University of British Columbia

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.

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.

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 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.

**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).

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.

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.

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

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

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.

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

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.

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.

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.

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.

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

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.

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.

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.

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.

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.

General lab information: The Movement for All (M4A) Lab aims to put the ‘all’ in physically active. Our work focuses on the co-creation of trainings, tools, interventions, and experiential learning opportunities for students, practitioners, and peers to support people with chronic disease and disability to be physically active. At the core of our methods, we work to meaningfully engage community and clinician partners throughout the research process and ensure our work gives back to those who the research is intended for. Our work has three areas of focus: 1) Implementing experiential learning opportunities in community-based exercise settings 2) Co-developing knowledge translation tools to promote and prescribe physical activity across diverse populations 3) Advancing the methods and practice of physical activity counselling and tailoring

Led by Dr. Erica Bennett, this research group conducts qualitative research on inclusive movement, embodiment, and physical activity. Research areas include 2SLGTBQIA+ experiences, aging and the body, and stress, emotion, and coping in sport contexts. Undergraduate research or volunteer opportunities may be available depending on projects and funding.

General lab information: Our group takes a community-based, social justice approach to sport and physical culture. Primarily using the qualitative tradition, we research issues related to health, embodiment, place, gender and Indigenity.

General Lab 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 lab information: The main objective of the lab is to identify the neural, musculo-skeletal and psychological factors that contribute to balance deficits and falls associated with age, Parkinson’s disease, vestibular loss and spinal cord injury. The second objective is to identify optimal exercise, training and treatment strategies to improve age and disease-specific balance deficits and reduce the occurrence and impact of falls. The Neural Control of Posture and Movement Laboratory features a comprehensive approach to studying dynamic control of balance by combining various neuro-physiological and biomechanical techniques, including surface and intra-muscular electromyography, 3D full-body motion analysis and force measurement coupled with quantitative and qualitative assessment of perceived and physiological effects of fear and anxiety. Virtual environments have been integrated with unique moving balance platforms to manipulate balance-related anxiety and recreate the environmental conditions that lead to falls in everyday life.

General lab information: The mission of the our research group is to understand the factors that enable teams, and individuals within those teams, to thrive in pursuit of their goals. We are particularly interested in the psychology of team effectiveness—in short, how can teams reach their full potential? The majority of our research focuses on sport, but we also study teams in other high-performance domains such as healthcare, business, and military settings. We employ a variety of quantitative and qualitative methods to conduct our research, and we are fortunate to collaborate with industry partners and researchers from around the world. Some of our recent work and current projects centre around concepts such as teamwork, collective thriving, team resilience, psychological safety, team cohesion, and leadership. Feel free to browse our website at your leisure and don’t hesitate to contact us if you’d like to discuss anything further.

General lab information: The focus of the Health and Integrative Physiology (HIP) laboratory is to understand how the respiratory and cardiovascular systems interact, respond and adapt to physiological stressors such as exercise, disease, and hypoxia. The interactions between the heart, vasculature, lungs, and muscles of respiration are complex with many unanswered questions remaining. Moreover, the importance of biological sex is rarely considered when exploring the complexities of cardio-respiratory interactions. A number of ongoing research studies have been designed to blend these themes. An important aim of ongoing work is to provide significant training opportunities for highly-qualified trainees ranging from undergraduates to post doctoral fellows. The HIP lab is located in the Chan Gunn Pavilion on the campus of UBC. It is equipped with techniques and equipment necessary to study the respiratory and cardiovascular systems in humans at rest and during exercise. We use Doppler ultrasound to measure blood flow to limbs. We make continuous beat-by-beat measurements of arterial blood pressure. We have recently begun to record muscle sympathetic nerve activity. Techniques to measure ventilatory responsiveness to chemical stimuli (oxygen, carbon dioxide) are in place. Data collection/analysis hardware & software are available (PowerLab and LabView). The above methods permit simultaneous measures of blood flow, vascular resistance, autonomic activity, and the quantification of the temporal alignment between the neural, ventilatory and hemodynamic responses to physiological perturbations. In addition, standard exercise physiology equipment is housed within the lab. Research in the HIP lab is supported by the following granting agencies: Michael Smith Foundation for Health Research Natural Sciences and Engineering Research Council Canadian Foundation for Innovation British Columbia Lung Association Canadian Institutes of Health Research

Paid 40-hour laboratory research experience for biology undergraduates with no prior research experience.

General lab 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 lab information: Our research seeks to develop, evaluate, and disseminate physical activity programs and initiatives among hard-to-reach and/or highly stressed populations, and incorporates psychological and biological markers of health and wellbeing measured both within laboratory and in situ settings. Our movement-based initiatives are developed with, by, and for members of hard-to-reach communities. We also seek to understand the effects of mode, intensity, and duration of a single bout of exercise on psychological and biological responses to acute psychosocial stressors, and the effects of acute stressors on performance and engagement in a bout of exercise. We have an amazing team of postdoctoral fellows, graduate students, and undergraduate research assistants whose passion for our lab’s research ensures its success and a truly amazing work environment.

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.

This lab studies how environmental stressors such as heat, cold, and altitude affect human performance and health. Undergraduate students may assist with physiological testing and data analysis.

The Physical Activity Promotion and Chronic Disease Prevention Unit openly welcomes volunteers from a variety of backgrounds. Drs. Bredin and Warburton have supervised a wide range of undergraduate students, graduate students from other laboratories, and medical professionals (e.g., nurses, physicians, medical students). Volunteers are able to gain first hand knowledge of advanced technologies and methodologies in diverse areas. Trainees interested in volunteer opportunities should contact Drs. Bredin and Warburton directly. Generally, our program will have 5-10 volunteers (at any one time) working in our laboratories.

We generate knowledge that supports the reclamation of Indigenous movement as a foundation for renewal, self-determination, and decolonization. Our work critically examines how colonial power has shaped Indigenous sport and physical culture across both historical and contemporary contexts, in Canada and around the world. We also collaborate directly with communities and organizations through applied and policy-focused research, helping to shift sport cultures and drive meaningful systemic change.

General lab 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.

Please see the linked website for current publications and information on what a volunteer position would look like in this lab.