This project will involve speaking with geoscientists who work in government, industry, and academia about field safety and accessibility. The project can be done as a desktop study, but could also be supplemented by direct field work in the form of shadowing consenting field geoscientists. Recently, we published a field safety guidebook, and I would like to see how this document's spread and impact could improve. I am interested in developing a social media presence related to promoting field safety and accessibility (likely on Instagram and Bluesky). We would create a series of videos related to important safety and access tips for field workers. I would also like to interview field geoscientists about their safety and access methods to learn more from each other and promote their important work.
I work in the field for many weeks in the summer, and the student would be welcome to come and increase their field geoscience experience.
Research area, student roles & skills
Research area: I am a field geoscientist. I typically define myself as a soft-rock structural geologist, but I also study paleontology, sedimentology, geohazards, and equity is geoscience. I collaborate with individuals across multiple institutions, focusing in the Atlantic provinces in Canada. Most recently, I have been researching sinkhole development in evaporite-rich rocks, coastal erosion, and Carboniferous paleontology and sedimentology. I started working on field safety and accessibility in 2023 and would like to work more in that realm as it is understudied and very important, especially for new geoscientists interested in field work.
Student roles: Developing a Research Ethics Board application related to interviewing and surveying field geoscientists in summer 2027 Designing survey/interview questions Calling/emailing/conversing with geoscientists who work in a variety of locations and disciplines Composing, filming, and editing short videos Working closely with students, staff, and faculty in an Earth Science Department Working on a computer in the communal lab space
Skills required: The skills of the student can be flexible. A student who is familiar with social media and content creation/promotion would be an asset, but is not necessary. Familiarity with Microsoft 365 and Adobe Creative Suite is helpful. I would prefer a student who is interested in equity, accessibility, diversity, in a field work, regardless if they are a geoscientist, social scientist, etc.
2. Applying mineralogy to understand critical minerals and their deposits
If you are a geoscience student who is eager to explore applied mineralogy and how minerals help us to understand the world, then this internship could be a great fit for you! You will gain hands-on experience in a tight-knit mineralogy research group. Your project will consist of at least one of the following options:
(1): Prepare samples for whole-rock geochemistry and mineral chemistry/X-ray diffraction. You will learn quality control protocols, as well as the principles, applications, and limitations of these techniques.
(2): Collect and/or analyze mineral chemistry/X-ray diffraction data from existing samples. You'll gain experience in processing and filtering data, interpreting results, and assessing the geological significance of minerals.
(3): Perform thermodynamic modelling to predict the formation conditions of rocks. Using whole-rock geochemical data, you will use specialized software to determine the conditions under which a rock formed (including temperature, pressure, pH, and oxygen fugacity).
Throughout this internship, you will work closely with Dr. Leung and fellow students at URegina. There will also be opportunities to work remotely with researchers at Laurentian University. Interns may also have the opportunity to use the Canadian Light Source (CLS) synchrotron facility in Saskatoon to study various mineral samples.
Research area, student roles & skills
Research area: Our research group uses minerals to explore the world around us. Minerals are important because they are the constituents of rocks and the containers of elements. That is, to understand how rocks form and evolve, it is necessary to understand the minerals of which these rocks are composed. Likewise, extracting critical minerals requires knowledge of how these elements are hosted within these minerals. We integrate field sampling with geochemical and mineralogical tools (e.g., petrography and scanning electron microscopy) to investigate how elements are incorporated into minerals and the broader geological implications.
Student roles: As an intern, you will begin by completing a project outline and reviewing peer-reviewed literature to build the foundation of your internship. You will meet biweekly (either in person or via Zoom) with Dr. Leung, project members at URegina, and/or collaborators from partner institutions. Your responsibilities will include sample preparation and analysis, maintaining a detailed project record book, and writing a short report to summarize your findings. Additionally, you will present a poster showcasing your results to other interns and students at the end of the internship. You will be expected to work regular hours (generally 9 am to 5 pm, Monday to Friday), assist other interns and students with analytical work, and actively participate in group meetings, journal club, and seminars. The lab group also offers training and team-building activities, such as presentation skills and writing workshops, to help you refine your professional skills. There may also be opportunities to use the Canadian Light Source (CLS) synchrotron facility in Saskatoon, assisting graduate students in data collection. Throughout your internship, you will gain valuable experience in geochemical and mineralogical techniques, equipping you with practical skills for future research and career development.
Skills required: You should have a background in geology, earth sciences, inorganic chemistry, mining engineering, or related programs, and have successfully taken an undergraduate course in mineralogy. Prior experience with spreadsheets, geochemical data, and programming techniques is beneficial but not required (training will be provided as needed). Above all else, a strong interest in learning new things is essential for this internship.
3. Calibration strategy for stream temperature modelling | Stratégie de calibration pour un modèle de température de l'eau en rivière
Supervisor: Audrey Maheu
University: Université du Québec en Outaouais (Gatineau campus)
Stream temperature is a key variable controlling aquatic ecosystem health and water quality. The Raven modelling platform (https://raven.uwaterloo.ca/) includes a thermal module that can simulate stream temperature dynamics, but questions remain regarding the quantity and type of data required for robust model calibration.
Research area, student roles & skills
Research area: My research program in ecohydrology investigates the interactions between the water cycle and living organisms across a range of natural and managed ecosystems. My program seeks to understand how environmental disturbances, including droughts, climate change, forest disturbances, roads and dams, alter hydrological processes and ecosystem functioning.
My work combines field-based observations with modelling studies to improve predictions of water quantity and quality under changing environmental conditions. By integrating empirical data and simulation tools, we develop knowledge that supports the sustainable management of forests, agricultural landscapes, urban environments and freshwater ecosystems.
Student roles: The overall objective of the internship is to establish data requirements for the calibration of the Raven stream temperature model.
The intern will: - Evaluate the extent calibration datasets required to achieve good model performance. - Assess whether stream temperature measurements collected at hydrometric stations provide sufficient information for model calibration. - Perform a sensitivity analysis of the thermal module to climate forcings - Develop recommendations for efficient calibration strategies.
Skills required: - Interest in hydrological and environmental modelling. - Experience with programming and data analysis in R (preferably) or other languages. - Strong data analysis skills. - Familiarity with hydrological models is an asset but not required .
4. Complex Systems & Network Science: From earthquakes to the brain
One fundamental challenge in the study of complex systems is to understand the underlying dynamical principles behind the emergent properties of “spreading” cascades as observed, e.g., in rock fracture, seismicity and neuronal systems. In the case of earthquakes, these cascades can be considered synonymous with the classical main shock- aftershock paradigm, where an earthquake triggers other earthquakes due to the stress changes it induces, which in turn trigger further earthquakes as in a mathematical spreading or branching process. In the case of neuronal systems, it is the process by which information — e.g., in the form of neural activations or synchronization — spreads between individual nerve cells or brain regions. Often the properties of spreading cascades resemble those encountered around equilibrium phase transitions characterized by self-similarity, critical exponents, scaling functions etc. In non-equilibrium settings, a similar general framework of criticality is still missing. The goals of this project are to establish new mathematical concepts and data analysis tools related to spreading processes and partial synchronization to characterize and understand complex systems, to identify generic and universal properties by analyzing model systems and large-scale data sets, and to collaborate with leading experimental groups to develop accurate theories. The specific phenomena under consideration include rock fracture and aftershocks in lab and field settings as well as neuronal dynamics and the emergence of biological function.
Research area, student roles & skills
Research area: From interacting populations of earthquake faults to nerve cells in the brain, many physical, geophysical, biological and human-made systems show behaviours that cannot be understood by studying their building blocks or constituents to ever finer detail but that are emergent. The concept of emergence can be summarized by the statement that there exists an entity (e.g. an organism) which is more than the sum of its parts. This is often used as the defining property of a complex system and discovering and understanding unifying characteristics and dynamical principles across complex systems is one of the central quests of modern physics.
Student roles: The prospective students will start to implement one or two methods to analyze data from spreading processes using a programming language of their choice and study paradigmatic model systems inspired by different applications such as the brain and earthquake triggering. Should the students' results for the model systems indicate that the method is sufficiently robust, they can employ it to study a subset of a real world complex system, such as fault networks (in the field or in the lab) or the brain, and the results should be summarized in a paper with the goal of a publication in an international peer-reviewed journal.
Skills required: The students are expected to have working knowledge of a programming language such as C/C++ and a keen interest in statistical physics, complexity science, geophysics, network science, computational neuroscience and/or data analytics. Sound command of English is necessary. Over the course of the project, the students will acquire a detailed knowledge of information theory, data analysis, and numerical methods, as well as mathematical concepts from nonlinear dynamics and network science.
5. Dictionary or machine learning based rock classification for mineral exploration
In this project, the candidate will use dictionary or machine learning techniques to classify rocks for mineral exploration in Canada and globally. The developed method will use different types of data, including rock images and geophysical data, to build the network for classifying the rock and mineral types.
Research area, student roles & skills
Research area: I am a professor of applied geophysics. My expertise is in seismic signal processing, imaging, and inversion/optimization with applications to subsurface resource exploration and monitoring. To deliver these projects, I use model-based and machine learning methods.
Student roles: The student will be involved in cutting-edge research in machine learning and its application to rock classification and mineral exploration. The candidate will start with a literature review of the techniques, prepare the data, pre-process it, and develop a dictionary learning or machine learning network to deliver the results. Coding will be an important element of this project. Finally, the student will write a report on the project.
Skills required: The project requires knowledge of Python and coding skills, and a background in geophysics or computational disciplines such as computer science and mathematics.
6. Distinguishing metamorphic vs igneous minerals in mafic migmatites from the Kapuskasing Structural Zone, Ontario
Supervisor: Jillian Kendrick
University: St. Mary's University (Halifax campus)
In migmatites, leucosome represents remnants of partial melt produced by high-temperature metamorphic reactions and is mainly composed of feldspar and quartz, reflecting the granitic composition of the melt. Leucosome also commonly contains minerals associated with high-grade metamorphism, such as garnet, pyroxene, or cordierite. These minerals are usually interpreted as products of metamorphic reactions. However, they can also form through fractional crystallization of the melt, which would have important implications for the geochemical evolution of granitic magma produced by migmatites. Research on distinguishing igneous and metamorphic minerals in migmatites is lacking and requires detailed petrographic analysis. In this project, minerals in mafic migmatite samples from the Kapuskasing Structural Zone in the Superior Province, Ontario, will be examined for (micro)inclusion assemblages (including minerals, fluid, or melt) and chemical zoning that may be indicative of their origin. The anticipated outcome is a set of criteria for distinguishing igneous vs metamorphic minerals in mafic migmatites.
Research area, student roles & skills
Research area: Dr. Jillian Kendrick specializes in metamorphic petrology, with a focus on crustal anatexis, associated granite magmas, and trace element behaviour during metamorphic reactions. She combines field work with laboratory analyses and numerical modelling to understand the petrogenesis of rocks from the deep crust, orogenic settings, and related to mineral deposits.
Student roles: The student will work directly with Dr. Kendrick and her research group at Saint Mary's University in a collaborative environment and receive hands-on experience in the laboratory. The student will use a polarized light microscope to identify inclusions in leucosome minerals, and follow up this work with further analysis of inclusions by scanning electron microscopy, Raman spectroscopy, and/or fluid inclusion analysis. Micro-X-ray fluorescence spectrometry will also be used to identify chemical zoning in samples.
Skills required: The student is required to have completed undergraduate courses in metamorphic petrology and igneous petrology, and must have experience using a polarized light microscope to identify minerals and textures in thin section. Additional courses in mineralogy and geochemistry are an asset but not required. The student should have an interest in and aptitude for petrology.
7. Du réel au virtuel : génération de produits 3D haute précision du campus de l’Université Laval par photogrammétrie
This project is part of a research initiative aimed at developing an innovative methodology for the acquisition, processing, and use of geospatial data to create high-precision 3D products of the Université Laval campus. The main objective is to develop an efficient, reproducible approach tailored to the needs of infrastructure managers to transform photogrammetric data into detailed digital representations of the university territory.
The research will focus on data acquisition from photogrammetric platforms, including drones, and on optimizing the various stages of 3D model production. Particular attention will be paid to mission planning, acquisition parameters, image processing, and geometric validation of the results to ensure optimal quality of the generated products. This approach will identify best practices for producing reliable 3D data in a complex environment composed of buildings, infrastructure, green spaces, and urban features.
The acquired data will be used to generate several geospatial products, including 3D point clouds, digital surface and terrain models, high-resolution orthophotos, and textured 3D models. A comparative analysis of the different processing parameters will allow us to assess their influence on the accuracy, resolution, and quality of the resulting models.
The results will contribute to the creation of a complete digital representation of the Université Laval campus and to the development of a 3D environment that can support various applications, such as asset management, work planning, infrastructure documentation, and the implementation of a future digital twin. This project will promote the integration of advanced geospatial technologies in the digital transformation of smart campuses.
Research area, student roles & skills
Research area: My area of research concerns the acquisition and processing of geospatial data, particularly in geomatics engineering and surveying. My projects are divided into three axes, the first being the acquisition and preparation of acquired data, the second the formalization of knowledge enabling the automation of information extraction, and the third an analysis and modeling of the quality of acquired data. This project focuses on the first axis, namely the acquisition and preparation of data acquired by low-cost drone imagery on the urban environment.
Student roles: The student's primary role will be to contribute to the development of a photogrammetric production chain for generating high-resolution 3D products of the Université Laval campus. At the start of the internship, they will receive training on the software and methods used for processing, analyzing, and visualizing photogrammetric data. They will participate in the various stages of the project, including data preparation, image processing, 3D reconstruction, and validation of the results. The student will analyze data acquired from different photogrammetric platforms to evaluate the influence of acquisition parameters and sensor characteristics on the accuracy, density, and quality of the generated models. They will also contribute to field acquisition campaigns, supporting operational planning, equipment verification, and the collection of data necessary for campus modeling. They will be responsible for generating several geospatial products, including 3D point clouds, digital surface models, digital terrain models, orthophotos, and textured 3D models. Finally, the student will participate in the interpretation of results and the documentation of developed methods to promote the reproducibility of approaches. Integrated into the REPER 3D laboratory, they will collaborate with a multidisciplinary research team working on geospatial technologies, 3D representation, and intelligent digital environments.
Skills required: The student must have basic knowledge of statistics and programming to create simple codes for analyzing results. He must also have writing skills to formalize the analyses performed and generate documents that will be published in open access. Experience or theory in photogrammetry is strongly recommended, so that the student can start processing and analyzing data right from the start of the project, and fully understand the geometry of the data acquired. Students must be able to work both individually and creatively as part of a team.
8. Enhancing Disaster Resilience through AI Solutions: A Comprehensive Exploration
Supervisor: Hadi Ghofrani
University: Western University (London campus)
Location: London, Ontario
Start date: 2027-05-02 (flexible)
Disciplines: Earth Science, Engg-Civil, Engg-Computer, Engg-Geological, Engg-Software, Engineering, Mathematics, Physics, Statistics, Computer Science, Engg-Systems and Technology, Studies Science and Technology
Natural disasters pose significant threats, impacting lives, infrastructure, and ecosystems globally. The prevalence of hydrometeorological disasters underscores the urgent need for innovative approaches to disaster management, particularly in vulnerable regions like small island developing states and least developed countries.
Artificial intelligence (AI) presents a transformative opportunity to revolutionize disaster response and mitigation efforts. Despite its potential, AI remains underutilized in disaster management practices. This project aims to leverage AI advancements to enhance data collection, modeling, and communication strategies in natural disaster scenarios.
We are seeking motivated candidates to assist in the following objectives:
- Conducting an extensive review of AI applications in natural hazard monitoring and detection, spanning earthquake, flood, tsunami, landslide, avalanche, wildfire, volcanic eruption, hail, windstorm, and multi-hazard scenarios.
- Identifying key research fronts, technological innovations, and relevant conferences and institutions in this domain.
- Prioritizing AI applications for visualizing natural hazards to improve communication, training, and education efforts.
The project theme, "Resilience to Natural Hazards through AI Solutions," will address critical questions such as:
- The role of Digital Technologies, including Explainable AI (XAI), in enhancing disaster resilience.
- The impact of AI on language accessibility in disaster information and advancements in damage assessment techniques.
- Leveraging XAI methods to address geoscience challenges, understand underlying processes, and enhance decision-making models.
By harnessing AI technologies, we aim to enhance disaster prediction, response, and overall management, ultimately safeguarding lives and livelihoods, especially in vulnerable communities. The outcomes of this internship will contribute significantly to global disaster resilience efforts and inform the development of the AI Section at the Centre for Multi-Hazard and Resilience (CMRR) at Western University.
Research area, student roles & skills
Research area: I am an adjunct research professor at the Western University, Canada. My research focuses on seismic hazard analysis due to natural and induced earthquakes, developing ground-motion prediction equations, simulation of earthquake ground-motions, site characterization and seismic microzonation. Currently, I am working on a research project with a goal of incorporating 3D basin effects into seismic zonation maps for Metro Vancouver, British Columbia. Previously, I was collaborating within a “Canadian Induced Seismicity Collaboration” research program. The project was focused on understanding the mechanisms and hazards associated with industry-related induced seismicity.
Student roles: - Conducting an extensive review of AI applications in natural hazard monitoring and detection, spanning earthquake, flood, tsunami, landslide, avalanche, wildfire, volcanic eruption, hail, windstorm, and multi-hazard scenarios. - Identifying key research fronts, technological innovations, and relevant conferences and institutions in this domain. - Prioritizing AI applications for visualizing natural hazards to improve communication, training, and education efforts.
Skills required: We are looking for a highly motivated student who is interested in exploring new ideas and well prepared to cope with the learning challenges. Knowledge in machine learning techniques would be an asset. Knowledge of working with time-varying volume data is an advantage. Strong Math and Physics background would be very helpful. Being able to use modern, trendy tools such as Python, and Matlab would be essential. Strong quantitative background and experience in computational programming would be an asset.
9. Evaluating Mine Wastes as Secondary Sources of Critical Minerals
Global demand for critical minerals, such as lithium, cobalt, nickel, rare earth elements, and others essential for clean energy technologies, is accelerating rapidly. Yet traditional mining alone cannot meet this demand sustainably. Answering to this need, this project will explore alternative sources of minerals and metals, such as the recovery from mine wastes and other unconventional resources. The student will work at the intersection of geology, mineral processing, and environmental geochemistry to investigate how mine tailings, waste rock, and other secondary materials can serve as alternative sources of critical metals. These materials often contain overlooked concentrations of strategic elements, and the opportunities for recovering them requires a deep understanding of their mineralogical and chemical makeup.
This project focuses on mineralogical characterization, using tools such as optical microscopy, X ray diffraction (XRD), and scanning electron microscopy (SEM) to identify mineral hosts of critical elements. We will also use geochemical analysis to quantify metal concentrations and assess their recovery potential. A data interpretation and resource evaluation component will require integrating mineralogical and chemical datasets to determine which waste materials offer the most promising opportunities for sustainable metal extraction.
This project is ideal for students interested in mineralogy, ore deposits, geometallurgy, environmental geology, or sustainable mining. The student will contribute to research with real-world impact: diversifying critical mineral supply chains, reducing the environmental footprint of mining, and advancing circular-economy approaches in the resource sector. By the end of the internship, the student will have developed practical laboratory skills, gained experience with advanced analytical techniques, and contributed to a growing body of research shaping the future of responsible mineral resource development.
Research area, student roles & skills
Research area: Dr. Adriana Guatame-Garcia is an assistant professor in critical mineral resources (science and policy). Her work has extended through the different stages of the mining cycle, where she has evaluated opportunities for resource extraction, process optimization and mine waste management. In her work, she uses mineralogical and geochemical techniques (lab- and field-based) to determine the mineral dynamics that govern processes in the recovery of mineral resources and the storage of waste streams. More recently, she has also been working on the assessment of policies related to critical minerals.
Student roles: The student will contribute to a project examining the potential of mine wastes and other secondary materials as sources of critical minerals. Their primary role will be to carry out mineralogical and chemical characterization of selected samples and to help evaluate whether these materials contain metals that could be recovered. The student will prepare and document samples, describe mineral assemblages using diverse analytical techniques. They will also work with geochemical assay data, organize results, and help interpret how mineral hosts and textures relate to metal distribution. Throughout the internship, the student will participate in regular research meetings and contribute to short written summaries of methods and findings. This role is appropriate for students in geology, mining engineering, or related programs who want hands-on experience with mineral characterization and exposure to research on critical mineral supply.
Skills required: A strong candidate will have: • Foundational knowledge in mineralogy, petrology, and introductory geochemistry. • Basic laboratory experience, including safe sample handling and preparation. • Interest in learning analytical techniques such as XRD and SEM/EDS. • Ability to work with geochemical or mineralogical datasets. • Curiosity about critical minerals, ore deposits, or sustainable resource development.
10. Fluid flow and geochemistry in subduction-zone sediments
Supervisor: Man-Yin Tsang
University: University of Saskatchewan (Saskatoon campus)
Offshore research expeditions have collected sediment samples from submarine subduction zones using scientific drilling and remotely operated vehicles (robotic systems controlled by scientists aboard research ships). These study areas include the Cascadia Subduction Zone offshore western North America, the Hikurangi Subduction Zone offshore New Zealand, and the Nankai Subduction Zone offshore Japan. Scientists have spent decades studying how fluids move through the deep subsurface in these regions and how these fluids may influence subduction-zone behaviour, earthquake and tsunami hazards, and the survival of deep microbial life.
This project investigates how deep fluids transport and distribute chemical elements as they rise from the deep subseafloor to shallow sediments. During their movement, the fluids pass through changing conditions of temperature, pressure, and chemical composition. We are particularly interested in the chemical traces left behind in sediments along fluid flow paths. By analyzing these traces, we will examine whether deep fluids redistribute elements from deep underground into surrounding sediments and whether these chemical signals can be used to map fluid movement. The project will also explore whether such processes can help identify locations where economically important minerals become concentrated along the fluid flow paths.
Research area, student roles & skills
Research area: We study the fluid moving through rocks in subduction zones, where an oceanic plate sinks beneath another tectonic plate. Deep underground, water and gases can rise toward the seafloor because of pressure differences. As these fluids move through rocks and sediments, they carry chemical signals from great depths and sometimes change the chemistry of the surrounding materials. By studying the chemical compositions of these materials, we will learn how dissolved elements are transferred from deep crustal rocks to the shallow subsurface. This research helps us better understand element cycling and natural resources along tectonic margins.
Student roles: The student will participate in a research project investigating the movement of deep fluids in submarine subduction zones. The student will help process sediment samples collected during international offshore expeditions and prepare them for geochemical analyses at the University of Saskatchewan. Laboratory work may include sample preparation, acid digestion, chemical separation, and the operation of analytical instruments such as ICP-OES, ICP-MS, or stable isotope facilities under supervision and training.
The student will assist in analyzing chemical compositions of sediments and interpreting how elements are redistributed by deep fluid flow beneath the seafloor. Responsibilities will also include organizing experimental results, conducting quality control checks on analytical data, maintaining laboratory records, and comparing results with published scientific studies. The student will gain experience in laboratory techniques, scientific reasoning, and research communication.
In addition to laboratory work, the student will gain experience in reading scientific literature, discussing research findings in group meetings, and preparing summaries or presentations of the project results. The project provides training in analytical geochemistry, sediment geochemistry, and scientific data interpretation, while also exposing the student to broader topics including marine geology, hydrogeology and mineral resources.
Skills required: Basic analytical chemistry laboratory skills and a commitment to obtaining accurate and precise experimental data. The student must complete lab safety training upon arrival in Saskatoon. Experience with ICP-OES, ICP-MS, acid digestion, or stable isotope analyses is optional but considered an asset.
(Groundwater Knowledge Acquisition Program in the province of Quebec in Canada), conducted by a team of researchers, students and professionals from 2026 to 2028.
The PACES project, partnered with the Ministry of Sustainable Development, Environment, Forests and Parks of Quebec and by other local and regional public partners, aims to not only gather, compile and acquire data to set up a groundwater geodatabase, but also to better understand the regional and local groundwater systems in terms of quantity and quality of the resource (i.e., estimating the availability of groundwater for a proper management of this resource). A vast campaign of fieldworks for hydrogeological data acquisition is planned for the PACES project. The proposed internship will involve participating in the acquisition and interpretation of data.
Depending on the orientation of the student, the internship would consist in acquiring and analyzing geochemical data from well water sampling or analyzing physical data obtained from wells (groundwater levels and groundwater flow modeling). Our university has been developing holistic approaches for dressing a portrait of groundwater resources in different regions in Canada and the student would benefit from this expertise within our research group. We have multiple-tools allowing to investigate groundwater resources: We have a mobile laboratory allowing to sample groundwater, conducting hydraulic tests as wells as conducting geophysical investigations. Our research group also has a research laboratory at the university allowing to establish physical groundwater flow models (sandbox). Our group has also developed numerical codes for groundwater flow modeling around pumping wells as well as usual commercial codes that can be used by our students. The internship would therefore benefit from a strong support in terms of human, logistical and material resources.
Research area, student roles & skills
Research area: I have developed specific, engineering-oriented as well as earth sciences-oriented expertise in subsurface hydraulics (hydrogeology) in the following fields, in both physical and chemical hydrogeology:
- Groundwater management (groundwater quantity and quality assessment)
- Hydrogeology field techniques
- Laboratory experimentation in hydrogeology
- Groundwater vulnerability and sustainability
- Subsurface contamination and transport
- Groundwater and soil remediation
- Groundwater numerical modeling
- Environmental engineering (solid waste management and storage, water treatment)
I am strongly invested in fostering research at my university: I have founded “R2eau -Risk Resource Water Research Group” (https://recherche.uqac.ca/r2eau/).
Student roles: During his/her internship, the student will be involved in: 1-Acquiring field data by sampling water in wells and measuring physical and chemical parameters of groundwater; 2-Interpreting the measurements for dressing a qualitative and quantitative portrait of groundwater in the investigated region; 3-Establishing models (physical and possibly numerical) of groundwater flow in order to predict the consequences on the resource of different scenarios of future groundwater exploitation; 4-Providing conclusion, discussions and recommendations for future use of the groundwater resources.
To conclude, this internship will allow the student to acquire a thorough practical and theoretical experience in the field of hydrogeology considering the proposed project combines both professionals and research aspects.
Skills required: The student interested in our project will need to have already acquired a good knowledge of hydrogeology in both aspects of the quantity and the quality of the resource even though the student can expect to learn and expand his/her knowledge with the professors and the research professionals who will supervise the internship. The internship is also to be conducted in close collaboration with graduate students (M.Sc. and Ph.D. students) and strong skills in communication and relationships to interact with other researchers within our team are expected.
12. Image analysis of Upper Cambrian repository rocks in SW Ontario, Canada: CCS potential
This project focuses on investigating the reservoir (repository) characteristics of the most porous sections of the Basal Cambrian Sandstone in SW Ontario, Canada, where CO2 will most likely be sequestered. We will use a high-resolution optical microscope and a high-resolution thin-section scanner to obtain microphotographs of thin sections. These microphotographs shall be analyzed for pore diameter, size, distribution, 2D porosity, and pore origin using image processing software ImageJ/FIJI. Statistical analysis of these features shall be carried out using R and/or Python since quantifying these parameters is crucial for building a robust data foundation for Upper Cambrian repository characterization. Depending on the need, we might use a JEOL JCM-6000 scanning electron microscope (SEM) and micro-CT (funding-permitted) for the identification and characterization of micro to nano pore spaces at a more detailed scale; whereas a JEOL JXA-8530F microprobe might be used for quantitative elemental analysis and element mapping. X-ray diffraction (XRD) of selected bulk samples will have to be merged with other techniques to accurately determine mineralogical composition and calibrate visual observations made under the petrographic microscope.
Research area, student roles & skills
Research area: This research encompasses the areas of sedimentary geology, petrography, microscopy, and, partially, carbon sequestration, with the main purpose of characterizing the most porous intervals of the Cambrian sedimentary rocks formed approximately 500 million years ago in SW Ontario, Canada. The project aims to establish how and where the injected CO2 might be stored deep underground. We will focus on the characterization of such properties as porosity types and permeability of the Cambrian repository, which has undergone since then multiple diagenetic alterations.
Student roles: The successful candidate will follow the project description, do background research on the topic, conduct the required analyses (e.g., identify and characterize pore types under the petrographic microscope, high-resolution scanner, electron probe images), interpret the data, and produce a detailed report following a journal structure (e.g., Bulletin of Canadian Energy Geoscience, International Journal of Greenhouse Gas Control, Geoscience Canada).
Skills required: You should have a solid understanding of sedimentary petrology, gained as part of a bachelor's degree in Geology or Earth sciences. Previous experience with petrographic microscope is necessary. You should have intermediate to advanced understanding of ImageJ/FIJI, R, and/or Python. Previous experience with SEM and Electron Probe Microanalyzer would be beneficial, but not absolutely necessary. Above all, the successful candidate will have a curiosity and drive to learn new skills and how geoscience and concepts are merged in subsurface characterization projects.
13. Impacts of floods and climate change on groundwater quality in private wells
This research project aims at evaluating the impacts of flooding and changed precipitation patterns resulting from climate change, on the quality of groundwater that is used as a potable water source in Québec, Canada. The project as a whole will involve compilation of public data, map creating (using QGIS) and statistical analyses (using R or Python), fieldwork (groundwater and surface water sampling), shipping samples to external laboratories, performing some laboratory analyses (e.g. water stable isotopes, radon, bacteria), and doing preliminary data treatment and interpretation. The distribution of the work among the involved students will depend on academic backgrounds and interests. The trainees will work under the supervision of a MSc student who does his/her thesis on this project. Having a valid driver’s licence would be a strong asset, please provide this information in your application.
Research area, student roles & skills
Research area: My research specializes in groundwater quality and how it is affected by climate change and energy transition. I evaluate aquifer water quality in both natural and disturbed environments, and look at a wide diversity of contaminants including salts, hydrocarbons, metals, and microorganisms. I use general and isotopic geochemistry to identify contamination sources and understand the various processes which can modify water chemistry and affect its potability. Students in my group use a variety of field, laboratory and multivariate statistical approaches to solve environmental questions, and help one another on various topics to enrich their academic experience.
Student roles: The primary role of the intern will be to assist a MSc student with fieldwork (the duration of fieldwork will probably be between several days and a several weeks over the summer, depending on the project funding) and labwork (training will be provided). The fieldwork may take place at various places in the province of Québec. It may consist of daytrips or week-long stays at rental housing (all fees during fieldwork are covered by the project). The rest of the time will be spent at INRS in Quebec City (where the intern needs to reside) compiling various data from public sources, creating maps with these data, doing fieldwork preparation (e.g. preparing the field material, doing cleaning or maintenance on the field equipment), managing samples (preparing bottles and coolers, preparing Excel spreadsheets, shipping samples to external labs), and compiling/interpreting data (field-acquired data and water chemistry data from the labs).
Skills required: The student needs to have good knowledge of the water cycle, including groundwater. He/she must be willing to do fieldwork in variable weather, and labwork when required. Previous fieldwork experience in hydrogeology or Earth sciences is an asset, but we mostly look for a student with a positive attitude and who is a great team player. Knowledge of Word and Excel is necessary, while knowledge of R (or Python) and QGIS is an asset. Having a valid drivers licence is not mandatory but will be viewed as a strong asset.
14. Lego minerals: 3D printing applied to modular mineralogy
If you are a geoscience or chemistry eager to explore the elegance of minerals and their crystal structures, then this internship could be a great fit for you! You will gain hands-on experience in a tight-knit mineralogy research group. Your project will consist of at least one of the following options:
(1): Designing a workflow for processing mineral structure information into a 3D-printable framework and designing a viable support system.
(2): Develop 3D-printed building blocks for modular mineral series ("Lego minerals": minerals that share the same chemical building blocks).
(3): Compile and analyze literature data to compare and contrast the crystal structures of modular minerals to evaluate how the building blocks of modular minerals is distorted from mineral to mineral.
Throughout this internship, you will work closely with Dr. Leung and fellow students at URegina. There will also be opportunities to work remotely with researchers at Laurentian University.
Research area, student roles & skills
Research area: Our research group uses minerals to understand the world around us. Minerals are important because they are the constituents of rocks and the containers of elements. More specifically, understanding how minerals vary in terms of their chemical compositions and crystal structures allows us to understand how rocks form and evolve through time. To interrogate crystal structures, it is necessary to properly visualize their 3D forms. With the advancements of 3D printing, it is now possible to 3D print crystal structures, albeit with some challenges (e.g., support materials, overhang, and handling edge/vertex connections).
Student roles: As an intern, you will begin by completing a project outline and reviewing peer-reviewed literature to build the foundation of your internship. You will meet biweekly (either in person on via Zoom) with Dr. Leung, project members at URegina, and/or collaborators from partner institutions. Your responsibilities will include conducting modelling and analysis specific to your project, maintaining a detailed project record book, and developing standard operating procedures (SOPs) for new activities. Additionally, you will prepare a short report summarizing your results and present a poster to fellow interns and students at the end of the internship. You will be expected to maintain regular working hours (typically 9 am to 5 pm, Monday to Friday), assist other interns and students with analytical work, attend group meetings, journal club, and seminars, as well as participate in training and team-building activities offered within the lab group (e.g., presentation skills or writing workshops). Throughout the internship, you will gain valuable experience in mineralogical and 3D modelling/printing techniques, making this a great opportunity for hands-on learning and collaboration in a dynamic, interdisciplinary research environment.
Skills required: You should have a background in geology, earth sciences, inorganic chemistry, or computer science. Prior experience with mineralogy, crystal structures, programming, or 3D modelling/printing is beneficial but not required, as training will be provided as needed. Above all else, a strong interest in learning new things is essential for this internship.
Understanding the deformation of rocks induced by human activities is key to the development of subsurface energy technologies relevant to the climate crisis such as geothermal energy production and carbon sequestration. This research project will analyze different failure criteria in rock mechanics using numerical simulations to better describe the stability of deformation and minimize the risk of induced seismicity.
Research area, student roles & skills
Research area: I study the dynamics controlling the deformation of porous reservoir rocks and of geological discontinuities at various scales. Understanding the deformation induced by anthropogenic activities in engineered geological reservoirs is key to improve environmental safety and sustainability of relevant subsurface energy technologies in the context of climate change such as geothermal energy production or geological CO2 storage. I combine fundamental theoretical and modeling techniques to describe the multiphysics coupling controlling the deformation of porous rocks in response to anthropogenic forcing conditions as relevant to develop strategies for mitigating the risk of induced seismicity.
Student roles: Different roles in this project are possible: - Utilization of existing in-house scientific software to run specific setups in rock mechanics: The student will learn how to use an existing in-house software specialized in modelling the deformation of rocks. The student will run several simulations considering different configurations or eventually design new scenarios and will analyze the results of these simulations (either compare to experimental/field observations or make predictions) to draw some conclusions about the failure criterion used. - Implementing new failure criteria in an existing in-house scientific software: The student will implement new features in an existing in-house software. This will require more advanced programming skills. The student will then test the implementation by designing control tests and compare the numerical results with analytical solutions or experimental data.
Skills required: The student should be familiar with continuum mechanics for solids (elasticity and plasticity). Being familiar with rock mechanics or mechanics of porous media would be ideal but not required. As the project revolves around using numerical tools, knowledge of a programming language (Julia, Python, or C++) is required. Being familiar with the Unix Shell is optional as some work might be performed on a compute cluster.
16. Modélisation par imagerie drone à faible coût du littoral du Saint-Laurent
This project is part of a research initiative aimed at developing an innovative methodology for acquiring and preparing geospatial data for characterizing coastlines and coastal environments. The main objective is to propose a simple, reproducible, accurate, and low-cost approach enabling geomatics professionals to collect reliable information necessary for establishing the various reference lines associated with coastal environments.
The project does not directly address the delimitation of coastal land boundaries, but rather focuses on improving the methods for acquiring, processing, and validating the data required for this process. The goal is to provide professionals with guidelines on best practices to adopt during field campaigns, ensuring optimal data quality from accessible and cost-effective acquisition platforms.
Particular attention will be paid to evaluating the performance of different drone acquisition solutions used in coastal environments. A comparative analysis will be conducted between several photogrammetric products generated from platforms with varying levels of performance, in order to identify the impacts of technological choices on the accuracy, resolution, and reliability of the results obtained.
The data produced, including point clouds, digital terrain models (DTMs), and orthophotos, will then be used to perform detailed morphometric analyses of the study sites. These analyses will characterize the dynamics and geometry of coastal environments by evaluating parameters such as topographic variations, slopes, morphological profiles, and spatial changes in the coastline.
The results will contribute to the development of an accessible method for documenting and monitoring the evolution of coastal areas, while also providing decision-making tools for the conservation, sustainable management, and protection of these sensitive environments.
Research area, student roles & skills
Research area: My area of research concerns the acquisition and processing of geospatial data, particularly in geomatics engineering and surveying. My projects are divided into three axes, the first being the acquisition and preparation of acquired data, the second the formalization of knowledge enabling the automation of information extraction, and the third an analysis and modeling of the quality of acquired data. This project focuses on the first axis, namely the acquisition and preparation of data acquired by low-cost drone imagery on the Quebec coastline.
Student roles: The student will receive basic training in photogrammetric data processing and analysis software at the start of the internship. He will then be responsible for processing and formalizing a critical analysis of data quality. The student will process data acquired with high-performance photogrammetric systems (e.g. MD4-1000 Microdrones) and low-cost systems (e.g. Autel EVO II pro, DJI Mavic 3E). The student may also take part in field acquisitions, ensuring the logistical feasibility of operations and the proper functioning of the equipment used. He will assist the pilot in the acquisition itself and will be responsible for generating high-resolution cartographic products (e.g. point clouds and ortho mosaics) and modeling the coastal shoreline for use in morphological analysis of coastal zones. He/she will create digital terrain surfaces that can then be processed using coastal morphometric classification algorithms. The student will be integrated into a research team at the 3D Representation and Perception Laboratory (REPER 3D). Students working in this team are invited to share their expertise in various projects, promoting interdisciplinary collaboration.
Skills required: The student must have basic knowledge of statistics and programming to create simple codes for analyzing results. He must also have writing skills to formalize the analyses performed and generate documents that will be published in open access. Experience or theory in photogrammetry is strongly recommended, so that the student can start processing and analyzing data right from the start of the project, and fully understand the geometry of the data acquired. Students must be able to work both individually and creatively as part of a team.
17. Sedimentological characteristics of shell-rich beds from the Lower Triassic Montney Formation, Western Canada Sedimentary Basin
This project will investigate sedimentological characteristics and stratigraphic architecture of the Lower Triassic Montney Formation, which is one of Western Canada’s largest unconventional reservoirs. The sedimentary unit predominantly consists of fine-grained siltstone but shell-rich intervals are present within one stratigraphic interval. This interval is problematic for drilling and therefore understanding the vertical and lateral extent of the facies is vital. The student will take an interdisciplinary approach and would investigate the following research objectives:
1. Describe subsurface core by investigating the physical, chemical and biological characteristics of sedimentary rocks within the shell-rich interval of the Montney Formation. Thin sections of the rock will be utilized to describe microscopic variability in rock fabric and fossils present. Quantitative analysis of carbonate content will be conducted from a variety of cores throughout the study area.
2. Previously collected core data will be integrated into facies descriptions to determine the mineralogy (using x-ray diffraction), elemental composition (x-ray fluorescence), and organic content (organic geochemistry) within the study area.
3. Interpret how the interval was deposited through comparing sedimentological observations to established depositional models.
4. Use observations to calibrate core-defined sedimentary facies against standard wireline logs (Gamma Ray, Density-Neutron, Sonic logs, etc.) to allow for facies prediction in uncored wells.
5. Map facies by building regional cross-sections across the study area to show lateral and vertical variability. Mapping will be conducted within a software called GeoScout.
From this work, a better understanding of the mechanisms that acted when depositing and preserving the shell-rich interval will be established.
Research area, student roles & skills
Research area: My area of research focuses on sedimentology (the study of sediment and sedimentary rocks) and stratigraphy (the branch of geology that investigates rock layers and layering), primarily within subsurface datasets. The disciplines are used to reconstruct ancient environments and map the architecture of the rock layers that we cannot see directly because the rocks are buried deep underground. Therefore subsurface drill core, petrophysical logs and core data are used to determine geological trends. Ultimately the research is used to better understand reservoir quality for oil and gas extraction, CO2 storage, and waste water disposal within the Western Canada Sedimentary Basin.
Student roles: The student working on this project will act as the primary data investigator and integrator. Because subsurface geology relies heavily on interpreting indirect data, the student’s role bridges the gap between physical rock descriptions (the sedimentology) and digital database mapping (the stratigraphy). The student will be responsible for the following tasks:
1. Core logging - the student will use subsurface core and/or core photos to evaluate and describe the sedimentological characteristics to create a facies scheme. 2. Microscopic analysis - the student will describe microscopic features from thin sections to identify the small-scale complexities of the interval. 3. Data integration - the student will use previously collected mineralogical and elemental data to determine the variability of the shell-rich interval. Data will be synthesized using programs like Excel and Tableau. 4. Stratigraphic correlation - the student will use wireline well logs to pick formation tops, key surfaces and facies changes across the study area. 5. Subsurface mapping - the student will use GeoScout to construct regional cross sections and facies maps. 6. Reporting - the student will meet with the supervisor on a regular basis throughout the internship to provide updates and discussions of pitfalls, successes and next steps. The student will construct a cohesive, summative presentation at the end of the project
Through this project, the student would gain vital skills related to sedimentology, stratigraphy, and subsurface geology. These skills are not only critical for geoscientists in the oil and gas industry, but are highly transferable to many other geological fields.
Skills required: Students interested in this project should have a basic geological understanding of sedimentary rocks. A course in sedimentology and/or stratigraphy would be ideal. A background and interest in subsurface geology would be favourable. Perspective students should be interested in describing sedimentary rocks, using a computer to correlate petrographical logs, and be able to synthesize data. Much of the project will be computer based, so the student should have the willingness to learn computer software like GeoScout for subsurface mapping, and Excel andTableau for core data analysis.
Highly resolved earthquake rupture processes and coupled seismic wave simulations are a "computational grand challenge" in seismic modeling. Requirements to resolution in space and time demand an immense amount of computing power, up to millions of cores. Large scale and extensively optimized software is required for an applicable time to solution and energy efficiency. In this research we will utilize three-dimensional (3D) wave propagation computer simulations to understand ground shaking effects of M8-9 subduction zone earthquakes in the Pacific Northwest. These novel simulations will capture the unique geological conditions of the Cascadia subduction zone and its dynamic rupture characteristics. A suite of rupture models of M8-9 Cascadia subduction earthquakes will be simulated and the predicted shaking will be evaluated in the study region. These evaluations will be used to assess community response and recovery and identify actionable risk reduction strategies.
Research area, student roles & skills
Research area: I am working as an adjunct research professor at the Western University, Canada. My research focuses on seismic hazard analysis due to natural and induced earthquakes, developing ground-motion prediction equations, simulation of earthquake ground-motions, site characterization and seismic microzonation. Currently, I am working on a research project with a goal of incorporating 3D basin effects into seismic zonation maps for Metro Vancouver, British Columbia. Over the last five years, I was collaborating within a “Canadian Induced Seismicity Collaboration” research program. The project was focused on understanding the mechanisms and hazards associated with industry-related induced seismicity.
Student roles: The student may require to follow the instructions/manuals of the simulation software's' and/or contact with the developers to implement the codes properly on SHARCNET, a consortium of Canadian academic institutions who share a network of high performance computers.
Skills required: We are looking for a highly motivated student who is interested in the development/implementation of parallel programs for earthquake simulations, intended to be run on supercomputers. Having knowledge on MPI, GPU/CUDA, and thread programming is helpful. Knowledge of working with time-varying volume data, and 4D field data visualization software's such as Opendx, ParaView, Amira is an advantage. Knowledge of physics, mathematics, seismic signal processing and computing is an advantage, but not essential. Knowing or willing to know FORTRAN would be very helpful. Being able to use modern, trendy tools such as Python, R and Matlab would be essential.
19. The evolution of low-pressure metapelites in southwestern Nova Scotia, Canada
Supervisor: Jillian Kendrick
University: St. Mary's University (Halifax campus)
The Meguma Terrane in southwestern Nova Scotia, Canada, is part of the Appalachian Orogen and comprises a thick sequence of sedimentary rocks metamorphosed at low-pressure conditions. Excellent exposure near the coast allows metasedimentary units to be traced across metamorphic isograds, providing an opportunity to study fundamental aspects of the petrogenesis of metasedimentary sequences, including 1) the influence of variable bulk compositions on pelite phase equilibria, and 2) the mobilization of minor and trace elements through metamorphic reactions. This project will involve observations of the relationships between mineral assemblages in the field and characterization of mineral assemblages and chemical zonation in individual samples.
Research area, student roles & skills
Research area: Dr. Jillian Kendrick specializes in metamorphic petrology, with a focus on crustal anatexis, associated granite magmas, and trace element behaviour during metamorphic reactions. She combines field work with laboratory analyses and numerical modelling to understand the petrogenesis of rocks from the deep crust, orogenic settings, and related to mineral deposits.
Student roles: The student will work directly with Dr. Kendrick and her research group at Saint Mary's University in a collaborative environment and receive hands-on experience in the field and the laboratory. This will include working as a field assistant and processing collected samples in the Saint Mary's University lapidary lab with training from department technicians. The student will receive appropriate training and use a polarizing microscope, a scanning electron microscope, and an X-ray fluorescence spectrometer to make observations of mineral assemblages and collect chemical maps of metamorphic samples.
Skills required: The student is required to have completed one undergraduate course in metamorphic petrology and must have experience using a polarized light microscope to identify minerals and textures in thin section. Additional courses in mineralogy, geochemistry, and tectonics are an asset but not required. The student should have an interest in and aptitude for petrology.
20. Vers une géomatique ouverte : développement d’une plateforme intelligente d’analyse des levés topographiques
Supervisor: Willian Ney Cassol
University: Université Laval (Québec campus)
Location: Québec City, Québec
Start date: 2027-05-17 (flexible)
Disciplines: Earth Science, Engg-Civil, Engg-Software, Engg-Systems and Technology, Engineering, Geomatics
This internship project is part of a major research initiative aimed at developing free and open-source online software dedicated to processing topographic data in surveying and civil engineering. This platform aims to make advanced, reliable, and transparent tools accessible for processing, analyzing, and validating measurements from field surveys. It also aims to ensure the reproducibility of results and promote the adoption of best practices in geomatics.
Within this framework, the internship will focus more specifically on the implementation of rigorous observation compensation methods. This includes the processing of direct and inverted observations, redundancy management, and the fitting of topographic networks using least-squares approaches. The student will contribute to the development and optimization of algorithms designed to improve the accuracy, robustness, and consistency of the solutions obtained, while taking into account the uncertainties associated with the measurements.
Particular attention will also be paid to the management and integration of different data sources from various instruments, such as total stations and GNSS systems. Finally, this project is part of a collaborative approach, fostering the development of a scalable, open solution adapted to the needs of the geomatics community, while encouraging innovation and knowledge sharing.
Research area, student roles & skills
Research area: My research focuses on the acquisition, processing, and use of geospatial data, particularly in surveying and geomatics engineering. My projects are divided into three main areas: the first involves the acquisition and preparation of data; the second focuses on formalizing knowledge to automate information extraction; and the third involves analyzing and modeling the quality of acquired data. This project falls under the last two areas, as geospatial information must be processed, analyzed, and modeled alongside legal information using AI.
Student roles: The student's role in this project is to actively contribute to the scientific and software development of the platform dedicated to processing topographic data. The student will be involved in both analyzing network fitting problems and implementing appropriate algorithmic solutions. More specifically, the student will participate in the implementation of observation compensation methods, including the processing of direct and inverse observations, as well as the integration of error and uncertainty models. They will be required to design, test, and validate fitting algorithms based primarily on least squares, ensuring the accuracy, robustness, and reproducibility of the results. The role also includes managing and structuring data from various sources (total stations, GNSS, etc.), as well as participating in the integration of these tools into a coherent software interface. The student will be expected to document their work and collaborate with an interdisciplinary team. Finally, it will contribute to the open source philosophy of the project, by proposing clear, reusable and accessible solutions, while participating in a collaborative environment geared towards innovation and knowledge sharing.
Skills required: The ideal candidate possesses strong mathematical skills, particularly in linear algebra and error handling, as well as proficiency in programming (e.g., Python, C++, or equivalent). They demonstrate an interest in topographic data processing and observation compensation methods. The student is independent, rigorous, and comfortable working in an interdisciplinary environment combining mathematics, computer science, and engineering. An openness to collaboration and open-source projects is essential, as is the ability to work effectively in a team and communicate clearly.