Students from the Research Opportunities Program share their experiences from the field.
Get Hands-On Research Experience
The Research Opportunities Program is a second- or third-year course in which you can join an instructor’s research project and earn 0.5 or 1.0 course credit. ROPs take place throughout the academic year.
Undergraduate Research Poster Fair
Students who have completed an ROP/REP project over the summer will present their research during the Undergraduate Research Poster Fair. The presenters will share insights with students about their experience and how they secured their research projects.
ROP/REP program staff will also be onsite to answer any questions about how to apply for an ROP/REP course. The Undergraduate Research Poster Fair is open to all U of T students, faculty and staff.
- September 19, 2024
- 10:30 a.m. - 2 p.m.
- Sidney Smith Hall
- Archaeological Fieldwork at Grub-Kranawetberg
Dr. Bence Viola
Ella Barrett, Madeline Pare, Kailey Marandola, Claire Ferreira
Anthropology - The Cave of Miracles Archaeological Fieldwork in Wonderwerk Cave, South Africa
Dr. Michael Chazan
Estelle Tang, Curtis Kizik
Anthropology - Continuity and Change: Comparative Analysis of Rituals, Architecture, and Social Practices at Huaca Colorada and Huaca Dos Cruces in the Jequetepeque Valley
Dr. Edward Swenson
Cecilia Crasto
Anthropology - Understanding Galaxy Assembly using Cosmological Simulations and Machine Learning
Dr. Josh Speagle, Alicia Savelli
Zehao Peng
Astronomy and Astrophysics - Utilizing Gaussian Mixture Model and MCMC Sampling to Search for Ursa Minor Members at Ourskirt
Dr. Nathan Ross Sandford
Henry Wei
Astronomy and Astrophysics - Validating Measurements of Stellar Chemistry From the DESI Survey
Dr. Nathan Ross Sandford
Rosayla Coulthard
Astronomy and Astrophysics - Generation of Transgenic Zebrafish Lines Using Targeted Gene Editing
Dr. Ashley Bruce
Fiona Yi Yang Xu
Cell and Systems Biology - Toward Overcoming the Blood-brain Barrier with an Optical Fiber
Dr. R. J. Dwayne Miller
Roy, Christina Xie, Angeline Jing, Arune Sarma, Sam Yaminifard
Chemistry - Retro-Miner: An Open-source Platform for Automated Optical Reaction Retrosynthesis from Literature Figures
Dr. Alán Aspuru-Guzik
Brandon Wong
Chemistry - Multimodal PDF Parser for Scientific Literature Mining
Dr. Alán Aspuru-Guzik
Calvin Ji
Chemistry - Investigating Critical Metal Deposits of the Mackenzie Mountains, Northwest Territories
Dr. Daniel Gregory
Matteo Clement
Earth Sciences - Nickel Oxide Superconductors
Dr. John Wei
Seena Taslim
Physics - The Pursuit of Happyness: Understanding Motivation Through Neural Firing Patterns
Dr. Derek van der Kooy
Charlotte Selda
Molecular Genetics - Investigating the Evolution of Postzygotic Reproductive Barriers of Caenorhabditis Nematodes
Dr. Asher Cutter
Sung Park, Makenna Brissette
Ecology & Evolutionary Biology - Patch Size Mediates Stability of Fragmented Plant Populations
Dr. Benjamin Gilbert
Lorien Simoes de Paiva, Ana Damiao de Medeiros, Alexia Kalles
Ecology & Evolutionary Biology - Exploring the Molecular Pathway behind Oocyte Communication with Cell Neighbours
Dr. Andrea Jurisicova
Anya Liu
Physiology - Differences in miRNA Expression in Hypothalamic Kisspeptin ARC and AVPV Neurons
Dr. Denise Belsham
Olivia Ruffolo
Physiology - Eye Tracking Gaze Fixation Data and Clinical Correlates for Body Dysmorphic Disorder Attention Modulation Paradigm
Dr. Jamie Feusner
Camila Luiz
Psychiatry - Cognitive Changes and Inflammation Following BSO
Dr. Gillian Einstein
Cheryl Cheng
Psychology - The Effects of Repetition on Memory in Children and Adults
Dr. Amy Finn
Vincent Cheng, Isha Sarfraz
Psychology - Stress and Cortisol Levels in BRCA Mutation Carriers Surrounding the Administration of Prophylactic Care
Dr. Gillian Einstein
Shay Meyer
Psychology - Forensic Pursuit
Dr. Steve Engels, Dr. Vivienne Luk
Janna Alyssa Lim, Janet Fu, Sarah Lloyd-Smith, Vivian Song, Luke Zhang, Vivian Feng
Computer Science; Forensic Science - Does Adversarial Perturbations Affect Performance and Decision Making of the Binary Classifier for Chest X rays Differently Compare to Random Noise and Loss of Resolution?
Dr. Pascal Tyrrell
Yuxi Zhu
Statistical Sciences
- Academic Perception of the English Language in Bungoma County, Kenya: A Case Study
Dr. Aggrey Wasike
Alexandre Delafosse, Jesse Pehlivan
African Studies - Archaeology in Peru: A Comparison of Sacred Landscapes and Everyday Taskscapes in an Andean Urban Complex
Dr. Edward R. Swenson
Jialuo Luo, Samantha Breau
Anthropology - Investigating the Present-Day Properties of Milky Way Analogues in Cosmological Simulations
Dr. Josh Speagle, Alicia Savelli
Cissy Kuang
Astronomy and Astrophysics - Searching for Stellar Streams in the Milky Way Halo
Dr. Gustavo E. Medina, Dr. Ting S. Li
Maia Wertheim
Astronomy and Astrophysics - Quantum Algorithms for Scientific Computing
Dr. Alán Aspuru-Guzik
Shizhao Zheng
Computer Science - Developing an in Vivo Model for RARS1 Related Hypomyelinating Leukodystrophies
Dr. Haissi Cui
Eaarad Aftab
Chemistry - Towards Improved Photoelectrocatalysts for Hydrogen Evolution Using Molecule-Linked Gold Nanoparticle Films
Dr. Al-Amin Dhirani
Vincent Xia, Yaolin Wang, Kiran Ratzel
Chemistry - The Effect of Fragmentation on the Diversity, Abundance and Specialization of Coleoptera and Hemiptera
Dr. Benjamin Gilbert
Hiroki Gutierrez, Aatabi Shankar, Eula Bui
Ecology & Evolutionary Biology - Does Habitat Complexity Affect the Diversity of Anolis Lizard Communities in Jamaica?
Dr. Luke Mahler
Emma Zongaro
Ecology & Evolutionary Biology - How Climate Affects Body Condition in a Jamaican Lizard Species
Dr. Luke Mahler
Chris Bogle
Ecology & Evolutionary Biology - Coevolution of Sex Chromosomes and Transposable Elements: Impact on Sex-Specific Aging
Dr. Stephen Wright
Mikaeel Abbas
Ecology & Evolutionary Biology - Investigating Critical Minerals in the Mackenzie Mountains
Dr. Daniel Gregory
Eva Yu
Earth Sciences - Retinal Stem Cell Quiescence Regulation via Dual Specificity Phosphatase 2
Dr. Derek van der Kooy
Fateen Kabir
Molecular Genetics - Investigating the Effects of Hypothermia on the Early Development of Mammals
Dr. Miguel Ramalho-Santos
Xingyu Yin
Molecular Genetics - Exploring the Role of Histone Variants in the Regulation of Hypertranscription in Mouse Embryonic Stem Cells
Dr. Miguel Ramalho-Santos
Khushpreet Toor
Molecular Genetics - What False Positives by an AI Breast Cancer Detection Model Might Tell Us
Dr. Pascal Tyrrell
Yan Qing Lee
Medical Imaging - Is LPIPS a Better Metric for Assessing Similarities between Original Images and Generated Images Compared to SSIM and PSNR under Various Degradation Conditions?
Dr. Pascall Tyrrell
Jingwen (Lisa) Zhong
Statistics - Making Precise Wavelength Measurements using Disorder
Dr. Boris Braverman
Kunaal Chandrashekar
Physics - Examing The Effects of Progestogens on Cognition Following Bilateral Salpingo-Oophorectomy
Dr. Reubs Walsh
Madison Gibbs
Psychology - Gender Differences in Responses to Ineffective Teaching
Dr. Jessica A. Sommerville
Sophia Joulaei
Psychology - Is Harm Perception the Basis of Morality in Children?
Dr. Jessica A. Sommerville
Aaron Wang
Psychology - Behavioural and Neural Patterns in Transitive Inference
Dr. Kaori Takehara
Alina He, Tiffany Kim
Psychology - iPlay: Exploring Children’s Perceptions and Evaluations of Fairness
Dr. Jessica A. Sommerville
Zeynep Sila Kurtoglu
Psychology - Moral Judgments of Aggregated Harms
Dr. Paul Bloom
Andrew Scutt
Psychology - “Will I Always Be The Same?” Exploring Our Perceptions on Trait Stability
Dr. Christina Starmans
Elissa Chee
Psychology - Resting State Connectivity of Hippocampal-Cortical Regions in Category Learning
Dr. Michael Mack
Michelle Zhao
Psychology - Unblocking Learning in Rats
Dr. Laura Corbit
Jeya Scott
Psychology
Benefits of the Research Opportunities Program (ROP)
In an ROP course, you will:
- Learn research methods and further develop your research skills
- Strengthen your graduate school applications by developing a close working relationship with a faculty member
- Build peer connections with fellow ROP students as you acquire new knowledge together
- Have the opportunity to share your work at the bi-annual Research Fair — an exciting highlight of the program
Who is Eligible to Participate?
Students are eligible to apply for an ROP if they meet the following criteria:
- Are registered as a full- or part-time student entering their second or third year of an undergraduate degree program within the Faculty of Arts & Science at the St. George campus
- Have accumulated between 4.0-13.5 credits (including transfer credits) by the end of the April exam period
Requirements
- ROP courses are posted on CLNx in February when the applications start. You must apply on CLNx within the program application timeframe, which is from mid-February to mid-March every year, in order to be considered.
- The ROP program has only one application cycle each year. The 2024-25 ROP application cycle includes Summer 2024, Fall 2024, Fall/Winter 2024-25 and Winter 2025 ROP courses.
- If selected for a ROP course, you will be required to sign an agreement (ROP course contract) with your supervising instructor, which will serve as your course syllabus for your 299 course (if this is your first ROP) or 399 course (if this is your second ROP).
- You may enrol in a maximum of two ROP courses (with different supervisors) during your undergraduate studies.
Is there an Additional Cost?
No, there are no additional fees for ROP courses. ROPs are covered through your regular tuition fees.
ROP Courses
The ROP courses are now available on CLNx for student applications. To help you navigate the ROP course application process on the CLNx portal, we encourage you to watch the CLNx application process video. This year, an additional questionnaire step has been added on CLNx thus students are no longer required to provide an Applicant Profile Summary in the application. If you have any questions or experience challenges locating the ROP courses on CLNx, please contact [email protected] for assistance.
| Department | Professor | Research Project |
|---|---|---|
|
ANES |
Hance Clarke |
(1) Phonemics and Genomics of Chronic Postsurgical Pain, (2) The Transitional Pain Service Database Project, and (3) The GoodHope Ehlers-Danlos Syndrome (EDS) Project |
|
APHD |
Becky Xi Chen |
The International Bilingual Education Project |
|
APHD |
Michele Peterson-Badali |
Mental Health in Youth Criminal Court |
|
APHD |
Todd Cunningham |
Exploring Teacher Mental Health Literacy as a Determinant of Mental Health Service Access by Elementary School Children |
|
APHD |
Todd Cunningham |
School Engagement and Performance Among Refugee Youth |
|
APHD |
Earl Woodruff |
Emotions and Learning: Examining affective and cognitive processes in real-time |
|
APHD |
Esther Geva |
Exploring the Literacy Outcomes of a vocabulary and Reading Comprehension Intervention Targeting Immigrant Adolescents |
|
APHD |
Esther Geva |
Developmental, Cognitive and Typological Spelling Error Patterns of English Language Learners Coming from 3 Typologically Different Home Language Backgrounds |
|
BCH |
Warren Lee |
Mechanisms of LDL transcytosis across the coronary artery endothelium |
|
BCH |
Warren Lee |
LDL transcytosis by coronary endothelial cells and the initiation of atherosclerosis |
|
CHM |
Al-Amin Dhirani |
Quantum nanoengineered materials |
|
CHM |
Alan Aspuru-Guzik |
Using edge technology such as IoT, Quantum, and machine learning in the self-driving lab to accelerate material discovery. |
|
CHM |
Andrei Yudin |
Synthetic Half-Reactions for Understanding Chemical Synthesis |
|
CHM |
Haissi Cui |
Visualizing intracellular RNA trafficking |
|
CHM |
M Cynthia Goh |
Continuous disinfection of surfaces by nanomaterials coatings |
|
CHM |
M Cynthia Goh |
Storm pond water: analysis and potential remediation by photocatalysis |
|
CHM |
Alan Aspuru-Guzik |
Synthesis of New Organic Light-Emitting Diode Materials |
|
CHM |
Barbora Morra, Andy Dicks |
CHM - Developing New Microwave-Assisted Organic Synthesis Reactions for Use in the Undergraduate Laboratory Curriculum |
|
CHM |
Al-Amin Dhirani |
Nanoengineering Quantum Electronic Behaviour |
|
CHM |
Helen Tran |
Synthesis of soft tissue-compatible bottlebrush elastomers |
|
CHM |
Helen Tran |
Self-assembly of biomimetic peptoids into 2D nanosheets |
|
CLA |
Jonathan Burgess |
Theories of Myth |
|
CSB |
Shelley Lumba |
Molecular dialogue between plants and fungi |
|
CSB |
Ritu Sarpal |
Developing a laboratory to study gene expression patterns in Drosophila embryos |
|
CSB |
Nicholas Provart |
Molecular and Bioinformatic Characterization of Novel Environmental Stress-Associated Genes from Plants |
|
CSC |
Marsha Chechik |
Testing and analyzing reliability of computer vision models |
|
CSC |
Alan Aspuru-Guzik |
Automatized implementation of non-unitary embeddings for quantum computers |
|
CSC |
Joseph Williams |
Helping Students Improve their Education & Health by Integrating Behavioral/Social Sciences like Psychology, Economics, Public Health with Computer Science |
|
CSC |
Joseph Williams |
Building Intelligent Self-Improving Technology for Student Education & Health by Integrating Machine Learning, Statistics, Economics, Computational Social Science |
|
CSC |
Peter Marbach |
Evaluating Models and Algorithms for Social Networks using Twitter Data |
|
CSC |
Peter Marbach |
Network Protocols for the Internet of Things |
|
CSC |
Joseph Williams |
Enhancing & Personalizing Technology for Educational & Physical/Mental Health by integrating Human-Computer Interaction, Psychology & Statistical Machine Learning |
|
ECO |
Jonathan Hall |
How Are New Technologies Affecting Transportation Safety? |
|
EEB |
Stephen Wright |
EEB - Genomic basis of sex determination in the plant Rumex hastatulus |
|
EEB |
Asher Cutter |
Genetics and development in nematode evolution |
|
EEB |
Chelsea Rochman |
Contamination and Effects of Microplastics in Aquatic Ecosystems |
|
EEB |
Megan Frederickson |
Host-microbe interactions across an island archipelago |
|
EEB |
Jacqueline Sztepanacz |
The evolution of sex differences in wings |
|
EEB |
Benjamin Gilbert |
Ecological selection and drift |
|
ENV |
Brad Bass |
Land Use Economics and Sustainable Planning |
|
ENV |
Brad Bass |
Simulating Complexity, Chaos and Emergence |
|
ENV |
Tanhum Yoreh |
Environmental Action in Faith Communities |
|
ENV |
Brad Bass |
Will Internet Connectivity Improve Access to Opportunities |
|
ENV |
Brad Bass |
Simulating the Spread of COVID-19 and the Effectiveness of Preventive Measures with a Fixed Facility, Nigeria |
|
ENV |
Tanhum Yoreh |
Faith-Based Environmentalism: Mapping and Analysis |
|
ENV |
Brad Bass |
Simulating the Emergence of Unexpected Change within Natural Systems |
|
ENV |
Brad Bass |
Simulating the emergence of behavioural change and the impact on the environment |
|
ESS |
Andrei Swidinsky |
Developing a mineral deposit exploration project using legacy data and machine learning |
|
ESS |
Miriam Diamond |
Characterizing lots of microplastics in Toronto outdoor air and surface waters |
|
GGR |
Nidhi Subramanyam |
Planning for urban water security |
|
HIS |
Jennifer Mori |
Early modern English household manuals, 1660-1800 |
|
HMB |
Leanne De Souza-Kenney |
Rising food costs and the effects on underserved/vulnerable communites and their cardio metabolic health outcomes |
|
HMB |
Leanne De Souza |
Hindsight 2020: Post-secondary Insights on Learning in a Pandemic |
|
HMB |
Leanne De Souza |
HMB - Hindsight 2020: Post-secondary Insights on Learning in a Pandemic |
|
HMB |
William Ju |
Developing EDI (Equity, Diversity, Inclusivity) learning modules for biology courses |
|
IRE |
Jenna Myers |
Upskilling and Worker Mobility through Bootcamp Training Programs |
|
LIN |
Ivan Bondoc |
Incremental Sentence Processing of Tagalog Flexible Word Order |
|
LIN |
Myrto Grigoroglou |
Events in speech and gesture |
|
LIN |
Sali Tagliamonte |
Language Detectives of Toronto: Science and Craft |
|
LIN |
Suzi Oliveira de Lima |
Internationalized learning at home: investigating African languages spoken in Toronto |
|
LIN |
Myrto Grigoroglou |
Cross-linguistic expression of events in speech and gesture |
|
LMP |
Golnaz Karoubi |
Effects of Biophysical Cues on Airway Epithelium |
|
LMP |
Kelsie Thu |
Investigating new therapeutic strategies in lung cancer |
|
LMP |
Warren Lee |
Mechanisms of acute lung injury - development of novel therapeutic approaches |
|
LMP |
Kelsie Thu |
Characterizing novel treatment strategies for lung cancer |
|
LMP |
Susan Done |
Heterogeneity and the Immune Response in Breast Cancer |
|
LMP |
Shinichiro Ogawa |
Human Pluripotent Stem Cells for Modelling Human Liver Disease and Cell Therapy |
|
MAT |
George Elliott |
Classification of C*-algebras |
|
MBP |
Daniel De Carvalho |
Genome-wide CRISPR Screen in Primary Human CD8+ T Cells |
|
MGY |
Marc Meneghini |
Discovering pathways of pediatric inflammatory bowel disease through multi-species genetics |
|
MGY |
Aaron Reinke |
Development of large-scale sequence alignment methods for the detection of microsporidian parasites |
|
MGY |
Derek Van Der Kooy |
“Learning and memory genes” and “Neural stem cells” |
|
MGY |
Thomas Hurd |
Determining how deleterious mitochondrial DNA mutations are eliminated |
|
MGY |
Tae-Hee Kim |
Mechanisms of gut stem cell niches |
|
MGY |
Marc Meneghini |
Molecular and genetic investigations of viral innate immunity |
|
MGY |
Peter Roy |
Identifying novel nematicides to combat plant parasitic nematodes |
|
NMC |
Adrien Zakar |
Instruments of Empire: Histories of Mapping in the Middle East and the World |
|
NMC |
Mohamad Tavakoli-Targhi |
Persianate Women Poets |
|
OISE |
Esther Geva |
South Asian Immigrant Parents’ Involvement in the Education of Children with Learning Difficulties: Developing and Testing a Cultural Beliefs and Attributions based Intervention Model |
|
OISE |
Eunice Jang |
Diagnostic Assessment of Early Reading and Oral Language Skills |
|
OISE |
Kaja Jasinska |
Impact of interrupted schooling on the development of neural systems for reading in resettled refugee chidlren |
|
OISE |
Kang Lee |
Academic Integrity Study |
|
OISE |
Jennifer Jenkins |
The role of pregnancy complications in the association between maternal early adversity and offspring mental health: A mediation meta-analysis |
|
OISE |
Becky Chen |
Reading Comprehension among Majority and Minority Language Children in French Immersion |
|
OISE |
Todd Cunningham |
Understanding of Assistive Technology witch School Age Students |
|
PCL |
Roger McIntyre |
Synthesizing the Pathophysiology of Post-COVID-19 Syndrome: A Systematic Review |
|
PHY |
Carolyn Sealfon |
Towards Scalable Assessments of 21st Century Competencies in Physics |
|
PHY |
John Wei |
Exploratory Synthesis of Oxide Superconductors |
|
PHY |
John Wei |
Cryomagnetic Scanning Tunneling Spectroscopy |
|
PHY |
Carolyn Sealfon |
Summarizing learners' free responses at large scales |
|
POL |
Lynette Ong |
Politics & Society in China, Greater China and Southeast Asia |
|
POL |
Donald Kingsbury |
After Extraction: On the Politics of Mine Reclamation in the Americas |
|
POL |
Peter Loewen |
How do governments respond to COVID-19? A cross-national comparison of policy responses to a pandemic |
|
POL |
Lynette Ong |
Analysis of Socio-political Conditions in China and Beyond |
|
POL |
Donald Kingsbury |
Extractive Frontiers of the Post-Carbon Energy Transition |
|
PSL |
Andrea Jurisicova |
Role of Mitochondria in establishing developmental competence of oocyte. |
|
PSL |
Brian Cox |
Modelling human trophoblast interactions with decidual natural killer cells |
|
PSL |
Haibo Zhang |
Lung Gegeneration in ARDS |
|
PSL |
Denise Belsham |
Regulation of brain neuropeptides by nutrients, chemicals, and hormones. |
|
PSL |
Mei Zhen |
Neuronal development by automated electron microscopy |
|
PSL |
Sheena Josselyn |
Examining the impact of stress on memory in mice |
|
PSL |
Haibo Zhang |
Lung Regeneration in ARDS |
|
PSL |
Sheena Josselyn |
Understanding memories in mice |
|
PSL |
Adria Giacca |
The role of NOD1 in obesity-associated diabetes |
|
PSL |
Shuzo Sugita |
Genetic analysis of synaptic transmission in C. elegans |
|
PSL |
Denise Belsham |
Understanding the role of excess nutrients, endocrine disrupting chemicals, and circadian rhythms in the regulation of neuropeptides that control energy homeostasis and reproduction |
|
PSY |
Odilia Yim |
"Allow me to re-introduce myself”: The Role of Language and Identity Integration among Ethnic Minorities |
|
PSY |
Spike Lee |
Politics, Ideology, Morality, Science Denialism, Social Class, and Digital Technology |
|
PSY |
Kaori Takehara |
Brain circuitry supporting transitive inference |
|
PSY |
Christina Starmans |
Development of Moral and Social Cognition |
|
PSY |
Rebecca Neel |
Prejudice, stigmatization, motivation, and social invisibility |
|
PSY |
Jessica Sommerville |
The developmental origins of children’s thinking and behaviour in the domains of social, cognitive, and moral development |
|
PSY |
Alexander Barnett |
Uncovering how the brain forms and retrieves memories |
|
PSY |
Felix Cheung |
The Science of a Satisfying Life |
|
PSY |
William Cunningham |
Social Others |
|
PSY |
Katherine Duncan |
Understanding Human Memory |
|
PSY |
Laura Corbit |
Neural control of reward-related learning |
|
PSY |
Nicholas Rule |
The Science of Snap Judgments |
|
PSY |
Suzanne Wood |
Drug Usage Rates and Attitudes Among U of T Students |
|
PSY |
Gillian Einstein |
Estrogens and Cognition - Body Mapping |
|
PSY |
Allison Sekuler |
Vision and Aging: perception/cognition links in health aging and dementia |
|
PSY |
Nicholas Rule |
Social Perception and Cognition |
|
PSY |
Dirk Bernhardt-Walther |
Perception of scenes in the real world and the visual arts |
|
PSY |
Meg Schlichting Mack |
How does the developing brain remember? |
|
PSY |
Michael Mack |
The mutual interaction of attention and memory in concept learning |
|
PSY |
Gillian Einstein |
The relationship between estrogen loss, inflammation, sleep, and brain atrophy |
|
PSY |
Gillian Einstein |
The relationship between sleep, cortical thickness, estrogen, and memory |
|
PSY |
Jessica Sommerville |
The infantile origins of social thinking, learning and behavior |
|
PSY |
Spike Lee |
Morality, Values, and Intuitions |
|
PSY |
Spike Lee |
Social Class, Social Dominance, Relative Deprivation, and Lay Beliefs |
|
PSY |
Christina Starmans |
Children's Understanding of Moral Conflict and Temptation |
|
PSY |
Morgan Barense |
How does the brain support memory? |
|
PSY |
Alison Chasteen |
Stereotyping, Prejudice, and Discrimination |
|
PSY |
Spike Lee |
How Physical Firmness Affects Metacognitive Firmness Leading to Stronger Beliefs, Reinforced Processing Styles and More Entrenched Judgments |
|
PSY |
Geoffrey MacDonald |
Singlehood and Well-Being |
|
PSY |
Katherine Duncan |
Investigating Episodic Memory in Parkinson's Disease Patients |
|
PSY |
Amy Finn, Nicholas Rule |
Attending less, but learning more: Do children's reduced selective attention boost memory for irrelevant information? |
|
PSY |
Amy Finn, Nicholas Rule |
Neural development of the perception and memory of event structure in continuous narrative |
|
RLG |
Pamela Klassen |
Remediating the Mound Builders: The Mounds Research Collective |
|
RLG |
John Marshall |
Gospel Parallels |
|
SOC |
Ito Peng |
The Hidden Costs of Care: qualitative research into unpaid childcare and eldercare in Canada |
|
STA |
Pascal Tyrrell |
Sample size determination methodologies for machine learning studies in medical imaging research |
|
Temerty Faculty of Medicine |
Hance Clarke |
Toronto General Hospital- Anesthesia and Pain Research |
|
TRN |
Nicole Spiegelaar |
Trinity Food Systems Lab |
|
TRN |
Michael Kessler, Nicole Spiegelaar |
Sustainable Food Systems |
|
VIC |
Hakob Barseghyan |
Visualizing Worldviews: Deciphering the Process of Scientific Change |
|
VIC |
Hakob Barseghyan |
Visualizing Worldviews: Diagramming Belief System |
Dates and Application Process
| Date | Activity |
|---|---|
|
February 20, 2024 |
2024–25 ROP course are posted on CLNx, and applications are open. Students are allowed to apply to a maximum of five ROP projects through CLNx. |
|
February 16, 2024, 11 am – 12 pm February 26, 2024, 3 am – 4 pm March 11, 2024, 2 pm – 3pm |
ROP Information Sessions & Application Preparation. Registration required. |
|
March 14, 2024 |
Prospective ROP students are encouraged to attend the bi-annual Research Fair to learn about Fall/Winter 2023-24 ROP research projects and connect with current ROP students. The Research Fair will take place at Hart House in the Great Hall. Register to attend. |
|
February 29, 2024, 3 pm – 4 pm March 5, 2024, 12 pm – 1 pm March 12, 2024, 4 pm – 5 pm |
ROP drop-in sessions on Zoom for students to ask questions regarding the ROP program. |
|
March 17, 2024 |
2024-25 ROP applications close at 11:59 pm. It is recommended to avoid submitting applications at the very last minute in case the CLNx system breaks down because of the surge in applications. |
|
March 18, 2024 |
Student applications sent to ROP faculty supervisors. Supervisors begin reviewing applications and extending interview invitations to students. |
|
March 18 – April 5, 2024 |
Round One interview period: Faculty members review applications, interview students and present offer(s). |
|
April 6, 2024 |
Deadline for faculty to present Round One offers to students. |
|
April 6 – 9, 2024 |
Students consider Round One offers. Note: Offers cannot be rescinded during this time. Students are not allowed to sign more than one contract per application cycle. If a student signs more than one ROP contract, only the first signed contract will be honoured and the other contract(s) will be considered void. |
|
April 9, 2024 |
Deadline for students to accept or decline Round One offers. |
|
April 10 – May 19, 2024 |
Round Two interview period for unfilled opportunities: Faculty members review applications, interview students and present offers to student(s). Students accept offers on a rolling basis. |
|
April 19, 2024 |
Last day for Summer ROP student(s) to be selected and for ROP contracts to be submitted. |
|
April 22, 2024 |
Experiential Learning & Outreach Support office to enrol students in Summer 2024 ROP courses. |
|
May 19, 2024 |
Last day for Fall (F), Fall/Winter (Y) and Winter (S) ROP student(s) to be selected and for ROP contracts to be submitted. |
|
Early June 2024 |
Students enrolled in Fall, Fall/Winter and Winter ROP courses. |
|
September 2024 |
Fall Research Fair for summer ROP students. |
|
March 2025 |
Spring Research Fair for Fall, Fall/Winter and Winter ROP students. |
To do in the Fall term:
- September: Attend bi-annual Research Fair to familiarize yourself with the type of research projects your peers have worked on throughout the Summer term
- September - December: Gather information: Review ROP deadlines above, talk with professors, classmates and ROP alumni
- If you are interested in doing an ROP for a particular course, encourage your faculty member to submit an ROP proposal
- Sharpen your interview skills: Review these tips from Student Life and Interview Ready modules from UTSC
To do in the Winter term:
- February: Review list of ROP proposals posted on the CLNx portal and attend the ROP Information and Application Tips sessions.
- March: Attend bi-annual Research Fair to browse posters and ask questions
- Apply for ROP by the deadline listed in CLNx
- Prepare for a possible interview
- Round 1 interviews
- April: Deadline to accept or decline a Round 1 offer
- Round 2 interviews
- May: Deadline to accept or decline a Round 2 offer
For the 2024-25 application period, students can apply for up to 5 ROPs on the CLNx platform, between February 20 to March 17, 2024. If students submit more than 5 applications, only the first 5 applications submitted will be considered. Applications included three documents: resume/CV, a letter of intent and an unofficial transcript. For those interested to learn about the 2024-25 application process, please view the CLNx application process video. All applications will be sent to faculty supervisors on March 18, 2024.
After student applications are sent to the faculty supervisor, they then make their selections in accordance with the relevant deadlines. Some faculty supervisors will have interviews, phone calls or email questions to students they are considering. Each faculty supervisor has their own method. Only students who are being considered or are selected for an ROP course will be contacted by the relevant faculty supervisor. Selected students are required to sign an agreement (ROP contract) with their supervising professor to participate in an ROP course, and will be enrolled into the course by the Office of the Dean prior to the start of the relevant term.
Interested students can attend the ROP Application Tips Session in February and March, and gain tips on how to prepare their application(s). If you have any questions while preparing your application, please do not hesitate to write to us [email protected].
What are the course requirements of ROPs?
- ROP projects in Fall (H), Fall/Winter (Y) and Winter (H) typically require 8-10 hours of work per week on the research project. ROP projects in Summer (Y) typically require 18-20 hours of work per week on the research project
- Students are expected to keep a journal documenting their research progress, and what they have learned about the project and about the process of research more broadly
- Students should meet at least every other week with their faculty supervisor and record the dates and times of those meetings in their journal
- Students will attend any training or orientations that the supervisor may require
- Written assignments must constitute at least 50% of the final grade in an ROP course
- Final exams are not allowed as part of the grading scheme for an ROP
- Supervisors must return assignments worth at least 20% of the course mark before the relevant course drop date in a given term
Do ROP courses (299H/Y and 399H/Y) count towards my degree? Yes. You will receive 0.5 or 1.0 course credit (depending on whether your ROP is an H or Y course) towards the 20.0 credits required for an Honours Bachelor of Arts (HBA), Honours Bachelor of Science (HBSc), or Bachelor of Commerce (BCom).
Do ROP courses count towards my program requirements?
It may, depending on the nature of the ROP project and your Program of Study. You will have to discuss this with the faculty supervisor who oversees your ROP to see how it fits into an academic program and then discuss this with your program coordinator.
Are ROP courses in-person or online?
ROP courses can be in-person, online or hybrid — this will vary based on the research project and is at the discretion of the faculty supervisor.
I am an A&S degree student, but I am over the credit limit for ROP – am I eligible for ROP?
A&S degree students with 14.0 or more credits are not eligible to participate. Please note that transfer credits count towards your overall credit count. If you are above the credit limit for ROP and are keen to build research experience, you can also consider taking Independent Study or other research-based courses or connect with professors directly for additional opportunities to volunteer or work with them. Individual departments or programs may also have information on potential ways you can engage in research — please contact your department or program directly. You can also consider funded avenues to conduct research; to get started, review the funding opportunities listed on the Sidney Smith Commons website, under the Grants section. Finally, there are also Lab/Research Assistant Work-Study positions that you can apply for; Work-Study program eligibility details and dates can be found on the CLNx website.
I am a visiting or exchange student / a student from another Faculty / a student from another U of T campus — am I eligible for ROP?
Students who are not Arts & Science (St. George) degree undergraduate students are not eligible to participate in ROP. Please connect with your department or program to find out about other avenues to build your research experience.
How many ROPs can I apply for?
Students are allowed to apply for a maximum of five ROPs per application cycle (the 2024-25 application cycle includes Summer 2024, Fall 2024, Fall/Winter 2024-25 and Winter 2025 ROP courses). If a student attempts to submit additional applications (above the five ROP limit), only their first five applications will be considered valid; they will automatically be ineligible to participate in ROPs related to those additional applications.
Does it help to get my application in right away, well in advance of the deadline?
No. Applications will only be shared with professors after the application period is complete. We encourage you to take your time to read over and refine your application(s). However, students submitting their application documents close to the end of the application period should be mindful to leave enough time before the final deadline to mitigate the impact of any technical issues that may interfere with your ability to submit your documents.
Should I contact the faculty supervisor of the ROP project I am interested in?
Due to the high volume of applicants, and out of respect for your professor’s time, please review the ROP posting carefully as your first step. If, after reviewing the posting, you have outstanding questions concerning deadlines, eligibility or requirements, please feel free to contact the Experiential Learning & Outreach Support office. Should you have additional, outstanding questions concerning the nature of the research project itself, or the faculty member’s research needs, then please feel free to contact the supervisor directly for an appointment to discuss the project further. Please note that supervisors may receive numerous applications. As a result, they typically only contact those students whom they wish to interview. Unless you have specific, unanswered questions concerning the nature of the research involved, then we do not recommend reaching out to supervisors.
Will my marks or GPA play a role? How can I increase my chances of getting one of the positions?
The importance of your GPA will vary, based on the requirements of the ROP course that you have applied to, and the selection criteria noted by the supervising professor. Most faculty supervisors would prefer to see enthusiasm for the research and a positive attitude over the highest grades. In general, highlight your skills and relevant experience and tailor your documents to the position.
How can I increase my chances of obtaining an ROP position?
ROP Application Tips and the Resume and Cover Letter Toolkit may be useful resources to support you in crafting your application documents. Finally, you may find it helpful to attend the Research Opportunities Program Poster Fair to speak with ROP students about their projects and the application process.
What does the acceptance process look like? How will I know that I am officially accepted?
Faculty supervisors will schedule interviews or phone calls, or email questions to students they are considering. Each faculty supervisor has their own process. If a professor is interested in moving forward with your application, your eligibility will be verified. If you are eligible to participate in an ROP course, you will sign a contract with your supervising professor. Students will be enrolled directly into the course by the office of Experiential Learning & Outreach Support.
I have not been contacted in regards to my ROP application(s). Is there still a chance that I might get selected for an ROP course?
Only students who are being considered or are selected for an ROP course will be contacted by the relevant faculty supervisor. Unfortunately, if you do not receive and sign an offer by either April 19, 2024 (for Summer 2024 ROP courses) or May 19, 2024 (for Fall 2024, Fall/Winter 2024-25 and Winter 2025 ROP courses), you have not been selected for a 2024-25 ROP course.
I have already signed an ROP contract with a professor but have received an offer from another professor. Can I withdraw from the first contract and sign another contract?
No. Students are not allowed to sign more than one contract per application cycle. If a student signs more than one ROP contract, only the first signed contract will be honoured and the other contract(s) will be considered void.
I am enrolled in an ROP course, and the term is about to begin next week. I last spoke with my faculty supervisor when I signed the contract. Am I supposed to reach out, or should I wait to hear from them?
The start of term is a busy time for many people, including professors. If you have not yet heard from your faculty supervisor, we encourage you to send them an email. If you face any challenges connecting with your professor, please email [email protected].
I am enrolled in an ROP course and need to withdraw. However, I cannot drop the course via ACORN. What steps should I take?
If you have not yet started the course, but need to withdraw:
- Inform your faculty supervisor about your decision to drop the course.
- Email [email protected], copying your faculty supervisor, to let us know that you need to be unenrolled from the course.
If you have already started the course, and need to withdraw:
- Inform your faculty supervisor about your decision to drop the course.
- Email [email protected], copying your college registrar, to request to withdraw from the course.
I am interested in or already working on a professor’s research project. Can my work on their research count as an ROP course?
ROP proposals by faculty members must be submitted for adjudication before they are approved as a course, to ensure that the research project aligns with ROP course policies and requirements. The deadline for faculty members to submit ROP proposals for 2024-25 is January 15, 2024. Special approval may, however, be granted in exceptional circumstances for late submissions; please reach out to [email protected].
Alternative ways for your work to be counted towards course credit is to investigate whether your participation in this research project may be eligible for Independent Study or other research-based courses.
Is ROP eligible for Credit/No Credit?
Courses where an individual student works on independent study or individual research supervised by a professor are not eligible for Credit/No Credit; this includes ROP courses.
