Written by Sapolnach Prompiengchai, Felix Lau, Yiyi Wang, and Orly Lipsitz, 2022 Inlight Student Advisory Committee Members
How were students involved in the 2022 funding programs?
One of Inlight’s guiding principles as a student mental health research initiative is engaging students as collaborators in every step of the research process. In Inlight’s inaugural grants and fellowships programs, student advisors participated as adjudicators in the grant review process. Inviting a student voice provided the opportunity for us, as students, to be part of the decision-making process in determining what research is being done about us and our experiences. It is important to include student voices in the adjudication process to ensure that funded research aligns with student needs and priorities and is relevant to the student experience. As student adjudicators, we were also able to comment on how different research proposals may impact students – from the level of student engagement within a proposed study, to the feasibility of research studies given student-related factors (e.g., academic schedules), to meaningful knowledge translation and implementation. Ultimately, including student voices in the adjudication process recognizes that we are experts in our lived experience as students, and helps ensure that students are truly centered in student mental health research.
– Orly
How was your experience as a student adjudicator?
I am an undergraduate student, and it was my first time to adjudicate any application. My experience as a student adjudicator for the Inlight’s inaugural Fellowship Program was very fun, even though it was intimidating at first because student adjudicators work alongside faculty to rate the applications. During the final adjudication meeting, I was very happy to communicate my student perspectives towards each application and everyone valued each unique perspectives within the committee. It was an eye opener for me about the importance of engaging students in student mental health research, and I have witnessed firsthand how engaging students in the allocation of grants and fellowships can help ensure that the fundings are equitably allocated in a way that truly serve students’ needs and interests. This experience was truly valuable, and I would love to bring students’ perspectives to other adjudications around student mental health.
– Sapolnach
As a graduate student adjudicator, I had a rewarding experience of gaining insight into the process of reviewing grant applications. This experience helped me to develop a deeper understanding of the factors that are important in evaluating grant applications and the different approaches that faculty members take in this process.
The pre-review process was well-organized and transparent, with clear communication channels between the Engagement Lead, Student Advisory Committee, and Leadership Team. I appreciated the opportunity to self-nominate and indicate my interest in the role, as well as the support that was offered to me throughout the process. I had the opportunity to meet with the Engagement Lead in advance of the review discussion meetings, which helped me to better understand my role and the overall process. During the review process, I appreciated the open communication channels and the ability to contact the Engagement Lead with any questions or concerns.
Overall, my experience as a student adjudicator was a valuable learning opportunity that allowed me to develop my skills in research assessment and critical evaluation. It also provided me with a unique perspective on the review process, as I was able to gain insight into the approaches taken by other faculty members. I appreciated the opportunity to contribute to the selection process and to provide feedback for future grant cycles as a student reviewer.
– Yiyi
How has this experience shaped what you will do going forward?
Being a student adjudicator was an eye-opening learning experience for several reasons. First off, it was a pleasure reading all the incredible research and initiatives happening in student mental health across the three campuses. Second, the multidisciplinary nature of applications, ranging from computer science to education, gave rich nuance and creativity in how we can promote and understand student mental health from different lenses. This multidisciplinary engagement and approach painted a more holistic picture of student mental health that is so necessary. Third, it was a unique opportunity having my feedback as a student acknowledged and validated by faculty members, who all brought a wealth of subject matter expertise and experience in advancing mental health. Despite my initial hesitations, I eventually felt like an equal contributor when I realized that my voice and experiences as a student were important contextual additions to these tables. The overall process was a great demonstration of meaningful engagement and involvement of students. As Inlight continues its mission, I hope that this level of engagement expands across student mental health research, so that students can co-create research and inform the design of settings, services, and structures that center and promote student mental well-being and connectedness.
– Felix
Based on my experience as a student adjudicator and my perspective as a graduate student, I have gained valuable insights and skills that can shape my future activities. I developed a deeper understanding of the grant application process and the criteria used to evaluate proposals. I gained insights into how to evaluate proposals objectively, considering only relevant criteria without bias. This skill can be valuable when submitting grant proposals or serving on review committees in the future.
Furthermore, I have developed skills in research assessment and critical evaluation that can help me to evaluate the quality and impact of research studies in my field. This can be valuable not just in the context of grant review, but also in my own research activities and in reviewing articles or papers for publication.
Overall, my experience as a student adjudicator has provided me with a range of valuable insights and skills. By reflecting on my experience and considering how it can inform my future activities, I am better equipped to make meaningful contributions to my field and the broader research community.
– Yiyi
How will this experience shape Inlight and student mental health research at the University of Toronto going forward?
This experience affirms Inlight’s commitment to empower student voice and demonstrates how meaningful student engagement is critical in every step of the research process, starting with involving students in the adjudication process for the grants and fellowships funding student mental health research. By having students as an integral part of the decision-making process, we hope to inspire student mental health researchers to envision the importance of having students as experts and collaborators who can increase the quality and impact of research and knowledge mobilization.
– Sapolnach
Orly Lipsitz
Orly Lipsitz is a master’s student in the Clinical Psychology program at the University of Toronto Scarborough. Before beginning her master’s degree, Orly conducted research on novel interventions for treatment-resistant depression. Orly’s current research focuses on the relationship between neurocognition and psychopathology symptom dimensions, with a specific interest in how neurocognition impacts everyday functioning. Orly serves as a Global Student Working Group Member on the Global Research Network for Student Mental Health Connaught Global Challenge Award.
Sapolnach Prompiengchai
Hareem graduated in June of 2021 with an Honours Bachelor of Science after completing a specialist in Mental Health and a major in Molecular Biology. She is the founder of a community mental health organization that hosts workshops and provides education on several topics of mental health and wellbeing. She is dedicated to breaking the stigma surrounding mental health concerns and filling gaps in underserved communities. Hareem is now working towards graduating in 2023 with an Honours Bachelor of Science in Nursing.
Yiyi Wang
Yiyi Wang is a third-year PhD student in the Department of Psychology at the University of Toronto Mississauga campus. Before coming to the University of Toronto, Yiyi completed her master’s in Applied Behavior Analysis, where she became a Board-Certified Behavior Analyst for people diagnosed with autism. Now, her research mainly focuses on designing web-based mental health interventions to support post-secondary students’ wellbeing and coping abilities. Over the past year, Yiyi has begun developing her programming skills to better deliver mental health programs to broader populations.
