At Queen’s University, second-year PhD student Erica Lewick is rethinking what it means to connect research with real-world problems. Through her participation in QLEARN, a graduate community-engaged research course, Erica has been working at the intersection of education, accessibility, and community partnership, bringing resources to families navigating neurodivergence.
Erica describes her QLEARN experience as both meaningful and transformative. “I always appreciate opportunities to apply learning to real contexts,” she explains. “A big thing for me in research is asking: who is this for, and why is it worth doing it?” For her, QLEARN answered those questions clearly by centering projects on community-identified needs. In addition, as a member and student leader of the Assessment and Evaluation Group (AEG), evaluation has always been relevant for her. Rather than conducting research in isolation, she collaborated with local partners to ensure her work had an impactful result.
As part of her internship, Erica worked closely with the Education Library and the Maltby Centre, an organization that supports children and families navigating neurodivergence, including autism and mental health challenges. Each month, the Centre identified a theme, such as sensory processing, social skills, or sexuality, which guided Erica's research and resource development.
Her role involved collecting accessible, evidence-informed materials tailored to these themes. These included children’s books, practical guides, research articles written in accessible language, podcasts, and even sensory kits. Recognizing the importance of inclusive access, Erica and her collaborators ensured that resources were available in both English and French, addressing linguistic barriers that often limit access to support. However, Erica recognizes that resources in French were much harder to find.
“We wanted to make sure people could access information in ways that worked best for them,” Erica says. “That meant offering multiple formats and letting families know where else they could find these resources, whether online, in public libraries, or through purchase.”
To further enhance accessibility, the team developed online library guides hosted through the Queen’s Library system. These guides are complemented by monthly posters with QR codes, allowing families to quickly access these resources. Physical materials are also displayed at the Maltby Centre.
For Erica, one of the most important lessons from her internship was redefining what accessibility truly means. “Access isn’t just about making information available,” she explains. “It’s about making it linguistically and contextually relevant and co-creating resources with input from people who have lived experience.” This approach reflects a broader commitment to knowledge mobilization, ensuring that research is not only produced, but also meaningfully used.
Erica also highlights the role of developmental evaluation in her work, an approach that emphasizes ongoing learning and adaptation. By continuously responding to community feedback, she was able to refine resources in ways that better met users’ needs.
Although her QLEARN internship is not directly tied to her doctoral research, it aligns closely with her broader interests in educational innovation, language, and community engagement. As a graduate of Queen’s Concurrent Education Program, Erica previously taught in the United Kingdom and Canada before returning to pursue her Master’s degree and now her PhD in Education.
Looking ahead, she feels better equipped to engage in community-based research. “This experience gave me the tools and confidence to contribute to community initiatives,” she says. “It showed me how powerful it can be when research is done with communities, not just for them.” Through her work, Erica exemplifies how graduate education can extend beyond academia, transforming research into accessible resources that can make a difference in people’s lives.