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
|
Fall Research Fair for summer ROP students. |
March 2026 |
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 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:
- Inform your faculty supervisor about your decision to drop the course.
- 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:
- Inform your faculty supervisor about your decision to drop the course.
- 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.