For as long as I can remember, I’ve loved research and it’s why I wanted to be a scientist.
The word “research” can be interpreted narrowly so we use the word “scholarship” to reflect the wonderful breadth and depth of research and creativity across the academy. But no matter what term we use, what gets me most excited is the central thread of “new thinking” that is woven through all the variations. The curiosity that drives people to question and reframe how we look at the world using critical thinking is tremendously exciting to me. It’s also central to the way we inspire our students to explore their passions and discover new approaches to solving problems and seizing opportunities.
When I was in grade three, my teacher talked about how researchers solved the mystery of malaria transmission. Scientists, we learned, discovered that malaria was not caused by bad air (miasma), but spread by infected mosquitoes. Our teacher also told us that to prevent mosquitoes from maturing and spreading the disease, they would sometimes put a thin layer of oil on top of water bodies. That just seemed wrong – a solution to a problem that caused other problems. However, that story sparked my interest in science and finding solutions and has stuck with me ever since.
As my grade three teacher did for me, the “new thinking” our faculty bring to their classrooms inspires our students. Unlike grade school, though, we’re not teaching a curriculum. It is essential that our faculty and academic administrators are at the top of their game, and that they have opportunities to stay connected to the latest research in their fields. They need this knowledge to deliver an exceptional education.
There’s also the value of curiosity and the freedom to be curious. When our faculty are excited by their fields of expertise and can share discoveries to be examined by their peers, we show our students how new ideas benefit from testing and collaboration. Simply put – if you want passionate graduates excited to apply innovation and cutting-edge skills in their careers, you need passionate faculty who are deeply connected to their area of expertise to inspire and encourage them. This is part of MacEwan’s success – and our graduates continue to be recognized for their connection to new ideas, and the curiosity and critical-thinking skills to bring those ideas to life.
As a university, we must stimulate discussions on how new thinking can be applied to any field. I recall my early research on ecological succession, specifically how the mix of algae in lakes varies over time. The existing thinking described a very orderly and predictable pattern that leads to a state of equilibrium, but our data did not align with this understanding and helped shift the paradigm. Not surprisingly, we know now that the patterns are more complex and tied to the frequency of large perturbations.
I’ve seen faculty inspired to develop fresh ideas through a new book or score, by analyzing social issues to inform policy or via rigorous experimentation in the lab. These new perspectives also bring deeper understanding to current knowledge, such as applying Indigenous research methods to existing concepts.
This broad perspective is especially important in our community-based research, where what we examine and study has real-life applications. For example, MacEwan’s experts in early childhood learning education used their research to develop a new curriculum for Alberta’s daycares and day homes. With our on-site daycare serving as a living lab for their research, MacEwan was instrumental in elevating early childhood development in Alberta. The imaginative use of play is changing how we think about early childhood learning.
Connecting our scholarship to help solve community challenges is the backbone of MacEwan’s research. The topics our four Canada Research Chairs study – social entrepreneurship, immersive learning, urban wellness, and public understanding of sexual and gender minorities – tie in well with our role as a downtown, teaching-focused university connected with community.
We’ve also recently approved three research groups formed by MacEwan faculty members – Inclusive Experiential Learning, Indigenous Research and Black Community Research – that leverage the strengths and interests of our academics to focus on specific, timely issues.
These centres and groups create capacity and space for interdisciplinary approaches to important topics, as colleagues challenge, test, support and collaborate with each other, all while advancing progress in key areas of scholarship.
Finally, research creates tremendous opportunities for students. MacEwan undergrads have more opportunities to get involved in research projects than most comprehensive universities, where research prospects are typically the purview of graduate students.
The rich mix of undergraduate research at MacEwan was on display recently at Student Research Day on April 17. Interest was higher than ever this year, with 301 students sharing their work – a 17 per cent increase over last year’s already impressive 257 applications. It was inspiring to see the passion and hard work our students put into exploring solutions to issues affecting our communities.
These same students will soon be alumni, using the skills they’ve learned to further innovation as they begin their careers. I see a lot of hope and potential for our future.
Dr. Annette Trimbee
President and Vice-Chancellor