When cutting-edge campus research meets real-world community needs, students don't just learn science—they become scientists.
Picture this: a bright, motivated undergraduate student sits in a lecture hall, learning about groundbreaking scientific discoveries from a textbook. They're passionate about science but may never experience the thrill of discovery themselves. For many science students, this is the reality—learning about science without actually doing science.
This gap between theoretical knowledge and practical experience represents one of the most significant challenges in undergraduate science education. Without authentic research experiences, students may never develop the critical thinking, problem-solving, and collaborative skills that define successful scientific careers 3 . Fortunately, an innovative solution is emerging through partnerships between universities and non-profit organizations that are transforming how students engage with science.
Students develop analytical skills through real research challenges
Authentic problems require innovative solutions
Working with peers and community partners builds teamwork
At its core, an undergraduate research experience (URE) moves students from the role of passive learners to active contributors to scientific knowledge. These aren't canned laboratory exercises with predetermined outcomes; they're authentic scientific inquiries that address genuine research questions 3 .
Course-based Undergraduate Research Experiences embedded directly into course curricula, allowing all enrolled students to participate regardless of their background or resources 3 .
Summer Research Experiences provide intensive, full-time research opportunities during summer breaks.
Student-directed projects under faculty mentorship that allow for personalized research paths.
Research that addresses real community needs while meeting academic objectives 4 .
What makes these experiences truly transformative isn't just the technical skills students gain. Research shows that participating in undergraduate research helps students develop their science identity—the critical understanding of themselves as scientists who can contribute meaningfully to their field 3 . This is particularly important for students from groups historically excluded from scientific careers, who may not otherwise see themselves represented in their chosen profession 3 .
Non-profit organizations bring a crucial ingredient to undergraduate research: authentic, meaningful problems that matter to communities. While academic research can sometimes become disconnected from immediate societal needs, non-profits are often directly embedded in the communities they serve and understand their most pressing challenges 4 .
These partnerships create a powerful synergy. Universities contribute scientific expertise, eager student researchers, and research infrastructure. Non-profits provide real-world problems, community connections, and practical perspectives. Together, they create research experiences that benefit both students and communities simultaneously 4 .
A powerful example of this collaborative model in action comes from the University of New Brunswick (UNB) and its partnership with Co-operative Education and Work-Integrated Learning (CEWIL) Canada, a non-profit organization that funds experiential learning 5 .
Funding received 2021-2023
Additional funding for 2024
Individual projects
Faculties involved
From 2021 to 2023, UNB received over $2.7 million in funding from CEWIL Canada's iHUB program, with an additional $1 million awarded for the 2024 terms—the largest allocation to any university in eastern Canada 5 . This funding has supported 53 individual projects across all 14 of UNB's faculties, creating research opportunities that connect students with community partners.
The CEWIL Canada funding operates through three streams:
For new projects that establish novel partnerships and approaches.
For existing projects to expand their impact and reach.
To support student participation, especially for underrepresented groups.
This multi-pronged approach ensures both project sustainability and student accessibility 5 .
This six-day course immerses 65 forestry students in hands-on exercises and site visits. As Charlotte Toner, a fourth-year forestry student, shared: "Field camp was one of the greatest experiences throughout my degree. It allowed me to get to know students and professors from all over the faculty. I enjoyed being immersed in learning for a week" 5 .
Law students conducted mobile clinics in Miramichi and Saint John, offering services to marginalized individuals. Student Geneva Reid described the transformative impact: "This was an incredible realization because it reminded me why I am in school: so that one day, I can do this kind of work. It was a privilege to have hands-on experience at this point in my education and rediscover my passion" 5 .
Business students collaborated with Horizon Health Network to address employee engagement and retention. Third-year business student Michael Buckley explained the value: "This real-world project has a great impact on our studies as it provides the chance to apply our knowledge meaningfully. This kind of research is important for discovering which everyday factors make a workforce effective" 5 .
The effectiveness of these partnership-based research experiences can be seen in both quantitative and qualitative measures. Elizabeth Hebert, Director of the Office of Experiential Learning at UNB, notes that "over 80% of the funding went to bursary projects aimed at underrepresented students," highlighting the commitment to equity and inclusion 5 .
Perhaps most importantly, these experiences help students overcome financial barriers to participation. Tabatha Armstrong, coordinator of the Arts Internship Program, explains: "For some students, the option to complete an internship experience like this might not have been possible if it meant they had to choose between their paid work and their academic experience. Now, with bursaries made possible in part by CEWIL, we have more students choosing to enroll in the program, knowing there is financial support available" 5 .
As educational institutions continue to recognize the value of experiential learning, partnerships with non-profit organizations are likely to become increasingly central to undergraduate science education. These collaborations represent more than just an educational trend; they're a powerful paradigm shift that reimagines the relationship between universities and their communities 3 4 .
The most successful future initiatives will prioritize ensuring that all students—regardless of their financial circumstances or background—can access these transformative experiences 3 .
Future programs will need to be adaptable, creating flexible frameworks that can accommodate a wide range of research topics and community needs 3 .
Perhaps the greatest promise of these partnerships lies in their potential to create a more diverse, inclusive, and socially engaged scientific community. By bringing together students from different backgrounds to address problems that matter to real communities, these experiences don't just train better scientists—they help develop scientists who are better equipped to serve society 3 4 .
As Michael Forson, a fourth-year arts student who worked on a real-world business research project, observed: "You have the rare opportunity to apply everything you have learned into real practice and possibly help make a change in the organization" 5 . In that simple statement, we see the power of these partnerships: they transform abstract knowledge into meaningful action, and in doing so, transform students into scientists.