A full life cycle assessment (LCA) is usually a time, energy, and data-intensive process requiring sophisticated methodology. Moreover, rapid growth in LCA methodological developments applied to green building has generated a large body of work that may appear to lack direction.
This research project propose that environmental impact meta-analysis of green building highlights several key, sensitive parameters, provides a better understanding of the variability in LCA results, and then proposes a methodology to establish a simplified, streamlined approach based on regressions built on these key parameters.
Green Building environmental performance can be linked to three essential components: technological (e.g., material choices), geographical (e.g., electricity mix), and LCA methodology (e.g., system boundaries).
A regression will be derived based on detailed and published LCA results. Simple Environmental performance (i.e., emissions) curves depending on average on-site configurations and lifetime are proposed as a first step toward the proposed simplified and streamlined approach.
This research will present a simplified model as an alternative to detailed LCA. The methodology is applied as a first trial to green building and could be expended to other system such as energy systems.
Finally, the proposed approach will be helpful to identify research thrusts on how to further develop LCA methodology and improve obtained results in the field of green building.
Research area, student roles & skills
Research area: Sustainable development and Life cycle assessment;
Life cycle costing;
Applied to the Energy, Buildings and Materials Sectors.
Student roles: During the project, student will see themselves becoming increasingly careful in their project work, mindful of their role in providing accurate results, and above all, feeling a sense of ownership and responsibility for the project and its progress.
The student will be the leader in the above-mentioned research project. Hence, the student will be in charge of organizing the final product of the project, be it a paper and/or a presentation.
The student’s project is a reasonable scope to ensure the likelihood that, within twelve weeks, the student will be able to describe results in a presentation at the Research Forum at the faculty of engineering, and, where possible, obtain publishable results.
Please note that opportunities to pursue graduate studies (M.Sc.A or Ph.D) will also be offered to successful candidates, including funding trough the supervisor’s finding or the Globalink Graduate fellowship
Skills required: Any person wishing to apply should be highly motivated, dynamic and autonomous.
Knowledge: - Candidate should have prior knowledge in engineering (environmental, civil, chemical or sustainable) with a desire to perform a research project and to develop their skills.
Skills/Abilities/Aptitudes: - Problem solving, Critical thinking, Rigorous - Self-motivated, Desire to learn. - Team work, Ability to communicate and work with others
2. Assessing biodiversity and ecosystem services of urban nature
Supervisor: Carly Ziter
University: Concordia University (Montréal campus)
With the majority of the world’s people living in urban areas, and humanity facing joint biodiversity and climate crises, urban ecology has gained attention as a necessary part of the solution to these issues. Central to this challenge is the protection and management of urban green spaces, which play an important role in biodiversity conservation, and provision of ecosystem services (the benefits people receive from nature, such as temperature regulation, improvement of air and water quality, and promotion of mental and physical wellbeing). Knowing that people and wildlife depend on urban green spaces, it is important for managers to plan for and balance the needs of both.
The Ziter lab is involved in several studies assessing the benefits of urban green infrastructure for biodiversity conservation and human wellbeing. A few examples include assessing: the diversity of trees, birds, and bats in both public and private green spaces in Montreal and Quebec City, the diversity of plants and pollinators in Ruelles Vertes (green alleys) and other forms of designed green infrastructure, and the benefits of urban green spaces for temperature regulation during summer heatwaves. We are looking for field and lab assistants to support these projects throughout the summer.
Research area, student roles & skills
Research area: The Ziter Urban Landscape Ecology lab is part of Concordia University’s Biology Department. Research in the lab is grounded in landscape and ecosystem ecology and assesses how landscape structure, land-use history, and biodiversity impact the benefits people receive from nature in urban areas. We primarily use field-based studies, sensor data, and synthesis approaches to address basic and applied research questions across spatial and temporal scales. Our current work is focused largely on quantifying the biodiversity support and benefits of urban green spaces and forests throughout Montreal and Quebec City.
Student roles: Selected student(s) will conduct fieldwork and lab work to assist in measuring the ecological benefits of green infrastructure. Field data collection may include tree and herbaceous plant identification, measurement of tree characteristics, insect collection and identification, bird observations, and basic site characterization. The student may also be responsible for installing and monitoring sensors (e.g. for air temperature or humidity). Fieldwork will take place in Montreal, and may also include some concentrated travel to nearby regional cities. Throughout this process, the student will be in regular communication with homeowners, local organizations, and project partners, requiring strong communication and outreach skills in a bilingual setting. The student will also aid in entering and organizing field data throughout the internship. Student(s) will work closely with other team members (undergraduate and graduate students) in the field and laboratory and have the chance to work on multiple projects. Additionally, students will be in regular communication with local residents and project partners, requiring comfort with communication and outreach.
Skills required: The student should have a background in ecology, environmental science, plant biology, forestry, or similar. The student must demonstrate an interest in ecology and environmental science, and have strong teamwork, communication, and organizational skills. Willingness to conduct outdoor fieldwork in an urban environment is required. Past fieldwork experience (particularly plant or insect identification), and experience with GIS software are assets.
The ideal student will be comfortable communicating with community members and project partners in French and English (The lab and university function primarily in English, however French will strongly benefit the student in carrying out this work).
3. Carbon Sequestration and Biodiversity in Agricultural Landscapes
Supervisor: Chelsea Little
University: Simon Fraser University (Burnaby campus)
Canada is currently targeting net-zero carbon emissions for the agricultural sector, which is an ambitious goal. This project is part of an interdisciplinary, multi-institution effort to understand how planting woody perennial vegetation in agricultural landscapes can contribute to this effort. Working with governmental, non-governmental, and industry group partners, we will explore how perennial restoration in hedgerows and riparian buggers can sequester carbon and reduce greenhouse gas emissions in Canadian agriculture. We will also explore potential co-benefits of these perennial plantings, and how perceived benefits could encourage farmers to adopt this management practice.
My research group's role in this project is twofold. First, we will measure carbon sequestration in streams and ditches in these agricultural landscapes. Inland waterways play a significant role in the global carbon cycle, and the student will investigate whether perennial plantings in agricultural landscapes have spillover effects into the freshwater carbon cycle.
Second, we are collecting data on wildlife (mammal and bird) use of perennial hedgerows and riparian buffers. Increasing perennial cover in agricultural landscapes could increase ecological connectivity. This could bring benefits, such as providing movement corridors for wildlife species whose habitat is destroyed or degraded by agriculture, and increasing biodiversity, which could provide natural benefits for pest management. However, it could also increase access to farm fields by unwanted species, such as pests or predators. Our work will identify the extent of these positive and negative effects to help farmers evaluate whether they want to undertake this management practice.
Research area, student roles & skills
Research area: My research area is community and landscape ecology. Parts of my research program include freshwater macroinvertebrates, terrestrial plant communities, and terrestrial wildlife. I’m particularly interested in how the spatial configuration of landscapes affects where these different types of organisms are found, and what functions they are contributing to the ecosystems where they are located. This includes looking at linkages between terrestrial and aquatic ecosystems, such as how freshwater communities depend on terrestrial resources, and how terrestrial wildlife navigate through stream networks and use riparian corridors as habitat.
Student roles: The student will assist with both carbon and biodiversity research as part of this project. With guidance from the professor and from two PhD students who work on the project, the student will maintain a network of game cameras and identify wildlife in photos collected by the cameras. No prior wildlife identification experience is required; training will be provided. The student will conduct vegetation and landscape surveys in locations where game cameras are deployed. The student will also help collect sediment samples from agricultural waterways, and perform lab work to analyze sediment composition. The student will conduct riparian habitat surveys around field sites where sediments are collected. The student will also help maintain a network of water temperature and water level loggers in agricultural waterways. The student will interact with other students (at SFU and other universities) who are involved in different aspects of the project, and interact with farmers and partner organization. Optionally, the student can undertake GIS work to map landscape connectivity and watershed network characteristics around field sites.
Skills required: The student should: - have undertaken some coursework in ecology and/or environmental science - be detail-oriented and organized - enjoy working both in a team (for fieldwork) and independently. - be respectful of colleagues and other students, and be prepared to work in an international team. The student should be willing to work outdoors, including in inclement weather, and to carry sampling equipment between vehicles and field sites. The student should be willing to interact with farmers and agricultural workers while in the field.
4. Freshwater Ecosystem Function & Macroinvertebrate Diversity of the Coast Mountains
Supervisor: Chelsea Little
University: Simon Fraser University (Burnaby campus)
This research project is part of an interdisciplinary, multi-university collaboration to study climate change and recreation impacts to alpine ecosystems in south coastal British Columbia. The overall goal of the project is to project changes in biodiversity and ecosystem services in this unique alpine zone, which is provides valuable recreation opportunities to the population of lower mainland B.C. but which is understudied ecologically.
We have identified a significant data and knowledge gap in terms of the freshwater invertebrate biodiversity in alpine streams in the region. Because of the substantial precipitation received by Coast Mountains, it is not straightforward to extrapolate research findings from other mountain regions in Canada or globally. This makes it very challenging to predict how the biodiversity of these ecosystems may respond to climate change. Therefore, a key component of the overall research project – and one that the student on this specific project would contribute to – is conducting stream surveys in the alpine zone during the summer so that we will be able to describe the freshwater invertebrate biodiversity of the Coast Mountain alpine zone. Freshwater invertebrates are key indicators of environmental conditions, so a subsequent goal is to identify potential indicator taxa that can be used to measure the pace of climate change and evaluate the impacts of recreational activities on aquatic ecosystems.
At the same time, we are conducting research into the greenhouse gas emissions from alpine streams, and the factors controlling these emissions. As glaciers continue to melt and the glacial meltwater contribution to alpine streamflow changes, emissions may change as well, and any potential increase in carbon emissions should be accounted for as human-caused contributions to climate change.
Research area, student roles & skills
Research area: My research area is community and landscape ecology. Parts of my research program include freshwater macroinvertebrates, terrestrial plant communities, and terrestrial wildlife. I’m
particularly interested in how the spatial configuration of landscapes affects where these different types of organisms are found, and what functions they are contributing to the ecosystems where they are located. This includes looking at linkages between terrestrial and aquatic ecosystems, such as how freshwater communities depend on terrestrial resources, and how terrestrial wildlife navigate through stream networks and use riparian corridors as habitat.
Student roles: The student will receive training on how to conduct freshwater invertebrate sampling, stream habitat assessment, and aquatic biogeochemistry measurements, and will accompany the research team to the field and collect samples. The student may be asked to help with other aspects of the overall project while in the field, such as vegetation surveys. The student will be responsible for entering data from the aquatic fieldwork into spreadsheets. Depending on the student’s interests, the student will have the opportunity to analyze and visualize some data collected through one or both of the project areas.
Skills required: The student should: - have undertaken some coursework in ecology and/or environmental science - be detail-oriented and organized - enjoy working both in a team (for fieldwork) and independently.
The student should be willing to work outdoors in mountain settings and to camp in a tent for multiple nights, at a remote camp that requires hiking in. (Note – extensive fieldwork and outdoor experience is NOT required, but willingness to gain experience is).
The student must know how to swim (field access is by boat and this is a requirement of our safety plan.)
5. Impact of striped bass recovery on PEI fisheries
Supervisor: Suzanne Gray
University: University of Prince Edward Island (Charlottetown campus)
Once nearly extirpated from Atlantic Canada, striped bass populations in the southern Gulf of St. Lawrence have recovered dramatically over the past two decades following harvest restrictions, habitat restoration, and reintroduction efforts. As a result, striped bass are now seasonally abundant in many Prince Edward Island estuaries where they overlap with other native species, especially those of conservation and commercial importance, including Atlantic salmon, American eel, and American lobster, among others. Understanding when and where these interactions occur has become an important challenge for fisheries managers and conservation organizations. This project forms part of a broader research project investigating the environmental drivers and ecological consequences of striped bass recovery in Atlantic Canada. The students will focus on a specific question: when and under what environmental conditions do striped bass overlap with other native species in Prince Edward Island estuaries? The students will analyze movement/occurrence data of striped bass alongside existing datasets describing species migration timing, water temperature, river discharge, turbidity, and tidal conditions. By integrating biological and environmental observations, the student will quantify periods of potential interaction between striped bass and native fishes and identify environmental conditions associated with elevated overlap. The project will provide training in movement ecology, fisheries science, conservation biology, and quantitative ecological analysis. Results will contribute directly to ongoing collaborations with regional conservation and management organizations working to balance predator recovery with conservation and management objectives.
Research area, student roles & skills
Research area: Our research examines how climate variability, habitat conditions, and species recovery influence fish movement and ecological interactions in estuarine ecosystems. Using fish movement data, environmental monitoring, and quantitative ecological modeling, we investigate how recovering predatory fish populations respond to changing environmental conditions and how these responses affect species of conservation and management concern. Our current research focuses on the recovery of striped bass in Atlantic Canada and the ecological consequences of their increasing abundance for co-occurring native species (e.g., Atlantic salmon, American eel, American lobster).
Student roles: The student will work full-time as a member of the research group and will participate in: - Review of relevant scientific literature - Integration of fish spatial data with environmental observations - Analysis of species spatiotemporal overlap - Statistical modeling in R - Development of figures, maps, and data visualizations - Participation in lab meetings and research discussions - Preparation of a final presentation and written report summarizing project findings - Depending on project progress and field schedules, the student may also have opportunities to participate in field activities related to gear deployment, environmental monitoring, and fisheries research in Prince Edward Island estuaries.
Skills required: Students with backgrounds in Ecology, Marine Biology, Fisheries Science, Environmental Science, Biology, Oceanography, Statistics, or related disciplines are encouraged to apply. Previous experience with R, Python, telemetry data, or statistical analysis will be beneficial but is not required. The most important qualifications are a strong interest in ecological research, willingness to learn quantitative analytical methods, attention to detail, and enthusiasm for working with environmental and biological datasets.
6. Insect herbivores and their trophic relationships
Supervisor: Emma Despland
University: Concordia University (Montréal campus)
The research examines how forest insect pest populations are controlled by relationships with their host plants and with natural enemies like predators and parasitoids. Theory states that these controls on pest populations should be stronger in more diverse ecosystems, but this has not been well tested. We will use various trapping methods and clay prey to test controls on pests in maple sugar bushes.
Research area, student roles & skills
Research area: My research covers plant-insect interactions at the level of individual organisms, at the intersection of physiology, nutrition, behavior, ecology, biodiversity and conservation biology. I ask how plant traits influence insect herbivore feeding and how trophic relationships between plants, insect herbivores and their natural enemies shape ecosystems.
Student roles: The intern will assist graduate students with research on urban insect biodiversity and on trophic relationships controlling pest insects according to forest management. The work will involve field sampling of insects, rearing insects in the lab and microscopy and identification. The intern will be part of a dynamic research group and will be invited to participate in lab activities.
Skills required: The student should have a background in ecology or similar discipline, with a basic understanding of scientific rigour in experimental work. The student should be able to work outdoors. Entomological skills and basic statistics would be assets.
7. Plant functional ecology and restoration in coastal and freshwater habitats
Supervisor: Ellie Goud
University: St. Mary's University (Halifax campus)
The goal of the Plant Functional Ecology Lab is to advance our understanding of the mechanisms underlying plant diversity with a focus on plant responses to environmental stress and apply this to improve ecosystem conservation and restoration in Canada and internationally. We address fundamental and applied questions that integrate across plant ecology, ecophysiology, evolutionary biology, and ecosystem science. We address fundamental and applied questions that integrate across plant ecology, ecophysiology, evolutionary biology, and ecosystem science. Determining evolutionary and ecological mechanisms that shape biodiversity is increasingly relevant as global changes in climate and land-use impact the distribution and functioning of organisms and ecosystems in unprecedented ways. Much of our work addresses plant diversity in relation to environmental challenges, focusing on plant water relations – how this diversity has evolved, adaptive significance in contrasting environments, impacts on species interactions and ecosystem function. We also extend this to address how responses to moisture stress interact with other stressors, especially soils with high ion concentrations from acids, metals, and salts. Such harsh environments occur naturally, such as peat bogs, while others are the result of anthropogenic disturbance such as industrial contamination.
Current projects for the season include:
1. Salt tolerance and sensitivity in Atlantic coastal heathlands (shrublands): Altered precipitation patterns coupled with sea-level rise are exposing many coastal areas to new combinations of soil moisture and salinity, which may negatively impact biodiversity and ecosystem function.
2. Acid tolerance in lakeshore plant communities, and responses to liming restoration: We are restoring lakeshores that are suffering from acidity, and determining how lime applications impact plant species and communities in Nova Scotia.
3. Impacts of industrial metal contamination and peatland restoration: We are evaluating restoration techniques for shrubs and mosses contaminated with copper and nickel from mining operations.
Research area, student roles & skills
Research area: Our research addresses how variation in plant form, function, and evolutionary history influence patterns of biodiversity and ecosystem function, and how we can use this information to solve environmental problems. Currently, we have two major research themes: Plant Functional Ecology and Ecological Restoration. We draw upon interdisciplinary methods to answer our research questions, including measurements of plant morphological, biochemical, and physiological traits, stable isotope analysis, trace gas exchange, and environmental measurements. Current research projects are related to plant responses to environmental stress, especially salts, acids, and metals.
Student roles: The intern will work directly under the guidance of the professor and as part of a larger team, receiving training in all aspects of the research program. The intern will be trained in specific field and lab skills such as plant species identification, vegetation surveys, plant trait measurements, soil and water sampling, chemical analyses, data entry and management.
The intern will assist other research group members and the professor with their experiments on campus and with their data collection in the field. The intern's time will be split between on-campus work (plant care, lab work) and field campaigns. The intern will participate in field trips to local sites in Nova Scotia for field collections of plant, soil, and water samples. They will take a lead role in processing plant and soil samples in the laboratory, including leaf traits, nutrient analyses, and preparation for chemical analyses.
This intern position has three aspects: (1) Plant growth experiments on campus: assisting in setup, plant care and maintenance, plant and soil data collection (2) Laboratory work: processing and analyzing biological samples in the lab (plants, soils, water) (3) Field work: assisting in the field as part of a team to collect plant, water, and soil samples from local habitats including forests, wetlands, and barrens (shrublands).
Specific duties may include: • Experimental plant maintenance (plant care and maintaining treatments) • Measuring plant traits such as leaf gas exchange, biomass, tissue nutrient concentrations, and morphological measurements in the field and in the lab • Carrying, maintaining, and using scientific instrumentation in the field • Being outside and hiking in variable weather conditions and terrain • Sample preparation such as drying and weighing • Maintaining detailed, accurate records of all experiments and analyses performed • Maintaining a clean, safe, and respectful work environment
Skills required: Training in specific field and lab skills will be provided for the student, including plant species identification, vegetation surveys, plant trait measurements, soil and water sampling, chemical extractions. A background in ecology, plant biology, ecological or environmental chemistry, soil science or a related field is required. Field work experience, lab experience, or hobbies that involve outdoor activities are an asset. We are looking for someone who excited about ecological research, is capable of working in a team and independently, with strong communication, organizational, inter-personal, and time management skills.
8. Plant phenology relationships of native Nova Scotia flora
The main purpose of the project is to study the phenology of the native Nova Scotia flora. Phenology is the timing of natures seasonal events such as the timing of leaf out, flowering, fruiting, leaf fall and insect emergence. Phenology is often related to temperature and, with climate change, plants and insects are responding by shifting their phenology. However, species and phenophases are responding differently to climate change. Therefore it is important to understand the phenological relationships between phenophases and between species. This study aims to address the questions (i) What is the relationship between a plant species’ different phenophases; (ii) Are there evolutionary and trait patterns in the phenological timings; (iii) What is the phenological relationship between flowering times and pollinator abundance; and (iv) Are the phenological phases shifting and responsive to climate change. The majority of the field work for the project will be conducted in the Harriet Irving Botanical Gardens at Acadia University. The Gardens specialise in displaying native plant species in their native habitats, showcasing nine Acadian Forest Region habitats and providing an ideal setting for studying the phenology of a wide variety of native plant species.
Research area, student roles & skills
Research area: I am a plant ecologist interested in how plants respond to environmental change. My main focus is understanding how climate change impacts plant phenology, reproductive success and community composition. With the increase in frequency and severity of climate extremes, I am particularly interested in studying the effects of climate extremes on plants. In my lab we make use of herbarium specimens (pressed plants), conduct field and botanical garden observations to inform our phenology research. We conduct field experiments to simulate climate change and climate extremes. My lab page (https://panchenlab.acadiau.ca/research.html) provides more details of the current research projects we are conducting.
Student roles: The student will record the leaf out times and flowering times of approximately 80 woody plant species in the Harriet Irving Botanical Gardens at Acadia University. They will also record the vegetative (leaf emergence, leaf unfolding, leaf senescence) and reproductive (flowering and fruiting) phenophases, and flower and fruit abundance of approximately 100 herbaceous plant species in the Botanical Gardens. The herbaceous phenology monitoring is part of the PhenObs long-term international monitoring collaboration (https://www.idiv.de/research/projects/phenobs ). The student will also monitor and record flower-visitors to native Nova Scotia plants in the Botanical Gardens. The student will enter and compile the data collected with data collected over the past 3 years. They will conduct an analysis to determine if there are any relationships between species’ phenophases, if there are any trait of evolutionary patterns in the phenological timings and if there are any phenological relationships between the flowering times and pollinator abundance. To gain an understanding of historical phenological timings of Nova Scotia plant species, the student will score the phenological stages present on herbarium specimens accessioned in the EC Smith herbarium. A herbarium specimen is a pressed plant that is often collected in flower or fruit and has a label indicating the date and location of collection. Thus, herbarium specimens can provide a time series of flowering and fruiting times over the past century. The student will compile and analyse the data to determine if the flowering and fruiting times are shifting and if they are related to temperature.
Skills required: Skills required are an ability to make detailed observations and record those observations. The student should have a background in or have taken courses related to ecology or plant ecology or conservation biology. Plant identification and/or insect identification skills are an asset. Some experience in statistical analysis and using R is also an asset.
9. Predator-Prey Interactions: The Ecology of Fear
The research question is how fear of the human ‘super-predator’ affects wildlife. Predators kill prey affecting populations and communities. Because predators are lethal, predators also scare prey. Using broadcasts of predator vocalizations in the field to elevate the perception of predation risk, our lab has revealed that the fear of predators is powerful; it reduces prey population numbers (Allen et al. PNAS 2022; Zanette et al. Science 2011) and generates trophic cascades (Suraci et al. Nature Communications 2016). Recent global surveys reveal that of all predators on the planet, humans kill up to 14 times more wildlife than non-human predators do. Correspondingly, we most recently demonstrated that fear of the human ‘super-predator’ pervades through the South African savannah (Zanette et al. Current Biology 2023). Eighteen mammal species from the smallest gazelle to elephants, ran two times more upon hearing humans talking than they did after hearing lions vocalizing; lions being the most formidable non-human predator. The current project will extract behavioural data previously collected from our field manipulations using our custom built camera trap and playback system; the Automated Behavioural Response systems. ABRs allow us to gauge the reactions of wildlife to different predators (including humans). Once triggered, the ABR broadcasts a 10 second vocalization and the responses of prey are captured in a 20 second video. We further examine whether fear of humans as predators is supreme even in areas where humans congregate but interact non-lethally with wildlife. For example, wildlife tourism is the lifeblood of many parks worldwide, providing much of the funding necessary for wildlife conservation, including South Africa’s Kruger National Park. If wildlife fear even wildlife tourists, this could lead to similar fear-induced ecological consequences creating an outcome opposite to what protected areas aim to achieve.
Research area, student roles & skills
Research area: My specialty is predator-prey interactions focusing specifically on the “Ecology of Fear” which quantifies the total impact of predators on prey behaviour, populations, and communities with vast conservation implications. Predators directly kill prey, but the fear that predators inspire in prey affects prey behaviour which affects prey numbers and causes trophic cascades. Our many field manipulations all over the world on animals as diverse as birds to Lions to African Elephants have demonstrated that fear effects on wildlife are profound throughout the food chain. We are further revealing that the predator wildlife most fear are humans.
Student roles: Students will devote their research time in my lab extracting behaviour data captured during the course of our field manipulations using our Automated Behavioural Response systems. In collaboration with our lab, students will create operational definitions for the key anti-predator behaviours (e.g. running) in addition to identifying and then operationally defining defensive behaviours. Then, using a behaviour software package, students will score behaviour. All data will be entered and managed in excel spreadsheets. Students may be asked to conduct literature searches and read the literature so as to become familiar with the discipline of the Ecology of Fear and hopefully become proficient in generating research questions in general. Some statistical analyses may be required depending on the student. Students in my lab receive high quality multi-disciplinary training in behavioural- population- community- and conservation-ecology all focussed on the Ecology of Fear. Our goal is to train our students how to become researchers. Students work closely with me, members of my lab, and our international collaborators to develop skills, gain confidence in conducting research, and to form a network of colleagues which may form the basis of further collaborations. My students contribute to fundamental ecology while making important contributions to conservation, placing them in a position to succeed as they proceed in their scientific careers. We have a collegial, engaged community in the Biology Department at Western University. As a member of the Centre for Animals on the Move (CAM), my students all interact with both graduate and undergraduate research students in addition to faculty from many different disciplines. Please visit my webpage (lianazanette.com) to get an overview of the research we have done, and get a glimpse of previous research by students. Please also visit my youtube page to view some videos of the sort that you will be analyzing (https://www.youtube.com/@lianazanette2023).
Skills required: The principal requirements are a sincere interest and dedication to research in ecology and in becoming a scientific researcher. Evidence that a student has an aptitude for learning and excellent work ethic is essential. Students must have good familiarity with excel for data entry and management. Knowledge of pivot tables are an asset. Some statistical background is desirable. Beyond this, I anticipate students will come to my lab with a variety of different skills and levels of knowledge. We work to build the skill sets of all students.
10. Regeneration bottlenecks during primary succession at former mine sites in the Labrador Trough (Canada)
The project focuses on a former mine located at Lac Jeannine, on the border between Quebec and Labrador, in a wilderness region of lakes and boreal forests. The iron mine was abandoned 40 years ago. The site currently consists of a 380-hectare tailings pond. This open-air laboratory brings together scientists from various fields with the aim of better understanding the effects of human-induced transformation of the natural site.
Primary succession is a naturally slow process, dependent on the arrival, establishment and survival of stress-tolerant pioneer species, which gradually prepare the ground for the establishment of more sensitive vegetation. Our objective is to understand the obstacles currently slowing down primary succession at the Lac Jeannine site. Preliminary research has highlighted constraints limiting natural colonisation (notably wind and drought). The 2027 field campaign will aim to identify factors explaining the vegetation pattern, focusing on (i) seed fall on the site, by deploying seed traps, and (ii) the seed bank – itself partly derived from seed fall – by collecting substrate samples from the site. These field activities will be supported by an in-depth and systematic literature review and by greenhouse experiments based in Sherbrooke, in southern Quebec.
Research area, student roles & skills
Research area: We are a plant ecology lab and our research focuses on the interactions between people and nature. With human-dominated ecosystems as our subject of study, we seek to answer two overarching questions: What kind of nature can we have? What kind of nature do we want? To answer these questions, we use a variety of empirical approaches and data sources, ranging from functional ecology, plant community ecology, historical ecology and remote sensing. We prioritise work carried out at a local scale and in collaboration with stakeholders, which enables us to address both fundamental and applied questions.
Student roles: Depending on logistical considerations and the interests of the successful candidate, they may: - Take part in field campaigns lasting several days. Working conditions may therefore be relatively harsh (slopes with a risk of slipping, potentially difficult weather conditions, isolated locations). - Take part in setting up an experiment to study seed dispersal: constructing traps on campus, installing them on site and then collecting samples. The seeds would then need to be isolated and identified in the laboratory. - Take part in setting up an experiment to study the soil seed bank. Substrate samples should be collected, sieved and then placed in a growth chamber. Subsequently, the individuals derived from the seed bank should be identified. - Participate in the establishment and maintenance of greenhouse experiments.
In addition, the successful candidate will be required to record the collected data and analyse it in relation to the scientific literature.
In the field, the successful candidate will be supervised by a postdoctoral researcher; they will also need to manage their time in the laboratory and be able to report on their tasks during weekly laboratory meetings. Although they will receive direct one-to-one training for all the technical tasks required, they must also be capable of solving problems and troubleshooting independently.
Skills required: Essential skills: - Interest in and ability to take part in multi-day field trips to remote locations - Responsibility, independence - Diligence, attention to detail - Ability to read and summarise information from scientific literature - Ability to work as part of a team - Basic knowledge of R software Desirable skills: - Field experience - Experience of working in remote/isolated areas - Use of identification keys - Experience in greenhouse management - Experience in scientific data entry and management - Valid driving licence While Sherbrooke is a French-speaking city, we welcome applications from english-speaking candidates
11. Satellite or Drone Imagery processing/programming in pattern recognition: Application in Harmful Algal Bloom Research
This project will focus on the pattern recognition via Imaging process by Satellite (Remote Sensing) or by Multispectral Imaging Drone. The objective of this project is to quantify and predict with a manner as accurate as possible the concentration of two pigments of Harmful Algal Bloom (HAB) developed in the Nova Scotia lakes and Moncton city reservoirs. These two pigments are known as Chlorophyll-a (Chl-a) and Phycocyanin (PC).
The practical goal of this project is to extract the information from Digital signals of Satellite imagery or Drone pictures in order to “quantify” the values of two HAB pigments. To do so, a robust mathematical algorithm should be established for all types of imagery including aerial, lidar or multi-spectral images, in integrating a kind of Machine Learning method to recognize and quantify the HAB patterns. The model and results will be validated via the real data collected from the fields.
All these processes will be conducted via computational programming. Therefore, a strong background in Linear Algebra, Programming and Machine Learning is required.
Research area, student roles & skills
Research area: Dr. Nguyen-Quang's research centers on advancing Aquatic Science as a cornerstone for sustainable environmental solutions, particularly in the face of climate change and anthropogenic pressures on coastal and freshwater ecosystems. Through an interdisciplinary lens, he investigates the complex interactions between coastal hydrodynamics, surface water quality, and ecology, including cyanobacteria in eutrophic systems. His work integrates computational biosystems modeling, biophysical process analysis, and mathematical frameworks to decode natural patterns and assess biomass dynamics. To address these challenges, he uses state-of-the-art approaches such as remote sensing, hydrodynamic simulations, and AI-machine learning, bridging data-driven insights with actionable strategies for environmental management.
Student roles: The required work during 12 consecutive weeks will be concentrated on:
• Data collection for validation of mathematical model and programming in pattern recognition via Drone or Satellite Imagery (the core tasks), • Integration of weather data and the exploitation all related information for predicting purposes. • Participation in the design of the user interface (with a focus on logged data viewer and implementation of decision support components) • The follow-up tasks will be carried out in parallel with necessary redesigns/adjustments of the subsystems defined above, in close collaboration with other trainees in the project • Interpretation of results • Report writing
Benefits Student will benefit from working in BBML with Dr.Tri Nguyen-Quang in a various manners: • Experience in applying technical procedures and practices; • Exposure to the management, prediction and monitoring of eutrophic lakes and rivers for water uses, especially for drinking water resources; • Develop and enhance interpersonal skills needed to succeed in a professional career; • With 2 graduate students and one research assistant currently working in BBML, the successful candidates will be integrated in a High quality of academic research team within an internationally enthusiastic and friendly atmosphere. • The project, if well done, will be subject to a Master or PhD research level in the future depending on the funding opportunities.
Skills required: As previously mentioned, it is expected that the candidates are with a strong background in Mathematics and Programming from Environmental, Biological and Ecological concepts.
Moreover, they are expected to be strong in oriented tools like MATLAB/Mathematica or Python, and in programming languages such as C++ or Fortran.
The successful candidates must be a motivated person who work well in a team environment. Students must exhibit excellent written and oral communication skills (either in French or in English).
12. The Urban Itch: Investigating the Rise of Poison Ivy in Cities
This project focuses on the overlooked and unloved flora of urban and rural landscapes in southern Quebec, Canada.
Urbanization contributes to numerous ecological stressors, including elevated temperatures (the urban heat island effect), frequent disturbances, and the fragmentation of natural habitats. While many species suffer from these changes, certain “winners” of urbanization thrive under these conditions. For example, poison ivy, a woody vine that grows faster in warmer conditions and readily exploits the open canopies typical of habitat fragmentation and disturbances. It also showcases great phenotypic plasticity, displaying highly variable leaf morphology and both climbing and crawling growth forms. The majority of people display allergic contact dermatitis following exposure to poison ivy, making its ubiquitousness in urban environments an important management concern.
Situated in the northern temperate zone, the Estrie and Montérégie regions of Québec host mixed conifer-deciduous forests, agricultural fields, and urbanized areas. Through field surveys, we will identify plant species and sub-species, document phenotypic traits, and collect plant samples across multiple landscape types. We will integrate our field data with spatial environmental information from online databases to better understand how trait plasticity and phylogenetic drive plant success in urban environments. This project will contribute to a general understanding of plant ecology in urban systems and generate valuable information for the management and conservation of urban green spaces.
Research area, student roles & skills
Research area: We are an urban ecology lab focusing on identifying sustainable, resilient, and equitable pathways for urban development by investigating what kind of nature we can have and what kind of nature we want. Urban nature has important ramifications for both conservation and human wellbeing. It provides numerous ecosystem services and disservices to humans while equally hosting a plethora of flora and fauna. By improving our understanding of the winners and losers of urbanization, as well as urban ecosystems as a whole, our work contributes to both fundamental and applied ecology.
Student roles: The student(s) will contribute to this project by performing vegetation surveys, measuring traits, collating trait information from online sources and synthesizing the information acquired from these various sources. This will involve tasks such as: -Field-based plant surveys -Field-based plant sampling -Sample preparation and trait measurement in the lab -Acquisition of environmental data from online databases and from scientific literature -Preparation of R scripts -Data entry, management, cleaning, and analysis
In the field, the student will be mentored by a graduate student; they will also be expected to manage their own time, and to be able to provide updates on their tasks during weekly lab meetings. While the student will be provided with direct one-on-one training for any technical tasks required, they will also be expected to engage in independent problem-solving and troubleshooting.
The students will be trained in all appropriate lab, field safety procedures and relevant scientific protocol as part of their onboarding and in one-on-one meetings with the supervisor and with their grad student mentor.
Skills required: Required skills: -Experience with plant identification -Ability to read and summarize information from the scientific literature -Willingness to ride a bike -Willingness to work outdoors in variable summer weather conditions, in both rural and urban locations -Willingness to, using appropriate safety measures, manipulate toxic plants -Basic knowledge of various data analysis software (e.g. QGIS, R)
Additional assets: -Experience with plant survey and sampling -Experience with data management -Experience with field work -Driver’s license - While we welcome English-speaking applicants, the lab is located in French-speaking Sherbrooke and some level of french can be beneficial for day-to-day
13. The future forest gap: Is urbanisation driving regeneration debt in Southern Ontario?
Urbanisation is increasing globally, with more than two-thirds of the world's population expected to live in cities by 2050. As cities continue to expand, urban nature becomes increasingly important. These ecosystems provide a wide range of services, including moderating urban temperature and managing stormwater. The long-term persistence of urban woodlands depends on natural regeneration. This refers to the process of seed dispersal, establishment, survival through vulnerable stages and subsequent growth into the canopy. Disruptions to this regeneration could jeopardise the longevity of these green spaces. Studies in urban woodlands in the North American northeast suggest many forests may be experiencing regeneration debt. This refers to forests that are set to undergo change in the future because of change that is happening now in the regeneration layer. This can occur if the woodland is not supporting enough new recruits, or if the composition of the regeneration differs from that of the canopy.
Southern Ontario provides an ideal system to investigate these trends in Canada. Although large areas have been converted for agriculture and urban development, remnant forest patches remain in the region. This project aims to understand whether large urban centres, such as Toronto creates a unique environment that favours certain functional traits or particular species. This could influence forest regeneration and future community composition. We work collaboratively with conservation authorities who have established long term monitoring plots across southern Ontario. This allows us to use a combination of previously recorded data and field surveys to investigate how these spaces have changed over time and will likely change in the future. This project will contribute to a general understanding of natural regeneration in urban systems and generate important information for the management of these green spaces within the city.
Research area, student roles & skills
Research area: We are a plant ecology lab with an interest in interactions between people and nature. Focusing on urban ecosystems, we seek to answer two overarching questions that can help us identify sustainable, resilient and equitable pathways for urban development: what kind of nature can we have? and what kind of nature do we want? To do this, we use a variety of empirical approaches and data streams, ranging from functional ecology, plant community ecology, historical ecology and remote sensing. Our preference is to work locally and, whenever possible, in collaboration with stakeholders, resulting in work spanning fundamental and applied ecology.
Student roles: The student will contribute to this project by aiding in the identification of field samples, possible field work, as well as preparing and performing statistical analysis on previously collected data. This could involve tasks such as:
- Field based tree surveys - Sample preparation and identification in the lab - Data entry and clean up - Preparation of R scripts for statistical analysis - Data management - Literature review
The student will be mentored by a graduate student. They will be expected to manage their own time in the lab and be able to provide updates on their progress during weekly lab meetings. While the student will be provided with direct one-on-one training for any technical tasks required, they will also be expected to engage in independent problem-solving and troubleshooting.
Skills required: Skills needed: -Ability to read and summarize information from the scientific literature -Experience with plant identification -Experience working in a team setting -Basic knowledge of statistical package R -Willingness to work outside in a rural environment -Ability to communicate in English at an intermediate or advanced level.
Nice to have: -Willingness to conduct field work over multi-day out trips -Experience with plant survey and sampling methods -Experience with data management -Experience performing data analysis and QA/QC tasks in R, QGIS or ArcGIS -Ability to communicate in French at a beginner or intermediate level -Valid driver’s license
14. Thermal refuge use and recovery from heat stress in freshwater fishes
Supervisor: Eduardo Martins
University: University of Northern British Columbia (Prince George campus)
Climate change has increased the frequency and severity of extreme temperature events in freshwater ecosystems across British Columbia, threatening cold- and cool-adapted fish species. When water temperatures rise to stressful levels, freshwater fishes seek thermal refuges — patches of cold water in rivers (e.g., cold-water tributaries, groundwater seeps) and deep water in lakes. While modelling suggests that thermal refuge use can improve survival, it remains unknown whether thermal injury accumulated during heat stress is repaired during exposure to non-stressful temperatures. A further complication is that thermal refuges are often characterized by low dissolved oxygen (DO), which may diminish their benefit.
This project will use laboratory experiments to evaluate whether thermal refuge use leads to recovery from thermal injury in freshwater fishes from British Columbia, and whether the benefits of refuge use are diminished by low DO. We will conduct critical thermal maximum (CTmax) trials on salmonids, redside shiner, and slimy sculpin. Fish will be acclimated to temperatures matching their natural habitats and subjected to CTmax trials at multiple ramping rates to establish species-specific thermal death time (TDT) curves. We will then conduct split-dose CTmax trials, in which fish are exposed to a stressful temperature, transferred to a non-stressful temperature for a defined recovery period simulating refuge use, and then subjected to a second temperature ramp. Comparing CTmax from split-dose trials to predictions from baseline TDT curves under the assumption of additive thermal injury will reveal whether repair occurs during the recovery period. Additional split-dose trials will reduce DO to 50% and 20% during the recovery period to simulate conditions typical of natural thermal refuges. Results will inform the protection and restoration of thermal refuges as a management tool for conserving fish populations under climate change.
Research area, student roles & skills
Research area: Dr. Eduardo Martins is an Associate Professor in the Department of Ecosystem Science and Management at UNBC, where he leads the Freshwater Fish Ecology Laboratory and holds the Rio Tinto Research Chair in Climate Change and Freshwater Fish Ecology. His research lies at the interface of organismal and population ecology of temperate and tropical freshwater fishes, with a focus on thermal and movement ecology and population dynamics. His methods include biotelemetry, biologging, thermal preference and tolerance experiments, and advanced statistical and mathematical models.
Student roles: The intern will join the Freshwater Fish Ecology Laboratory at UNBC and contribute to an ongoing research program investigating the thermal tolerance of freshwater fishes in British Columbia. Working under the supervision of Dr. Eduardo Martins and alongside graduate students, the intern will assist with both laboratory- and field-based thermal tolerance experiments on fishes.
Specific responsibilities will include assisting with fish collection from local rivers and lakes using seines, minnow traps, or dip nets; caring for fish during the acclimation period, including daily feeding, monitoring water quality (temperature, dissolved oxygen, ammonia), and maintaining aquarium systems; preparing experimental equipment and tanks for CTmax trials; assisting with the execution of CTmax experiments at multiple ramping rates, including monitoring fish behaviour and recording loss of equilibrium endpoints; and assisting with split-dose experiments that simulate thermal refuge use, including managing temperature transitions and dissolved oxygen levels. Some experiments will be conducted streamside using portable equipment, giving the intern field experience in addition to laboratory work. The intern will also assist with recording and organizing experimental data.
The intern will participate in lab meetings where they will learn about the broader research program on thermal ecology and the thermal death time (TDT) framework that underpins the experimental design. They will gain hands-on experience with techniques widely used in thermal ecology research, including the operation of recirculating aquarium systems, dissolved oxygen control, temperature-controlled experimental setups, and streamside experimental protocols.
By the end of the internship, the student will have developed practical skills in both laboratory and field-based experimental fish biology. Depending on the student's contributions, there may be an opportunity for co-authorship on publications arising from the data collected during the internship.
Skills required: The student should be enrolled in an undergraduate program in biology, ecology, zoology, fisheries science, or a related discipline. The student should have a strong interest in aquatic ecology, fish physiology, or the impacts of climate change on freshwater ecosystems. They should be meticulous, detail-oriented, and able to follow experimental protocols carefully. The ability to work collaboratively is essential, as the student will work alongside graduate students and a research technician. Prior fieldwork experience with aquatic animals is preferred. Basic familiarity with data entry and management is an asset.
15. Urban stormwater management: blue, green and grey solutions
The proportion of the global population exposed to flood risk is growing. Space is limited in urban centres, and it is challenging to meet the ambitious, but necessary, stormwater management objectives of LID (naturalized water balances, flood control and water quality management) in practice. Experience tells us that decision-makers, designers and other stakeholders are often required to combine the three types of stormwater infrastructure together: Blue (detention systems) are integrated with Green (vegetated systems) and Grey (conventional minor and major stormwater systems) stormwater infrastructure together. However, these stakeholders continue to face a scarcity of technical literature, design guidance and needed regulatory frameworks that address how these systems can be integrated. Dr. Drake's research group works on diverse projects related to blue-green-grey stormwater infrastructure, ranging from real-time sensors for green infrastructure, stormwater quality issues like microplastics, developing design standards and operational guidelines and more. 2026 research projects will include research on common LID technologies such as green roofs, permeable pavements bioretention (a.k.a. rain gardens), and stormwater management ponds.
Research area, student roles & skills
Research area: Low impact development (LID) aims to restore and maintain natural flow paths and water balances using blue (detention systems), green (vegetated systems) and grey (conventional minor and major stormwater systems) infrastructure. The realization of LID’s promised outcomes - more sustainable and resilient communities - face substantial challenges, including lack of data, uncertainty in outcomes, and system complexities. Dr. Drake’s research group works to advance the next generation of sustainable stormwater infrastructure. The goals of this work are to learn from past LID successes/failures, improve LID technologies for the unique conditions of Canadian communities and promote holistic design with performance verification.
Student roles: The student will work directly with graduate students on a range of research projects related to stormwater management, green infrastructure and urban flooding. Time will be split between office-based work (e.g., data analysis) and field or lab research. Students will interact with government and industrial collaborators (e.g. project progress meetings) and will be responsible for creating communication content (posters or information videos) towards the end of their term.
Skills required: Applicants should have a basic understanding of hydrology, soil properties and statistics. Engineering students (Civil, Environmental, Chemical, Water Resources, Agricultural or Construction) engineering students in 2nd year and higher are preferred. Science students (Ecology, Biology, Geography) also have appropriate backgrounds. The project will involve outdoor work. Students will work in a team environment directly with graduate students. Strong communication skills are essential. Basic knowledge of Microsoft Excel is needed.
16. Water quality and biodiversity of Rocky Mountain rivers
The Research Intern will accompany graduate students studying water quality, contaminants, and aquatic macroinvertebrate diversity in the Bow and Oldman Rivers in southern Alberta. Sampling will occur along a gradient from the headwaters in the Rocky Mountains to downstream communities in the Foothills and prairies. The study area falls within the traditional territory of Treaty 7 and we are partnering with Stoney Nakoda Nations and Blackfoot Confederacy communities throughout the project. The Research Intern would gain experience in a variety of aspects of field work, with an emphasis on applied conservation, aquatic ecology, and invertebrate biology.
Research area, student roles & skills
Research area: Overarching themes are evolutionary and conservation ecology, with an emphasis on research on threatened species in the wild. Within this, main areas of focus: (1) Population monitoring, assessing responses of bull trout and beavers at individual and population levels to attempts to restore their habitats, reduce human activities, etc. (2) Molecular ecology approaches to understanding amounts and distribution of genetic variation, using environmental DNA to track presence/absence of individuals in specific river reaches, etc. (3) Assessing the distribution and impacts of environmental pollutants (e.g., microplastics) on fish populations.
Student roles: The Research Intern will accompany graduate students and other undergraduate research assistants in the field. In the field, the Research Intern may be expected to hike through uneven terrain, wade in rivers, etc. They will help with data collection, ranging from measuring and recording local environmental variables, collecting water to be filtered and preserved for water quality testing, sampling macroinvertebrates with nets and other devices, and identifying macroinvertebrates back in the lab.
Skills required: The ideal student will have a background in the biological sciences, with an emphasis on animal biology, ecology, conservation, zoology, etc. Of course, I do not expect a rich background in all of these topics. They will be very comfortable outdoors in a variety of conditions -- wet, cold, sunny, windy, etc. They will also be comfortable working in habitats that contain large wildlife (e.g., bears, cougars, and moose), although we do work in teams, carry appropriate gear, and get training. Finally, they will be interested in working with Indigenous people and knowledge systems.