When do student projects require research ethics review?

Any use of animals in research, teaching or testing, including device or prototype development, requires both a merit review and an ethics review. If a project may involve animals (your own, or animals housed at the university or elsewhere), email oreaupp@uwaterloo.ca for guidance.

The University of Waterloo encourages students to learn various methodologies and techniques through individual or group projects. Course-based research activities may contribute to the acquisition of research skills and/or contribute to new, generalizable knowledge. These activities fall within the scope of a research ethics review (TCPS 2 Governance Interpretation #8). Course-based research activities are considered different from research papers or projects designated as a “thesis” at either the undergraduate or graduate level, and do not mention “thesis” in the course title or descriptions. 

Considerations for distinguishing when an activity is course-based research:

• The objective of the project/data collection is for the student to acquire skills involved with conducting academic and scholarly research in a rigorous manner.
• This objective is in the course syllabus, includes an evaluation scheme/rubric, descriptions, and is typically characterized as research or developing/practicing research (e.g., conduct interviews to collect data for use in a course assignment, or to practice interviewing techniques).
• Evaluation criteria include an assessment of the quality of the research conducted.
• While pedagogical in nature, the process can generate knowledge and results that reflect scholarly or academic traditions and customary approaches used in the discipline.
• Findings and results are typically not disseminated beyond the classroom or department, but are of sufficient quality to be shared via posters, seminar presentations or conferences.

Details related to timelines and information for submitting an ethics application for student course-based research can be found on the course projects page.

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Experiential learning is primarily development, training, practice and applied learning, which is part of the normal vocational and disciplinary interactions (e.g., conducting an interview with a potential client) and the transfer of job or vocational-related training. Experiential learning, such as co-op placements, internships, studio-based courses, design challenges and student capstone projects extend these opportunities by enabling students to apply disciplinary knowledge in authentic, real-world contexts. Capstone projects can involve collaborating with partners, designing prototypes or solutions, and collecting user or stakeholder feedback. While these activities may include information gathering or user interaction, they are typically pedagogical and intended to support student learning. Capstone projects are typically not intended to conduct research as defined by TCPS 2 (Article 2.1, TCPS 2), and so this type of activity does not require research ethics review. 

Ethical and professional oversight

While not all activities will require an ethics review, professional and vocational standards are still expected to be upheld (Chapter 2, TCPS 2). Experiential learning activities outside the scope of research ethics review may still have ethical concerns and considerations that arise. Oversight from faculty members, instructors, program coordinators, etc., and awareness of potential ethical issues and professional best practice is necessary and expected.

Considerations for distinguishing when activities are experiential learning:

• Skills are being developed as part of the vocation’s requirements (i.e., are not incidental skills within the occupation or vocation).
• The key person benefiting from the activity is the student.
• Not characterized as research or the development of research skills as outlined in a syllabus, assessments, descriptions or outputs (e.g., not listed as a ‘thesis’ in a course description or syllabus).
• Typical contacts are people within the classroom, department, faculty or the organization within which the skills are being developed; this may include close contacts such as friends and family.
• No intention of conducting research (i.e., producing generalizable knowledge) which would be of benefit outside the specific organization (company, etc.) within which the skills are being developed.
• No intent for the outcomes, information collected or final report to meet scholarly and disciplinary standards for academic publishing or presentation to external scholarly groups as research.
• Typically, it will not be disseminated outside the student group, classroom, department, faculty or institution.

These information-gathering projects should:

• Clearly state “this is not a research study” and avoid the use of language that presents the activity as academic research (e.g., research, thesis, consent).
• Align with the appropriate standards of conduct and review processes required by the relevant faculty. 
• Conform to ethical standards within the profession.
• Not fall under the possible exceptions.

For more information or to discuss whether a data collection activity is research or experiential learning, it is recommended that you contact the ORE. 

Applying the definition of experiential learning to capstone projects:

• Professional skills that are being developed can include assessing customer needs or conducting a market assessment/analysis.
• The objective of information collection is to focus on the creation, development and/or improvement of a test or prototype product or service (e.g., user feedback/testing of a prototype or product such as a mobile app, design activities).
• Data or information collected is used internally by a student/student group.
• Outcomes/findings are unlikely to be communicated outside the university.
• Typically, it involves adults over the age of 18 and healthy populations.
   

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Additional considerations and exceptions

Exceptions that require either a research ethics review or an institutional review, such as through the Safety Office:

• Testing as part of a research study: Experiential learning and capstone projects require an ethics review by the University of Waterloo Research Ethics Board if the proposed activities are part of a research study or the product being developed is to be tested on humans as part of a research study.
• Use of animals: Any use of animals in research, teaching or testing (e.g., of a prototype) requires a merit review and an ethics review. If you are thinking about developing a device, process or activity that may involve using animals, whether the animal is your own, housed at the university or elsewhere, email oreaupp@uwaterloo.ca for additional information and discuss the project.
• Device and equipment review: Equipment or devices to be tested or used on humans at Waterloo require review by the Safety Office before use, even if not being used in a research study. When creating or developing devices or equipment, an Equipment and Device Safety Risk Assessment Review (PDF) by the Safety Office may be required. Please email the Safety Office at safety@uwaterloo.ca to discuss.
• Working with biological materials: Use of human or animal tissue or fluids needs to follow the guidance of the Safety Office on biosafety for appropriate use and handling, even if an ethics review is not required.
• Dissemination or publication of findings does not determine whether something is research or requires ethics review: If you wish to publish the findings from your experiential learning activity or capstone project, be sure to contact the intended conference organizer or editor of the publication to determine whether they require ethics review as one of the conditions.

Differentiating between student course-based research and experiential learning

When deciding how best to categorize a proposed data collection activity, consider who benefits the most from the data collection exercise, who will be contacted to collect the information, where and how the information will be used, and the scholarly rigour associated with the information collection activities.

Comparison of course-based research and experiential learning

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