Find Your Perfect
Research Opportunity

There are a number of research assistants and volunteers who work in my lab. Opportunities are often available to get involved in projects that involve the research areas described on the Research Areas page. Volunteers can be involved in activities ranging from supporting activities (i.e., protocol preparation; data entry) to data collection (either for on-campus studies, or studies within forensic, prison, or psychiatric settings).

Plants host a plethora of root-associated microbiota. These microbes can both help or harm the plant under different conditions. The Chen lab uses a combination of in vivo experiments and bioinformatic analyses to understand (1) what effect different microbes have on plants, (2) how plant-microbe relationships change given environmental factors, and (3) what ecological or evolutionary traits differentiate beneficial and harmful bacteria. Each semester,there may be projects for BISC 498 / ISS/ USRA / Work-Study students under any one of these topics. Projects may include either/both wet-lab (isolate culturing, molecular techniques) and dry-lab (bioinformatics, statistics) components.

Are you interested in shaping the student learning experiences at SFU? Are you interested in gaining valuable research experience and working closely with faculty members? Do you have a passion for improving teaching and learning at SFU? If you answered yes to any of the above questions, we invite you to apply to join our team as a SoTL research assistant (RA). We are looking for 1-3 individuals who are passionate about research and want to apply their skills to teaching and learning inquiry and scholarship. Our goal is to build a team with a range of expertise to support SFU instructors in their evidence-based teaching journey. The Scholarship of Teaching and Learning (SoTL) refers to a multi-disciplinary scholarly process of systematic inquiry into teaching and learning and relates to other forms of applied education research. TILT RAs work closely with instructors from all disciplines on teaching and learning inquiry research projects. These projects are managed and supported by TILT and focus on evaluating innovative pedagogies and learning technologies. As a member of the team, TILT RAs are expected to contribute expertise in SoTL design, data collection, and analysis (often using social science and/or behavioural research methods) to complement faculty expertise in their own discipline and disciplinary teaching practices. Training and support are provided by TILT’s Educational Research Developer. This includes just-in-time support, participation in the TILT group development, and collaboration on projects. Supporting all elements of the research process on 1 to 5 projects, RAs will collaborate and consult with faculty. Successful candidates will join an existing group of staff, faculty, and other students invested in teaching and learning at SFU. What we offer: Opportunities to learn and develop research skills. A first-hand view of teaching and learning inquiry’s impact on student learning. A fun and collaborative work environment.

In our lab, we seek to understand the obstacles that people face while making friends and seeking social support from loved ones, and the health consequences of loneliness and interpersonal conflict. We are developing interventions to promote social connection, with the goal of making a positive impact on people’s health and well-being. Information about our ongoing research projects can be found on our website.

At the Laboratory for Solar Energy and Fuels (LSEF), we are interested in the development of functional materials and devices for photovoltaic and photoelectrochemical applications that can convert abundant solar energy into clean electricity or storable fuels. Employing solution-processing methods for thin film layers has the potential to bring down cost and allow for the sustainable growth of renewable energy technologies. In addition, we strive to support the uptake of solar energy technologies through system modeling and design.

The lab is developing all-optical and optoelectronic devices for free-space optical (FSO) and terahertz technologies, as well as for solar tracking/optimization. These devices are developed through our investigation of semiconductor nanomaterials and yield a broad range of applications. These applications include short- and long-range FSO communication links (e.g., indoor optical wireless and ground-to-satellite systems), ultrafast switching, and terahertz sensing.

The Cleantech Research Centre is Western Canada’s clean technologies innovation centre created through $1.9 million in funding from Pacific Economic Development Canada, and contributions from NSERC, UBC, and industrial partners. The Centre is a cutting-edge innovation space located at UBC’s Okanagan Campus. It fosters academic-industry collaborations to promote clean technologies, help Canadian companies to bring their technologies and products to domestic and international markets, and support Canada’s transition to a low-carbon economy.

The High Performance Powertrain Materials (HPPM) lab focuses on developing and characterizing new strategies for improving the performance, reliability, and efficiency of powertrain applications in the transportation industries. Conceived by Dr. Dimitry Sediako in 2017, the HPPM lab works closely with R&D leaders, like Eck Industries, Nemak Canada, Nemak Global, Ford Motor Company, General Motors, Mercury Marine, and Fortis BC. Having developed strong partnership with international research facilities in the United States (Oak Ridge National Laboratories, and the Los Alamos Neutron Science Center), Australia (the Australian Nuclear Science and Technology Organization), and Europe (HZG-Geesthacht, Germany, and University of Lund, Sweden) the HPPM team develops new lightweight and temperature-resistant aluminum-based alloys while comprehensively studying the effects that different manufacturing processes have on the development of residual stress in complex castings like engine blocks. Together, this research contributes to the strategic direction of the lab – the development of advanced materials and manufacturing processes for the next-generation automotive powertrains. It helps the automotive, marine, aerospace, and manufacturing industries develop higher quality engine components with superior performance.

Graduate studies integrate and advance project learning and interdisciplinary thinking in Civil, Electrical and Mechanical Engineering disciplines. View more on linked website.

The Laboratory for Solar Energy and Fuels (LSEF) is actively seeking motivated individuals of all educational levels i.e. semester students, B.Sc., M.Sc., Ph.D., and Postdocs, with interest and/or background in Electrical-, Material-, and Chemical Engineering or related disciplines. Funded undergraduate and graduate positions are available but eligible candidates are encouraged to seek out opportunities for independent grants. UBC Okanagan is located in the heart the beautiful Okanagan Valley which is known for its numerous lakes, wine and fruit orchards, and ample opportunities for skiing, biking, hiking, water sports, and climbing. For further information and to learn more about potential research projects please send your cover letter and CV to LSEF.hiring@ubc.ca (contact email). Immediate Positions: – PV system modelling: MASc, PhD, and PDF positions – Photovoltaics: MASc and PhD positions – Photoelectrocatalysis: MASc and PhD positions Equity Statement: Equity and diversity are essential to academic excellence. An open and diverse community fosters the inclusion of voices that have been underrepresented or discouraged. We encourage applications from members of groups that have been marginalized on any grounds enumerated under the B.C. Human Rights Code, including sex, sexual orientation, gender identity or expression, racialization, disability, political belief, religion, marital or family status, age, and/or status as a First Nation, Metis, Inuit, or Indigenous person.

Okanagan Microelectronics and Gigahertz Application Laboratory (OMEGA Lab) is in need of PhD and postdoctoral students in analog, digital and mixed-mode integrated circuit design, and microwave sensors areas. Potential candidates with deep background on integrated circuit design, simulation and fabrication are invited to apply by submitting their curriculum vitae along with a research statement directly to Prof. Zarifi (mohammad.zarifi@ubc.ca). Prospective candidates must work well in teams or individually and be familiar with simulation tools such as Cadence, HFSS and have experience with ASIC design and verification. Candidates must be comfortable working in a lab environment with tools such as high-frequency oscilloscopes, clock generators, vector network analyzer and spectrum analyzers.

The mission of GCRTC is to leverage research expertise of UBC and OC to create synergistic opportunities which will generate state-of-the-art knowledge for green construction. The level of opportunity is also not specified.

This laboratory focuses on the research area of power electronics, which is an enabling technology for advanced energy applications. It is a critical part of nearly all electronic devices including, but not limited to industrial processes, portable devices, efficient motors, alternative and renewable energy conversion, electric vehicles and lighting. The area itself is quite broad requiring expertise in switching power converters, semiconductor devices, analog and digital control theory, passive components and electromagnetics.

This laboratory's mission is to develop knowledge and technologies that make aviation and power generation engines cleaner, more robust, and safer. To do this, we play with lasers and fire! Browse this webpage to find out more about our projects, findings, and research opportunities.

The UBC Bioreactor Technology Group offers exceptional experience to researchers through a state-of-the-art laboratory containing very specialized equipment. This allows researchers to focus on a variety of issues including: - Residuals to Bioenergy Conversion - Emerging Pretreatment Technologies for Advanced Biosolids Digestion - Fate and Transformation of Micropollutants during Biological Treatment Processes - Modeling, Simulation, and Optimization of Biological Wastewater/Sludge Treatment Processes - Waste Minimization and Resource Recovery

Dr. Alam’s current research projects include the design of frame structures against progressive collapse due to blast loading, seismic design guideline for shape memory alloy reinforced concrete frame structures, rack clad buildings, braced concrete frames, base isolated structures, seismic performance assessment of highway bridges in BC,seismic retrofitting of highway bridges, and green concrete from industrial wastes.

The Advanced Structural Simulation and Experimental Testing (ASSET) Group is a structural engineering research group combining advanced computational modelling, large-scale experimental testing, and industry collaboration to improve the safety, resilience, and constructability of buildings and infrastructure.

Join Dr. Jian Liu's lab working on cutting-edge research to develop solid state lithium batteries, focusing on three distinct areas of solid-state battery technology: - solid state sulfur and tellurium-sulfur batteries - gel polymer electrolytes for lithium batteries - solid state coin cells for smart wearables Your responsibilities would be to: - Develop and optimize new electrodes and electrolytes for solid-state batteries - Refine manufacturing techniques for solid-state batteries - Prepare clear and concise written and oral presentations of data, analyses, and reports - Publish research findings in high-impact journals and present at national and international conferences - Communicate effectively with stakeholders to provide updates, seek guidance, and make informed decisions - Manage recurring tasks while contributing to collaborative projects

The Mooers Lab (part of the HartGonMoo collective, which itself is the rump of the recently-decomissioned FAB-lab) is always open to supervising independent undergraduate research projects. We are generally involved in comparative (multi-species) studies on the value of biodiversity, with current interests in conservation phylogenetics and conservation genetics. Recent undergraduates have enumerated the “lost” species of cichlid fish globally, have tested the dilution effect of biodiversity on tree disease, have estimated extinction rates of amphibians based on changes in IUCN Red List data, and have calculated population prioritization metrics based on neutral genetic variation: for a list of recent publications, see https://arnemooerssite.wordpress.com/publications/ (click website URL button to be taken to the publications site).

Vision is of fundamental importance in the lives of many animals. We are interested in cellular specializations and physiological mechanisms that determine the ability of animals to detect and process the colour and polarization of light, as well as the ecological functions of such visual capabilities in nature. Our research ranges from identifying cellular mechanisms that control visual pigment protein (opsin) expression in photoreceptors of the vertebrate retina to ecological investigations of ultraviolet and polarization sensitivity in aquatic animals. Please visit the linked website for publications.

The primary aim of the Cardiopulmonary Exercise Physiology Laboratory is to better understand the physiological factors that limit exercise tolerance across the spectrum of health and chronic lung disease. The long term goal of this research program is to develop more effective rehabilitation interventions to improve exercise performance and quality of life for those suffering from chronic lung diseases. Dr. Guenette has supervised students pursuing MSc and PhD degrees through the UBC Rehabilitation Sciences Graduate Program.

The LEaRN Lab is dedicated to advancing teaching, learning, and nursing practice through innovative educational scholarship and research. Bringing together nursing educators, students, and community partners, they explore how nurses learn, develop, and thrive across educational and practice settings.

The Psychology, Exercise, Health and Physical Activity Lab aims to understand both barriers to and facilitators of physical activity across the age spectrum, and developing conceptually-sound evidence-based interventions that are cost-effective and sustainable.

The Gordon Lab studies how neural circuits process taste information and control feeding behaviours. Specifically, using a fruit fly model system to study this relationship.

Research Goals - To understand the molecular mechanisms by which synaptic connections in the brain are formed, remodeled and eliminated; - To determine how disruptions in the formation and/or plasticity of synaptic connections perturb brain function; - To determine whether restoring synaptic function in the diseased brain can normalize cognitive and functional abilities. Synapses of the central nervous system are highly specialized regions of cell-cell contact designed to rapidly and efficiently relay signals from one neuron to another. By establishing a dynamic yet precise network of synaptic connections, the brain is able to attain a level of functional complexity that enables not only simple motor tasks, but also sophisticated emotional and cognitive behaviour. The study of how synapses form and function is therefore essential to our ultimate understanding of higher brain functions such as learning and memory as well as our understanding of how things go awry in neurodevelopmental and neurodegenerative disorders such as intellectual disabilities, schizophrenia, autism, anxiety disorders, addiction and Alzheimer’s disease.

The SOMA lab welcomes all undergraduates, graduate students, and postdocs of all backgrounds to apply to the lab! We are a member of UBC’s Department of Psychology and Djavad Mowafaghian Centre for Brain Health. Our research focuses on steroids and the regulation of behaviour and immunity, using a variety of cutting-edge techniques. More specifically, we study: Steroids synthesized in the brain (“neurosteroids”) and regulation of social behaviour and executive function Steroids synthesized in the immune system (“immunosteroids”) and regulation of immune cell development We integrate multiple techniques, such as liquid chromatography tandem mass spectrometry (LC-MS/MS), brain microdissection, qPCR, tissue culture, flow cytometry, immunohistochemistry, confocal microscopy, pharmacology, and operant conditioning and other behavioural testing. The Soma Lab actively promotes diversity, equity, and inclusion in science. Excellence in research and education can only be achieved by diverse perspectives and approaches. We welcome anyone interested in neurosteroids or immunosteroids to apply to join the lab.

Research assistants work on specific projects in the lab, although RAs are trained on all aspects of the lab and the project they are working on. RAs can also optionally get experience with programming and statistical software such as MATLAB and/or R. As an RA, you will work hands-on with a senior member of the lab on a research project. The lab always tries to match each RA to a project that they are most interested in. Your responsibilities depend on the type of RA position, which are all described in details listed on the website.

The Oculomotor Lab is often looking for motivated undergraduate students to actively participate in all ongoing research activities!

The Behavioural Sustainability Lab is always looking for students to join the lab. If you are interested, please email your CV, transcript, and a cover letter to the PI at the email specified on our website (and in this opportunity). We are always looking for students to join the lab in the following positions: Graduate students, undergraduate research assistants, directed studies, honours students, etc.

The Brain, Attention, and Reality Lab typically hosts a number of undergraduate students working as Research Assistants on projects for 1-2 terms at a time. These are usually voluntary positions, although students for the NSERC USRA program, Directed Studies or Honours projects are regularly considered. Most undergrads work under the supervision of a graduate student or post-doc in lab. The expected time commitment is typically 8-10 hours per week. Research assistants are involved in recruiting, screening, and testing human participants, requiring strong interpersonal skills, attention-to-detail, honesty, initiative, enthusiasm, and reliability - prior research experience is not required!

The Centre for Gambling Research invites applications for 2 main types of position: undergraduates looking to gain research experience, and applications for graduate study (the MA and PhD programs). Some projects involve working under the day-to-day supervision of a graduate student or post-doc, while some involve direct supervision by Dr Clark. Many projects will involve recruiting, screening, and testing of human participants, and some studies involve community participants. Strong interpersonal skills, and being punctual and reliable, are key requirements — but do not necessarily require prior research experience.

In the Perception and Cognition Lab, an RA usually will work closely with Joan and/or the graduate students in the lab to explore different questions involving how the mind works. This can include helping out with data collection and participating in lab meetings. But you will also be strongly encouraged to develop your own project from start to finish; from designing your own experiments, analyzing the data, presenting your work in conferences, to eventually writing this work up for publication. The idea is for you to be able to pursue the questions that capture your imagination, rather than just doing work to answer someone else's questions. Usually, RAs might start out on a volunteer basis to 'test the waters', and then you can discuss eventually getting course credit or pay.

When initially getting involved, you must first apply to be a co-pilot (assigned to a particular project team based on their interests, but have the freedom to explore different projects) on the lab website. Over time, you can then apply to be a research assistant (or be elected as an RA by your project leader). The commitments and expectations of a co-pilot are: - Shadowing/observing the various elements of lab work (experiment running, data entry, analysis, etc.) - Attending our lab meetings/project meetings - Running experiments - Analyzing data - Debriefing participants - Reviewing literature - Making classroom announcements - Helping us out get more "media" into our website (pictures, videos... you can participate either by filming/taking photos or starring in one!)

Young children are spectacular word learners, adding several new words to their vocabulary every day during the pre-school years. This astonishing feat presents researchers with a major puzzle. C1onsider a young child who sees an object (e.g., a squirrel running across the road) for the first time, as her caregiver points to it and utters a new word, “DAX!” How does the child figure out what the word means? As the philosopher Quine (1960) has noted, there are an infinite number of meanings consistent with a novel word introduced under these circumstances. For example, the word, “DAX,” could be a count noun that designates the category of object (e.g., “squirrel”), but it could also be a proper name that labels the individual object itself (e.g., “Rocky”) or an adjective that picks out one of the object’s properties (e.g., “grey”). The word could even be a verb marking an action category (e.g., “flee”) or a mass noun indicating a kind of material (e.g., “fur”). A central goal of research in the Language Development Centre is to understand children’s remarkable success at word learning. We seek to determine how young children learn new words over the course of development, and to specify the precise meanings that young children assign to these words. Word learning in infants 4 Infants begin to produce their first words at around one year of age, but recent research indicates that 6-month-olds already understand a number of labels. Among infants’ earliest words are terms for caregivers, such as “Mommy” or “Daddy”. In our lab, we are examining infants’ early understanding of these proper names, as well as proper names for other familiar people (family members and friends). Specifically, we are interested in whether infants understand these labels as words for specific individuals (e.g., whether “Mommy” is a label just for an infant’s own mother) or as terms for entire categories (e.g., whether “Mommy” is a label for any person). Acquiring a lexicon involves learning words both for individuals (proper names) and for categories (count nouns). Crucial to this learning is discovering that words of both types can apply to the same object (e.g., one dog can be labeled both “Fido” and “dog”). It is not yet well understood when and how infants initially accomplish this learning. To this end, we are exploring infants’ early knowledge of both proper names and count nouns for their family pet. Word learning in children 3 In our lab, we are also investigating how toddlers, preschoolers, and school-aged children understand object words, in particular words for individuals (proper names) and words for categories (count nouns). In some of our studies, the focus is on determining how children apply these words to objects (e.g., dogs, trucks) that experience various sorts of transformations (e.g., growth, metamorphosis, part replacement). We are interested in discovering the conditions under which participants judge objects to persist through such changes, both as the same individual (e.g., as Fido) and as a member of the same category (e.g., as a dog). Our aim is to illuminate children’s knowledge of words for individuals and categories, as well as how knowledge of the two types of words is related. In other studies, we are investigating how children understand words for abstract individuals, such as brand names that indicate the producers of particular categories of objects (e.g., “iPhone”, “Band-Aid”). Our goal is to determine when and how children first master words of this type and how this mastery is related to their knowledge of count nouns that label the associated categories (e.g., smart phones, plastic bandages).

Volunteers will be trained to assist with research coordination tasks such as contacting families to participate in our many developmental studies across seven research centers. They will also assist with database maintenance and recruitment initiatives. More specifically, volunteer RAs will: - Assist in data collection and analysis - Interact with families and children during studies - Support research projects and lab activities - Create evidence-based content across social media platforms

Undergraduate research assistants gain hands-on research experiences that include learning about research ethics, preparing study materials, recruiting and screening participants, running study protocols, entering and analyzing data, and navigating interdisciplinary teams. Qualifying research assistants may also enroll in directed studies or conduct an honors thesis in the lab.

The Culture and Self Lab is looking for a highly motivated, dedicated, responsible volunteer Research Assistants. Research Assistants will have the opportunity to work with graduate students and fellow research assistants, and will learn about ongoing research in our lab. This position is especially ideal for students who are planning to pursue graduate study. Responsibilities will primarily involve running experiments and managing data.

The lab is currently looking for two graduate students to join at the MSc or PhD level for the next admission cycle.

Typical volunteer RA responsibilities include: - preparing study materials - recruiting, prescreening, and scheduling participants - overseeing participant lab visits - debriefing participants about the purpose of research studies - data management and data coding - conducting literature reviews - experienced RAs are also sometimes asked to help analyze data and present results at our lab meetings, poster sessions, and conferences.

Research assistants participate in a variety of activities, including: - Conducting literature searches - Attending meetings with fellow lab members, graduate students, and Dr. Kim - Helping prepare, and personally present research at conferences - Helping prepare, edit, and format manuscripts for publication - Assisting in applied and translational projects, such as work with United Way and IDEO.

The Sensory Perception and Interaction Research Group has been home to many undergraduate researchers working on exciting projects! Opportunities to get involved in research in SPIN vary depending on your background and experience, how much time you'd like to put into it, and what's available. It’s often best to start by volunteering, then moving up to a research project for course credit or pay once you’re oriented and the lab knows you. they typically format undergrad project involvement in a "tri-mentoring" arrangement, where an incoming student works closely with one or more grad student or postdoc mentors, and the SPIN director (MacLean) oversees at a higher level, including regular 3-way meetings and occasionally one-on-ones with the undergrad.

The ASAP (Anxiety, Stress, and Autism) Lab conducts research to estimate the frequency of anxiety and stress related disorders among people on the autism spectrum, with the goal of improving clinical practices and treatment. They encourage interested undergraduates and graduates to apply to the lab and join the team that's contributing to such work.

Please review the website for publications and information.

Please review publications on the website.

Throughout each year, 45 – 50 undergraduate students are trained at the HLI through co-operative education programs, directed studies programs or various employment opportunities. Students gain hands-on basic science laboratory experience in a research project and are mentored by Principal Investigators and laboratory staff or senior trainees including graduate students and post-doctoral fellows. Not only does each student learn, in detail, several laboratory techniques per 4-month or 8-month placement but, more importantly for this formative period of development, students learn the critical logic of designing scientific experiments and interpreting data.

Opportunities are available for undergraduate students to gain experience and conduct research at the GSC. Co-op Programs Students enrolled in university co-op programs such as those at University of British Columbia, University of Victoria or Simon Fraser University may apply to the GSC. These are usually decided in early January for May (Summer), May for September (Fall) and September for January (Spring). Summer Studentships A limited number of summer positions for undergraduate students are usually available. Most of these are dependent on the receipt by the candidate of a competitive summer Studentship funded by the BC Cancer Foundation, the UBC Faculty of Medicine or NSERC. Students should check with the different agencies for eligibility and deadlines. Directed Studies It is also possible for advanced undergraduate students at UBC to do a directed studies project or honours thesis during the academic year (eg. Medical Genetics 448) under the supervision of GSC faculty.

I am always looking for self-motivated students at all levels. See research highlights on linked site or watch my AAAI-21 New Faculty Highlights talk below to learn more about my research. The SFU main campus is located on the Burnaby Mountain, 12 miles from downtown Vancouver.

Undergraduate students are brought into eDAPT to work closely together with a graduate student who needs an assistant on their project. We regret that we are almost never able to accommodate a student who wants to work on their own topic/project.

**General, non-role specific information** The Pop-PA lab conducts research incorporating a range of disciplinary perspectives and research designs, theoretical and methodological approaches in addressing three critical questions: What factors cause or prevent physical (in)activity and sedentary behaviour? How does participation in physical activity influence mental health? How are effective population-level physical activity initiatives designed, delivered and disseminated for public health?

**General, non-role specific information** Here we study practice. We commonly conduct lab experiments with new learners, to determine how and why various practice variables, such as instruction, feedback and order of practice, impact motor learning and transfer. These tasks range from relatively novel, yet easy to acquire skills, such as adapting to new visual environments, learning 2-handed coordination actions and key-press sequencing, to more true-to-life skills, like kicking, throwing and juggling. We also learn about practice by studying people who are already skilled. Motor experts provide a rich source of information about practice histories and current practice habits to give insights into what practice entails to develop expert-like performance. Des throwing in the dark! PhD work A complementary aim in our lab is to provide a rich 'learning' environment for researchers at the undergraduate, graduate and post-doctoral level. We aim to provide an inclusive, equitable and diverse environment for study and I am particularly keen to hear from individuals in communities/groups that have been traditionally underrepresented in academia and Science, such as women and BIPOC communities (Black, Indigenous and People of Colour).

**General, non-role specific information** The task of maintaining upright stance in the human involves a complex control system that can use and integrate the bounty of sensory information that surrounds us. The long-term goal of my basic research program is to better understand the fundamental role played by sensory information in the control of standing balance and movement in humans. To investigate this focus, we have developed two areas of research concentration in the School of Kinesiology at the University of British Columbia. In the Human Neurophysiology laboratory, I use a special research technique, termed microneurography, to record the somatosensory neural activity of conscious human subjects. Currently, there are only 5-6 single-unit microneurography laboratories worldwide that use this technique to investigate sensorimotor research issues. We also use either mechanical (motors or robots) or electrical stimulation to evoke reflexes while we record muscle activity through surface and/or indwelling (fine wire) electromyography in many of these studies. In the second research concentration area we are studying how standing balance and locomotion can be affected by manipulating the sensory inputs. In particular, we use another novel research technique, termed electrical vestibular stimulation, to artificially alter the human vestibular system (inner ear balancing system). Research in the Human Neurophysiology laboratory at UBC is funded by equipment (RTI), and operating (Discovery) grants that have been provided by NSERC.

**General, non-role specific information** The research focus of the Perceptual-Motor Dynamics Laboratory is centered on the study of human perceptual-motor control. The long-term objective of this research program is to understand the neurobehavioural mechanisms underlying the sensory and perceptual contributions to the preparation and execution of goal-directed actions. The research program is motivated by longstanding interests in issues pertaining to: the volitional and automatic control of visually-guided action the processes underlying sensorimotor adaptation and learning the mechanisms underlying motor preparation A current objective of the lab’s research is to investigate the principles that govern the sensorimotor adaptation of goal-directed actions in the face of systematic perturbations to the sensory/perceptual environment and/or the effector machinery. The capacity of our sensorimotor system to adapt – to detect and correct movement error, to refine our actions and adjust to changing conditions in the environment and/or neuromuscular system – is important to act upon and interact with the world. The aim of this research to further our understanding of sensorimotor adaptation. The lab is equipped with digital and analog data acquisition systems, including electromyography, electroencephalography, electrophysiological stimulation, 3D motion analysis, and torque motor systems. Software for experiment control and data analyses are written in LabView, Matlab, Visual Basic, and R.

This role provides hands-on experience in research, including participant interaction, data collection, and project coordination.

Internship projects must align with at least one of the following Blue Economy focus areas: Sustainable Practices Within the Blue Economy For example, but not limited to: Eco-Tourism & Marine Protected Areas (MPAs) – Research sustainable tourism models that minimize environmental impact and benefit local communities. Blue Economy & Coastal Livelihoods – Supporting small-scale fisheries, sustainable aquaculture, and ethical marine resource management. Marine Renewable Energy – Advancing offshore wind, tidal, and wave energy technologies. Environmental Conservation, Climate Action & Social Resilience For example, but not limited to: Coastal Resilience & Adaptation – Studying the impacts of and sustainable solutions to coastal development and climate change. Marine Pollution & Circular Economy – Addressing marine pollution, researching biodegradable materials, and sustainable shipping. Freshwater & Habitat Conservation – Researching the interface between freshwater systems, species abundance, and anthropogenic interactions Marine Science Communication & Education For example, but not limited to: Science Outreach & Public Engagement—Initiatives to translate complex marine science into accessible content for the public, policymakers, and industry leaders. Digital Storytelling & Media – Creating campaigns on ocean sustainability. Ocean Literacy & Education Programs – Designing workshops, science projects, and educational initiatives for schools and community groups. Community Engagement & Coastal Resilience – Supporting inclusive, community-led initiatives that strengthen adaptive capacity and promote sustainable responses to coastal climate impacts.

Are you interested in shaping the student learning experiences at SFU? Are you interested in gaining valuable research experience and working closely with faculty members? Do you have a passion for improving teaching and learning at SFU? If you answered yes to any of the above questions, we invite you to apply to join our team as a SoTL research assistant (RA). We are looking for 1-3 individuals who are passionate about research and want to apply their skills to teaching and learning inquiry and scholarship. Our goal is to build a team with a range of expertise to support SFU instructors in their evidence-based teaching journey. The Scholarship of Teaching and Learning (SoTL) refers to a multi-disciplinary scholarly process of systematic inquiry into teaching and learning and relates to other forms of applied education research. TILT RAs work closely with instructors from all disciplines on teaching and learning inquiry research projects. These projects are managed and supported by the TILT and focus on evaluating innovative pedagogies and learning technologies. As a member of the team TILT RAs are expected to contribute expertise in SoTL design, data collection, and analysis (often using social science and/or behavioural research methods) to complement faculty expertise in their own discipline and disciplinary teaching practices. Training and support are provided by TILT’s Educational Research Developer. This includes just-in-time support, participation in the TILT group development and collaboration on projects. Supporting all elements of the research process on 1 to 5 projects. This includes collaborating and consulting with faculty. Successful candidates will join an existing, group of staff, faculty, and other students invested in teaching and learning at SFU. What we offer: Opportunities to learn and develop research skills; A first-hand view of teaching and learning inquiry’s impact on student learning. A fun and collaborative work environment.

Undergraduate honours students collaborate with Dr. Deborah Mater on research related to psychopathology, trauma, clinical assessment, and mental health systems. Projects emphasize applied clinical questions and ethical research practice.

Tasks include recruiting and scheduling research participants, conducting literature review, coding, data entry, manuscript preparation, as well as performing other administrative tasks in the laboratory. Training on all skills necessary for the position will be provided. Other educational opportunities are available through regular lab meetings and seminars. Supervision will be provided by graduate students and senior undergraduate research assistants in our lab.

Leakage of CH₄ and other gases from oil and gas wells is a major source of industrial greenhouse-gas (GHG) emissions. This risk becomes even more consequential as depleted or repurposed reservoirs are used for carbon capture and storage (CCS), where CO₂ can migrate along compromised wellbores, micro-annuli, and caprock discontinuities (e.g., faults and fractures). Data suggests that on the order of 10% of wells may exhibit leakage due to sustained integrity failures under current construction practices. Therefore, leak detection and integrity verification during decommissioning, which are necessary steps before final abandonment, are critical for long-term containment and highlight the urgent need for robust, scalable leakage-mitigation technologies. Squeeze cementing, in which cement slurry is injected through a perforated casing to fill leakage paths, is the standard repair process used to mitigate well leakage. However, squeeze cementing often has a low success rate, with only around 30% succeeding on the first attempt. This motivates the development of sophisticated, experiment-supported models to predict and optimize squeeze-cementing operations. In this research project, the aim is to develop models, supported with experiments, that predict cement-slurry penetration into leakage pathways that form around the well casing. Such models will enable prediction of the pumping pressure required to ensure these pathways are effectively sealed. Because the geometry of these pathways is highly uncertain, the model must be fast enough to simulate thousands of leakage scenarios within a few minutes. These predictions can guide squeeze-cementing operations and improve their success rate. In addition to modeling, experiments will be conducted to validate and support the model predictions. You will: Contribute to modest mechanical design and assembly tasks related to the experimental apparatus. Assist with micromodel experiments, including fluid preparation and rheological measurements. Conduct image processing and flow visualization to extract quantitative data from experiments. Learn the physical principles underlying squeeze cementing and compare the experimental findings with model predictions Assist in generating results in form of tables and figures. What You’ll Gain Hands-on Laboratory Experience: Training in complex fluid preparation, rheometry, and flow visualization techniques. Research Training and Mentorship: Close collaboration with graduate researchers on cutting-edge problems in experimental and theoretical fluid mechanics. Broader Research Exposure: Participation in group meetings and exposure to a range of ongoing projects. Transferable Skills: A strong foundation in rheology, experimental methods, image processing, data analysis and model development, relevant to both academic research and industry careers.

The Attentional Neuroscience Lab considers undergrad RA applicants on a rolling basis. Unfortunately, however, we do not have the lab or supervisory resources to accommodate outside research proposals, including proposals for Neuroscience capstone projects, COGS 402 projects, directed studies projects, or Psychology Honours projects. Rather, we are able to take undergrad RAs on to the extent our current projects need RA help, and within those constraints, we can then consider whether that opportunity may be appropriate for a Capstone/Cogs/Honours type project.

We post details about our lab’s open positions on the UBC Psychology department’s Student Research Assistantship Opportunities page (linked in application form link). (If no open positions for our lab are posted there, it means that we are not currently accepting applications for new volunteer RAs. However, we encourage you to check back in the future. We often recruit new RAs a few weeks before the start of academic terms.) Volunteering as an RA is a great way to get hands-on experience with research. We often invite our most outstanding RAs to continue in the lab with longer-term directed studies projects, and occasionally in paid roles. Experience in a research lab can be especially important for students who are considering graduate school. Typical volunteer RA responsibilities include preparing study materials recruiting, prescreening, and scheduling participants overseeing participant lab visits debriefing participants about the purpose of research studies data management and data coding conducting literature reviews experienced RAs are also sometimes asked to help analyze data and present results at our lab meetings, poster sessions, and conferences. Successful applicants for RA positions usually are registered UBC students have taken PSYC101, 102, and 217, or equivalent courses have maintained a B+ (or above) average in their courses over the past year can contribute 6-9 hours per week of lab work for at least 12 months We evaluate applications holistically and thus occasionally make exceptions for individuals who do not fit the profile described above. Working in our lab involves a lot of teamwork and requires good communication skills, high conscientiousness, and flexibility. If this sounds like you, we would love to hear from you. We strive for a lab that reflects the larger community that we serve. We believe that diverse representation in gender, ethnicity, cultural background, sexual orientation, age, abilities, and perspectives, makes our lab stronger. We seek to recruit and retain lab members with a range of backgrounds and identities, and we aim to foster an inclusive and accessible lab environment in which all members feel welcomed and supported.

We do not take students for volunteer positions, as this perpetuates existing inequities in science. Undergraduate students begin in the lab via credit-based opportunities (e.g., via Directed Studies, Honours Thesis), and have at least a third-year standing when joining. Summer positions and other full-time positions (e.g., Co-op) are prioritzed for students that have already done credit-based work within the lab.

Diverse science is better science. We’re interested in hearing from all of you – and encourage inquiries from students from under-represented minority groups.

These are just some of the questions that we are exploring in our lab. We wouldn’t be able to do any of our research without the help of undergraduate students who volunteer their time in our lab to work as Research Assistants (RA’s). Each semester, we have about 12-15 RA’s in the lab who are supervised by graduate students. Some of these RA’s are invited to oversee projects for Directed Studies credit. RA’s are involved in many different aspects of the studies we run. Typical responsibilities include running experimental sessions, phone/email recruitment of experimental participants, debriefing participants about the purpose of our research, acting out a role in an experimental paradigm, data entry, data analysis, and training in ethical research. We require an 6 – 10 hour a week time commitment, but all of this is hands-on activity. Because most of the work is done Mon – Fri between 9 and 6 pm., we look for people with flexible daytime schedules. RA’s work in small project groups and meet with the supervising graduate student to learn about the goals of the research and give periodic updates on the progress of the study. Because the completion of a study involves a high degree of coordination and efficiency, we look for students who have great communication skills, work well as team, are responsible and prompt, and are willing to learn new things. Research experience is the most important qualification for graduate school, and we can offer lots of advice in choosing a graduate program that’s right for you.

Please review the linked website for information about this lab's research.

Summer research program supporting BSN students conducting supervised nursing research projects.

Please review the linked website for the lab's key research interests.

The Sexuality and Well-Being (SWell) Lab is a research laboratory in the Clinical Area of the Psychology Department at UBC. We are a group of psychological scientists who conduct multi-method research to identify risk and protective factors contributing to individuals’ and couples’ sexual health and well-being. Our research falls into two multi-method research streams: 1) investigating cognitive and affective mechanisms contributing to sexual response and well-being in healthy and clinical samples (i.e., experimental lab-based research), and 2) investigating risk and protective factors contributing to individuals’ and couples’ sexual health and wellbeing (i.e., dyadic longitudinal research). Both research streams are focused on identifying mechanisms that we can then use to develop new interventions for sexual dysfunction. Lab Values We at the SWell Lab are committed to diversity and inclusion in our recruitment, hiring, and research practices. We support our LGBTQIA+ lab members and peers, our BIPOC lab members and peers, and people of all other identities. We continue to work towards creating an accountable and safe space in our lab. We do so by our commitment to continuing to learn about racism, sexism, and other forms of discrimination and by mindfully conducting our research through an anti-oppressive lens. We know that this commitment is part of an ongoing learning and unlearning process. We welcome applications from people of all backgrounds who share these values and are committed to improving equity, diversity, and inclusion in psychology.

The Brown Lab values diversity in experience, culture, and knowledge. We strive to recruit, include, and support people with diverse backgrounds, beliefs, and experiences. Please read our equity and inclusion statement. If you are interested in research on pediatric rheumatic diseases, we would love to hear from you. We have opportunities for new trainees, as well as experienced researchers and medical fellows.

Please review the linked website to review opportunity descriptions.

Current projects are exploring dual processing of pain expression and its perception by others. The expression of the person in pain has both automatic (e.g., facial expression) and controlled (e.g., self-report) components, and pain is perceived by observers in an automatic (e.g., gut-level) and controlled (e.g., contemplative) manner. Another area of our research evaluates observational scales for studying pain in people with communication limitations. Depending on the project, you might be able to run participants through studies, enter and check data, assist in conducting a systematic review, and help write an academic paper. The studies of some past students have been prepared and submitted for publication in peer-reviewed journals.

You’re passionate about research and bringing new knowledge to the forefront alongside others who are just as driven as you are in their search for answers. Your curiosity fuels your learning, but where you really shine is your ability to collaborate with diverse groups like students, faculty experts and employees, and community partners.

You’re passionate about research and bringing new knowledge to the forefront alongside others who are just as driven as you are in their search for answers. Your curiosity fuels your learning, but where you really shine is your ability to collaborate with diverse groups like students, faculty experts and employees, and community partners.

You’re passionate about research and bringing new knowledge to the forefront alongside others who are just as driven as you are in their search for answers. Your curiosity fuels your learning, but where you really shine is your ability to collaborate with diverse groups like students, faculty experts and employees, and community partners.

You’re passionate about research and bringing new knowledge to the forefront alongside others who are just as driven as you are in their search for answers. Your curiosity fuels your learning, but where you really shine is your ability to collaborate with diverse groups like students, faculty experts and employees, and community partners.

You’re passionate about research and bringing new knowledge to the forefront alongside others who are just as driven as you are in their search for answers. Your curiosity fuels your learning, but where you really shine is your ability to collaborate with diverse groups like students, faculty experts and employees, and community partners.

You’re passionate about research and bringing new knowledge to the forefront alongside others who are just as driven as you are in their search for answers. Your curiosity fuels your learning, but where you really shine is your ability to collaborate with diverse groups like students, faculty experts and employees, and community partners.

The Bamfield Marine Sciences Centre’s Undergraduate Research Fellowship (URF) is competitive award to support a student’s return to BMSC for a short time during a subsequent semester (typically less than 4 weeks), to complete research started during a BMSC course. Individual students and teams of students are eligible. Teams of students (up to 4 students) wishing to apply should submit a single proposal.

Areas of Interest (General research description): Dr. MacLean's research explores factors that affect professional decision making and eyewitness recall for critical events (workplace and criminal). For her, compelling factors are the effects of context and motivation in the investigative process. She studies how factors such as expertise, stereotypes, environment, allegiances, or state affect decision making and recall. Her research considers topics such as confirmation bias/tunnel vision and investigative interviewing.

The Summer Student Research Program, a collaboration between the University of British Columbia, BC Children’s Hospital and BC Women’s Hospital & Health Care Centre, fosters research awareness and interest for undergraduate and medical students. Since 1987, this program has attracted students from local, national and international academic institutions, and has provided them an opportunity to participate in research projects related to child and family health under the supervision of BCCHR researchers. The Summer Student Research Program Has Two Components 1 — An individual research project: Explore your research interests in the areas of biomedical, clinical, population, and health science by undertaking an individual research project alongside a research team. It is up to the supervisor and student to determine the details of the individual research project. Some research teams will have an established project for summer students, while other research teams will provide support for a student-led project. 2 — The research education program: Along with the student’s individual research project, the Summer Student Research Program includes a curriculum that exposes students to the breadth and depth of research taking place at BC Children’s Hospital and/or BC Women’s Hospital + Health Centre. Students can expect high-quality training, dedicated mentorship, an introduction to a wide variety of research topics, and associated skills training. The program is held in June-July and is based at the BC Children’s Hospital Research Institute in Vancouver, BC. Students are expected to work with their supervisor to establish a work schedule that allows for attendance in the June-July research education program. The start dates and end dates for individual research projects are up to students and their supervisors. Students may start as early as May and continue working onsite until as late as September 1. Please note: to meet the summer program’s attendance requirement, students must attend at least 5 sessions in June and at least 5 sessions in July. The research education curriculum includes: Special Events: opportunities to network and maximize your exposure to peers and mentors Orientation: learn more about the services and resources available to students working on the Oak Street Campus Student Presentations: summer students do short presentations on their individual summer research projects to facilitate the sharing of data and research results (this is an excellent opportunity to practice public speaking!) Faculty Presentations: hear from our researchers and learn about opportunities available in the medical research field, both during the student years and beyond Workshops: a variety of training workshops to help you build the skills and confidence to design scientifically, statistically and ethically sound research. Previous topics have included: Introduction to Statistical Terms & Concepts, Abstract Writing, Preparing a Scientific Poster, Writing Scientific Articles, and Literature Searching Tips & Tricks Poster Day: a moderated poster session to showcase the outstanding work undertaken by summer students and to recognize the significant contributions to research endeavours at BC Children’s Hospital. Help us celebrate our previous Summer Students by reading their Poster Day Abstract Booklets: 2025 | 2024 | 2023 | 2022 | 2021 | 2020 Fast Facts Over the last 32 years, 1,382 students have participated in the Summer Student Research Program. This includes 494 medical students, 712 undergraduate students and 176 unspecified students Between 2000-2018, 990 applications for BCCHR Summer Studentships were received. 343 BCCHR Studentships were awarded (total value, approximately $1,300,000) and 118 Partnership Summer Studentships were awarded (total value, approximately $500,000) In 2019, the 104 program participants came from 15 universities world-wide. Program feedback highlighted the diverse curriculum, valuable learning opportunity and vocational guidance. 100% of respondents would recommend this program to others

Research assistants (RAs) working in Dr. Bernstein’s lab will be given the opportunity to gain experience in a variety of research settings and contexts. The main role of an RA is to run subjects through experiments. This includes obtaining informed consent, debriefing participants, and being able to properly administer the procedure. Additionally, RAs may be asked to assist in creating testing materials, piloting studies, and helping to develop new studies. There are many other small tasks involved in completing research and maintaining the lab. Often RAs are encouraged to attend guest lectures, attend and present at conferences, and make full use of the resources that the university provides. RAs also have the opportunity to become familiar with and utilize research equipment and technologies (e.g., eye-tracking, survey development platforms, and research-focused software).

To provide undergraduate students with: • Research opportunities and exposure to a wide range of biomedical disciplines and technologies. • Opportunities to develop transferrable skills, including oral presentation skills. • Networking opportunities and insights into potential career options. 1. These awards are designated for undergraduate students or medical students supervised by a CBR Principal Investigator (PI), LSI Principal Investigator (PI), Research Associate (RA), or Postdoctoral Fellow (PDF) during the summer period (May to August). 2. Projects are 16 weeks in length. Shorter periods can be accommodated in specific cases (e.g. for medical students). In such cases, the award amount will be adjusted accordingly. 3. Acceptable projects include basic science, clinical research, and science education/communication projects. It is expected that awardees will conduct research for 35 hours per week. 4. More than one award may be held per PI, however, we will attempt to distribute awards to as many different labs throughout the CBR and LSI. 5. Only one student may be supervised by a PDF/RA. PDFs/RAs who are directly supervising students must have approval from their PI. 6. CBR or LSI will contribute $6,000 of the award funding, while PIs must contribute $3750 of the award funding. Upon award acceptance, PIs must provide a worktag (speedchart) to administrative staff. The award will be disbursed as a monthly payment through CBR or LSI.vii. 7. Successful student applicants: • MUST present their work or work-in-progress at the CBR Research Day (August 2026, held in-personat the Life Sciences Centre). • MUST participate in ALL CBR-organized summer events (see ‘Award Conditions’). • MUST submit a written summary of their research project, a reflection of their Program experience, and an assessment of the overall program (one page). This report should be sent to the CBR office before August 21, 2026. • ARE NOT eligible to hold a CBR Summer Studentship concurrently with any other funding (e.g., NSERC URSA) during the CBR Summer Studentship funding period (May to August). 8. It is expected that students and PIs will discuss project expectations, schedules, and timelines prior to submitting an application. 9. The funding entity (CBR or LSI) must be acknowledged in publications and presentations of work arising from this award.

The Jaumouillé lab is interested in immunotherapies that promote the elimination of cancer cells through professional phagocytes. Our goal is to understand the mechanisms that restrict the anti-tumoral capacity of phagocytes to develop more effective therapeutic strategies. Our approach is to employ genetic engineering techniques to study and manipulate immune cells, including CRISPR/Cas9 gene editing, chimeric antigen receptors, retroviral and transposon expression systems. Interested students should e-mail Dr. Jaumouillé with a brief description of their research interests and include a current transcripts and CV. (Posted 03JULY2025)

Multiple bioinformatics projects: Antimicrobial gene mobility; Pathogen-associated gene analysis; Data curation and visualization of integrated microbiome, clinical, environmental data.

Molecular mechanisms underlying asymmetric cell division

The Paetzel laboratory has research opportunities for undergraduate students interested in structural bioinformatics. A computer science background is helpful, but not always essential. (Posted 03JULY2025)

Molecular mechanisms underlying asymmetric cell division

The Hawkins lab studies the role of asymmetrically localized proteins and the Wnt signaling pathway in asymmetric cell division in C. elegans. We have focused on the protein HAM-1, that is asymmetrically localized at the cell cortex in many dividing cells in the embryo. This protein also has a DNA binding domain and localizes to the nucleus. We proposed that the asymmetric localization at the cell cortex is one mechanism to specifically distribute the protein to one of the two daughter cells during division. The goal is to watch the segregation of HAM-1 in living embryos during cell division. To accomplish this goal, the directed research project will involve generating a plasmid construct that fuses the ham-1 gene to a gene encoding a photoconvertible fluorescent protein (Dendra2). This construct will then be used to generate transgenic C. elegans. A series of experiments will then be undertaken to visualize Dendra2::HAM-1 localization and segregation in transgenic embryos.

15-credit Direct Research opportunities are available in the Choy lab for individuals interested in studying how immune responses contribute to transplant rejection and autoimmune disease. Interested students should e-mail Dr. Choy describing their research interests along with a copy of transcripts and CV.

We are proud to offer meaningful undergraduate research opportunities, ranging from volunteer experiences to directed studies and thesis projects. We welcome motivated students from all backgrounds. While motivated students from all backgrounds are encouraged to apply, having prior experience in psychology, molecular biology, or neuroscience can be especially beneficial for engaging with the lab’s research. Expectations: Commit at least 10 hours per week during the academic year. Preference is given to students who plan to volunteer for more than one year. Be reliable, engaged, and proactive learners who contribute positively to the lab environment. Mentorship & Growth: Student learning is a core priority. Mentorship is tailored to individual goals, and previous undergraduates have gone on to graduate studies, medical school, and research careers.

My current research is focused on designing and evaluating digital tools for fostering happiness in specific contexts such as knowledge work, and creative activities. I also do research on helping people engage in everyday forms of creativity (such as learning, developing DIY projects, and making decisions) using tangible mediums. Some of our ongoing and past projects include: - Systems that help people reflect on what makes them happy when engaged in computer-based tasks - Interactive systems that incorporate specific interaction techniques for building happiness when engaged in computer-based tasks - Adaptive systems that demonstrate dynamically changing workflows for building happiness when engaged in computer-based tasks - Tools for makers - Studies and tools that address social acceptability of wearables (such as e-textile garments and healthcare wearables) - Data physicalization techniques and tools - Interfaces for communicating information through fabricated products, wearable mechanical limbs, and on-vehicle devices

The Hof group has hosted students from many different scientific and personal backgrounds. If you want to know more about experiences in the group through the lens of any particular identity, you can write to Dr. Hof before deciding about an application so he can try to put you in contact with a current or past student who shares some aspect of your personal identity, your academic background, and/or your cultural background.

University of Victoria undergraduate students intersted in developing their laboratory skills and experiencing the research environment should contact us regarding CHEM 298, 398, 399 and 499 projects (UVic).

Research at the intersection of chemistry and physics, focusing on spectroscopy and nanomaterials.

Our research program seeks to understand variations in marine primary productivity and cycling of nutrient elements in the oceans. The main focus of our research is the ecological physiology of silicon, nitrogen and carbon utilization by unicellular planktonic algae and the sensitivity of the uptake mechanisms to changing environmental conditions. Studies are conducted in the laboratory and on oceanographic cruises to coastal and open ocean waters, utilizing an array of techniques from biology, biochemistry and geochemistry.

Shifts in metabolic balance and nutritional energy trigger responses that collectively change how we grow, reproduce, and maintain our health during aging. In the Templeman lab, the goal of our research program is to better understand how our metabolic health and the food we eat affect the fundamental biological processes of reproduction and aging.

Investigates genome evolution and cell biology using modern molecular and computational approaches.

We are interested in how the central nervous system is formed during embryonic and postnatal development. Much of our research is centred on neuronal differentiation in the developing retina. We also study diseases of the retina and other areas of eye biology.

Please review the lab website for more information on its research.

About the lab: The global redistribution of species is leading to large-scale community change. Gaining a process-based understanding for what factors create species and community resilience with environmental variability is an important research objective for our time. We address this theme by linking physiological thresholds of organisms to the environment they experience, quantifying changes in animal behaviour, the outcome of species interactions, and distribution patterns. Our team applies experimental protocols, complementary laboratory and field approaches, meta-analytic approaches, and modern statistical tools to link spatial and temporal trends in abiotic variables at biologically relevant scales. A pool of water near Hveravellir, Iceland, captured with a FLIR infrared camera. Such tools allow us to visualize the temperature gradient present in a habitat, and how inhabitants like the freshwater snail, Physella acuta, may alter their behaviour to utilize the air/water interface in accordance with physiological tolerance thresholds.

The majority of applicants are accepted in the Fall Season. General information about the lab: Intercultural Communication We study how culture affects communication and social relations, in addition to the way in which people perceive, think about, feel about and interact with people in other groups. Motivation Motivation is the central gear of the MIR Lab. We study what moves people to act and think the way they do in different social and educational contexts. Language Learning We study the psychology of language learning, including why and how people learn different languages and interact with people from other cultures. Immigrants’ Integration We study the psychological processes related to immigration, including negotiating loss and separation from the country of origin, language learning, identity changes, and experiences of discrimination.

Investigates decision-making, judgment, and risk-taking behaviour using experimental and survey methods. Students gain exposure to behavioural data analysis.

We often have openings for undergraduate students to become involved in our lab. Undergraduates can learn about research while earning course credit through taking an Independent Study class. This can be a good opportunity for students who are considering graduate school to see the research process up close and decide if research is something that is of interest to them. Alternatively, students are welcome to volunteer in the lab to learn more about the research process without committing to the rigours of an independent study. We ask volunteers to commit to two semesters minimum in the lab. Students may be involved some or all of the following activities: Data Entry using SPSS, a statistical computer program, for on-going projects Participant recruitment and Data collection (typically with families in the community) Transcription of interviews with research participants Assistance in the creation of knowledge mobilization materials for the community Assistance in creation of materials that will be used in manuscripts and other presentations Literature searches and creation of article summaries related to current projects in the lab Assistance with BRANCH Research social media accounts Opportunities to practice and develop presentation skills

General lab information: Our research in neuroimaging and neuropsychology has a common focus: to develop research-driven approaches that can be implemented clinically to better understand aging and assess neuropsychological conditions. Specifically, we use magnetic resonance imaging (MRI) techniques, including functional (fMRI) and diffusion-weighted imaging (DTI), to study the brain-behaviour relationship in patient and healthy populations.

Studies how the brain recognizes faces and objects, with applications to perception, technology, and neurological conditions. Students gain experience with visual cognition experiments and data coding.

Focuses on executive functioning and traumatic brain injury, bridging cognitive psychology and clinical neuroscience. Undergraduates may assist with assessments, data processing, and research organization.

The Cognition and Action Laboratory affords a lively, interactive environment which I co-direct with Professor Michael Masson. Students (including undergraduate honors and graduate students) engage in a variety of research projects on higher level motor cognition. The laboratory has an experienced full-time research co-ordinator (Marnie Jedynak) who assists in the daily management of our collaborative work. In addition, we have facilities that allow real-time tracking of eye movements as well as motion capture technology for assessing the trajectory of the hand in flight. The Department of Psychology's Brain and Cognition Laboratory provides additional space for behavioural testing and is equipped with facilities for recording of event-related potentials in various behavioural paradigms. Graduate students will benefit from the active setting and our well developed infrastructure, and from the opportunities afforded by ongoing interactions with other researchers in North America.

The CHART Lab is led by Dr. Hasina Samji, Associate Professor in the Simon Fraser University Faculty of Health Sciences. Lab activities are headquartered on the unceded traditional territories of the xʷməθkwəy̓əm (Musqueam), Skwxwú7mesh (Squamish), Stó:lō, Səl̓ílwətaɬ (Tsleil-Waututh), and kʷikʷəƛ̓əm (Kwikwetlem) Nations, also known as Burnaby, British Columbia, Canada. Outstanding undergraduate students may also consider applying for SSHRC or NSERC Undergraduate Student Research Awards (USRA) if appropriate for their research interests. Please contact Dr. Samji well in advance of grant application deadlines to discuss your research interests and develop a funding proposal. Please review this lab's linked website for more information on research interests.

The CHATR lab runs under the leadership of Dr. Meghan Winters, Faculty of Health Sciences, Simon Fraser University, located in Burnaby, BC, Canada. Lab members also commonly work out of the Vancouver Coastal Health Research Institute’s Centre for Aging SMART. We are always looking for talented trainees at all stages of their academic journey (undergraduate, graduate, post-doctoral). It is highly recommended that potential graduate students apply for external sources of funding (e.g. MSFHR, CIHR). Outstanding undergraduates are also encouraged to apply for an SSHRC or NSERC Undergraduate Student Research Award. Please contact Dr. Winters well in advance of funder deadlines with with a current CV, transcript, and a statement of research interests to allow adequate time to discuss your interests and develop a funding proposal.

Volunteering as an RA is a great way to get hands-on experience with research, and is especially important for students who are considering graduate school. Generally speaking, this is how students progress through the lab: PHASE 1: Lab librarian We maintain a growing list of recent journal articles on topics of interest to the lab. Newly-minted RAs are often tasked with reading these articles, and providing brief (2-3 sentences) summaries. This will give you experience with academic writing, and help you learn more about the kinds of psychology we’re interested in! PHASE 2: Experimenter Once RAs have proven their diligence through library duties, they can become experimenters. Typically this means you will be recruiting and scheduling participants, overseeing their visits to the lab, and debriefing them about the purpose of research studies. You may also be asked to enter or code data. PHASE 3: Project manager RAs who have spent several months in the lab are sometimes promoted to Project Manager positions. This role typically combines the duties of an experimenter with some additional responsibilities. You will manage a team of experimenters, training them, acting as the liaison between them and the graduate student in charge of the project. PHASE 4: Directed studies, honours, and paid positions The most advanced RAs in the lab often do directed studies or honours projects with the lab, or have the opportunity to earn paid positions. These RAs get the added benefit of helping to analyze data, attending and even presenting at our lab meetings, and in some cases can become co-authors on posters, talks or papers.

Most initial volunteer positions involve working on a project directly overseen by one of the graduate students in the lab (and only indirectly by Dr. Bedi). Upon completion of of an initial volunteer contract , the top volunteers may be invited to join a project directly overseen by Dr. Bedi. Paid research assistant positions are only available to graduate students in the lab and undergraduate students who have completed a direct volunteering position with Dr. Bedi. The lab is particularly interested in recruiting individuals who have one of the following interests (Please note that the exact recruitment focus may vary year by year due to existing support for each topic area within the lab at that time). ○ Investigating counselling and psychotherapy as Western cultural healing practices rather than as universally valid and applicable treatment approaches (see Frank and Frank’s [1993] model of psychotherapy as cultural healing and Bedi [2018] in Archives of Scientific Psychology). ○ The intersection of South Asian Indian indigenous/traditional/cultural healing practices and counselling/psychotherapy. This can include examining similarities between these healing practices and counselling/psychotherapy or between indigenous/traditional/cultural healers and counsellors/therapists. It can also include looking at the integration of traditional/indigenous healing practices with counselling/psychotherapy. An interest or background in medical anthropology is welcome. ○ Professional issues or disciplinary issues in Canadian counselling psychology, such as the experience of men (who are a large minority group) in counselling psychology training programs, the need to create a scale of Canadian counselling psychology professional identity, and perceived differences between counselling psychology and clinical psychology. ○ Neglected topics in the Psychology of Men and Masculinity, such as the benefits of traditional masculinity, intimate partner abuse or violence against men, and investigating access barriers for men seeking counselling/psychotherapy. ○ Counselling/psychotherapy with Punjabis, Sikhs, or other individuals of Indian heritage, such as culturally-adapted counselling and psychotherapy with Punjabi Sikhs. ○ Heterodox issues in counselling psychology that challenge dominant narratives and sacred ideas in counselling psychology, such as political/ideological bias, trigger warnings, and investigating the experiences of highly religious or conservative counselling psychology students or faculty. Research using Aversive Racism/Prejudice theory to examine counsellors, psychologists, professors, and students, particularly those who are highly liberal or who most believe themselves to be non-discriminatory, is welcome.

Every undergraduate student is welcome to apply for research opportunities that are available in our bustling lab. If you make a substantial contribution to research, you may earn yourself a co-authorship on a published paper! This is a large feather in your cap and a great way to kick-start a career in research and beyond. Volunteering: Volunteering is a great way to gain experience and opens the door to additional opportunities (listed below). In fact, many of our current graduate students started in our lab as undergraduate volunteers! Volunteering can range in weekly time commitment anywhere from 1 hour and up, so if you don’t have large windows of time, we still encourage you to reach out! Furthermore, if part-time jobs or other financial responsibilities are preventing you from exploring volunteering, please contact us and we will see if there is anything we can do, such as a work study position. If you’re already volunteering, make sure to ask your graduate student mentor about any/ all of the following opportunities! Directed Studies Courses (BISC 298/497W/498/499): In a directed studies course, you essentially get credit for doing research! Expect to spend the same amount of time doing your research as you would for a 3-credit course (~10 hours/week). You will be in charge of collecting your own data, reviewing the literature, and writing your own (mini) manuscript! Don’t worry, you will be guided all along the way, and you will acquire new skills in the process. Independent Study Semester (ISS) (BISC 490/491/492): An ISS is similar to the courses listed above but it is more intensive. An ISS is worth 15 credits and involves studying full time with a faculty supervisor for one semester. To complete the requirements for an ISS, you will write a research proposal, carry out research, present your findings in a thesis, and defend it to your advisory committee – similar to a mini-MSc project. More information and how to apply here. Summer USRA: Ask us about applying for an undergraduate student research award (USRA). As an award winner, you will do research in our lab for a 4-month term (typically in the summer). Guided by a graduate student mentor, you will experience the many thrills of research: collecting data, trouble-shooting experiments, and presenting findings in our weekly lab meetings. The deadline to apply for these awards is in January each year. What to expect when you are in the Lab as an Undergraduate Researcher: All students in our lab are very friendly and helpful! So, no need to be shy! Introduce yourself to other graduate students (pro tip: they love being asked about their research). Join our group lunches or Friday beers. Introduce yourself to Regine, our lab manager and chemistry wizard, as she is the most helpful and knowledgeable of us all. Things to ask us about when you are here: Friday lab meetings Presenting your work at a local conference Letter of recommendations Career advice Statement on our undergraduate recruitment strategy: As we recruit a significant number of graduate students from undergraduate student researchers in our lab, we strive to make this recruitment equitable. To that end, we try to widely advertise undergraduate research opportunities through the departmental web page and through recruitment drives in large introductory biology classes that tend to have the widest breadth of students before they specialize in their studies. In an effort to not exclude those with less familiarity with academia and scientific research, we also strive to fully describe the nature of research positions and how to apply for them (see below).

PROSPECTIVE UNDERGRADUATE STUDENTS We are sometimes looking for motivated volunteers who would like to gain experience with working in the outdoors! Please contact me if interested. I also accept ISS students on a case-by-case basis.

We are always looking for keen and bright undergraduate students to help in the lab. Some work is volunteer based, but we try and make a number of UG paid research positions available.