinator for the International Development graduate program at Humber Polytechnic for the past 15 years. Prior to coming to Humber Susan worked in International Relief and Development for over 15 years in positions ranging from Financial Manager to New Business Development Director to Vice President. Susan has managed projects in Mozambique, Uganda, the Democratic Republic of Congo, Chad, Indonesia, Iraq/Jordan and completed assessments across Africa, Asia and the Middle East. Susan holds an MBA in International Business, an MA in Disaster and Emergency Management and is currently completing a PhD in Higher Education focusing on Disaster Preparedness in Higher Education.

linkedin.com/in/macgregorsusan

Natasha Frank

Meshanda Ellison

Susan MacGregor

FOSTERING COMMUNITY AND RESEARCH EXCELLENCE: A 7-WEEK JOURNEY TO SKILL DEVELOPMENT, MENTORSHIP AND IMPACT

WRITTEN BY GURPREET KAUR AND AKSHAY KHOSLA

ARP’s structure encourages growth through guided workshops and mentorship. Here, we take you into the workshops that shaped professional learners, from data storytelling to project management and beyond.

ARP SEDA 1

The Applied Research Program began on May 6, 2024 with a session on Foundations of Research: Research as Journey and Personal Development. ARP professional learners were welcomed to reflect on the idea that research is not merely an academic exercise but a powerful tool for personal development and making a difference in the world. They were introduced to the Office of Research & Innovation at Humber, a team that fosters the culture of research in a polytechnic setting. This introduction was a pivotal moment, as it set the tone for understanding how institutional support can help guide the research paths for those interested in pursuing it.

The following day, on May 7, Dr. Ginger Grant led a session on Research as Impact. This was an eye-opening experience where the concept of making and using connections was explored. Through the engaging “Whom Do I Know” activity, the professional learners realized the impact of their existing networks—connections often overlooked in research but that hold immense potential for collaboration and influence.

On May 8 Camila Perez Peña introduced the professional learners to the 4MAT model. This framework for learning uses both sides of the brain to create dynamic and engaging

teaching experiences. The session was an impactful reminder of the need for balance between creativity and logic when conducting research or any knowledge-sharing endeavour.

As the journey progressed, On May 9, Camila Perez Peña conducted a session on Human-Centred Design and Autoethnography. Camila’s session was particularly helpful in clarifying doubts regarding the autoethnography process, which was critical for our SEDA 1 certificate assignment. Her guidance ensured the professional learners understood not only the expectations but also the correct method for crafting a meaningful narrative through their research experiences.

The session on May 13, facilitated by Lisa Anketell, focused on 21st Century Knowledge and provided a tour of the Humber Library. This was an enlightening session where the professional learners identified skills others see in them—skills that often fail to be recognized. The session also introduced the professional learners to the vast resources available through Humber Library, empowering them to confidently conduct and disseminate research.

On May 14, Doug Thomson and Emma Smith highlighted Project Management: The Basics. The emphasis on project management in research was particularly important, as it

PHOTOS BY AHMAD FARSHAD SALEH AND JOCELYN HO

WHAT DID YOU EXPECT COMING INTO ARP?

Coming into ARP, I was uncertain about where it would take me, and I wasn’t entirely sure what to expect. I anticipated gaining hands-on experience in applying research methodologies to real-world challenges and exploring innovative approaches to problem-solving. However, I was also a bit nervous, knowing that I would be working alongside experienced professors and experts in their fields. Despite this, I looked forward to collaborating with diverse teams, refining my research skills, and learning how to translate research findings into actionable outcomes…

— FATIMA MOMIN

Ç Fatima Momin reflects on her experience of ARP in a roundtable discussion with the other ARP professional learners.

Ç Lisa Anketell leading her PowerPoint Karaoke workshop where professional learners practiced impromptu presentations using random slides to help sharpen their communication and adaptability skills in a fun, dynamic environment.

Ç Susan presents her team’s project in Müge and Barath’s workshop on Data Storytelling

showcased how organization and structure are essential in keeping research projects on time and within budget. Following this, a presentation on Introduction to Scholarship of Teaching and Learning (SoTL) Research by Brendan WehbyMalicki was shared as an invitation for the professional learners to engage in dynamic research projects.

The session on May 15, with Anju Kakkar and Emma Smith, focused on Research and Storytelling. Storytelling, as they emphasized, plays a crucial role in disseminating research in a way that engages and connects with the audience. A useful workbook on storytelling was shared, which will undoubtedly serve as a valuable resource in future research endeavours.

On May 16, an interactive session on Research that Connects Us was held by Emma Smith, Camila Perez Peña, and another guest facilitator, Ayesha Amin, Global Learning and Strategic Initiatives Coordinator, Faculty of Social and Community Services, Humber Polytechnic. This highlighted the collaborative nature of research and gave professional learners insights into the global strategies and future opportunities in research, particularly through Ayesha’s presentation.

May 21-22 were insightful days as the professional learners engaged in roundtable discussions with current Humber research project leads. These sessions provided valuable tips and tricks on navigating the research landscape, as well as practical perspectives from already completed projects.

WHAT DID YOU EXPECT COMING INTO ARP?

When I entered the Applied Research Program, I expected to face a steep learning curve due to my lack of research experience. My hope was that the program would not only introduce me to key research methodologies but also create a supportive environment where I could grow alongside others. I anticipated gaining practical skills, such as how to conduct ethical research and communicate findings effectively, which would be crucial for my professional development. Above all, I sought a personal journey of discovery that would challenge my preconceived notions about research, while equipping me with tools and confidence to navigate complex projects.

—GURPREET KAUR

on her time in ARP in a roundtable discussion.

³ Priscilla Enetomhe reflecting

One of the most memorable sessions was on May 23, led by Bradley Schurman, on Designing for Demographic Resilience, author of The Super Age. His approach to inclusive strategies shed light on the importance of creating work environments that accommodate diversity and inclusion, ensuring that all demographics thrive in the workplace.

The following week, beginning on May 27-28, it was all about knowledge sharing. ARP professional learners discussed how their personal values informed their research choices sparking thought-provoking discussions about what drives them as researchers. Müge Abac and Barath Roy Michel followed with a session on Data Storytelling, where professional learners delved into the art of transforming raw data into compelling narratives. Barath facilitated an informative hands-on Tableau session.

Another memorable session was on May 29, when Audel Cunningham, Humber’s Research Ethics Board chair, facilitated a session about the Humber Research Ethics Board emphasizing a crucial component of responsible research— research ethics. This session reinforced the importance of maintaining ethical standards throughout the research process, ensuring that a researcher’s work remains credible and principled.

Finally, May 30 marked the culmination of the ARP professional learners’ efforts; each professional learner led the group through their individual presentations. The professional learners were encouraged and inspired to witness how far they had all come in their research journeys, each of them presenting their unique perspectives and knowledge they had gained through the program.

ARP—SEDA 2

In June, the Applied Research Program continued a series of interactive workshops which brought together researchers to reflect on personal and professional challenges while fostering a sense of community. On June 3, Müge, Lisa and Emma led a session on overcoming obstacles in research, encouraging professional learners to reflect on moments when they gave up on something important, exploring how those experiences shaped their perseverance. The following

WHAT DID YOU EXPECT COMING INTO ARP?

I was hoping to gain insight into the research department and practices that Humber has surrounding research. The research department at Humber, while I understand it may not be heavily publicized, is an integral part of our institution. However, its activities and scope remain largely unknown to me. I believe that a clearer understanding of the department’s work would greatly benefit our academic community. While I understand the emphasis on teaching in my role, I have a strong interest in research and have previously inquired about research opportunities. However, I have often felt that my inquiries were dismissed due to the nature of my role. I believe that a more inclusive approach to research could benefit our academic community. As such, I was hoping to gain insight into the department.

—MIRA KAPETANOVIC

´ Barath facilitating his and Müge’s Data Storytelling workshop.

day, Dr. Yasmin Razack, Dean, Equity, Diversity, Inclusion and Belonging at Humber Polytechnic, guided a discussion on Equity, Diversity, Inclusion, and Belonging (EDIB) in research, featuring a powerful video by Kike Ojo-Thompson from the KOJO Institute. On June 5, Dr. Sharon M. McIntyre, a guest facilitator, helped professional learners explore what makes a vibrant community—whether online or inperson—prompting reflection on the qualities that draw people to actively engage. With references to key theories like McMillan and Chavis’ Sense of Community1 and Chou’s work on human-centred gamification2, the workshop emphasized the importance of creating inclusive, dynamic spaces. The series concluded with a showcase event on June 6 hosted by Humber Polytechnic.

Continuing the journey, On June 10, Ginger delivered a comprehensive session on the do’s and don’ts of grant writing, offering professional learners practical tips to enhance their success in securing research funding. The following day, Sharon explored Intellectual Property (IP) and commercialization for researchers, diving into the complexities of protecting and leveraging research innovations. On June 12, a Supervising Research

1 McMillan, D. & Chavis, D., (1986). “Sense of Community: A Definition and Theory,” Journal of Community Psychology. 14: 6-23. McMillan, D., (1996). “Sense of Community,” Journal of Community Psychology. 24(4) 315-325.

2 Chou, Y. K. (2019). Actionable gamification: Beyond points, badges, and leaderboards. Packt Publishing Ltd.

WHAT DID YOU EXPECT COMING INTO ARP?

Coming into the Applied Research Project, I wasn’t entirely sure what to expect. I was a bit nervous and uncertain whether I would be the right fit for the program, especially since I was fairly new to applied research. I knew it would be a new and challenging experience. However, I was excited by the opportunity to grow professionally and contribute meaningfully to the research process.

—AKSHAY KHOSLA

WHAT DID YOU EXPECT COMING INTO ARP?

I was hoping to learn more about research in general and research at Humber more specifically.

—SUSAN MACGREGOR

Roundtable created a space for collaborative discussions on effective mentorship and supervision in research. Adam Weissengruber, Humber’s Copyright and Law Librarian, then led a session on June 13, focusing on IP in research and publishing, with a rich collection of resources related to copyright, fair dealing, and open access policies, highlighting tools such as the Creative Commons and specific guidelines for fair use in academic publishing. This week-long journey culminated the same day with a session led by Tyler Charlebois and Georgios Eftychiou on building strategic partnerships, underscoring the importance of collaboration in advancing research and fostering innovation. The workshops not only equip professional learners with practical skills but

¶ Mira Kapetanovic sharing her reflections of ARP in a roundtable discussion.

WHAT DID YOU EXPECT COMING INTO ARP?

I chose to participate in the program to learn about what "Applied Research" means, and to find out about available research tools and resources that I can leverage to boost my research opportunities at Humber. I went in with a lot of apprehension coming with only Mathematics research experience.

—KEHINDE LADIPO

´ Kehinde participating in PowerPoint Karaoke

WHAT DID YOU EXPECT COMING INTO ARP?

Coming into the Applied Research Program, I was both curious and excited to explore the concept of applied research in a real-world setting. My main expectation was to gain a deeper understanding of applied research methodologies and how these could be effectively translated into the work I do. I was looking forward to learning ways to bridge theory with practice and to see how applied research could enhance the impact and innovation in my current role.

—PRISCILLA ENETOMHE

also deepen their understanding of the legal and strategic frameworks essential for modern research success.

In the final week, the focus of the workshops shifted to engaging and values-driven presentations. The week kicked off with Lisa’s PowerPoint Karaoke, a lighthearted yet insightful session where professional learners practiced impromptu presentations using random slides, helping to sharpen their communication and adaptability skills in a fun, dynamic environment. On June 18, the professional learners were led through a thought-provoking Values Session, encouraging them to reflect on and articulate the core values guiding their research and personal work.

On June 19, professional learners put their learning into action with individual presentations, showcasing the skills they had developed throughout the workshops. The week concluded on June 20 with a follow-up values session, Keeping the Values Alive, which centred on sustaining the principles discussed earlier and ensuring that values remain a driving force in both research and personal growth. This week blended creativity, introspection, and practical application, leaving professional learners with renewed confidence in their ability to communicate and stay true to their values in their research endeavours.

SEDA 1 TIMELINE

Week 01

�� Overview of the Applied Research Program

�� Intro to the Office of Research & Innovation

�� Research as Impact

�� Introduction to 4MAT

�� Research Journey: with a Human-Centered Mindset.

�� Autoethnography

Week 03

�� The Power of Storytelling Through Data Analytics to Drive Business Opportunities

�� Ontario’s ADR Stakeholders: Opportunities for Today’s Professional

�� Sharing of past research projects

�� Event: Designing for Demographic Resilience

SEDA 1 Certificate requirements

�� Identify a research topic of interest and present a thematic review to your peers. Please be as creative as you would like.

�� 10 minutes presentation with time for Q&A

Week 02

�� 21st Century Knowledge

�� Humber Libraries

�� Project Management: The basics

�� Intro to Scholarship of Teaching & Learning (SoTL) Research

�� Research That Connects Us

Week 04

�� Persoal Values

�� From Numbers to Narratives

�� How to make a conscious decision on what story to tell with the data that you have?

�� Humber Research Ethics

�� Presentations from professional learners

SEDA 2 TIMELINE

Week 05

�� Challenging Challenges in Research

�� Equity Diversity Inclusion & Belonging (EDIB) in Research

�� Building Vibrant (Online) Communities

�� Humber Showcase

Week 07

�� PPT Karaoke

�� Values Session

�� Presentations from professional learners

�� Keeping the values alive

Overall SEDA requirements

�� An autoethnography paper with contributions from the group, published in JIPE.ca

Week 06

�� Grant Writing: Do’s and Don’ts

�� Intellectual Property (IP) & Commercialization for Researchers

�� Research Roundtable

�� Intellectual Property For Research and Publishing

�� Strategic Partnership Framework

SEDA 2 Certificate requirements

�� Present an interdisciplinary literature review for your research project.

�� Minimum 10 sources, 3 key themes, 3-4 pages (please consider longer for pair/ group projects).

ARP AND BUILDING BRILLIANCE— ADVANCING HUMBER’S VISION FOR 2030 AND BEYOND

BY ANJU KAKKAR, IMBB™, MBA

Humber Polytechnic’s Building Brilliance vision outlines a transformative path for education by 2030, grounded in three guiding pillars: Reimagining Learning, Deeper Partnerships, and Driving Impact. The Applied Research Program (ARP) embodies this vision, connecting faculty, staff, and students to real-world research experiences that foster innovation, build strong partnerships, and make a lasting impact on our community.

PHOTOS BY JOCELYN HO

WHAT DID YOU EXPECT COMING INTO ARP?

I chose to participate in the program to learn about what “Applied Research” means, and to find out about available research tools and resources that I can leverage to boost my research opportunities at Humber. I went in with a lot of apprehension coming with only Mathematics research experience.

—KEHINDE LADIPO

WHAT DID YOU EXPECT COMING INTO ARP?

I wanted more understanding and practical experience with applied research.

—ANONYMOUS

´ ARP professional learners in the Data Storytelling workshop.

´ ARP professional learners having a roundtable discussion.

Pillar 1: Reimagining Learning

In alignment with Humber’s pillar of Reimagining Learning, ARP redefines how research is approached and experienced. The program emphasizes applied learning, empowering professional learners to engage in hands-on research that connects theory to practice. Instead of viewing research as an isolated, complex process, ARP integrates it into everyday learning, allowing professional learners to tailor their projects to real-world challenges and professional growth.

“ARP brings research to life by making it accessible and meaningful,” says Emma Smith, Associate Dean of Scholarship of Teaching & Learning. “It’s about creating an environment where learning and research are intertwined, preparing professional learners to tackle the complex problems of tomorrow.”

Through the ARP, professional learners gain personalized, human-centred experiences that echo Humber’s vision of moving beyond traditional, assembly-line education. They explore diverse research methodologies, refine critical skills, and actively contribute to Humber’s mission of fostering lifelong learning

Pillar 2: Deeper Partnerships

The ARP also embodies the Deeper Partnerships pillar by fostering collaboration among Humber’s faculty, staff, students, and external stakeholders. Throughout the program, professional learners connect with mentors, industry experts, and Humber’s broader academic community, building networks that extend beyond the program itself.

This focus on partnership strengthens Humber’s role as a bridge between academia and industry. By working closely with mentors and community partners, ARP professional learners bring valuable insights and skills to Humber’s ongoing mission of enhancing Canada’s productivity and competitiveness on the global stage.

“The partnerships formed through ARP have a ripple effect,” explains an ARP mentor. “They not only benefit professional learners but also contribute to the wider Humber community, enhancing our capacity to drive change and innovation.”

Pillar 3: Driving Impact

Finally, ARP aligns with Humber’s pillar of Driving Impact by inspiring professional learners to apply their research skills to make a difference. Through ARP, research becomes more than an academic exercise—it’s a tool for community engagement, social advancement, and meaningful change. Professional learners complete the program with a deeper understanding of how their research can impact their fields, communities, and beyond.

Whether it’s tackling sustainability challenges, exploring new educational models, or addressing societal needs, ARP professional learners contribute to Humber’s vision of driving impact through education. By equipping them with the skills to conduct applied research, ARP helps shape individuals who are not only knowledgeable but also prepared to lead change in their respective areas.

“The impact of ARP goes beyond individual growth,” shares Anju Kakkar, Managing Editor of Humber Press.

“It’s about creating a culture where research empowers people to create value and contribute to a brighter future.”

Ç Meshanda Ellison presenting her literature review project, the final presentation for the program.

WHAT DID YOU EXPECT COMING INTO ARP?

To become more familiar with the applied research landscape of Humber and to learn how to best participate in its speedy evolution.

—GEORGES LIVANOS

Bridging Vision with Practice

In each pillar— Reimagining Learning , Deeper Partnerships, and Driving Impact—ARP exemplifies Humber’s Building Brilliance vision. It not only prepares professional learners for personal and professional growth but also reinforces Humber’s commitment to reshaping the educational landscape by 2030. Through ARP, Humber is building a community of empowered researchers, ready to bring brilliance to life in Canada and beyond.

³ ARP professional learners working on a group assignment.

Ç Professional learners taking in a workshop on Grant Writing: Do’s and Don’ts

PHOTOS BY JOCELYN HO

Ç ARP professional learners participating in the PowerPoint Karaoke workshop.

WE ASKED, THEY ANSWERED…

WHAT DOES RESEARCH MEAN TO YOU?

We asked our professional learners to share their perspectives and uncovered a rich mosaic of reflections that illuminate both the purpose and the personal fulfillment inherent in the research process.

For Mira Kapetanovic, research is “an opportunity to explore and investigate a subject area that can lead to future development and improvement.” This process, she suggests, is often uncomfortable but crucial; the transformative results make any prior challenges worthwhile.

Susan MacGregor distills research to its essence as “exploring new topics and new ways to do or think about the world.” Her view resonates with the idea of research as a platform for reimagining established notions and opening doors to innovation.

For Fatima Momin, research is an “exciting journey of discovery,” akin to the work of a detective piecing together information. She believes that research transforms our perspective, as each question pursued and each hypothesis tested lead to growth and, ultimately, to impactful change.

Gurpreet Kaur adds that research is not just about seeking answers but also about learning “how to ask the right questions.” By integrating varied perspectives, research, she argues, offers a more complete understanding of complex issues.

Akshay Khosla views research as “the art of navigating uncharted waters,” where each question is a light in the darkness, illuminating hidden truths. For him, it is an intellectual adventure where researchers peel away layers of ignorance to uncover pieces of a larger puzzle waiting to be seen.

PHOTO BY JOCELYN HO

Kehinde Ladipo sees research as a means of advancing the “current state of knowledge,” particularly within a community. His perspective emphasizes research’s power to clarify concepts and generate knowledge applicable to realworld contexts.

Georges Livanos speaks to the technical aspects, focusing on research as a process of “exploring new methods and devices” and conducting experiments that generate new knowledge. For him, each innovation is a building block in the quest for progress.

Priscilla Enetomhe captures the multifaceted nature of research as a “journey of discovery, revisioning, and driving innovation.” She describes research as a process of exploration and continuous learning, where curiosity fuels new insights, challenging us to re-envision our understanding and create meaningful impact. Enetomhe sees it as a journey of asking the right questions, refining ideas, and fostering change that resonates in real-world applications.

Lastly, an anonymous respondent captures the joy and wonder of research, describing it as “learning, discovering, and being excited for what unfolds,” with curiosity at its core.

These perspectives underscore a shared truth: research is a journey fueled by curiosity, resilience, and a dedication to understanding and transforming the world. Each researcher, in their unique way, sees research as a path to knowledge and a tool for meaningful change, whether through incremental insights or groundbreaking discoveries.

THANK YOU TO OUR GUEST SPEAKERS AND FACILITATORS

On behalf of Research & Innovation and the Applied Research Program (ARP), we want to extend our sincere gratitude for your time and shared expertise with our learners. The ARP was developed to encourage members of our Humber community to engage in collaborative and dynamic research projects with an emphasis on self-exploration.

This learning experience was fueled by the creative energies, informative guidance and accessible lessons by our guest presenters. Thank you for sharing such valuable insights and perspectives.

We are grateful for our community.

Adam Thomas

Adam Weissengruber

Alena Shah

Anju Kakkar

Aqeela Tabassum

Arvind Kang

Audel Cunningham

Ayesha Amin

Bradley Schurman

Brendan Wehby-Malicki

Cheryl De Ciantis

Cristina Guerrero

Doug Thomson

Elisabeth Springate

Estefania Toledo

Ewan Gibson

Heidi Siu

Henk Roodt

Jeremy Staples

Katharine Janzen

Kenton Hyatt

Maria Jacome

Mark Stoiko

Mary Lee

Maryam Davoudpour

Niels Bjerre Tange

Parisa Pouladzadeh

Phil Fung

Salomeh Ahmadi

Saran Davaajargal

Sergio Frias

Sharon McIntyre

Steve Henry

Timothy Wong

Tyler Charlebois

Yasmin Razack

“Knowledge is power. Knowledge shared is power multiplied.”

— ROBERT BOYCE

ACT 3

Paying it Forward

Every research journey creates a ripple effect. In Act III, we look beyond the Applied Research Program (ARP) to explore how professional learners are paying it forward, using their newfound skills to contribute to Humber’s research ecosystem and beyond. This act celebrates the commitment to sharing knowledge, empowering others, and creating impact in fields, communities, and classrooms. By showcasing the voices of these emerging researchers, Act III reminds us that inclusive research doesn’t end with one project—it inspires a culture of curiosity and innovation for years to come.

³ Bridging Worlds: Storytelling as a Tool for Research Excellence workshop led by Emma Smith, PhD and Anju Kakkar, MBA, IMBB™

THE RIPPLE EFFECTS OF ARP

community initiatives, their work reflects the ripple effect of ARP—proving that inclusive, accessible research can truly transform individuals and institutions alike. From curiosity to confidence, ARP has turned professional learners into ambassadors of research and innovation, equipping them with the skills, mindset, and courage to ask meaningful questions and pursue actionable solutions. These individuals now stand ready to mentor others, solve complex problems, and contribute to Humber Polytechnic’s vision of inclusive innovation.

The ARP journey has demonstrated how applied research can address real-world challenges in practical and impactful ways. Each professional learner brought a unique perspective, and their projects are a testament to the power of collaboration and creativity.

Research with Ripple Effects

The work of ARP professional learners doesn’t just benefit them individually—it has a broader impact that aligns with Humber Polytechnic’s Building Brilliance vision. By connecting applied research to real-world needs, we contribute to the pillars of Reimagining Learning , Deeper Partnerships and Driving Impact .

The journey through the Applied Research Program (ARP) doesn’t end with its professional learners— it extends far beyond, creating a ripple effect that touches classrooms, workplaces, and communities. For the graduates of this transformative program, receiving the prestigious Enhancing Research Practice Specialist certification marks an important milestone. But it is only the beginning.

Their journey through ARP has not only prepared them to contribute meaningfully to Humber Polytechnic’s research culture but also to inspire others to embrace research as a tool for innovation, collaboration, and impact. Whether they apply their knowledge in classrooms, workplaces, or

For ARP professional learners, the Enhancing Research Practice Specialist certification represents a significant achievement, but it’s only a starting point. Armed with their new skills and insights, they are poised to inspire others, foster new collaborations, and lead transformative initiatives in their fields.

The success of this inaugural cohort also sets the stage for future professional learners. ARP will continue to expand, welcoming diverse voices and perspectives into Humber’s growing research community. The program’s focus on inclusivity ensures that research is not reserved for a select few but is a shared journey accessible to all.

Through ARP, Humber Polytechnic is building a legacy of empowered researchers who will pay it forward, creating innovation and impact for years to come.

Ripple Effects of a Growth Mindset

For Humber Polytechnic, education and research are inseparable threads in the fabric of learning. Together, they form the foundation of a growth mindset—a belief that learning is not static but an evolving process driven by curiosity, collaboration, and the courage to innovate. This mindset has been a cornerstone of Humber’s success and is what continues to position it as a leader in the polytechnic space.

At its heart, a curiosity-based, research-driven and innovation-focused mindset encourages individuals to see challenges as opportunities and unanswered questions as invitations to explore. It is the ability to ask, “What if?” and “Why not?” that transforms both individuals and institutions. Humber exemplifies this mindset through its dynamic approach to education—empowering students, faculty, and staff to embrace research as a tool for growth and innovation.

Education, when paired with research, creates endless possibilities. For students, engaging in research cultivates critical thinking, problem-solving, and adaptability—skills that extend far beyond the classroom. It connects them with realworld challenges, equips them with practical knowledge, and inspires a lifelong passion for learning. For faculty and staff, research sharpens teaching practices, fosters collaboration, and drives innovation in both pedagogy and institutional growth.

Humber’s success lies in its ability to integrate this growth mindset into everything it does. From its focus on experiential learning to its commitment to inclusive research, Humber creates an environment where education and research aren’t separate activities but synergistic forces. This approach ensures that every individual—whether a student in their first semester, a faculty member developing a new course, or a staff member tackling operational challenges—can contribute meaningfully to Humber’s culture of innovation.

But what truly sets Humber apart is its unwavering dedication to innovation. By fostering partnerships with industry, government, and community organizations, Humber goes beyond theoretical research to create impactful, real-world

solutions. Its projects address societal challenges, drive regional economic development, and contribute to global advancements—all while maintaining a steadfast focus on accessibility and inclusion.

At Humber Polytechnic, the growth mindset is more than a concept; it is a practice that shapes its identity as a leader in education and innovation. As this special issue of SPARK highlights, Humber continues to evolve, inspire, and lead—not by resting on its laurels, but by continuously asking, “What’s next?”

With curiosity as its compass and innovation as its engine, Humber Polytechnic is charting a path forward—one where education and research go hand in hand, creating a brighter future for individuals and communities alike.

At Humber Polytechnic, the growth mindset is more than a concept; it is a practice that shapes its identity as a leader in education and innovation.

FROM CURIOUS TO CONFIDENT: HOW ARP TURNS RESEARCH SKILLS INTO YOUR SECRET

WEAPON

In the following pages, hear directly from the organizing committee as they share their insights and reflections from the Accelerated Applied Research Program—

The ARP is directly linked to Humber Polytechnic’s vision to be a leader in applied learning and research that builds capacity to solve complex, real-world problems.

Throughout the 7-week program, faculty and staff are introduced to the qualities and elements of applied research in a college, polytechnic, or technical and vocational education and training (TVET) institute. Learners develop confidence and personal insight, gain the knowledge and skills needed to conduct research-informed teaching and learning, and apply and disseminate their research findings working with industry and community partners.

Regardless of where they are in their research journey, the program is tailored to meet the needs of the learner and support continued understanding and growth of their research practice and impact in a broader context.

—LISA ANKETELL

Research is everywhere, yet many don’t fully grasp its potential. This program empowers everyday individuals to see themselves as researchers by discovering their own passions and using them as a compass to navigate their research journey. It provides the practical knowledge needed to overcome any misconceptions or fears about research, equipping learners with the confidence to start and the tools to continue their path of discovery.

—CAMILA PEREZ PEÑA

Developing research skills is vital for several reasons. They enable individuals to critically analyze information and distinguish credible sources from unreliable ones. Additionally, strong research skills enhance problemsolving abilities, allowing researchers to formulate relevant questions and design effective methodologies. These skills also foster lifelong learning by encouraging curiosity and exploration of new ideas. Organizations increasingly value employees who can contribute innovative solutions, making research skills a significant asset. In a nutshell, developing research skills equips individuals to navigate complex information landscapes and promotes both personal growth and professional success.

I would recommend ARP because it provides a comprehensive foundation in applied research that is both practical and relevant. The program not only equips professional learners with essential research skills and methodologies but also emphasizes the importance of personal growth and self-discovery as a researcher.

—MÜGE ABAC

The importance of developing research skills is immense, with the world of AI data/information is now accessible to the wide public. Research skills such as data analysis could potentially be mainstream knowledge, but the understanding of data and application of context may be of crucial importance. This is where research skills could play a very important role as researchers, you are not just tasked with the analysis piece, but also the interpretation. We just have to be better at it than AI.

—BARATH MICHEL ROY

The Applied Research Program (ARP) exemplifies Humber’s commitment to inclusion and cultivating partnerships. Supported by institutional leaders and innovators, the ARP emphasizes personal development and research exploration.

We deeply value the experiences and insights shared by our learners and facilitators. Together, we continue to create a vibrant environment for collaboration and expansion.

—EMMA SMITH, PHD

WHAT MESSAGE DO YOU HAVE FOR FUTURE ARP PROFESSIONAL

LEARNERS?

I will share with them that this journey will be incredibly rewarding, not only for the knowledge gained about research but also for the lasting connections formed along the way. If they are lucky like me, their cohort will become a tightknit research family, supporting and inspiring each other as they navigate the challenges and triumphs together.

—AKSHAY KHOSLA

Just do it! It is a large commitment but worth it for the interesting people that you meet and what you learn about what is capable of.

—SUSAN MACGREGOR

My message to future ARP professional learners is to embrace the journey with an open mind and a willingness to learn. The program may feel challenging at first, especially if you’re new to research, but it’s an incredible opportunity for growth. Don’t be afraid to lean into the unknown—ask questions, engage with your peers, and take advantage of the resources around you. Remember, research doesn’t have to be perfect; it just has to be done. Along the way, you’ll discover not only new skills but also new strengths within yourself.

—GURPREET KAUR

Go in with an open mind and be prepared to work hard.

—KEHINDE LADIPO

Be vulnerable and receptive to learning.

—ANONYMOUS

It’s a serious commitment, but, yes, you will have fun along the way. A lot!

—GEORGES LIVANOS

You should approach this program with an open mind and heart for future ARP professional learners. The ARP team and your fellow ARP professional learners will fill your heart and mind with information, ideas, and innovation that you can utilize in many ways: at work, school, home, and in personal and professional development.

—MIRA KAPETANOVIC

To future ARP professional learners, I encourage you to embrace this opportunity with curiosity and an open mind. Applied research is all about solving real-world problems, and your creativity, critical thinking, and dedication will drive meaningful change. Don’t be afraid to ask bold questions, experiment with new ideas, and collaborate with diverse perspectives. This journey will not only enhance your research skills but also give you the chance to make a lasting impact in your chosen field. Stay committed, enjoy the process, and remember that your work has the potential to create positive societal outcomes.

—FATIMA MOMIN

OUT NOW! PUBLISHED ARTICLE IN JIPE

On completion of the ARP program, as part of their deliverable, the ARP professional learners have collectively published an autoethnographic paper with the Journal of Innovaiton in Polytechnic Education (JIPE).

Title: Humber Polytechnic’s Applied Research Program: An Autoethnography Of Participants’ Reflections And Experiences

Abstract: As a group of 10 applied researchers, faculty, and essential support staff at Humber Polytechnic, we share our enlightening experiences, working together in a collaborative setting to acquire knowledge on applied research practices. Our work is a testament to the power of collaboration, as we have used a collaborative and engaging autoethnographic model to disseminate our experiences of seven weeks. Although our reflections are independently composed pieces of work, they are observations of the collective work we completed during our participation in the Applied Research Program designed and hosted by Humber Polytechnic in Toronto, Canada.

Read it today: Humber Polytechnic’s Applied Research Program: An Autoethnography Of Participants’ Reflections And Experiences (jipe.ca/index.php/jipe/article/view/200)

Publish your paper with JIPE today!

JIPE is accepting new submissions on a rolling basis. JIPE publishes studies conducted by researchers from across diverse disciplines committed to fostering intellectual exploration and enhancing the scholarly discourse. Through analyzing and synthesizing new and existing ideas, these studies offer fresh insights that make valuable contributions to their fields while showcasing the importance of interdisciplinary collaboration.

Please reach out to the Humber Press team at humberpress@humber.ca if you have any questions.

Keep an eye out for our upcoming issues!

Download JIPE’s Submission Toolkit to learn more.

MOMENTS IN FOCUS: RESEARCH AND INNOVATION CAPTURED IN ACTION

Through the lens of innovation and discovery, the following images capture the dynamic spirit of the Accelerated Applied Research Program—showcasing passionate researchers and moments of transformation that are shaping the way we approach research and innovation.

Ç Gurpreet Kaur sharing her reflections at the roundtable discussion.

´ Doug Thomson, D.Phil, leads a hands-on workshop using clay to examine responses to the destruction of work, encouraging professional learners to reflect on their reactions and consider how they adapt or reshape their mindset when outcomes differ from expectations.

Research is an exciting journey of discovery! It’s about diving deep into questions, exploring the unknown, and uncovering insights that can change how we see the world…Research is the key to innovation, growth, and making a real impact in the world around us!

—FATIMA MOMIN

Ç Doug Thomson leading his and Emma Smith’s workshop, Project Management: The Basics

Ç Professional learners in the Bridging Worlds: Storytelling as a Tool for Research Excellence workshop led by Emma Smith, PhD and Anju Kakkar, MBA, IMBB™

Ç Akshay Khosla sharing his reflections in roundtable discussion.

Ç ARP professional learners attending their last workshop.

Learning is a treasure that will follow its owner everywhere.

—CHINESE PROVERB

´ Meshanda Ellison sharing the scrapbook she made of her time in the program.

´ Natasha Frank sharing her insights and reflections being interviewed by Kehinde Ladipo.

The aim of education is the knowledge, not of facts, but of values.

—WILLIAM S. BURROUGHS

Ç Kehinde Ladipo participating in the PowerPoint Karaoke workshop.

´ Kanban board created by the ARP professional learners in Doug Thomson and Emma Smith’s workshop, “Project Management: The Basics.”

Something is wrong if workers do not look around each day, find things that are tedious or boring, and then rewrite the procedures. Even last month’s manual should be out of date.

—TAIICHI

OHNO, JAPANESE INDUSTRIAL ENGINEER AND BUSINESSMAN, CREATOR OF THE KANBAN METHOD

´ Priscilla Enetomhe participating in a workshop.

Ç

The more that you read, the more things you will know, the more that you learn, the more places you’ll go.

—DR. SEUSS

³ Camila Perez Peña leading her workshop Human-Centred Design and Autoethnography.

ARP professional learners engaged in Dr. Ginger Grant’s Grant Writing Workshop.

“We can’t solve problems by using the same kind of thinking we used when we created them.”

—ALBERT EINSTEIN

PHOTO COURTESY OF MESHANDA ELLISON

NEXT STEPS

Reflections and Recognition

ARP’s success lies in the hands of the dedicated mentors, facilitators, and professional learners who believe in the power of accessible research. We end with heartfelt gratitude and reflections from those who shaped this journey.

³ The ARP Professional learners exploring Humber Arboretum

WHEN IT COMES TO RESEARCH, WHAT’S NEXT FOR YOU?

Next in my research journey, I aim to focus on expanding my expertise in designing and leading complex projects that address pressing societal challenges. I plan to delve deeper into interdisciplinary research, exploring innovative solutions in areas like accessibility for older adults, while continuing to refine my skills in data analysis and evidence-based reporting. I’m also interested in mentoring and collaborating with emerging researchers, helping to build strong teams and contribute to impactful, real-world research outcomes.

—FATIMA MOMIN

Many things yet to come.

—ANONYMOUS

My next steps in research naturally lead me toward the healthcare sector, with a foundation in biotechnology and experience in managing research projects, I believe I can contribute to healthcare innovation.

In healthcare, I can explore roles that focus on clinical research, public health, or healthcare policy, where my ability to navigate complex systems and collaborate with multidisciplinary teams will be invaluable. Based on my past research, I am passionate to improve the built environment to promote healthier living spaces.

—AKSHAY KHOSLA

Developing an electromagnetic/Radiofrequency gadget.

—GEORGES LIVANOS

I am currently working a research study involving the literacy skills of inmate populations in Canada. This is being done outside of my teaching hours/work commitments and has not interfered with my assigned duties as a Professor within the FSCS, CJS program.

—MIRA KAPETANOVIC

I am planning on completing my PhD dissertation in the next year and hopefully contribute more to research at Humber.

—SUSAN MACGREGOR

Moving forward, I plan to build on the skills and insights gained during the Applied Research Program. Ultimately, I aim to contribute to projects that make a meaningful impact while continuing to refine my abilities as both a researcher and a professional.

—GURPREET KAUR

GRATITUDE & FINAL REFLECTIONS

Closing the Journey with Appreciation

As the first cohort of the Applied Research Program (ARP) concludes, we take a moment to reflect on the journey and recognize the people who brought it to life. The success of ARP lies not only in its structured curriculum or certification but in the passion, dedication, and open-mindedness of everyone involved. From mentors and facilitators to each professional learner, this journey has been a collective effort—one that emphasizes the power of accessible research and the profound impact of a shared vision.

“The ARP experience was transformative,” shares Emma Smith, Associate Dean of Scholarship of Teaching & Learning . “It brought people together, ignited their curiosity, and gave them a platform to pursue questions they might not have considered otherwise. Seeing the growth in each participant has been inspiring.”

Facilitators—The Guides on This Journey

The mentors and facilitators played an essential role in shaping ARP, acting as both guides and companions on this research journey. They shared their expertise generously, offered encouragement, and were always ready to lend a helping hand. From weekly workshops to one-on-one feedback sessions, our mentors provided professional learners with a safe space to ask questions, explore ideas, and confront challenges. Their commitment created an environment where everyone felt valued, supported, and inspired.

“Mentorship in ARP wasn’t just about teaching research skills,” reflects one mentor. “It was about building confidence, nurturing curiosity, and empowering each participant to see themselves as researchers.”

The Professional Learners—Heart of the ARP Experience

To our ARP professional learners: you are the heart and soul of this program. Each of you brought a unique perspective, a genuine curiosity, and an openness to learn and grow. Your willingness to take on the challenge of research, explore unfamiliar terrain, and support one another has set a high standard for future cohorts. From the initial nervousness to the final project presentations, your dedication and resilience have been remarkable.

One professional learner summed it up best: “ARP showed me that research isn’t as intimidating as I thought—it’s an ongoing journey of learning, one that connects us to our community and to new ideas.”

The Ripple Effect—Continuing the Journey Beyond ARP

As we conclude this chapter, the journey doesn’t end here. ARP is designed not only to equip professional learners with research skills but to inspire them to share their knowledge and insights with others. We look forward to seeing the ripple effect of this program as our professional learners apply what they’ve learned, contribute to their communities, and perhaps even mentor future ARP cohorts. The spirit of ARP lives on in each of you, in every question you ask, and in every step you take to make research more inclusive and impactful.

“Research is a journey of curiosity, collaboration, and discovery,” says Anju Kakkar, Managing Editor of Humber Press. “And it’s a journey that we are all proud to have shared with you.”

Power of Community

We close this issue with deep gratitude for everyone who contributed to ARP’s success. This program is a testament to the power of community, the beauty of shared learning, and the belief that research should be accessible to all. Thank you for being part of this vision and for making it a reality. As we look to the future, we are filled with hope, knowing that the seeds of knowledge and curiosity planted here will continue to grow and inspire.

Here’s to the next chapter—wherever your research journey may lead.

QUIPS QUOTESAND

The creation of something new is not accomplished by the intellect, but by the play instinct arising from inner necessity. The creative mind plays with the object it loves.

Carl Jung, Swiss psychiatrist and psychotherapist

A pile of rocks ceases to be a rock pile when somebody contemplates it with the idea of a cathedral in mind.

Antoine de Saint-Exupéry, French writer

If I have 1,000 ideas and only one turns out to be good, I am satisfied.

Alfred Nobel, Swedish chemist and inventor

The frog in the well knows nothing of the sea.

Japanese proverb

Education should cultivate a love for learning and an appreciation for lifelong inquiry.

Martha Nussbaum, American philosopher

The

power to question is the basis of all human progress.

Indira Gandhi, Former Prime Minister of India

It had long since come to my attention that people of accomplishment rarely sat back and let things happen to them. They went out and happened to things.

Leonardo da Vinci, Polymath

A SPARK of Wisdom

Always the beautiful answer who asks a more beautiful question.

—E.E. CUMMINGS

PHOTO BY MESHANDA ELLISON

Ç ARP professional learners enjoying one aother’s company in the Humber Arboretum.

Read the document (humber.ca/buildingbrilliance.html)