Reflections on a CEnR Journey in a Research Methods Course
Shunyan Lyu, Smrti Gulia, Samridhi Gulia, Manu Sharma
Thompson Rivers University
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Abstract
This Scholarship of Teaching and Learning study explores a graduate-level Research Methods course for international students that was designed around a Community-Engaged Research (CEnR) project. Using a qualitative methodology drawing on instructor and student reflections, this study examines how the experiential course design fostered research competencies, cultural awareness, and a sense of belonging. Framed by Social Exchange Theory, the inquiry analyzes the pursuit of reciprocity and mutual benefit among university and community stakeholders. Findings reveal significant pedagogical benefits, including enhanced methodological skills and ethical awareness through authentic partnerships. However, the data also highlight challenges related to students' cultural adjustment and academic stress, and a persistent lack of institutional support for CEnR sustainability. This study contributes to the literature by positioning CEnR as a social justice practice that humanizes graduate education and disrupts traditional pedagogy for marginalized student populations. It calls for universities to institutionalize CEnR through policy, funding, and mentorship to ensure equitable access for students and long-term benefits for community partners, thereby advancing the ideals of socially just education.
Lay Abstract
This study looks at a university research class for international graduate students that partnered with a local community organization. By reviewing the everyday experiences of the students and their instructor, the research explores how working directly with the community helped students learn practical skills and feel more connected to their new home. We found that while this hands-on approach greatly improved students' research abilities and their understanding of local ethical standards, it also brought significant challenges. Students faced high academic stress and difficulties adjusting to a new culture while managing a demanding, real-world project within a short semester. Additionally, the study highlights that universities often rely on the extra, unpaid effort of individual teachers to run these community projects rather than providing official, long-term support. Ultimately, this research argues that universities need to provide reliable funding, clear policies, and structured mentorship for community-based learning. Doing so creates a more welcoming educational experience for international students and ensures local community partners truly benefit from the collaboration.
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About the Researcher
Shunyan Lyu is a Research Assistant affiliated with Thompson Rivers University and Beijing Normal-Hong Kong Baptist University, holding a Master of Education. His research bridges social psychology and educational practices, with core interests focusing on intergroup relationships, the internationalization of education, and academic help-seeking behaviour.
Actively pursuing PhD opportunities, Shunyan is highly open to collaborative research initiatives across the fields of education and the social sciences.
Acknowledgments
This research and the accompanying presentation were developed in collaboration with my co-author, Dr. Manu Sharma (Thompson Rivers University). Selected Manuscript
Lyu, S., Gulia, S., Gulia, S., & Sharma, M. (2025). Inspiring students and learning with community: A unique research methods course experience [Manuscript in second round revision].
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