The Research Opportunities Program (ROP) gives undergraduate students in their second and third year the chance to join a professor’s research project and earn course credit towards their degree and program requirements.
Students learn research methods, get to know fellow students and share in the excitement and discovery of acquiring new knowledge. They develop relationships with faculty members who can act as mentors during their undergraduate years and assist them in applications to graduate schools or professional Faculties.
The ROP serves to enhance the fundamental connection between teaching and research in our research-intensive university. Students are welcome to participate in more than one ROP during their undergraduate studies. However, students may not participate in more than one ROP project with the same professor, and may not participate in more than one ROP course per academic year.
Regular tuition fees apply for ROP courses.
ROP Poster Fair
Students who recently completed ROP projects will be presenting their research during the ROP Online Poster Fair from 3-5 p.m. ET on September 29, 2021.
The ROP application period for 2021-22 is now closed. The application period for 2022-23 will take place in Winter 2022.
All ROP students must be enrolled in a Faculty of Arts & Science degree program and meet the criteria below based on the timing of the ROP to which they apply. Please note: due to delays and disruptions caused by the COVID-19 pandemic, some maximum course eligibility restrictions will be flexible to accommodate students who were not able to participate or apply in 2020.
- ROP299 in the Summer session: Students must have between 4.0 credits and 11.0 credits completed by the end of the April exam period. Students who have more than 11.0 credits complete are not eligible for a Summer session ROP299.
- ROP299 in the Fall/Winter session: Students must have between 4.0 credits and 9.0 credits completed by the end of the August exam period. Students who have more than 9.0 credits complete are not eligible for a Fall/Winter session ROP299.
- ROP399 in the Summer session: Students must have between 11.5 credits and 16.0 credits completed by the end of the April exam period. Students who have more than 16.0 credits complete are not eligible for a Summer session ROP399.
- ROP399 in the Fall/Winter session: Students must have between 9.5 credits and 14.0 credits completed by the end of the August exam period. Students who have more than 14.0 credits complete are not eligible for a Fall/Winter session ROP399.
- Login to CLNx as a Student using your UTORid and password.
- In left navigation bar select “Faculty of Arts & Science”, followed by “Experiential Learning at Faculty of Arts & Science.”
- Select “View Available Programs/Courses” followed by “Research Opportunities Program”. Review the eligibility requirements listed and confirm all requirements are met for participation.
- Review listed opportunities and apply to up to five projects in total (this includes all Summer, Fall and Winter terms).
- In subsequent logins the program will be listed in your portfolio under “Current Experiences.”
- Having trouble? Direct all questions to email@example.com.
Applications will be bundled and sent to the faculty supervisor the day after the deadline. The faculty supervisor then has 3-4 weeks to make their selections. 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 accepted into a project will be notified by the faculty supervisor. Accepted students are required to sign an agreement (contract) and will be enrolled into the course on ACORN prior to the start of the relevant term.
For more information and advice about the Research Opportunities Program, email the program office at firstname.lastname@example.org.
What are the course requirements of ROPs?
- ROP projects in the Fall/Winter normally require eight-to-ten hours per week on the research project.
- ROP projects in the Summer normally require eighteen-to-twenty hours per week on the research project.
- Each student should keep a journal recording meetings, progress, what was learned about the project and about researching.
- Students should meet bi-weekly with their supervisors and record the dates and times of those meetings in their journal.
- Written assignments must constitute at least 50% of the final grade.
- Final exams are not allowed as part of the final grade for a ROP.
- Students will attend any demonstrations, orientations, etc., that the supervisor may require.
- Supervisors must hand back assignments worth at least 20% of the course mark by the term’s drop without penalty deadline.
Does the 299H/Y1 and 399H/Y1 course count for degree credit?
Yes. You will receive either a 0.5 FCE or 1.0 FCE course credit (depending on whether your ROP is an H or Y course) as one of the 20 necessary for an honours bachelor of arts, honours bachelor of science or bachelor of commerce.
Can it count towards a program?
It may, depending on the nature of the project and your Program of Study. You will have to discuss this with the instructor in charge of the individual ROP299/399 project to see how it fits into a program and then discuss it with your program coordinator. It may be difficult to count it towards the B.Com. program; you should discuss this possibility with the Commerce Programs Office.
How many can I apply for?
Students are allowed to apply for a maximum of five ROPs per academic year (Summer 2021 Y, Fall 2021 H, Winter 2022 H or Fall/Winter 2021-22 Y). However, students are reminded they are only allowed to enrol in one ROP per term, and can only take one ROP299 and one ROP399, up to two ROPs total, during their undergraduate studies. Students are not allowed to sign more than one contract for more than one project per term. If a student signs more than one ROP contract per term, only the first signed will be honoured and the other contracts will be considered void.
Can I contact the Supervisor of the Project I am interested in?
No, the supervisors will not have contact with the applicants until they receive all of the applications from the ROP office. Supervisors will contact only those students they wish to interview.
Does it help to get my application in right away, before the deadline?
No. We are holding all applications, and send them all at once to the instructors, rather than as we receive them. Please take your time to read over your application(s) to be certain it is complete and correct.
Will my marks or GPA play a role?
They may, it will vary on the project applied to, and the relevant course work to the ROP that you have completed. Please be sure to include all your courses and marks in your application, if available.
How can I increase my chances of getting one of the positions?
Highlight your skills, relevant experience, and tailor your documents to the position. You might find it helpful to review the ROP Application Tips. The Resume and Cover Letter Toolkit may also be a helpful resource.
How will I know that I am officially accepted?
Once the supervisor has conducted their interviews, and made their selection, your eligibility will be verified and you will receive a Letter of Acceptance via email. The supervisor will then sign a contract with you. Students will be enrolled directly into the course a few weeks prior to the start of the relevant academic term.
The following projects have been approved for Fall/Winter 2020. Projects that can still continue in either remote or in-person format are labelled “remote”, whereas projects that can only continue if public health guidelines allow in-person activities are labelled “in person”. Projects in which we are still waiting for confirmation from the faculty supervisor are labelled “TBC” (to be confirmed). This chart will be updated with new information as we receive it.
|Department||Delivery method||Faculty name||ROP title|
|ANES||Remote||Hance Clarke||1) Phonemics and Genomics of Chronic Postsurgical Pain 2) The Transitional Pain Service Database Project|
|BCH||Remote||Cordula Enenkel||Screen for high copy suppressors in proteasome export mutants in yeast|
|BCH||In-person only||Walid Houry||The Development of Novel Antibiotics|
|BCH||TBC||Warren Lee||LDL transcytosis by coronary endothelial cells and the initiation of atherosclerosis|
|BCH||In-person only||Angus McQuibban||Drug Discovery in Parkinson Disease|
|BCH||TBC||Trevor Moraes||Structural and Functional Examination of Surface Proteins from Pathogenic Bacteria|
|BCH||In-person only||Craig Smibert||Control of mRNA translation and stability by the G3BP family of RNA-binding proteins.|
|CHM||In-person only||Ronald Kluger||Reagents for Creating Stabilized Hemoglobin as a Transfusion Alternative|
|CSB||In-person only||Sergey Plotnikov||Molecular Analysis Cell Mechanosensing by Focal Adhesions|
|CSC||Remote||Peter Marbach||Evaluating Models and Algorithms for Social Networks using Twitter Data|
|CSC||Remote||Peter Marbach||Analysis of Economic Inequality and Social Policies|
|CSC||Remote||Peter Marbach||Network Protocols and Applications for the Internet of Things|
|CSC||Remote||Joseph Williams||Building Intelligent Self-Improving Technology for Student Education & Health by Integrating Machine Learning, Statistics, Economics, Computational Social Science|
|CSC||Remote||Joseph Williams||Enhancing & Personalizing Technology for Educational & Physical/Mental Health by integrating Human-Computer Interaction, Psychology, & Statistical Machine Learning|
|CSC||Remote||Joseph Williams||Helping Students Improve their Education & Health by Integrating Behavioral/Social Sciences like Psychology, Economics, Public Health with Computer Science|
|EEB||In-person only||Arthur Weis||Plant fitness conflicts between seed and flowering stages|
|ENV||In-person only||Brad Bass||Reviewing the University of Toronto’s Climate Change Plan to Increase Campus Participation in Addressing Climate Change|
|ENV||Remote||Clare Wiseman||Road Dust as a Source of Metal(loid) Contamination in the Urban Environment|
|ENV||Remote||Tanhum Yoreh||Faith-Based Environmentalism: Mapping and Analysis|
|ENV||In-person only||Brad Bass||Simulating the emergence of behavioural change and the impact on the environment|
|HIS||Remote||Jennifer Mori||Early modern English popular religion, 1660-1760|
|LIN||Remote||Suzi Lima||Internationalized learning at home: investigating African languages spoken in Toronto|
|LIN||Remote||Naomi Nagy||Exploring Heritage Languages in Toronto|
|MGY||In-person only||Mikko Taipale||Systematic phenotyping of rare disease variants by high-content microscopy|
|MGY||In-person only||Thomas Hurd||Determining how deleterious mitochondrial DNA mutations are eliminated|
|MGY||In-person only||Alan Cochrane||Investigating the control of HIV-1 RNA Processing|
|MGY||In-person only||Derek van der Kooy||Learning and memory genes|
|MGY||In-person only||Barbara Funnell||Mechanisms of Plasmid Maintenance in Bacteria|
|OISE||In-person only||Xi Becky Chen||Successes and Challenges of Syrian Refugee Children in Canada: Language, Literacy and Well-Being|
|OISE||In-person only||Xi Becky Chen||The international bilingual education project|
|OISE||Remote||Todd Cunningham||Understanding of Assistive Technology with school age students|
|OISE||Remote||Todd Cunningham||Using Transdermal Optic Imaging to Measure Cognitive Load|
|OISE||Remote||Todd Cunningham||Evaluation of Assistive Technologies for Students with Learning Challenges: Implications for Clinical Recommendations|
|OISE||Remote||Esther Geva||Developmental, Cognitive and Typological Spelling Error Patterns of English Language Learners Coming from 3 Typologically Different Home Language Backgrounds|
|OISE||Remote||Esther Geva||Exploring the Literacy Outcomes of a vocabulary and reading comprehension intervention targeting immigrant adolescents|
|OISE||Remote||Jennifer Jenkins||Promoting Responsive Parent-Child Interaction|
|OISE||Remote||Michal Perlman||Measuring the impact of a fee subsidy and access to child care on children and families|
|OISE||Remote||Michal Perlman||Are Current Educational Practices Effective for Developing Creativity and Problem-Solving in Early Childhood Education and Care: Meta-Analysis|
|OISE||Remote||Michele Peterson-Badali||Mental health in Youth Criminal Court|
|OISE||Remote||Angela Pyle||Play-based learning in the Kindergarten classroom|
|OISE||Remote||Earl Woodruff||Emotions and learning: Examining affective and cognitive processes in real-time|
|POL||Remote||Donald Kingsbury||Extractive Frontiers of the Post-Carbon Energy Transition|
|POL||Remote||Lynette Ong||Analysis of Socio-Political Conditions in China and Beyond|
|POL||Remote||Teresa Kramarz||The Politics of Environmental Disasters and the Social Production of Risk|
|PSL||In-person only||Andrew Dimitrijevic||Electrophysiological measures of spatial speech perception in patients with single-sided deafness|
|PSL||In-person only||Joseph Fisher||Does respiratory drive modify the cerebral vascular response to changes in end-tidal carbon dioxide?|
|PSL||In-person only||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.|
|PSL||In-person only||Haibo Zhang||Lung Regeneration in ARDS|
|PSL||In-person only||Shuzo Sugita||Genetic analysis of synaptic transmission in C. elegans|
|PSY||Remote||Geoff MacDonald||Social Connection and Disconnection|
|PSY||Remote||Rebecca Neel||Prejudice, stigmatization, motivation, and social invisibility|
|PSY||Remote||Gillian Einstein||Investigating the impact of estrogens and early-life endocrine changes on cognitive decline and dementia|
|PSY||Remote||Gillian Einstein||The relationship between sleep, neuroinflammation, estrogen, and memory|
|PSY||Remote||Nicholas Rule||Social Perception and Cognition|
|PSY||Remote||Laura Corbit||Behavioural Neuroscience and Predictive Learning|
|PSY||Remote||Laura Corbit||Investigating Dogs’ Knowledge of the Physical World|
|PSY||Remote||Katherine Duncan||Investigating Episodic Memory in Parkinson’s Disease Patients|
|PSY||Remote||Gillian Einstein||Changes in brain structure and function following surgical menopause|
|PSY||Remote||Gillian Einstein||Functional brain activity following natural or surgical menopause|
|PSY||In-person only||Amy Finn||Attending less, but learning more: Do children’s reduced selective attention boost memory for irrelevant information?|
|PSY||Remote||Jessica Sommerville||The infantile origins of social thinking, learning and behavior|
|PSY||Remote||Suzanne Wood||Drug Usage Rates and Attitudes Among U of T Students|
|PSY||Remote||Morgan Barense||How does the brain support memory?|
|PSY||Remote||Dirk Bernhardt-Walther||Computational exploration of natural scene perception|
|PSY||Remote||Dirk Bernhardt-Walther||Perception of scenes in the real world and the visual arts|
|PSY||Remote||Dirk Bernhardt-Walther||Cooperation as an Input in Production|
|PSY||Remote||Alison Chasteen||Stereotyping, Prejudice, and Discrimination|
|PSY||TBC||Amy Finn||Neural development of the perception and memory of event structure in continuous narrative|
|PSY||Remote||Michael Mack||The mutual interaction of attention and memory in concept learning|
|PSY||Remote||Meg Schlichting||How does the developing brain remember?|
|REL||Remote||Pamela Klassen||Museums and Public Memory in Treaty 3 Territory|
|RSM||Remote||Spike Lee||Dirty Socks, Dirty Talk, Dirty Thoughts: Psychological Cleanliness and Other Weird Metaphors We Unconsciously Rely on to Conceptualize the World|
|RSM||Remote||Spike Lee||How Physical Firmness Affects Metacognitive Firmness Leading to Stronger Beliefs, Reinforced Processing Styles and More Entrenched Judgments|
|RSM||Remote||Spike Lee||Morality, Values, Intuitions, and How These are Influenced by Your Bodily Experiences|
|RSM||Remote||Spike Lee||Do Social Class and Political Orientation Jointly Influence Lay Beliefs and Attitudes? And vice versa?|
|STA||Remote||Pascal Tyrell||Sample size determination methodologies for machine learning studies in medical imaging research|
|TRN||Remote||Michael Joel Kessler||Sustainable Food Systems|
|VIC||Remote||Hakob Barseghyan||Visualizing Worldviews: Diagramming Belief Systems|
The following ROP projects have been CANCELLED for Fall/Winter:
|Department||Delivery method||Faculty name||ROP title|
|PSY||Cancelled||Christina Starmans||Children’s Understanding of Moral Conflict and Temptation|
|PSY||Cancelled||Jay Pratt||The temporal and spatial consequences of shifting visual attention|
|MGY||Cancelled||Julie Brill||Using CRISPR to generate mutations in genes affecting PI4P synthesis in Drosophila|
|CHM||Cancelled||Al -Amin Dhirani||Nanoengineering exotic quantum phenomena|
|CHM||Cancelled||Al -Amin Dhirani||Nanoengineering electrodes for next generation rechargeable batteries|
|ESS||Cancelled||Miriam/Paul/Liisa Diamond/Helm/Jantunen||Microfibers from clothing – where do they come from and where do they go?|
|MGY||Cancelled||Marc Meneghini||Molecular and genetic investigations of viral innate immunity|
|CSB||Cancelled||Shelley Lumba||Molecular Characterization of Novel Signalling Networks in Parasitic Plants|
|PSY||Investigating Episodic Memory in Parkinson’s Disease Patients|
|PSY||Changes in the volume of the hippocampus following surgical menopause|
|PSY||The infantile origins of social thinking, learning and behavior|
|BCH||Screen for high copy suppressors in proteasome export mutants in yeast|
|CSC||Building Intelligent Self-Improving Technology for Student Education & Health by Integrating Machine Learning, Statistics, Economics, Computational Social Science|
|CSC||Enhancing & Personalizing Technology for Educational & Physical/Mental Health by integrating Human-Computer Interaction, Psychology, & Statistical Machine Learning|
|CSC||Helping Students Improve their Education & Health by Integrating Behavioral/Social Sciences like Psychology, Economics, Public Health with Computer Science|
|PSY||Investigating the impact of estrogens and early-life endocrine changes on cognitive decline and dementia|
|PSY||The relationship between sleep, neuroinflammation, estrogen, and memory|
|PSY||Social Perception and Cognition|
|ROT||Dirty Socks, Dirty Talk, Dirty Thoughts: Psychological Cleanliness and Other Weird Metaphors We Unconsciously Rely on to Conceptualize the World|
|ROT||How Physical Firmness Affects Metacognitive Firmness Leading to Stronger Beliefs, Reinforced Processing Styles and More Entrenched Judgments|
|ROT||Morality, Values, Intuitions, and How These are Influenced by Your Bodily Experiences|
|ROT||Do Social Class and Political Orientation Jointly Influence Lay Beliefs and Attitudes? And vice versa?|
|LIN||The legacy of rural dialects: Comparing language variation and change in Northern Ontario and Northern Maine|
|PSY||The mutual interaction of attention and memory in concept learning|
|TRN||Sustainable Food Systems|
|CHM||Improving Sequential Generative Models of Graphs for Large Scale Molecular Design|
|CHM||Breaking the adiabatic speed limit in adiabatic quantum computing|
|CHM||What do Neural Networks learn about Science?|
|PSY||How does the brain support memory?|
|PSY||How does the developing brain remember?|