Research Opportunities Program

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.

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 an 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, to be considered. 
  • The ROP program has only one application cycle each year. The 2025-26 ROP application cycle includes Summer 2025, Fall 2025, Fall/Winter 2025-26 and Winter 2026 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 will be posted from February 17 to March 16, 2025, on the CLNx portal for the students to consider and submit their application. You may not be able to view the ROP course postings before the student application window opens on February 17, 2025.  

Department Professor Research 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 

AST Christopher Matzner Astrophysical ransients involving stellar interactions with massive black holes
AST Christopher Matzner Calculating the observational signal of mirror stars with optically thick nuggets
AST Joshua Speagle Understanding How Galaxies Grow in Cosmological Simulations with Statistics and Machine Learning 
AST Laurie Rousseau-Nepton Study of the most massive star-forming clusters
AST Ting Li Revealing the Galaxy Formation and the Nature of Dark Matter with Galactic Archaeology

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 Al-Amin Dhirani Systems with Quantum Electronic Behaviour Nanoengineered from the bottom-up
CHM Al-Amin Dhirani Nanoengineering Quantum Electronic Behaviour

CHM

Alan Aspuru-Guzik

Using edge technology such as IoT, Quantum, and machine learning in the self-driving lab to accelerate material discovery.

CHM Alan Aspuru-Guzik Quantum Algorithms for Scientific Computing
CHM Alan Aspuru-Guzik Graph representation based on quantum theory of atoms in molecule for machine learning

CHM

Andrei Yudin

Synthetic Half-Reactions for Understanding Chemical Synthesis

CHM

Haissi Cui

Visualizing intracellular RNA trafficking

CHM Haissi Cui Genetic code interpretation in brain disorders

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 

Helen Tran 

Synthesis of soft tissue-compatible bottlebrush elastomers 

CHM 

Helen Tran 

Self-assembly of biomimetic peptoids into 2D nanosheets 

CHM R. J. Dwayne Miller Toward overcoming the blood-brain barrier using an optical fiber

CLA 

Jonathan Burgess 

Theories of Myth 

CSB

Shelley Lumba

Molecular dialogue between plants and fungi

CSB Shelley Lumba Intra- and Interkingdom signaling in soil

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 

CSB Ashley Bruce Generation of transgenic zebrafish lines using targeted gene editing
CSB Sergey Plotnikov Mechanisms of cell adhesion signaling

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 Alan Aspuru-Guzik Multimodal interpreter for automated chemical reaction mining

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 Joseph Williams Enhancing & Personalizing Technology for Education & Health by Integrating Human-Computer Interaction, Psychology, Statistics & Large Language Models
CSC Joseph Williams Enhancing & Personalizing Technology for Educational & Physical/Mental Health by integrating Human-Computer Interaction, Psychology & Statistical Machine Learning

CSC 

Peter Marbach 

Evaluating Models and Algorithms for Social Networks using Twitter Data 

CSC 

Peter Marbach 

Network Protocols for the Internet of Things 

CSC Steven Engels Game Design for Forensic Science Education

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 Stephen Wright Coevolution of sex chromosomes and transposable elements

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 

EEB Belinda Chang Molecular evolution of rhodopsin

ENV

Brad Bass

Land Use Economics and Sustainable Planning

ENV

Brad Bass

Simulating Complexity, Chaos and Emergence

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 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
ENV Brad Bass Green Infrastructure Design: Rewilding Urban Areas from the Inside Out
ENV Brad Bass Simulating Complexity, Chaos and Emergence

ENV

Tanhum Yoreh

Environmental Action in Faith Communities

ENV 

Tanhum Yoreh 

Faith-Based Environmentalism: Mapping and Analysis 

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 

IMM Matthew Buechler  Computational approaches to characterizing universal fibroblasts

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 Myrto Grigoroglou Cross-linguistic expression of events in speech and gesture
LIN Myrto Grigoroglou Events in language and cognition

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 

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 Derek Van Der Kooy "Neurobiology of motivation” 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  

MGY Miguel Ramalho-Santos Epigenetic regulation of mammalian development
MGY Zhenya Ivakine Investigating the role of two beta-tubulin isotypes in the biology of the primary cilium

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 Kang Lee Manga Engagement Study
OISE Kang Lee Machine Learning Applications in Health Assessments

OISE

Jennifer Jenkins

The role of pregnancy complications in the association between maternal early adversity and offspring mental health: A mediation meta-analysis

OISE Jennifer Jenkins Understanding Conceptualization and Operationalization of the Differential Parenting Construct: A Scoping Review

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 Chao Zheng Development and application of innovative radiopharmaceuticals for the diagnosis and assessment of treatment in neuropsychiatric and neurodegenerative disorders

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

PHY Boris Braverman Precision measurement using disorder
PHY Boris Braverman Ultracold atom transport for optical clocks
PHY Boris Braverman Optimal filtering of spatial modes of light
PHY David Curtin Electromagnetic Emissions of Mirror Stars with Optically Thick Captured Nuggets
PHY Sergio de la Barrera Advanced two-dimensional materials assembly and characterization
POL Julie Moreau Queer Conservatism
POL Lynette Ong Analysis of Socio-political Conditions in China and Beyond

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 Donald Kingsbury Extractive Frontiers of the Post-Carbon Energy Transition
POL Donald Kingsbury After Extraction: The Politics of Mine Reclamation and Rehabilitation in the Americas

POL 

Peter Loewen 

How do governments respond to COVID-19? A cross-national comparison of policy responses to a pandemic 

PSL

Andrea Jurisicova

Role of Mitochondria in establishing developmental competence of oocyte.

PSL Andrea Jurisicova Molecular modulation of reproductive success - from egg to placenta

PSL

Brian Cox

Modelling human trophoblast interactions with decidual natural killer cells

PSL Brian Cox Trophoblast micrRNAs in cellular development

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 Mei Zhen Computational and Operational Principles of an Intact Neural System
PSL Mei Zhen Sodium leak channel NALCN's role in neural circuits and development

PSL

Sheena Josselyn 

Examining the impact of stress on memory in mice

PSL Sheena Josselyn Understanding memories in mice

PSL 

Haibo Zhang 

Lung Regeneration in ARDS 

PSL Haibo Zhang Machine learning in mechanical ventilation 

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 Odilia Yim The Role of Language and Identity among Ethnic Minority Individuals

PSY

Spike Lee

Politics, Ideology, Morality, Science Denialism, Social Class, and Digital Technology

PSY Spike Lee Morality, Values, and Intuitions
PSY Spike Lee Social Class, Social Dominance, Relative Deprivation, and Lay Beliefs
PSY Spike Lee How Physical Firmness Affects Metacognitive Firmness Leading to Stronger Beliefs, Reinforced Processing Styles and More Entrenched Judgments
PSY Spike Lee Psychology of Politics, Ideology, Morality, Science Denialism, Conspiracy Theories, and Fake News

PSY

Kaori Takehara

Brain circuitry supporting transitive inference

PSY

Christina Starmans

Development of Moral and Social Cognition

PSY Christina Starmans Children's Understanding of Moral Conflict and Temptation

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 Jessica Sommerville The infantile origins of social thinking, learning and behavior
PSY Jessica Sommerville Investigating Infants’ and Children’s 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 Felix Cheung The Science of a Good Life

PSY

William Cunningham

Social Others

PSY

Katherine Duncan

Understanding Human Memory

PSY Katherine Duncan Investigating Episodic Memory in Parkinson's Disease Patients

PSY

Laura Corbit

Neural control of reward-related learning

PSY Laura Corbit The neural bases of predictive learning

PSY

Nicholas Rule

The Science of Snap Judgments

PSY Nicholas Rule Social Perception and Cognition

PSY

Suzanne Wood

Drug Usage Rates and Attitudes Among U of T Students

PSY

Gillian Einstein

Estrogens and Cognition - Body Mapping

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 Gillian Einstein Estrogens and Cognition - Brain and Cognitive Changes in Women with the Breast Cancer 1 & 2 Mutations
PSY Gillian Einstein Exploring aging, cognition and brain structure/function in immigrant women from the Horn of Africa
PSY Gillian Einstein Cognitive Ageing and Long-Term Gender-Affirming Estradiol Treatment
PSY Gillian Einstein Estrogens and Cognition - Memory and Inflammation

PSY

Allison Sekuler

Vision and Aging: perception/cognition links in health aging and dementia

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 Exception learning as window to neural memory systems

PSY 

Michael Mack 

The mutual interaction of attention and memory in concept learning 

PSY 

Morgan Barense 

How does the brain support memory? 

PSY Morgan Barense Developing technology-based solutions to promote healthy aging

PSY 

Alison Chasteen 

Stereotyping, Prejudice, and Discrimination 

PSY 

Geoffrey MacDonald 

Singlehood and Well-Being 

PSY 

Amy Finn, Nicholas Rule 

Attending less, but learning more: Do children's reduced selective attention boost memory for irrelevant information? 

PSY Amy Finn Learning in the developing mind and brain

PSY 

Amy Finn, Nicholas Rule 

Neural development of the perception and memory of event structure in continuous narrative 

PSY Can Mekik Motivation, Emotion, and Meta-Cognition in Cognitive Architectures
PSY Margaret Mack How does the developing brain remember?
PSY Paul Bloom Moral Reasoning in Children and Adults

RLG

Pamela Klassen

Remediating the Mound Builders: The Mounds Research Collective

RLG Pamela Klassen Mounds & Memory around the Great Lakes

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

STA Pascal Tyrrell Artificial Intelligence and Machine Learning in Medical Imaging Research
Temerty Faculty of Medicine 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

Temerty Faculty of Medicine

Hance Clarke

Toronto General Hospital- Anesthesia and Pain Research

Temerty Faculty of Medicine Hance Clarke Toronto General Hospital- The Good Hope Ehlers-Danlos Clinic Patient Registry Project
Temerty Faculty of Medicine Hance Clarke The Toronto General Hospital- The Transitional Pain Service Project 
Temerty Faculty of Medicine Hance Clarke The Toronto General Hospital- The Knowledge Translation Project
Temerty Faculty of Medicine Jamie Feusner Mechanisms of perceptual abnormalities and their malleability in body dysmorphic disorder
Temerty Faculty of Medicine Michael Wainberg Computational genetics and genomics of brain diseases

TRN

Nicole Spiegelaar

Trinity Food Systems Lab

TRN Nicole Spiegelaar Campus Pollinators and Agroecologies

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 

VIC Hakob Barseghyan Visualizing Worldviews: Integrating History and Philosophy of Science in Practice 

Dates and Application Process

Date

Activity

February 17, 2025

2025–26 ROP courses are posted on CLNx, and applications are open. Students are allowed to apply to a maximum of five ROP projects through CLNx. 

February 21, 2025, 11 am – 12 pm 

February 26, 2025, 2 pm – 3 pm 

March 10, 2025, 3 pm – 4 pm  

ROP Information & Application Tips Sessions. Registration required.

March 12, 2025 

Prospective ROP students are encouraged to attend the bi-annual Research Fair to learn about Fall/Winter 2024-25 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

March 16, 2025

2025-26 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 17, 2025

Student applications sent to ROP faculty supervisors. Supervisors begin reviewing applications and extending interview invitations to students.

March 17, 2025 – April 2, 2025 

Round One interview period: Faculty members review applications, interview students and present offer(s).

April 2, 2025 

Deadline for faculty to present Round One offers to students.

April 2 – 6, 2025 

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 6, 2025

Deadline for students to accept or decline Round One offers. 

April 7 – May 30, 2025 

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. Because of course enrolment, Summer ROP students must be selected by April 16, 2025.

April 19, 2025 

Last day for Summer ROP student(s) to be selected and for ROP contracts to be submitted.

April 19, 2025

Experiential Learning & Outreach Support Office to enrol students in Summer 2025 ROP courses. 

May 30, 2025 

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 July 2025 

Experiential Learning & Outreach Support Office to enrol students in Fall 2025, Fall/Winter 2025/26 and Winter 2026 ROP courses. 

September 2025 
(date TBD) 

  

Fall Research Fair for summer ROP students.

March 2026
(date TBD)

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
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 2025-26 application period, students can apply for up to five ROPs on the CLNx platform, between February 17 to March 16, 2025. If students submit more than 5 applications, only the first 5 applications submitted will be considered. Applications included three documents: a resume/CV, a letter of intent and an unofficial transcript. To help you navigate the ROP application process on the CLNx, please refer to this how-to guide. All applications will be sent to faculty supervisors on March 17, 2025.  

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 rop.artsci@utoronto.ca.

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 browse research opportunities using the Undergraduate Research Hub, and 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 2025-26 application cycle includes Summer 2025, Fall 2025, Fall/Winter 2025-26 and Winter 2026 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, 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 Experiential Learning & Outreach Support Office. 

I have not been contacted regarding my ROP application(s). Is there still a chance that I might get selected for an ROP course? 

Only students being considered or 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, 2025 (for Summer 2025 ROP courses) or May 30, 2025 (for Fall 2025, Fall/Winter 2025-26 and Winter 2026 ROP courses), you have not been selected for a 2025-26 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 rop.artsci@utoronto.ca.  

I may require accommodations to fully participate in the ROP course. What steps should I take?

If you have an accessibility-related, health-related, or any other specific need requiring accommodations in order for you to participate in your ROP course, please contact your Accessibility Advisor in order to arrange for a letter of accommodation for the Experiential Learning component of the course (Accessibility Services: 416- 978-8060 or accessibility.services@utoronto.ca). Please note that accommodations for a ROP might look different than accommodations from another course. Learn how to register with Accessibility Services.  

You may choose to disclose the information by sharing the letter with your ROP instructor and the ROP coordinator for assistance and accommodations.  

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: 

  1. Inform your faculty supervisor about your decision to drop the course.
  2. Email rop.artsci@utoronto.ca, 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: 

  1. Inform your faculty supervisor about your decision to drop the course.
  2. Email rop.artsci@utoronto.ca, 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 2025-26 is January 13, 2025. Special approval may, however, be granted in exceptional circumstances for late submissions; please reach out to rop.artsci@utoronto.ca.  

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.

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