Department of Recreation Studies Research
Langara College and the Recreation Studies department are committed to providing opportunities for faculty and students to pursue research.
Faculty Applied Research Projects are completed by the Recreation Studies faculty to undertake research within the recreation field that will;
- Design new innovative, engaging recreation courses for students in the Recreation Diploma and Degree Programs.
- Generate connection to the recreation field for continued professional development, to enhance community relations and share research findings.
- Provide opportunities to co-author with partners in the field of recreation strengthening connections to the field and increased dissemination of research.
- Connect to the Langara academic plan.
Student Research Projects are completed in their final year of the Bachelor of Recreation Management program. A mandatory research paper is developed and delivered in relation to a relative topic of interest in the field of recreation. Each student identifies an agency partner to gain approval for the relevancy of their research question to support current issues and trends in the field of recreation.
Faculty Research
Faculty Applied Research Projects are completed by the Recreation Studies faculty to undertake research within the recreation field that will:
- Design new innovative, engaging recreation courses for students in the recreation diploma and degree programs
- Generate connection to the recreation field for continued professional development, to enhance community relations and share research findings
- Provide opportunities to co-author with partners in the field of recreation strengthening connections to the field and increased dissemination of research
- Connect to the Langara academic plan
Below are applied research reports and proposals from 2022 onward:
Research, Relationships and Reconciliation, Emma Courtney and Courtenay Gibson (2024)
This paper documents the Langara College Recreation Studies Department’s journey of building a sustainable, reciprocal partnership with Musqueam Recreation. More than a set of static outcomes, this research represents a practice of relationship-building—one that is designed to stand the test of time, adapt to evolving needs, and navigate the fluid dynamics of community and recreation with ease.
At the heart of this work is the understanding that strong relationships create the foundation for meaningful ideas and actions. While the research offers specific recommendations, such as supporting immediate community needs, promoting recreation as a viable career path, and developing Indigenous-specific training programs, these recommendations are not fixed. They are intended to evolve alongside the partnership, adapting to shifting priorities and emerging opportunities. The true success of this research lies not in rigid outcomes but in the ongoing relationships that foster trust, collaboration, truth sharing and growth.
This relationship-centered approach also acknowledges that while it is essential to center and uplift Indigenous priorities and methodologies, this must be done without imposing unnecessary workload or expectations. The partnership between Langara and Musqueam is a practice of balance—ensuring that the work reflects respect, fluidity, and mutual care.
Ultimately, this research advocates for a relational model of collaboration that prioritizes flexibility, responsiveness, shared responsibility and a relationship rooted in mutual goals and values. It is through these relationships that meaningful, sustainable actions can emerge, enriching both the Musqueam community and the Recreation Studies Department at Langara College. In this way, the work contributes to a broader commitment to reconciliation, equity, and the Indigenization of recreation education.
Access the research project paper here:
Exploring the Current Conversation Around ChatGPT and Other Large Language Models in Post-Secondary Education, Janet Ready and Shannon Wall (2023)
In recent years, there have been rapid advancements in the field of Artificial intelligence, including the development of Large Language Models (LLMs) like ChatGPT, Articoolo, Wordsmith, Jarvis, DALL-E, Jasper, CopyAI, Rytr and others. LLMs are artificial intelligence tools that can read, summarize and translate texts and predict future words in a sentence, letting them generate sentences similar to how humans talk and write. The implications of these AI content generators for higher education are vast and can leave instructors feeling overwhelmed. This research project aims to explore the conversation around using LLMs in higher education, and whether we as instructors can or should use them in our courses.
Access the research project paper here:
Exploring the Value and Process of Experiential Learning in Online Courses, Janet Ready and Shannon Wall (2022)
This is an interesting moment in time for us globally and within the recreation discipline and post-secondary institution sector. How we learn as humans is becoming more clearly understood, from neuroscience, to a renewed focus on Indigenous ways. Structures and traditional ways of teaching within post-secondary institutions are adapting in foundational ways responding to how we understand and treat the learner as well as what is possible in how we deliver opportunities to learn. Technology continues to advance and create bigger possibilities for engaging learners within on-line environments. Learning management software that dictates the structure of how instructors and students interact is evolving to offer more options for on-line learners and teachers.
Access the research project here.
