Anthropology

Research area: My research is in human-computer interaction, data visualization, machine learning, MR/XR/VR user interfaces, social robotics. We are particularly interested in developing end-user interfaces for sense making and on-the-go computing.

Student roles:
The student will work as part of an interdisciplinary and international research team developing next-generation learning technologies using social robots and AI. Depending on their interests and background, they may contribute to robot behavior design, AI and LLM integration, educational activity development, user studies with children, data collection, and data analysis. The student will collaborate with faculty, graduate students, and international partners while contributing to one or more components of a larger research program. Information about the project can be found at: https://cmps-people.ok.ubc.ca/pirani/AffectiveComputing.html

Skills required:
We welcome students from diverse backgrounds, including psychology, education, child and youth studies, cognitive science, human-computer interaction, computer science, and related fields. Candidates should have an interest in children’s learning, human behavior, technology, or social robotics. Experience working with children, conducting research studies, or analyzing behavioral data is an asset. Strong communication, teamwork, and problem-solving skills are important in this interdisciplinary project. Programming experience is beneficial, particularly experience with software development, robotics, or integrating Large Language Model (LLM) APIs and AI systems. We encourage motivated students with varied skills and interests to apply.

Research area: I am interested in understanding human behaviour and the decision-making process. I study factors that consciously (i.e., prices or endowments) or unconsciously (i.e., identity, beliefs, scarcity, adversity or climate conditions) explain people's behaviour regarding economic and social outcomes. I am interested in everyday decisions and their effect on well-being, from global problems such as mitigation and adaptation to climate change, to consumption decisions at the household level. I employ both econometric techniques and experimental design methods (i.e., laboratory and field experiments) to identify cause-and-effect relationships between variables of interest and answer important research questions.

Student roles:
The student will work as a research assistant and will perform the following activities:
• A review of the academic literature, including papers in economics and other social sciences related to superstition and its effects on individual behaviour. The review will identify existing research, methods employed, information sources used, limitations of the studies, and a summary of findings.
• Elaboration of a matrix in Excel summarizing the papers identified (e.g., journal and year of publication, and authors), their methods, datasets and results.
• A review of non-technical literature on topics related to superstition and behaviour (e.g., news articles, popular writing, documentaries, etc.).
• In collaboration with the principal investigator, the student will: 1) identify gaps in the literature and formulate hypotheses to fill these gaps, and 2) help design lab experiments to test the hypotheses previously identified.
• Participation in meetings with researchers and practitioners in the fields of social sciences.
• Organization of datasets identified in the literature review or provided by the principal investigator.
Under the supervision of the principal investigator, the project constitutes a learning experience where the student can learn about economics, decision sciences, and the design of laboratory experiments. The student will also have the opportunity to learn about the science of superstition and research methods in general.

Skills required:
The candidate will have a background in economics, psychology or anthropology, with knowledge of quantitative techniques, including statistics, econometrics and/or experimental design (i.e., economic or psychological experiments in the lab or field). The candidate will have strong interpersonal, organizational and communication skills, as well as advanced knowledge of software, including Word, Excel, and reference management software such as Mendeley or Zotero. The candidate will be able to work under supervision and independently, and be familiar with academic databases of journal articles and papers. The candidate needs to be creative and have critical and analytical thinking.

Research area: This line of research broadly focuses on “quality “living” for Black older adults refers to their overall well-being and satisfaction, including physical health, mental and emotional well-being, social connections, financial stability, sense of purpose, and happiness in their daily lives. This current proposed project focuses on quality “living” among Black older adults with the aim of strengthening research partnerships with GTA community centers serving BOAs and to co-create experiential and theory-informed Afrocentric strategies that address the barriers and facilitators shaping BOAs’ participation in health promotion programs.

Student roles:
1. Establish rapport and build trust with interviewees through active listening and empathetic engagement.
2. Conduct interviews in a respectful and comfortable manner, ensuring participants feel at ease.
3. Record and transcribe interviews accurately, while upholding confidentiality and privacy standards.
4. Familiarize themselves with thematic analysis techniques and utilize software tools such as NVivo for data organization.
5. Systematically code interview transcripts to identify recurring themes, patterns, and insights.
6. Analyze the data to generate meaningful interpretations related to the experiences and perspectives of black older adults and their families.
7. Collaborate with peers or mentors to validate findings and ensure the rigor and trustworthiness of the analysis.
8. Ability to make a comprehensive and scholarly presentation to peers during lab meetings and in a local academic conference

Skills required:
We are seeking students enrolled in programs such as gerontology, social work, physiotherapy, occupational therapy, public health, interdisciplinary health, nursing, demography, rehab science, kinesiology and health sciences. Ideal candidates will (a) be able to attend health promotion care observations in community health centers; (b) possess or be willing to develop knowledge of leading an engagement meeting session, interview black older adults, their family members and program delivers; (c) have strong writing skills or be eager to improve them; and (d) be capable of working effectively in a fast-paced laboratory environment.

Research area: This research focuses on gender-based violence (GBV) prevention with men and boys, particularly through school- and community-based programming. The work examines gender-transformative approaches that challenge harmful norms, promote healthy masculinities, and support equitable relationships. Specific areas of interest include program evaluation, youth engagement, online influences on masculinity, educator preparedness, and the development of evidence-informed prevention practices. The research also explores how local context, facilitator representation, and cross-sector collaboration shape the effectiveness of GBV prevention initiatives in Nova Scotia.

Student roles:
The student researcher will support the development of a comprehensive evidence review focused on engaging men and boys in gender-based violence (GBV) prevention. Their primary responsibilities will include conducting literature searches, reviewing academic and grey literature, organizing and synthesizing findings, environmental scan of current programs, and assisting in the development of a final knowledge synthesis report.
The student will help identify promising practices, gaps in current research, and emerging themes related to school-based and community-based GBV prevention initiatives. This may include reviewing program evaluations, policy documents, educational resources, and research related to healthy masculinities, youth engagement, and online influences on gender attitudes.
The student may also assist with key informant consultations by helping prepare interview materials, summarizing practitioner insights, and supporting knowledge mobilization activities. Throughout the internship, the student will work collaboratively with project leads and community stakeholders to ensure the research remains practical, accessible, and responsive to local needs.
This role offers opportunities to gain experience in applied social research, community-engaged scholarship, program evaluation, and policy-informed knowledge translation. The student will contribute to work intended to strengthen prevention efforts across Nova Scotia and support the long-term development of evidence-informed GBV prevention strategies.

Skills required:
The ideal student will have a background in social sciences, gender studies, education, public health, criminology, or a related field. Strong research, writing, and critical analysis skills are required, particularly experience conducting literature reviews or qualitative research. Familiarity with gender-based violence prevention, masculinities research, youth programming, or community-based research is considered an asset. The student should be comfortable synthesizing complex information, working collaboratively with community stakeholders, and engaging with sensitive social issues in a thoughtful and respectful manner.

Research area: I am a podiatrist by training and an early-career researcher specializing in knowledge translation and implementation science. My research program focuses on the prevention and management of diabetes-related lower-extremity complications, including diabetic foot ulcers and amputations, through an interdisciplinary and patient-partnered approach. My work is organized around four main areas: (1) health promotion; (2) healthcare organization and accessibility; (3) patient-oriented research; and (4) healthcare innovations and clinical environments aimed at improving diabetic foot care.

Student roles:
The trainee will have the opportunity to participate in several stages of the research process, including data collection, data extraction, analysis, grant-related activities, and knowledge dissemination, depending on the progression of ongoing projects.

A specific component of the project may be entrusted to the student to foster leadership development. The trainee may also support graduate students (Master’s and PhD levels) working on community-based screening services, particularly through participation in data extraction activities.

Additional responsibilities may include participant recruitment, involvement in knowledge synthesis projects (providing opportunities for scholarly publication), and, if focus groups are conducted during the internship period, assistance with facilitation and verbatim transcription.

The trainee may also contribute to the development of online questionnaires using Qualtrics and participate in science communication and knowledge mobilization activities conducted in French. If the person dont speak french, the student will work on the component that is Ok in english only.

Skills required:
Enrollment in a healthcare professional training program is considered an asset due to the transferable professional competencies developed through such programs.
Basic knowledge of diabetes-related health issues.
Strong autonomy and leadership skills.
Effective communication abilities.
Strong organizational skills and ability to structure work efficiently.
Ability to concentrate on detailed data extraction tasks.
Effective time-management skills.
Ability to work collaboratively within a team.
Clinical or field experience is preferred but not required.
Experience with focus groups is an asset but not required.
Ability to synthesize and critically analyze information.

Research area: The research project on Indigenous and local community-led Arctic climate change aims to foreground the critical role of Indigenous knowledge and local expertise in understanding and responding to the profound environmental transformations occurring in the Arctic. This initiative is driven by the recognition that Indigenous peoples, who have lived in the Arctic for millennia, possess a deep and nuanced understanding of their environment, which is essential for accurately documenting and interpreting climate change impacts.

Student roles:
Compile and synthesize data into comprehensive reports that reflect both scientific findings and Indigenous perspectives.
Co-author manuscripts for academic publication, ensuring the inclusion of community insights and knowledge.
Conduct thorough literature reviews to contextualize the research within existing studies and highlight the contributions of Indigenous knowledge to climate science.

Skills required:
students should demonstrate proficiency in strong communication and collaboration skills to effectively work alongside Indigenous communities. A background in environmental studies, Indigenous studies, sociology, anthropology, or a related field is advantageous, as is experience with decolonial and anti-racist frameworks, which are essential for fostering respectful and equitable partnerships. Understanding the historical and contemporary contexts of Indigenous peoples' relationships with land and resources will enable students to contribute meaningfully to creating resilient and self-determined energy systems that honor Indigenous knowledge and sovereignty

Research area: This research sits at the intersection of water, law, and governance, examining how Indigenous peoples and local traditional communities' ways of knowing and being in relation to water collide with or partially engage with state legal frameworks, and how those ways of knowing and being are also asserted on their own terms, beyond state recognition. It is grounded in current research on "Water Governance and Multi-Jurisdictional Issues in the Great Lakes Region in Ontario" and extends comparatively to other jurisdictions. It draws on decolonial theories, legal pluralism, and environmental and ecological justice, centring Indigenous scholarship on relationality with water.

Student roles:
The intern will work as a comparative researcher, contributing a documentary analysis of how Indigenous peoples' and local traditional communities' relational ways of knowing and being with water are engaged, suppressed, or asserted beyond state recognition in their home jurisdiction, in dialogue with the Canadian Great Lakes context.
The internship unfolds in four connected phases:
Phase 1 — Orientation and scoping (weeks 1–2). Introduction to the project's theoretical framework: decolonial theories, legal pluralism, environmental and ecological justice, and Indigenous scholarship on relationality with water. Drawing on their own jurisdictional and cultural knowledge, and in collaboration with the supervisor, they will identify a relevant case in their home jurisdiction for comparative investigation.
Phase 2 — Bibliographic research and analysis (weeks 2–4). Focused literature review, centring Indigenous scholarship, relevant to the identified case. Identification of key documents across three categories for Phase 3: legal documents, governance documents, and Indigenous- and community-authored documents.
Phase 3 — Documentary research and analysis (weeks 5–9). Analysis of documents across those three categories (see Phase 2), guided by a structured interpretive framework attending to: presence and/or absence of relational ways of knowing; translation and/or distortion of those ways of knowing into state legal categories; and jurisdictional positioning—whose legal authority documents assume and whether Indigenous legal orders are recognized as sources of law. Through this framework, the intern will trace how relational practices with water have been translated, suppressed, partially engaged with, or asserted beyond state recognition.
Phase 4 — Synthesis and writing (weeks 10–12). Production of a comparative research report bringing home jurisdiction findings into dialogue with the Canadian Great Lakes context, contributing to SSHRC grant applications and potential co-authored outputs.
Throughout the internship, the intern will meet weekly with the supervisor and develop skills in critical documentary analysis, cross-knowledge-system reading, comparative methodology, and academic writing.

Skills required:
We welcome students from law, political science, environmental studies, geography and other related social sciences and humanities. The ideal candidate demonstrates intellectual curiosity at the intersection of Indigenous legal orders, community relationships with water, and state frameworks; is comfortable critically reading and analyzing legal, policy, and governance documents; and is open to engaging with Indigenous scholarship with humility and rigour. Familiarity with decolonial theories, legal pluralism, and environmental and ecological justice would be an advantage. Strong English proficiency is essential. Portuguese, French, or Spanish is an asset. No prior expertise in Canadian law or Indigenous studies is required.

Research area: I am a transdisciplinary scholar trained in sociology, law, and philosophy. My current and engaged areas of research include nonreligion, human/non-human relationships, equality, law, and religious diversity. More broadly, my research is directed at the big question of how to live well together in diverse societies. As a critical thinker who challenges power structures, I am committed to empirically driven, transformative, solution-based research.

Student roles:
The student may assist in compiling literature reviews, creating bibliographies and checking for accuracy, data collection, data analysis, and other editorial assistance. The student may be required to organize data for the researchers (using an online database to store data and sources) and may be asked to present their findings through a report. The student may additionally be involved in some general administrative organization, such as providing support and participating in online webinars and events.

Duties:
• Literature review;
• Data collection: Gather data from various sources;
• Data analysis: quantitative and qualitative;
• Organize the data into reports for the researchers;
• Provide services related to organizational information management, such as information dissemination, writing, editing and information tracking

Skills required:
The skills and background required of a student would be experience in and enthusiasm for data organization and qualitative and quantitative analysis of interviews, surveys, and other primary source material. This position would enable the student to develop a range of skills, including data collection and analysis, primary and secondary research, writing, editing, and organizational skills. They would also have the opportunity to strengthen their multi-tasking and time-management abilities in a highly professional workplace. Although team members will be actively engaged in supervising the student, they should be capable of working independently.

Research area: My research takes a broadly social science perspective, especially an interdisciplinary political ecology and geographical perspective to issues of wildfire in Western Canada. I investigate governance structures but also public perception and public engagement with wildfire risk. It means that I engage with the interlinked areas of climate change, urban risk, disaster risk reduction, environmental hazards, and climate adaptation. I draw on a wide range of resources as evidence for my work, including interviews, survery, archival resources and policy documents. My work also generates a wide range of outputs, from academic publications to blogs, infographics, and policy submissions.

Student roles:
The student will perform the following roles with close guidance from the supervisor:
1) Attend regular supervisory meetings
2) Manage the work folder
3) Perform analysis of qualitative data
4) Contribute to the design and writing of a number of research outputs, including a journal article, an infographic and a blog.
5) Meet and interact with other students who are part of the supervisor's lab
6) Do other related research tasks assigned by the supervisor

Skills required:
Student should have a social science background. They should be interested or skilled in qualitative research. They should be a keen learner, ready to learn a number of qualitative analytical methods. Ability to use any analytics or visualization software is a plus. They should have good writing skills. They should also be ready to develop a suite of public-facing outputs.

Research area: Dr. Bala Nikku is trained in science, social work, and regional planning. Dr. Nikku's research explores the intersections among disasters, human displacement, and community choices in the context of development planning and politics. Dr. Nikku's research focus continues to be on countries in Asia- dynamic but also fragmented, resource-poor, culturally diverse, and resilient communities. Dr. Nikku is involved in investigating the circular economy, making cultures, makerspaces, and community science to develop disaster-resilient tools, maps, and arts-based methods, and is interested in applying disaster analytics, social network analysis, and participatory GIS.

Student roles:
The student researcher is self-organized, able to meet and deliver agreed outputs, and is able to spend the required focused time on this project. I expect time management, open communication, and reporting to be essential attributes. At the beginning of the project, the student will conduct a systematic literature review and further refine the project objectives and methods, in consultation with other team members and me. A bi-weekly report or meeting is expected. Mapping skills using open-source software and familiarity with qualitative research methods are preferred. We will use a curiosity-driven collaborative learning model to meet the research objectives. A joint publication is also planned as part of the project. The student is expected to follow research ethics and other protocols.

Skills required:
The student researcher is interested in and motivated to conduct a qualitative, community-centered study and, if trained in mixed methods research, to do so. That will be an asset if the student is already trained in interdisciplinary, machine learning, and other modeling and mapping research tools. I expect the student to have a basic understanding of disasters, displacement, and development concepts and discourses. Familiarity with related research published and other grey lieterature is key. The project will benefit if the student has computer skills and familiarity with data analytics and modeling.

Research area: I build mathematical models to better understand human evolution. We use these models to understand how humans evolved, what historical and prehistorical events shaped human diversity, and how we can better understand disease risk variation across populations.

Student roles:
The student will, in close collaboration with their supervisor, develop mathematical models relevant for the joint analysis of the datasets. They will work on implementing such mathematical models as part of existing software tools developed by the lab. They will then apply these software to the dataset to gain a better understanding of the genealogical contributions to genetic evolution. The amount of time spend doing math/programming/data analysis is fairly flexible and can be adapted to the student preference and learning goals.

Skills required:
This project involves building models. Modelling skills gained from math, physics and computer science are particularly well-suited for this kind of work, but we also recruit students quantitatively minded students from diverse background (such as anthropology and biology)

Research area: My specialized research area focuses on environmental gerontology with special interests in aging, health and the built environment, aging in place, age friendly communities, accessibility to public indoor and outdoor spaces, mobility, and social participation of older adults and persons with disability. Further, my Social Science and Humanities Research Council funded research primarily adopts a community engaged approach using both quantitative and qualitative methods. My research has led to the building of successful municipal and community organization partnerships as well as the implementation of both short and long-term accessibility solutions that foster aging in place and inclusive environments for all.

Student roles:
The student will support the research team in several key areas, including literature review, data collection, data cleaning, analysis and knowledge mobilization. Responsibilities include conducting structured literature searches, managing citations, and summarizing findings. The student will assist in participant recruitment and scheduling and help with data collection activities.
In addition, the student will help create knowledge mobilization materials such as infographics, blog posts, or social media content, and assist in organizing stakeholder meetings and maintaining communication records.
Administrative support may include actively engaging in meetings and taking meeting notes. Strong writing and organizational skills are essential. Required software knowledge includes Microsoft Office (Word, Excel, PowerPoint). Familiarity with NVivo, SurveyMonkey, Canva, or social media tools is an asset..
Experience working with older adults or people with disabilities is preferred. As a community-based project, the role requires flexibility and a willingness to support fieldwork activities as needed.

Skills required:
• Strong communication and interpersonal skills for engaging with older adults, fellow research personnel, and community stakeholders
• Attention to detail for data collection, entry, and organization
• Familiarity with qualitative and quantitative research methods and willingness to learn new things
• Ability to follow ethical research procedures and confidentiality protocols
• Comfort with digital tools for data management
• Basic analytical thinking for preliminary data analysis
• Flexibility and initiative in collaborative, community-based settings
• Clear writing skills for summarizing findings and supporting knowledge mobilization efforts
• Time management and reliability to meet research timelines and attend virtual advisory

Research area: I use mixed anthropological methods to study human-environment interactions across space and time.

Student roles:
Specific roles will be determined based on the background of the intern. Four internships are available – two for students who are more qualitatively oriented in their background and training, and two that are more appropriate for students with quantitative data analysis skills. Tasks for the qualitative interns may include organizing observational field notes and transcribing and coding interview data. Tasks for the quantitative interns may include survey data entry and cleaning, statistical modelling of relationships between demographic and attitude variables, spatial analyses using GIS, data visualization, and preparing systematic literature reviews.

Skills required:
These internships are most suitable for students with backgrounds in social sciences or ecology. The qualitative internships are most appropriate for students in anthropology or a related field with knowledge of qualitative data analysis. The quantitative interns should be proficient with social science and/or ecological statistical analyses and may have a background in sociology, economics, ecology, conservation biology, or related fields.

Research area: Another aspect of my research focuses on health equity. This interdisciplinary project intersects technology, design, and health to assess how culturally sensitivity and competent social robots are to the Black older adults users.

Student roles:
1. Establish rapport and build trust with interviewees through active listening and empathetic engagement.
2. Conduct interviews in a respectful and comfortable manner, ensuring participants feel at ease.
3. Record and transcribe interviews accurately, while upholding confidentiality and privacy standards.
4. Familiarize themselves with thematic analysis techniques and utilize software tools such as NVivo for data organization.
5. Systematically code interview transcripts to identify recurring themes, patterns, and insights.
6. Analyze the data to generate meaningful interpretations related to the experiences and perspectives of black older adults and their families.
7. Collaborate with peers or mentors to validate findings and ensure the rigor and trustworthiness of the analysis.
8. Ability to make a comprehensive and scholarly presentation to peers during lab meetings and in a local academic conference

Skills required:
The ideal intern should possess strong interdisciplinary collaboration skills, including experience in user-centered design, qualitative research, and community engagement. Background in health sciences, social sciences, engineering, or human-computer interaction is preferred. Proficiency in digital tools such as wireframing, prototyping, and basic coding (e.g., HTML, CSS, or JavaScript) is beneficial. Excellent communication and active listening skills are essential for meaningful community involvement. Ability to work collaboratively within diverse teams, adapt to evolving project needs, and demonstrate cultural sensitivity and ethical awareness is critical. A passion for social justice, health equity, and community-driven solutions is highly valued.

Research area: Bilkis Vissandjée is a Full Professor in the School of Nursing at the University of Montreal. She is a Fellow of the Canadian Academy of Health Sciences. She is a researcher at the Institute of Public Health Research at the Université de Montréal. Her research work is carried out in partnership with frontline community health services organizations attending to the needs of migrant populations. The main theme of her research work is to address the challenges associated with providing quality of care in a multiethnic context within a gender, migration and equity sensitive perspective. Focus: To address gender and diversity

Student roles:
1. To participate actively with the research team based in three provinces in Canada (Québec, Ontario and British Columbia);
2. To get familiarized with the various databases available through Canadian Universities;
3. To participate in the design, implementation and analysis of interviews among selected team members (key stakeholders such as medico-legal personnel and support system) across Canada in order to derive a plan for literature search;
4. To prepare a plan for literature search once keywords and databases have been identified and selected in collaboration with research team members;
5. To get a training at the library in order to strengthen skills in literature search in public health with sensitivity to gender and diversity;
6. To proceed with a critical review focusing on health systems and health care providers in reference to quality and 'speed' of response accounting for medico-legal imperatives post sexual aggressions.
Selected keywords will include: a. sexual assault; b. rape; c. medical response; d. legal response; e. sex; f. gender; g. health care; h. primary care; i. emergency care; j. ethics; k. equity
7. To participate in knowledge information development, sharing and capacity building of students in women and gender studies in academic institution in selected partner universities in Canada.
8. To complete mid and final reports as required according to respective timelines
9. To prepare a lessons learnt report prior to departure with insights from the experience of research activities and potential interests in pursuing with graduate studies in a Canadian University.

Skills required:
1. Interested in diversity of context;
2. Adaptability and flexibility;
3. Critical appraisal of literature;
4. Capacity to adequately capture the essence of the reviewed literature in English;
5. Capacity to derive flow charts to retrieve and analyze literature under the guidance of the research team members;
6. Flexibility to discuss and exchange with team members based in Canada and in India (collaborative project);
7. Good command of softwares such as Microsoft Word, Excel, Power point;
8. Interest in learning how to create, enter, clean, manage and interpret data on Excel sheets;
9. Imagination, enthusiasm, professional rigor and creativity

Research area: My work in social and political philosophy/theory is interdisciplinary but is mostly attached to phenomenology. My research revolves around two questions: (1) the manners in which we act together with and against others to transform the ways in which we coexist; and (2) the manners in which we already interact as the background for these actions. My focus is on the lived experiences a person can have in relation to the ideas and institutions among which they live; on the experience of intercultural relations; as well as on concerns relating to social justice and democracy that emerge from these experiences.

Student roles:
The specific nature of the work will depend on the background of the students. All the tasks below will need to be completed, but the specific focus will change according to the student’s past learning and experiences, and on their future academic goals.
The intern will:
• Read and analyze archival documents;
• Lead bibliographical research;
• Prepare an annotated bibligraphy of published works on the philosophy of childhood;
• Prepare an annotated bibligraphy of published works on the history of child labour in Canada;
• Read and analyze a selection of these published works.
They will meet with me regularly, and have the chance to work with a larger research team focusing on related themes. This team includes former residential school students.
What is more, interns will be asked to prepare a paper on a topic related to their work, in consultation with me. An informal version will be shared with a wider research team that includes former residential school students. As MITACS also funds students who undertake a Master’s project with the same institution where they complete their internship, this paper could be the basis of a Master’s degree under my supervision (although taking advantage of this possibility is not a requirement for selection).

Skills required:
The intern will be able to read theoretical texts. A familiarity with interdisciplinary work would be helpful. No previous knowledge of the Canadian context is required, but familiarity with theories of childhood would be an asset. They should have a personal interest in one of the aspects of the project, or in the study of: childhood, child labour, family and kinship, or colonialism. The intern will read and write proficiently in English and/or French (only one of the two is required). Familiarity with bibliographical research would also be an asset, although training will be provided.

Research area: I am interested in understanding human behaviour and the decision-making process. I study factors that consciously (i.e., prices or endowments) or unconsciously (i.e., identity, beliefs, scarcity, adversity or climate conditions) explain people's behaviour regarding economic and social outcomes. I am interested in everyday decisions and their effect on well-being, from global problems such as mitigation and adaptation to climate change, to consumption decisions at the household level. I employ both econometric techniques and experimental design methods (i.e., laboratory and field experiments) to identify cause-and-effect relationships between variables of interest and answer important research questions.

Student roles:
The student will work as a research assistant and will perform the following activities:
• A review of the academic and applied literature on local and complementary currencies, programmable ecological currencies, and community-led climate finance, including evidence on how design choices affect value retention and development outcomes. The review will identify existing research, methods employed, information sources used, limitations of the studies, and a summary of findings.
• Elaboration of a matrix in Excel summarizing the studies and currency cases identified (e.g., source, location, design parameters, governance model), their methods, datasets and results.
• A review of non-technical literature on topics related to local currencies and community development (e.g., news articles, practitioner reports, documentaries, etc.).
• In collaboration with the principal investigator, the student will: 1) identify gaps in the literature and key design questions, 2) help develop candidate currency designs, including issuance rules, governance protocols, and convertibility parameters, adapted to specific community contexts and informed by existing experiences, and 3) theoretically define the elements of community currencies, using game theory and other economic/anthropological theory.
• Participation in meetings with researchers, practitioners, and, where appropriate, community partners involved in currency and energy initiatives.
• Organization of datasets and case materials identified in the literature review or provided by the principal investigator.
Under the supervision of the principal investigator, the project constitutes a learning experience where the student can learn about the economics of money and community development, currency design, and mixed-method research. The student will also gain exposure to interdisciplinary and community-engaged research and to the conceptual foundations of biophysical monetary architectures and currency sovereignty.

Skills required:
The candidate will have a background in economics, anthropology, development studies, or a related social science, with knowledge of quantitative and qualitative methods, including statistics, econometrics and/or case-study and mixed-method research. An interest in monetary systems, community development, ecological economics, or Indigenous self-determination is an asset. The candidate will have strong interpersonal, organizational and communication skills, as well as advanced knowledge of software, including Word, Excel, and reference management software such as Mendeley or Zotero. The candidate will be able to work under supervision and independently, be familiar with academic databases, and approach community-engaged research with cultural sensitivity.

Research area: Breastfeeding is recognized as providing nutritional, developmental, psychological, environmental, and economic benefits (Hansen, 2016), that are essential to saving the lives of “at-risk” young children (Branca & Schultink, 2016). The World Health Organization strongly recommends breastfeeding of infants and children under the age of 2 years, stating, “Optimal breastfeeding is so critical that it could save the lives of over 820,000 children under the age of 5 years, each year” (World Health Organization, 2018). Mothers affected by disasters are at risk of early cessation of breastfeeding. Easy-to-understand knowledge resources on breastfeeding can offer them need-based education and promote breastfeeding practices.

Student roles:
Students are expected to develop and disseminate evidence-based breastfeeding educational knowledge resources for mothers affected by disasters. During this project, students will receive mentorship from Dr. Shela Hirani, an expert in human lactation who has extensive experience advocating for breastfeeding mothers affected by disaster and displacement.

Skills required:
Graduate students fluent in English, who have a background in the health field, are creative, innovative, can analyze literature, develop knowledge translation resources, and have excellent computer skills.

Research area: Bilkis Vissandjée is a Full Professor in the School of Nursing at the University of Montreal. She is a Fellow of the Canadian Academy of Health Sciences. She is a researcher at the Institute of Public Health Research at the Université de Montréal. Her research work is carried out in partnership with frontline community health services organizations attending to the needs of migrant populations. The main theme of her research work is to address the challenges associated with providing quality of care in a multiethnic context within a gender, migration and equity sensitive perspective. Focus: To address gender and diversity

Student roles:
1. To participate actively with the research team based in three provinces in Canada (Québec, Ontario and British Columbia);
2. To get familiarized with the various databases available through Canadian Universities;
3. To participate in the design, implementation and analysis of interviews among selected team members (key stakeholders such as medico-legal personnel and support system) across Canada in order to derive a plan for literature search;
4. To prepare a plan for literature search once keywords and databases have been identified and selected in collaboration with research team members;
5. To get a training at the library in order to strengthen skills in literature search in public health with sensitivity to gender and diversity;
6. To proceed with a critical review focusing on health systems and health care providers in reference to quality and 'speed' of response accounting for medico-legal imperatives post sexual aggressions.
Selected keywords will include: a. sexual assault; b. rape; c. medical response; d. legal response; e. sex; f. gender; g. health care; h. primary care; i. emergency care; j. ethics; k. equity
7. To participate in knowledge information development, sharing and capacity building of students in women and gender studies in academic institution in selected partner universities in Canada.
8. To complete mid and final reports as required according to respective timelines
9. To prepare a lessons learnt report prior to departure with insights from the experience of research activities and potential interests in pursuing with graduate studies in a Canadian University.

Skills required:
1. Interested in diversity of context;
2. Adaptability and flexibility;
3. Critical appraisal of literature;
4. Capacity to adequately capture the essence of the reviewed literature in English;
5. Capacity to derive flow charts to retrieve and analyze literature under the guidance of the research team members;
6. Flexibility to discuss and exchange with team members based in Canada and in India (collaborative project);
7. Good command of softwares such as Microsoft Word, Excel, Power point;
8. Interest in learning how to create, enter, clean, manage and interpret data on Excel sheets;
9. Imagination, enthusiasm, professional rigor and creativity

Research area: The specialized research area is at the intersection of migration, refugee and urban studies.

Student roles:
Job Title: Research Assistant. The research assistant will work with the Project Director Dr. Harald Bauder and the Project Coordinator Dr. Omar Lujan in comparing policies and services provided by “sanctuary cities” in North America, Latin America, Africa, and Europe. The role of the research assistant will be to conduct data gathering, data entry, and assist in the data analysis of policies and practices for accommodating vulnerable and precarious migrants and refugees in sanctuary and solidarity cities in North America, Latin America, Africa, and Europe. As part of their role, the research assistant will engage in knowledge mobilization activities such as writing blogs based on research findings.

Skills required:
Required skills for the research assistant include: Excellent communication (esp. written) skills; ability to work independently and in a team Other desirable skills include: Experience in data collection, data analysis, and document analysis.

Research area: This project is situated at the intersection of gender justice, youth participation, political literacy, public policy, digital technologies, and international development. Centred on the idea of leading through youth, it examines how young people, particularly girls, young women, and LGBTQ+ youth, engage with issues of gender-based violence, digital harms, educational inequalities, and social transformation. Drawing on participatory and arts-based research approaches, the project contributes to emerging scholarship on youth-led policy development, political education, technology-facilitated violence, digital citizenship, and community-driven approaches to social change across diverse global contexts. (UNESCO GEM Report & United Nations Youth Office, 2026)

Student roles:
The student will work closely with the supervisory team to support policy-oriented research activities throughout the internship. Responsibilities may include:
• Conducting literature reviews on topics related to youth participation, gender justice, digital safety, technology-facilitated violence, and educational equity.
• Reviewing and synthesizing national and international policy frameworks, reports, and scholarly publications.
• Assisting with qualitative analysis of existing project materials, including youth-generated narratives, visual outputs, workshop findings, and policy dialogue reports.
• Supporting the preparation of policy briefs, research summaries, presentations, and knowledge mobilization materials intended for academic, community, and policy audiences.
• Contributing to comparative analyses across international contexts to identify common challenges, innovative practices, and opportunities for policy development.
• Participating in research team meetings and collaborating with researchers, graduate students, and community partners involved in the TRANSFORM network.
• Assisting with the organization and documentation of policy dialogues, stakeholder consultations, and dissemination activities where appropriate.
Through these activities, the student will gain practical experience in policy research, interdisciplinary collaboration, qualitative analysis, knowledge mobilization, and international research partnerships while contributing to socially engaged scholarship with real-world policy relevance.

Skills required:
The ideal candidate will have strong research and writing skills and an interest in public policy, gender studies, youth engagement, digital technologies, education, or international development. Experience conducting literature reviews, qualitative analysis, policy research, or knowledge mobilization is an asset. Excellent written English is required. Familiarity with social justice, participatory research methodologies, gender-based violence prevention, or youth studies will be considered advantageous. Students should be able to work independently while contributing effectively to collaborative research activities.