If someone had told me during my first year in the Accounting and Financial Management (AFM) program, that I’d spend my final year analyzing and comparing AI tools as part of a research project, I would have looked at them like they had two heads. But that ended up being one of the most valuable parts of my experience in the School of Accounting and Finance’s (SAF) Fellowship Program.
What drew me to the research assistant (RA) role was the opportunity to work on something real alongside faculty. Within the Fellowship Program, students can complete their hours through teaching assistant (TA) or RA roles. In my experience, research roles offer a lot of flexibility and freedom. You’re given a problem without a clear answer and expected to figure out how to approach it. That was what appealed to me. The project itself focused on AI, a technology that is front of mind across many industries, and specifically on testing how AI tools compare to the quality of work traditionally done by professionals. That combination of relevance and open-ended problem-solving made it an easy decision to apply.
My work involved evaluating and comparing different AI tools in a structured way. I started by ranking models based on publicly available research and personal use, then selected the top performers and tested them through a strict, iterative process. This meant months of refining prompts, adjusting inputs and adding context to improve the quality of outputs. Over time, I was able to see clear differences in how each tool performed, as well as how sensitive results were to the way questions were asked or information was given. It became clear that getting strong outputs wasn’t just about the tool itself, but about how effectively it was used.
Working closely with Professor Efrim Boritz made the experience feel much more like a professional environment than a typical class. He provided initial direction but also trusted me to take ownership of the work, with regular check-ins to refine ideas and stay on track. That balance of independence and guidance was a huge part of what made the role valuable. A major highlight was the opportunity to present our research at the University of Waterloo Centre for Information Integrity and Information Systems Assurance (UWCISA) Symposium. Being able to contribute to a live research project and present it to a group of faculty and professionals specializing in the field gave me exposure to how research is communicated and discussed beyond the classroom.
The Fellowship Program has had a direct impact on my academic and professional path. It gave me the chance to gain meaningful experience during academic terms and develop skills that I now use regularly in the workplace, particularly from my most recent role focused on using AI effectively. It also helped me build strong relationships with faculty and peers—relationships that have continued post-grad.
For first-year students considering the Fellowship Program or research roles more broadly, my advice is simple: you have time. It’s easy to feel like you need to focus only on coursework when you’re looking at your 1A/1B schedule – I know I did. I passed up both academic and athletic opportunities because I was worried about how they would affect classroom performance. By my later years, I realized you do have time to do it all. I ended my third and fourth years as a part of many school clubs along with being a varsity athlete. Some of the most valuable experiences and skill development happen outside the classroom. Taking on something extra may seem like a lot, but it’s manageable, and worth it.
If you’re specifically considering research, I would strongly recommend it. In my experience, it offers exposure to new topics, develops skills you won’t get in class and gives you the chance to work on problems that don’t have predefined answers alongside some incredibly intelligent people. It’s one of the most rewarding experiences you can have during your time at Waterloo—and getting paid for it doesn’t hurt either.
