Ava Mehrandish (BSocSc ’25) was a fourth-year student in conflict studies and human rights in the first cohort of University of Ottawa students to take greater control of their learning through a self-directed course.
Ava’s course project examined the differences between remote and in-person work. She explored how each affects productivity, motivation and overall satisfaction. After experiencing both course options herself, she wanted to understand how people adapt and what truly makes them feel fulfilled at work. Through surveys and research, she found that remote work offered flexibility and balance, but many still missed the energy and collaboration of being together in person.
The start of the course came with challenges. It wasn’t easy to figure out what to submit and manage shifting deadlines, especially when keeping up with work and family responsibilities. But through regular check-ins with her coach and mentor, Ava found her rhythm. That support and flexibility allowed her to adjust, stay organized and complete her project on time.
By the end of the summer, Ava had produced a piece of research she was proud of, and discovered a lot about herself in the process. She realized how much independence motivated her, and how structure and self-awareness can go hand in hand.
“The most appealing part was the self-directed aspect, having the freedom to choose my project and work. It gave me a taste of truly independent work and showed me that I could handle challenges I didn’t think I could.”
Ava Mehrandish
— (BSocSc ’25) Conflict studies and human rights student
For Ava, the course was more than just additional credits — it was a chance to test her limits, learn how she works best and gain control over her learning. When she took on the challenge, she was already juggling working full time, helping with her mom’s business and taking university classes. Having the freedom to shape her own project, pace and format felt like the perfect fit for her busy schedule.
In March and April, the University is holding self-directed course information sessions. A self-directed course allows you to:
- Design and direct your own unique educational experience
- Earn up to three course units (credits) while working independently or in a group on a project you design yourself
- Tailor your learning to fit your interests and career goals
- Champion a cause you’re passionate about
- Gain hands-on experience in your field
- Deliver tangible solutions that make a difference
More inspiring students
Here’s how a couple of other students harnessed the power of self-directed courses.
Aidan St. Germain, a third-year student in criminology, focused on how the Canadian justice system treats people with mental illness for his self-directed course.
Aidan’s curiosity was sparked by the Criminal Justice and Health course. He became fascinated by cases in which people were found not criminally responsible on account of mental disorder (NCRMD). The topic stayed with him, especially the lack of community treatment and rehabilitation options available.
Aidan spent the summer diving deep into his research. He read Statistics Canada reports, case studies and journal articles exploring three key themes: the experiences of vulnerable groups such as Indigenous people and women, media portrayals of NCRMD cases and broader gaps in the justice system. By the end of the summer, he’d completed a 27-page research paper, a milestone he was very proud of.
The experience strengthened Aidan’s research and project management skills, taught him how to seek and apply feedback, and showed him the value of self-discipline. It also opened his eyes to the University’s wealth of resources, from library databases to supportive faculty mentors.
Looking ahead, Aidan hopes to continue exploring mental health in the justice system, perhaps even through graduate research. For now, he’s simply grateful for the experience, which allowed him to take charge of his own learning.
Aidan’s advice for other students thinking of doing a self-directed course: “Go for it. If there’s something you’re passionate about, this is your chance to explore it fully and make it your own.”
Reflecting on the experience, Aidan said, “The freedom to explore what truly interests me while gaining practical research skills made this project incredibly rewarding.”
Diving deeper
For Vladimir Varin, the summer before his fourth year in health sciences wasn’t about slowing down — it was about diving deeper.
Between summer courses, dental exam prep and a research assistantship at the Bruyère Health Research Institute, Vladimir’s schedule was full. But when he discovered the self-directed course option, it felt like the perfect way to tie everything together. It allowed him to turn the work he was already doing in the lab into an academic project with purpose.
Vladimir’s research focused on code-switching, the process of alternating between two languages within a single conversation. As a Russian–English bilingual, Vladimir was fascinated by the topic from the start. Over the summer, he refined experimental stimuli, learned to use new coding software and became familiar with running EEG sessions.
“The most memorable thing for me was the good environment that I was working in,” says Vladimir.
Beyond mastering technical skills, Vladimir realized how closely academic research mirrors professional work. Testing participants, communicating with colleagues and adapting to challenges all required the same kind of precision and flexibility he’ll one day need as a dentist.
For students considering a self-directed course, his advice is simple: stay in close contact with your TAs and supervisors, ask questions and embrace feedback, because that’s where the real learning happens.
If you want to discover new strengths, gain confidence and explore topics that fascinate you, find out more and attend a self-directed course information session this March or April.