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Research Common

 

Research Common

Information on conducting original research and on the supports available for research at Red Deer Polytechnic.

RDP-SSHRC Internal Grants Program

 All applicants and grant holders are required to follow the RDP-SSHRC Internal Grants Program Guidelines


Overview
Through its SSHRC Institutional Grants (SIG) funding opportunity, the Social Sciences and Humanities Research Council (SSHRC) provides annual block grants to help eligible Canadian post-secondary institutions fund, through their own merit review processes, small-scale research and research-related activities by their faculty and students in the social sciences and humanities. SIG funds are intended to help Canadian postsecondary institutions strengthen research excellence in the social sciences and humanities.

Red Deer Polytechnic (RDP) received its first SIG award in 2022. The amount of the block grant is determined by the number of full-time faculty members whose disciplines fall within the social sciences and humanities and the total value of support received through SSHRC funding opportunities in the previous three competition years. Calculation of the SIG block grant occurs once per three-year funding cycle.

Grant Streams Summary

  SSHRC Explore Grants SSHRC Exchange Grants Grants in Aid of Open Access (OA) Publishing
Purpose
Research and research-related activities
Knowledge mobilization Knowledge mobilization
Value up to $6,000 up to $3,000
Duration Spring 2024 Intake: 1 year from September 1, 2024 to August 31, 2025

Fall 2024 intake: 1 year from January 1 to December 31, 2025		 determined by award date
Deadline Spring 2024 Intake: May 10, 2024 at 4:30 PM

Fall 2024 Intake: October 31, 2024 at 4:30 PM		 Rolling intake
Results announced Successful applicants will be notified, if possibly, in June 2024 (Spring 2024 Intake) and December 2024 (Fall 2024 Intake).

Results are embargoed/confidential until official notification is released through the Centre of Teaching, Learning and Scholarship.		  

Eligibility
This is a summary only. Please refer to the RDP-SSHRC Internal Grants Program Guidelines for the complete set of eligibility requirements.

Subject Matter:

This funding opportunity is restricted to proposals involving SSHRC-eligible disciplines, thematic areas, approaches, or subject areas.

SSHRC eligible disciplines are not the same as categories of disciplines for programs and recognition of credits for graduation. Examples of disciplines included, but not generally known are: management, business and administrative studies; education, communications and media studies; library and information science.

Applicants:

  • Only those faculty with a continuous, conditional continuous, probationary continuous, or sessional appointment who are conducting research in disciplines consistent with SSHRC’s mandate are eligible to apply.
     
  • The applicant must be affiliated with Red Deer Polytechnic throughout the entire award period or for a shorter period of time that is sufficient to complete the deliverables promised in the application.
     
  • An emerging scholar category is available under the SSHRC Explore and Exchange streams to those faculty who meet the requirements.
     
  • An individual cannot hold more than one SIG-funded grant for the same project or activity in a given competition year. Also, a project cannot be funded using multiple SIG-funded grants separately awarded to more than one researcher.

Co-applicants must meet the same eligibility requirements as applicants.

 

This program is made possible through the support of the Social Sciences and Humanities Research Council.

SSHRC Explore Grants:
  • support researchers with modest research funding requirements at any career stage;
  • allow for small-scale innovation and experimentation by providing funding to develop a research project or to conduct pilot work; and
  • enable researchers to hire students to participate in their research projects.
Overview
Value up to $6,000
Duration

Spring Intake: May 10, 2024 at 4:30 PM

Fall Intake: October 31, 2024 at 4:30 PM
Results Announced June 2024 (Spring Intake) and December 2024 (Fall Intake)

Application Materials

Evaluation Criteria

Applications will be assessed according to the following criteria:

Challenge — The aim and importance of the endeavour (40%)

  • originality, significance, and expected contribution to knowledge;
  • clarity of objectives;
  • appropriateness of the literature review;
  • appropriateness of the theoretical and methodological approaches;
  • chosen method(s) demonstrates how the objectives will be met;
  • quality and specificity of the EDI considerations;
  • potential for the project results to have influence and impact within and/or beyond the social sciences and humanities research community; and
  • if applicable, quality of training and mentoring to be provided to students (as well as emerging scholars and other highly qualified personnel (HQP) as appropriate) and opportunities for them to contribute

Feasibility — The plan to achieve excellence (40%)

  • appropriateness of the proposed work plan and probability that the objectives will be met;
  • appropriateness of the requested budget and justification of proposed costs;
  • appropriateness of the research design and strategies for conducting the proposed activities;
  • quality and appropriateness of knowledge mobilization plans, including effective dissemination, exchange, and engagement with stakeholders within and/or beyond the research community, where applicable; and
  • appropriateness of the data management plan (DMP)

Capability —The expertise to succeed (20%)

  • quality, quantity, and significance of past research experience and published and/or creative outputs of the applicant and any co-applicants, relative to their roles in the project and to their stages of career;
  • evidence of other knowledge mobilization activities (e.g., films, commissioned reports, knowledge syntheses, collaboration/other interactions with stakeholders, contributions to public debate) and of impacts on professional practice, social services, and policies, etc.;
  • evidence of contributions to the development, training, and mentoring of students, postdoctoral researchers, and other highly qualified personnel (HQP) and to emerging scholars relative to stages of career; and
  • potential of the applicant and any co-applicants to make future contributions and secure external grants

SSHRC Exchange Grants:

  • support the organization of small-scale knowledge mobilization activities (e.g., workshops, seminars) to encourage collaboration and the dissemination of research results both within and beyond the academic community; and

  • allow researchers to attend or present their research at scholarly conferences and other dissemination venues to encourage the exchange of ideas and research results at the national and international level.

Overview
Value up to $6,000
Deadline Spring 2024 Intake: May 10, 2024 at 4:30 PM

Fall 2024 Intake: October 31, 2024 at 4:30 PM
Results Announced June 2024 (Spring Intake) and December 2024 (Fall 2024 Intake)

Application Materials

SSHRC Exchange Grant Application Form

Evaluation Criteria

Applications will be assessed according to the following criteria:

Challenge — The aim and importance of the endeavour (40%)

  • clarity of the stated objectives and defined scope of the knowledge mobilization activity, including use of open access (OA) forms of mobilization (e.g., open access publications, websites, publicly accessible databases, institutional repositories) as appropriate;
  • evidence of the quality and significance of the research results to be mobilized, including a clear delineation of a well-defined body of knowledge to be mobilized;
  • evidence of the quality and significance of the knowledge mobilization activity (including effective dissemination, exchange, and engagement with stakeholders as appropriate), its scope and potential contribution, and the degree to which the activity attracts appropriate participants;
  • potential for the project results to have influence and impact within and/or beyond the social sciences and humanities research community;
  • if applicable, quality and specificity of the EDI considerations; and
  • If applicable, quality of training and mentoring to be provided to students (as well as emerging scholars and other highly qualified personnel (HQP) as appropriate) and opportunities for them to contribute

Feasibility — The plan to achieve excellence (40%)

  • appropriateness of the proposed timeline and probability that the objectives will be met; and
  • appropriateness of the requested budget and justification of proposed costs

Capability —The expertise to succeed (20%)

  • quality, quantity, and significance of past research experience and published and/or creative outputs of the applicant and any co-applicants, relative to their roles in the project and to their stages of career;
  • evidence of previous knowledge mobilization activities and of impacts on professional practice, social services, policies, etc.; and
  • potential of the applicant and any co-applicants to make future contributions and secure external grants
Grants in Aid of Open Access Publishing:
  • support the dissemination of research results in open access (OA) peer-reviewed venues; and
  • allow researchers to pay article processing charges (APCs) or book/chapter processing charges (BPCs/CPCs).
Overview  
Value
up to $3,000
Deadline
ongoing intake
Duration determined by award date
Results Announced
at least 10 business days from date received by the Centre of Teaching, Learning and Scholarship

Application Materials

Evaluation Criteria

Applications will be assessed according to the following criteria:

  • target venue is reputable and follows a peer-review process with a level of rigor suitable to the relevant discipline/genre; and
  • sufficient proof of manuscript acceptance, the associated article processing charge (APC) or book/chapter processing charge (BPC/CPC), and payment of the fee

Faculty Professional Development Funding

Some funding for research and scholarly activities is available to RDP faculty through the Faculty Professional Development Committee, such as Extended Funding Grants which are now divided into two pots: scholarship and traditional.

Additional funding available through the the Faculty Research and Scholarship Fund as part of Letter of Understanding  #9 in the FARDP Collective Agreement; this fund specifically supports research related expenses including travel, course release and sabbaticals.

For information on these funding opportunities, including eligibility requirements and application deadlines, please see the Faculty PD section in the Loop.

 

Recipients from 2022 and 2023 Competitions

Fall 2023 SSHRC-IG - Explore Grant

Researcher: Dr. Choon-Lee Chai (Sociology Instructor in Humanities and Social Sciences, School of Arts and Education) and Caitlin Ratcliffe, MLIS (Librarian, Division of Student Success)

Project title: Red Deer Polytechnic (RDP) as a ‘Place’: A Photovoice Study of RDP International Students’ Place-based Experiences

Project Summary:   This research aims to study international students’ experiences of “place” at Red Deer Polytechnic (RDP). Arriving in a new place, international students often experience feelings of unfamiliarity, displacement, and alienation. To overcome this sense of dislocation, they engage in activities such as placemaking and spatial homemaking to forge a sense of continuity and belonging. Their interactions with campus spaces shape their sense of RDP as a place, which has a unique socio-cultural and geographical makeup that presents specific learning opportunities and challenges to international students. Little is understood about how feelings of place disruption or identity dislocation might impact student learning and their lives. This research will fill the knowledge gap through international students' narratives of comfortable and uncomfortable places at RDP. International students are part of the Red Deer community, and the research findings will forge a better understanding of their presence, contributions, and challenges they face, as RDP and Red Deer venture to make Central Alberta a welcoming and inclusive place of destination for international migrants.
 

Fall 2023 SSHRC-IG - Explore Grant

Researcher: Dr. Jamie Prowse-Turner (Psychology Instructor in Humanities and Social Sciences, School of Arts and Education)

Project title: An Exploratory Analysis of the Relationship Between Birth Trauma and Childhood Trauma

Project Summary: The perinatal period is one anticipated with joy. However, for many mothers, the experience can result in physical and emotional trauma. Although birth trauma is considered a subjective experience, the general conceptualization of the experience is complex. This research will aim to address how childhood trauma may make women more vulnerable to experiencing birth trauma, specific factors and unique characteristics of mothers related to their experience, and the outcomes of the interaction of these variables following birth. This research will fill a gap in the field and provide insights that may influence practitioners, policy makers, and the general public by promoting maternal mental health and well-being and, ultimately, contributing to healthier families.

Spring 2023 SSHRC-IG - Explore Grant

Researcher: Dr. Jones Adjei (Sociology Instructor in Humanities and Social Sciences, School of Arts and Education)

Project title: Corporal Punishment: Effect of Social Learning on the Intergenerational Transfer of Abuse

Project Summary: Corporal punishment involves the use of physical force such as spanking, hitting, or slapping by adult caretakers to correct, discipline, or control a child’s inappropriate behaviour. Variously referred to as “spanking”, “popping”, or “smacking”, this form of punishment is generally intended to cause physical pain but often perceived to not intentionally cause physical injure the child (Criss et al. 2021). In this project, Dr. Adjei, with Student Research Assistants, will examine Canadian attitudes towards corporal punishment and assess alternative forms of child discipline other than corporal punishment among Central Albertan parents with children aged between 3 and 12 years old. The results of this study will support the development strategies for effective child safety advocacy efforts in partnership with local community agencies.
 

Spring 2023 SSHRC-IG - Explore Grant

Researchers:

  • Applicant: Dr. Juliet Onabadejo, School of Health and Wellness
  • Co-Applicant: Dr. Folajinmi Oluwasina, Donald School of Business, Science and Computing

Project title: Investigating the Impact of Racial Discrimination on the Mental Health of Black Canadians

Project summary: The study aims to examine racial discrimination's effect on Black Canadians' mental health and determine the underlying processes and elements that contribute to this impact.  By analyzing the unique experiences of Black Canadians, the research team will add to current literature on racial discrimination and mental health, with the ultimate objective of guiding policy and practice to improve mental health outcomes for Black Canadians and other marginalized populations.

Grant in Aid of Open Access Publishing

Authors:

  • Natalie Ford, RN, MN, CCNE, School of Health and Wellness
  • Larissa Gomes, RN, MN, CCNE, School of Health and Wellness
  • Dr. Stephen SBRE Brown, School of Arts and Education

Article Citation: Ford NJ, Gomes LM, Brown SB. Brave spaces in nursing ethics education: Courage through pedagogy. Nursing Ethics. 2023;0(0). doi.

Abstract: Given the critical need to create morally supportive learning spaces which support civil discourse in nursing ethics education, the authors investigated the use of intentional pedagogy which fosters authentic engagement and courage in the classroom using a brave space framework. Using an exploratory cross-sectional design, data was collected from a nursing healthcare ethics and law course which was using a collaborative assessment called the engagement self-assessment (ESA). The research explores the influence of the ESA in the classroom and it's alignment with and creation of brave spaces within the learning environment. Findings support the use of a teaching tool and assessment such as the ESA to facilitate instructor expectations of civil discourse. Commitment to brave spaces was not influenced by the ESA, but rather by a mutual commitment to one another- indicating deep commitment and recognition of impact on one another. The use of brave spaces in nursing ethics education is a novel approach not yet published in the nursing ethics literature. Results of the study offer novel insights into the transformative impact of using brave spaces to support vulnerability in learners and the creation of inclusive and morally supportive learning spaces in higher education.

Research Impact: Given the critical need to create morally supportive learning spaces which support civil discourse in nursing ethics education, the authors investigated the use of intentional pedagogy which fosters authentic engagement and courage in the classroom using a brave space framework. Using an exploratory cross-sectional design, data was collected from a nursing healthcare ethics and law course which was using a collaborative assessment called the engagement self-assessment (ESA). The research explored the influence of the ESA in the classroom and alignment with and creation of brave spaces within the learning environment. Impact of research on learners at RDP: Results support the use of engagement assessment tools which promote agency, diversity in engagement, and independence for learners in our nursing program. Using a brave space framework can help transform the fear of vulnerability in learning spaces into authentic learning with one another.

Impact of research on broader community: The use of brave spaces in nursing ethics education is a novel approach not yet published in the nursing ethics literature. Results of the study offer new insights into the transformative impact of using brave spaces to support vulnerability in learners and the creation of inclusive and morally supportive learning spaces in higher education. Future and current uses: Brave learning spaces are now embedded into the healthcare ethics and law course in our nursing program and is being piloted in our nursing simulation program. Expanded uses of brave learning spaces continues to be explored to support graduates who can exemplify bravery and accountability.  
 

Fall 2022 SSHRC-IG - Explore Grant

Researcher: Dr. Laura Davis (English Instructor in Humanities and Social Sciences, School of Arts and Education)

Project title: Margaret Atwood and Literatures of the Environment

Project Summary: Dr. Laura Davis was awarded an Explore Grant for a new research project examining noted Canadian author Margaret Atwood’s archival papers for correspondence with environmental organizations. In her project, “Margaret Atwood and Literatures of the Environment,” Dr. Davis engaged in original archival research at the Thomas Fisher Rare Book Library at the University of Toronto to discover how and to what extent Atwood’s environmental activism has enabled protections of the environment, and, by extension, what her contributions suggest about Canadian literature and its impact on environmental policies and social change.
 

Fall 2022 SSHRC-IG - Exchange Grant

Researcher: Dr. Anah-Jayne Samuelson (English Instructor in Humanities and Social Sciences, School of Arts and Education)

Project title: Indigenous Resurgence through Wahkohtowin: David A. Robertson's Re-imagining of Canada's Foster Care System in The Barren Grounds

Project Summary: Dr. Anah-Jayne Samuelson, School of Arts and Education, was awarded an Exchange Grant to present her work on David A. Robertson’s (Norway House Cree) children’s novel The Barren Grounds (2020) at the International Research in Children’s Literature Congress in 2023. Her presentation, “Indigenous Resurgence through Wahkohtowin: David A. Robertson's Re-imagining of Canada's Foster Care System in The Barren Grounds” and the feedback she received at this conference is informing the revision of her work for publication.