In developing this research idea, we have identified ways conceptualizing various relationships grounded specifically in 9 stages that begins with pregnancy and moves to infancy, toddler, childhood, puberty, older adolescence, adulthood, middle age and finally, senior. Guiding the research process, we will use the 9Rs (Reflexivity, Relationality, Reverence, Reciprocity, Respect, Responsivity, Responsibility, Relevance and Reasoning). The goal of the 9Genders project (https://caan.ca/research/supported-research/9-genders/) is to continue exploring the concept of 9Genders. The student will collaborate with organizations and communities that focus on gender diversity in Canada and Ukraine, and support communities to further develop their capacity in gender diverse research, education and programming by continuing to apply 9Genders and explore its impact on health, healing and wellness of People in Canada and Ukraine. The project will also support the development of resources grounded in language and culture for organizations and communities that work with gender-diverse populations. The key project outcome will be to create acceptance of gender diversity.
Research area, student roles & skills
Research area: My research area focus includes social work distance education, Canadian and comparative social policy, history and development of social work profession, community and social development, social work in Northern, rural and remote communities and international social work practice. I am passionate about social work education and promoting students success both locally and globally. For more information about my research, teaching and service interests please check my website https://krasun.ca
Student roles: During the project student will conduct a literature review to identify Ukrainian-Canadian resources and information on organizations that work with gender diverse populations in Canada and Ukraine. The student will use TRU library to access academic literature to conduct the research. During the project duration, the student will connect with local Canadian and Ukrainian organizations that work with gender diverse populations to discuss possibilities to strengthen the partnership between organizations and promote future academic exchanges. The student will help to develop an article/brief on 9Genders in Ukraine. The outcome of the project will be two asset maps: one that include all gender diverse organizations in Ukraine with detailed contact information and another asset map that focus on all Canadian community organizations that work with first responders and military personnel in Canada; the bibliography of resources on Ukrainian and Canadian organizations that work with diverse populations, and the brief/article on current state of 9Genders in Ukraine. The student will have an opportunity to strengthen networking and partnership building skills, engage in active asset map research process and contribute to the development of global social work education with a specific focus on Canada-Ukraine collaboration among gender diverse communities.
Skills required: Ideally, the student should be from the School of Social Work in Ukraine and interested in the Ukrainian-Canadian community development and gender diversity in Canada and Ukraine. Excellent technology usage skills are required. Excellent literature review and academic writing skills are needed to create a bibliography of resources on Ukrainian and Canadian gender-diverse communities and provide assistance in developing a brief/article on 9Genders in Ukraine. Excellent community engagement skills will help the student to build a relationship with Canadian-Ukrainian organizations focused on working with gender-diverse populations.
2. Agentic and Resilient: Promoting Older Adults’ Engagement and Empowering their Leadership in the Canadian Disaster Landscape.
Supervisor: Haouri Wu
University: Dalhousie University (Halifax campus)
Location: Halifax, Nova Scotia
Start date: 2027-05-03 (flexible)
Disciplines: Social Work, City/Regional Planning, Planning, Sociology
Focusing on the Canadian disaster landscape, this project aims to leverage the unique strengths of older adults, to promote their engagement and empower their leadership in disaster-related efforts. Engaging participants across three levels—micro- (older adults), mezzo- (service agencies and their affiliated service providers), and macro- (policy/decision-makers) — this program will develop Canadian strategies to enhance older adults’ disaster resilience while contributing globally to disaster and aging studies. The research program’s objectives are:
• Objective #1 (Micro-level): To comprehensively identify the contributions and challenges of older adults in community-driven disaster civic participation;
• Objective #2 (Mezzo-level): To systematically examine the strengths and weaknesses that community-based service agencies and their affiliated service providers face in recognizing, advocating, leveraging older adults’ expertise in supporting affected individuals, families, and communities in disaster settings; and
• Objective #3 (Macro-level): To profoundly stimulate disaster-driven policy development that highlights older adults’ contributions, shifting the narrative from “passive victims” to “empowered actors.”
Research area, student roles & skills
Research area: Dr. Haorui Wu is the Canada Research Chair in Resilience With an interdisciplinary background, his community-based interdisciplinary research and emerging practice have nuancedly explored disaster-driven redevelopment of human and non-human settlements through the lens of environmental justice and social justice in the global context of climate change, disaster, and willful acts of violence. His innovative socio-ecological protection strategies aim to stimulate the transdisciplinary application of engineering, social, cultural, ecological, economic, and political dimensions into the empowerment of grassroots-led community development initiatives that enhance inhabitants and co-inhabitants’ health and well-being.
Student roles: The students will be engaged into the following three tasks: Task #1 (Micro-level): Pan-Canadian Older Adult Survey Task #2 (Mezzo-level): Older-Adult Service Agency and Provider Focus Groups Task #3 (Macro-level): Policy Recommendation Workshops
Skills required: Students should be familiar with the literature of (1) hazards and disaster research and (2) aging studies.
3. Australia Stands With Ukraine
Supervisor: Oleksandr Kondrashov
University: Thompson Rivers University (Kamloops campus)
On February 24, the Russian Government Genocide of the People of Ukraine entered a new stage: the physical elimination of Ukrainians from their homeland on all territories of Ukraine. In one month, more than 25% of the total population of Ukraine (+10 Million People) has been displaced, and thousands have died. The global community has seen the thread that Russia created in the democratic world, and democratic governments worldwide joined the global movement to stand with Ukraine.
The project is designed to document how Australia stands with Ukraine and what initiatives has been created in Australia to support people of Ukraine. It is also essential to note the efforts of global communities to stop the war and recognize its worldwide impact on how to support displaced populations.
Research area, student roles & skills
Research area: My research area focus includes social work distance education, Canadian and comparative social policy, history and development of social work profession, community and social development, social work in Northern, rural and remote communities and international social work practice. I am passionate about social work education and promoting students success both locally and globally. For more information about my research, teaching and service interests please check my website https://krasun.ca
Student roles: During the project student will conduct a literature review to identify Ukrainian-Australia resources and information on how Australia stands with Ukraine. The student will use TRU library to access academic literature to conduct the research. During the project duration, the student will connect with local organizations in Australia that stand with Ukraine to discuss possibilities to strengthen the partnership between organizations and promote future academic exchanges. The student will help to develop an article/brief on how Australia stands with Ukraine. The outcome of the project will be an asset maps that focus on all Australia-Ukrainian community initiatives on how Australia stands with Ukraine; a bibliography of resources on Ukrainian-Australia community development, and a brief/article on Australia Stand With Ukraine. The student will have an opportunity to strengthen networking and partnership building skills, engage in an active asset map research process and contribute to the development of global Stand With Ukraine movement with a specific focus on Australia-Ukraine collaboration.
Skills required: Ideally, the student should be from the School of Social Work in Australia and interested in the Ukrainian-Australia community development. Excellent technology usage skills are required. Excellent literature review and academic writing skills are needed to create a bibliography of resources on the Australia-Ukrainian community and provide assistance in developing brief / article on how Australia Stands with Ukraine. Excellent community engagement skills will help the student build a relationship with Australia-Ukrainian organizations.
4. Climate Stress, Peer Support, and Mental Health among Long-Haul Truck Drivers in Atlantic Canada
Supervisor: Haouri Wu
University: Dalhousie University (Halifax campus)
Location: Halifax, Nova Scotia
Start date: 2027-05-03 (flexible)
Disciplines: Social Work, Sociology, Political Science, Public Policy and Administration, International Studies
This project examines how long-haul truck drivers in Atlantic Canada experience and respond to occupational stress, climate-related hazards, and mental health challenges. Long-haul truck drivers play a vital role in maintaining supply chains, yet their work is often shaped by long hours, isolation, fatigue, delivery pressure, limited access to services, and time away from family. For migrant long-haul truck drivers, these pressures may be intensified by immigration uncertainty, language barriers, cultural adjustment, financial responsibilities, and limited knowledge of available supports. The project focuses especially on how drivers experience everyday climate and weather-related stressors, including snowstorms, icy roads, high winds, heavy rain, flooding, poor visibility, road closures, parking shortages, and weather-related delivery delays. These risks are not only road safety concerns; they can also contribute to stress, fear, fatigue, emotional exhaustion, and wider mental health strain. The project also examines the role of informal peer support among long-haul truck drivers. Drivers often share practical information about weather, road conditions, parking, safer routes, delays, and workplace pressures through phone calls, WhatsApp groups, and informal networks. These peer networks can function as important sources of emotional support, safety knowledge, and occupational adaptation, but they are often not formally recognized by employers, policymakers, or service providers.
Research area, student roles & skills
Research area: Dr. Haorui Wu is the Canada Research Chair in Resilience With an interdisciplinary background, his community-based interdisciplinary research and emerging practice have nuancedly explored disaster-driven redevelopment of human and non-human settlements through the lens of environmental justice and social justice in the global context of climate change, disaster, and willful acts of violence. His innovative socio-ecological protection strategies aim to stimulate the transdisciplinary application of engineering, social, cultural, ecological, economic, and political dimensions into the empowerment of grassroots-led community development initiatives that enhance inhabitants and co-inhabitants’ health and well-being.
Student roles: The student will support the research team in developing the literature review, preparing interview and workshop materials, organizing recruitment documents, and assisting with qualitative data collection where appropriate. The student will help manage, code, and analyze interview data using thematic analysis. They will also contribute to identifying key themes related to climate stress, occupational pressure, mental health, and peer support among long-haul truck drivers. Additional tasks may include supporting stakeholder workshop planning, preparing presentation materials, drafting a short report, and contributing to knowledge mobilization outputs for trucking companies, community partners, and non-academic audiences.
Skills required: The student should have an interest in occupational health, migration, climate change, transportation, mental health, social work, or qualitative research. Experience with literature reviews, interview preparation, qualitative coding, thematic analysis, or community-based research would be an asset. Strong writing, organization, communication, and attention to detail are important. Ukrainian or Russian language skills would be helpful but are not required.
5. Driving School as a Settlement Space: Safety, Confidence, and Integration among Immigrant Learners
Supervisor: Haouri Wu
University: Dalhousie University (Halifax campus)
Location: Halifax, Nova Scotia
Start date: 2027-05-03 (flexible)
Disciplines: Social Work, Sociology, Political Science, Business, Communication
This project examines driving education as an overlooked dimension of immigrant settlement and integration in Canada. For many newcomers, obtaining a Canadian driver’s licence is essential for employment, family responsibilities, accessing services, and participating in community life, especially in suburban and rural areas where public transportation may be limited. However, mobility is rarely recognized within formal settlement systems as a key part of newcomer safety, independence, and inclusion. Existing research has often focused on immigrants in relation to crash rates, road safety risks, or driver behaviour, but less attention has been paid to the driving education process itself. This project shifts attention to driving lessons as relational and educational spaces where newcomer learners not only acquire technical driving skills, but also learn how to navigate unfamiliar rules, expectations, road cultures, and everyday mobility systems in Canada.
Research area, student roles & skills
Research area: Dr. Haorui Wu is the Canada Research Chair in Resilience With an interdisciplinary background, his community-based interdisciplinary research and emerging practice have nuancedly explored disaster-driven redevelopment of human and non-human settlements through the lens of environmental justice and social justice in the global context of climate change, disaster, and willful acts of violence. His innovative socio-ecological protection strategies aim to stimulate the transdisciplinary application of engineering, social, cultural, ecological, economic, and political dimensions into the empowerment of grassroots-led community development initiatives that enhance inhabitants and co-inhabitants’ health and well-being.
Student roles: The student will support the research team in developing the literature review, preparing interview guides, organizing recruitment materials, and assisting with qualitative data collection where appropriate. The student will help manage, code, and analyze interview data using thematic analysis. They will also contribute to synthesizing findings into practical recommendations for driving schools, settlement organizations, and community stakeholders. Additional tasks may include supporting workshop planning, preparing presentation materials, drafting a short report, and contributing to knowledge mobilization outputs for non-academic audiences.
Skills required: The student should have an interest in migration, newcomer settlement, mobility, road safety, education, community-based research, or qualitative methods. Experience with literature reviews, interview preparation, qualitative data analysis, or stakeholder engagement would be an asset. Strong writing, communication, organization, and attention to detail are important. Familiarity with immigrant-serving contexts or multilingual/community research would be helpful but is not required.
6. First Responders and Military Personnel in Canada and Australia
Supervisor: Oleksandr Kondrashov
University: Thompson Rivers University (Kamloops campus)
This research is based on the recently developed community learning course on mental health first responders and military personnel. https://krasun.ca/mhfrmp/ It will provide an in-depth understanding of the challenges faced by those who work in first responder and military careers. Attention will be given to the impacts of operational and organizational stressors and the job trauma experienced by police officers, social workers, paramedics, corrections workers, dispatchers, firefighters, and military personnel. Current resources available to those who perform in these public safety functions will be explored and where further efforts are needed. Students will gain awareness on a broad array of topics unique to first responders and military personnel that will assist them in establishing best practice supportive roles.
Research area, student roles & skills
Research area: My research area focus includes social work distance education, Canadian and comparative social policy, history and development of social work profession, community and social development, social work in Northern, rural and remote communities and international social work practice. I am passionate about social work education and promoting students success both locally and globally. For more information about my research, teaching and service interests please check my website https://krasun.ca
Student roles: During the project, students will conduct a literature review to identify Australian and Canadian resources to protect the mental health of first responders and military personnel in Canada and Australia. The student will use the TRU library to access academic literature to conduct the research. During the project duration, the student will connect with first responders organizations in Canada and Australia to discuss possibilities to strengthen the partnership between organizations and promote future academic exchanges. The student will help develop an article/brief on first responders and military personnel's mental health in Canada and Australia. The outcome of the project will be an asset map that includes all first responders organizations in Australia and Canada with detailed contact information; a bibliography of resources on Canada and Australia first responders communities, and a brief/article on the current state of mental health for first responders and military personnel in Australia. The student will have an opportunity to strengthen networking and partnership building skills, engage in an active asset map research process and contribute to the development of first responders' areas of practice with a specific focus on Canada-Australia collaboration.
Skills required: Ideally, the student should be from the School of Social Work in Australia and has an interest in the First Responders' community development in Canada and Australia. Excellent technology usage skills are required. Excellent literature review and academic writing skills are needed to create a bibliography of resources on the Canadian-Australia first responders’ community and provide assistance in developing a brief/article on mental health for first responders and military personnel in Canada and Australia. Excellent community engagement skills will help the student to build a relationship with first responder’s organizations.
7. First Responders in Canada and Ukraine
Supervisor: Oleksandr Kondrashov
University: Thompson Rivers University (Kamloops campus)
This research is based on the recently developed community learning course on mental health first responders. https://krasun.ca/mhfrmp/ It will provide an in-depth understanding of the challenges faced by those who work in first responder and military careers. Attention will be given to the impacts of operational and organizational stressors and the job trauma experienced by police officers, social workers, paramedics, corrections workers, dispatchers, firefighters, and military personnel. Current resources available to those who perform in these public safety functions will be explored and where further efforts are needed. Students will gain awareness on a broad array of topics unique to first responders that will assist them in establishing best practice supportive roles.
Research area, student roles & skills
Research area: My research area focus includes social work distance education, Canadian and comparative social policy, history and development of social work profession, community and social development, social work in Northern, rural and remote communities and international social work practice. I am passionate about social work education and promoting students success both locally and globally. For more information about my research, teaching and service interests please check my website https://krasun.ca
Student roles: During the project student will conduct a literature review to identify Ukrainian and Canadian resources to protect mental health for first responders and their families in Canada and in Ukraine. The student will use TRU library to access academic literature to conduct the research. During the project duration, the student will connect with first responders organizations in Canada and Ukraine to discuss possibilities to strengthen the partnership between organizations and promote future academic exchanges. The student will help to develop an article/brief on first responders mental health in Canada and Ukraine. The outcome of the project will be an asset map that include all first responders organization in Ukraine and Canada with detailed contact information; the bibliography of resources on Canada and Ukraine first responders community, and the brief/article on current state of mental health for first responders in Ukraine.. The student will have an opportunity to strengthen networking and partnership building skills, engage in active asset map research process and contribute to the development of first responders areas of practice with a specific focus on Canada-Ukraine collaboration.
Skills required: Ideally the student should be from the School of Social Work in Ukraine and has an interest in the First Responders community development in Canada and in Ukraine. Excellent technology usage skills are required. Excellent literature review and academic writing skills are needed to create a bibliography of resources on Canadian-Ukrainian first responders’ community and provide assistance in developing brief / article on mental health for first responders in Canada and Ukraine. Excellent community engagement skills will help the student to build a relationship with first responder’s organizations.
8. Necessities and Challenges: Initiating Veterinary Social Work (VSW) Practice in Canadian Veterinary Healthcare.
Supervisor: Haouri Wu
University: Dalhousie University (Halifax campus)
Location: Halifax, Nova Scotia
Start date: 2027-05-03 (flexible)
Disciplines: Social Work, Veterinary Science and Medicine
Veterinary social work (VSW) describes services at the nexus of veterinary medicine and social work practice. VSW provides ethical support services for health and well-being within the human-animal-environment interdependence—the core of the One Health and One Welfare paradigm—through four components: (1) animal-specific grief and bereavement, (2) compassion fatigue and conflict resolution, (3) overarching animal and human maltreatment,2 and (4) animal-assisted interventions. Although increasing countries have recognized VSW as an emerging, innovative, and interdisciplinary field, the lack of recognition in education and practice hinders its global development.
This project aims to explore the Canadian veterinary healthcare sector’s insights into the initiation of VSW practice, to stimulate VSW development in Canada. This pan-Canadian partnership will employ a mixed-method approach to (1) conduct an online survey with veterinary care practitioners to systematically examine the necessities of hiring and the benefits of engaging VSW practitioners in veterinary healthcare organizations (Objective #1); and to effectively analyze the challenges veterinary healthcare organizations face engaging VSW practitioners and the negative impacts of these challenges on the quality of their services and their organizations’ sustainable development (Objective #2); and (2) host workshops with veterinary medicine and social work educators, researchers, and practitioners, animal health and welfare business managers, public health officials, policy decision-makers, and other key stakeholders, to convert survey outcomes into actionable recommendations that will inaugurate VSW in Canada (Objective #3).
Research area, student roles & skills
Research area: Dr. Haorui Wu is the Canada Research Chair in Resilience with an interdisciplinary background, his community-based interdisciplinary research and emerging practice have nuancedly explored disaster-driven redevelopment of human and non-human settlements through the lens of environmental justice and social justice in the global context of climate change, disaster, and willful acts of violence. His innovative socio-ecological protection strategies aim to stimulate the transdisciplinary application of engineering, social, cultural, ecological, economic, and political dimensions into the empowerment of grassroots-led community development initiatives that enhance inhabitants' and co-inhabitants’ health and well-being.
Student roles: The student will contribute to the following tasks: 1) Veterinary Care Team Member Online Survey. 2) Key-Stakeholder Action Workshop
Skills required: Students should be familiar with the literature of (1) social work and (2) human-animal interactions.
9. PATH-CARE: Faith & Equity in Dementia Care Access
Supervisor: Oluwagbemiga Oyinlola
University: Laurentian University (Sudbury campus)
Location: Sudbury, Ontario
Start date: 2027-05-03 (flexible)
Disciplines: Social Work, Health Studies, Law, Cultural Studies
PATH-CARE: Faith & Equity in Dementia Care Access responds to the projected 507% rise in dementia among African, Caribbean, and Black populations in Canada by 2050. Despite this growing need, dementia care remains largely biomedical and insufficiently responsive to the cultural, spiritual, and communal realities shaping care access among Black African immigrants. Faith and community institutions often serve as trusted first points of support, yet they remain largely excluded from formal dementia care systems.
Using a participatory ethnographic design, this project examines how dementia is understood, experienced, and navigated within Black African immigrant communities in Ontario. The study unfolds in three interconnected phases. Phase One involves a scoping review of empirical evidence on dementia care practices among Black families. Phase Two uses participatory visual mapping, an arts-based and reflective method where persons living with mild-to-moderate dementia and their care partners co-create visual narratives of their caregiving journeys. These narratives will illuminate how migration histories, spirituality, family relationships, and community networks shape care access and decision-making. Phase Three extends this engagement through dialogue circles with faith leaders and community representatives to explore opportunities for collaboration between community institutions and formal care systems. Grounded in Afrocentric theory, the project is innovative in shifting dementia research beyond clinic-centered models toward community-anchored understandings of care. By centering the lived experiences of Black persons living with dementia, PATH-CARE addresses a significant gap in Canadian dementia research and generates culturally informed, actionable insights to strengthen equitable, person-centered dementia care, policy development, and community–health system partnerships.
Research area, student roles & skills
Research area: My research specialization focuses on dementia care, aging, and health equity among Black Africans in Canada. As dementia becomes an increasing public health concern, my work examines how culture, spirituality, family dynamics, and systemic inequities shape the experiences of Black persons living with dementia and their care partners. Using Afrocentric and community-engaged qualitative approaches, I seek to amplify underrepresented voices and generate knowledge that informs culturally responsive dementia care, inclusive health policies, and equitable support systems. My work seeks to amplify underrepresented voices and contribute to culturally safe dementia care practices, and equitable health and social care systems in Canada.
Student roles: • Participate in article extraction, literature synthesis, and preliminary qualitative analysis. • Establish rapport and build trust with participants through active listening and empathetic engagement. • Conduct semi-structured interviews in a respectful, culturally sensitive, and comfortable manner. • Record and transcribe interviews accurately while maintaining confidentiality and ethical research standards. • Develop familiarity with thematic analysis techniques and qualitative software such as NVivo. • Systematically code interview transcripts to identify recurring themes, patterns, and insights. • Analyze qualitative data to generate meaningful interpretations related to the experiences of older adults and care partners. • Collaborate with peers and mentors to strengthen the rigor, credibility, and trustworthiness of the analysis. • Contribute to scholarly discussions and present research findings during lab meetings and local academic conferences. • Strengthen academic writing, critical thinking, teamwork, and community-engaged research skills.
Skills required: Our research lab, Global Research on Ageing, Care and Equity (G.R.A.C.E.) is seeking students enrolled in social sciences, social work, nursing, health sciences, mental health, or related disciplines. Ideal candidates should have an interest in aging, dementia care, health equity, and community-based research. Applicants should be able to extract and synthesize information from academic literature, conduct semi-structured interviews in English, and demonstrate strong interpersonal and communication skills. Experience with qualitative research methods and software such as NVivo is an asset, although willingness to learn is equally valued. Strong capacity to work effectively within a collaborative environment is essential.
10. Rooted and Resourced: Understanding the Value of Community Organizations in Active Aging in Place
Supervisor: Bishakha Mazumdar
University: Cape Breton University (Sydney campus)
Location: Baddeck And Adjacent Comm, Nova Scotia
Start date: 2027-06-01 (flexible)
Disciplines: Social Work, Sociology, Management, Humanities, Public Policy and Administration
This project explores how community organizations support active aging in place, particularly in rural regions such as Nova Scotia. Atlantic Canada is aging rapidly—by 2024, 22% of Nova Scotians were aged 65 or older, exceeding the national average (Research Nova Scotia, 2025). While most older adults prefer to remain in their homes and communities, their ability to do so depends not only on healthcare services but also on local organizations such as seniors’ centres, volunteer groups, and non-profits, which provide essential opportunities for social connection, purpose, and informal support.
Despite their importance, the specific ways in which participation in community organizations improves well-being—and the conditions that allow these organizations to remain effective—are not well understood. This project addresses this gap by mapping key community organizations, examining how engagement supports older adults’ quality of life, and identifying factors that enable or constrain organizational sustainability.
The project is intentionally designed to be feasible within a 12-week internship period, with clearly defined and manageable activities, including community mapping, a focused series of qualitative interviews, and thematic analysis of findings.
The Mitacs intern will play an active role in data collection and analysis, including supporting interviews, organizing data, and contributing to qualitative coding. The intern will also assist in preparing reports and presentations for both academic and community audiences. There will be opportunities for the intern to co-author academic publications and participate in conference presentations, depending on their interest and contribution.
Overall, this project will generate practical insights to inform policy, program development, and community initiatives, while providing the intern with meaningful, hands-on research and professional development experience.
Reference (APA 7th)
Research Nova Scotia. (2025, January 28). Homeward bound: Enhancing healthcare, housing, and social support for aging rural Nova Scotians. https://researchns.ca/2025/01/28/homeward-bound/
Research area, student roles & skills
Research area: My research sits at the intersection of careers, aging, and human resource management, focusing on later-life work transitions and the role of community and organizational contexts. I study bridge employment, retirement adjustment, and the economic and social engagement of mature workers, examining how psychological contracts, career identity, and organizational support shape well-being and inclusion. My work also explores how community organizations and social networks enable active aging in place, particularly in rural contexts. Additionally, I study leadership aspirations, and immigrant women’s employment experiences, using mixed methods and community-engaged partnerships to inform policy and practice.
Student roles: The Mitacs intern will play an active and structured role in supporting all stages of this community-engaged research project over a 12-week period, gaining hands-on experience in applied research and stakeholder engagement. Weeks 1–2: Orientation and Background Review (Full-time) The student will be introduced to the research context, key concepts (active aging, community organizations), and ethical research practices. They will conduct a focused literature and background review and assist in refining research tools (e.g., interview guides, mapping templates). Weeks 3–5: Community Mapping and Preparation (Full-time) The intern will identify and document community-based organizations in selected Nova Scotia communities. This includes compiling organizational profiles (services, target populations, activities) and assisting with outreach and interview scheduling with community leaders and older adults. Weeks 6–9: Data Collection (Full-time) The intern will actively support qualitative data collection, including attending and assisting in interviews, taking notes, and helping manage and organize collected data. They will develop skills in engaging with diverse participants and maintaining ethical research standards. Weeks 9–11: Data Analysis (Full-time) The student will participate in qualitative data analysis, including coding interview data, identifying key themes, and contributing to interpretation of findings using a guided thematic approach. Week 12: Knowledge Mobilization (Full-time) The intern will assist in preparing a final report, presentation slides, and summary briefs for community partners and academic audiences. Throughout the internship, the student will collaborate closely with the research team and community stakeholders. There will be opportunities to co-author academic papers and participate in conference presentations, depending on their level of contribution and interest. This role provides comprehensive exposure to research design, data collection, analysis, and knowledge translation within a real-world community context.
Skills required: We welcome applicants from Management, Sociology, Social Work, Public Policy, Public Health, Gerontology, Community Economic Development, Health Sciences, or related interdisciplinary programs. The ideal candidate will have foundational knowledge of qualitative or mixed-methods research and strong written and verbal communication skills. Strong people skills and the ability to build rapport with older adults and community members are essential, given the community-engaged nature of the research. Experience in the non-profit or seniors sector is an asset. The supervisor will provide structured training in qualitative methods, thematic analysis, organizational ecosystem mapping, and academic writing, with co-authorship and conference presentation opportunities.
11. Taiwan Stands With Ukraine
Supervisor: Oleksandr Kondrashov
University: Thompson Rivers University (Kamloops campus)
On February 24, the Russian Government Genocide of the People of Ukraine entered a new stage: the physical elimination of Ukrainians from their homeland on all territories of Ukraine. In one month, more than 25% of the total population of Ukraine (+10 Million People) has been displaced, and thousands have died. The global community has seen the thread that Russia created in the democratic world, and democratic governments worldwide joined the global movement to stand with Ukraine.
The project is designed to document how Taiwan stands with Ukraine and what initiatives has been created in Taiwan to support people of Ukraine. It is also essential to note the efforts of global communities to stop the war and recognize its worldwide impact on how to support displaced populations.
Research area, student roles & skills
Research area: My research area focus includes social work distance education, Canadian and comparative social policy, history and development of social work profession, community and social development, social work in Northern, rural and remote communities and international social work practice. I am passionate about social work education and promoting students success both locally and globally. For more information about my research, teaching and service interests please check my website https://krasun.ca
Student roles: During the project student will conduct a literature review to identify Ukrainian-Taiwan resources and information on how Taiwan stands with Ukraine. The student will use TRU library to access academic literature to conduct the research. During the project duration, the student will connect with local organizations in Taiwan that stand with Ukraine to discuss possibilities to strengthen the partnership between organizations and promote future academic exchanges. The student will help to develop an article/brief on how Taiwan stands with Ukraine. The outcome of the project will be an asset maps that focus on all Taiwan-Ukrainian community initiatives on how Taiwan stands with Ukraine; a bibliography of resources on Ukrainian-Taiwan community development, and a brief/article on Taiwan Stand With Ukraine. The student will have an opportunity to strengthen networking and partnership building skills, engage in an active asset map research process and contribute to the development of global Stand With Ukraine movement with a specific focus on Taiwan-Ukraine collaboration.
Skills required: Ideally, the student should be from the School of Social Work in Taiwan and interested in the Ukrainian-Taiwan community development. Excellent technology usage skills are required. Excellent literature review and academic writing skills are needed to create a bibliography of resources on the US-Ukrainian community and provide assistance in developing brief / article on how Taiwan Stands with Ukraine. Excellent community engagement skills will help the student build a relationship with Taiwan-Ukrainian organizations.
12. Trauma-Informed Settlement after Disaster and Conflict
Supervisor: Haouri Wu
University: Dalhousie University (Halifax campus)
Location: Halifax, Nova Scotia
Start date: 2027-05-03 (flexible)
Disciplines: Social Work, Sociology, Political Science, Public Policy and Administration, International Studies
The project focuses especially on disaster-triggered displacement and trauma-informed settlement services, while also connecting to related issues such as gender-based violence, social vulnerability, institutional response, humanitarian support, and community resilience. Disasters and conflicts can force individuals and families to leave their homes, communities, countries, or regions. Displacement is not only a logistical or housing issue; it can also involve trauma, family separation, loss of social networks, interrupted education or employment, legal uncertainty, and difficulties accessing health, settlement, and social services. In Canada and internationally, many displaced people must rebuild their lives while navigating unfamiliar institutions, limited resources, and uneven support systems. This project examines how settlement and community-based services can better recognize and respond to the trauma-related needs of displaced individuals and families. It will explore how trauma-informed approaches can be applied across micro-, meso-, and macro-levels: at the individual and family level through direct support; at the organizational level through service design, staff training, referral pathways, and interagency collaboration; and at the policy level through improved coordination between settlement, emergency management, health, housing, and social service systems.
Research area, student roles & skills
Research area: Dr. Haorui Wu is the Canada Research Chair in Resilience With an interdisciplinary background, his community-based interdisciplinary research and emerging practice have nuancedly explored disaster-driven redevelopment of human and non-human settlements through the lens of environmental justice and social justice in the global context of climate change, disaster, and willful acts of violence. His innovative socio-ecological protection strategies aim to stimulate the transdisciplinary application of engineering, social, cultural, ecological, economic, and political dimensions into the empowerment of grassroots-led community development initiatives that enhance inhabitants and co-inhabitants’ health and well-being.
Student roles: The student will support the research team by conducting literature reviews on disaster-triggered displacement, trauma-informed settlement services, and community-based responses to crisis-related harm. The student may help prepare summaries of academic and grey literature, map relevant service and policy frameworks, organize qualitative data, assist with coding and thematic analysis, and contribute to reports, presentations, policy briefs, and other knowledge mobilization outputs. Depending on experience, the student may also support interview or focus group preparation, stakeholder communication, workshop planning, and the development of practical recommendations for settlement organizations, community partners, practitioners, and policymakers.
Skills required: The student should have an interest in migration, forced displacement, trauma-informed practice, disaster studies, settlement services, social work, public health, sociology, humanitarian response, or community-based research. Experience with literature reviews, policy scans, qualitative research, thematic analysis, or knowledge mobilization would be an asset. Strong writing, organization, ethical sensitivity, communication skills, and attention to detail are important.
13. UK Stands With Ukraine
Supervisor: Oleksandr Kondrashov
University: Thompson Rivers University (Kamloops campus)
On February 24, the Russian Government Genocide of the People of Ukraine entered a new stage: the physical elimination of Ukrainians from their homeland on all territories of Ukraine. In one month, more than 25% of the total population of Ukraine (+10 Million People) has been displaced, and thousands have died. The global community has seen the thread that Russia created in the democratic world, and democratic governments worldwide joined the global movement to stand with Ukraine.
The project is designed to document how UK stands with Ukraine and what initiatives has been created in UK to support people of Ukraine. It is also essential to note the efforts of global communities to stop the war and recognize its worldwide impact on how to support displaced populations.
Research area, student roles & skills
Research area: My research area focus includes social work distance education, Canadian and comparative social policy, history and development of social work profession, community and social development, social work in Northern, rural and remote communities and international social work practice. I am passionate about social work education and promoting students success both locally and globally. For more information about my research, teaching and service interests please check my website https://krasun.ca
Student roles: During the project student will conduct a literature review to identify Ukrainian-UK resources and information on how UK stands with Ukraine. The student will use TRU library to access academic literature to conduct the research. During the project duration, the student will connect with local organizations in UK that stand with Ukraine to discuss possibilities to strengthen the partnership between organizations and promote future academic exchanges. The student will help to develop an article/brief on how UK stands with Ukraine. The outcome of the project will be an asset maps that focus on all UK-Ukrainian community initiatives on how UK stands with Ukraine; a bibliography of resources on Ukrainian-UK community development, and a brief/article on UK Stand With Ukraine. The student will have an opportunity to strengthen networking and partnership building skills, engage in an active asset map research process and contribute to the development of global Stand With Ukraine movement with a specific focus on UK-Ukraine collaboration.
Skills required: Ideally, the student should be from the School of Social Work in UK and interested in the Ukrainian-UK community development. Excellent technology usage skills are required. Excellent literature review and academic writing skills are needed to create a bibliography of resources on the UK-Ukrainian community and provide assistance in developing brief / article on how UK Stands with Ukraine. Excellent community engagement skills will help the student build a relationship with UK-Ukrainian organizations.
14. Understanding Rural Residents’ Experiences of Extreme Weather-Related Power Outages
Supervisor: Haouri Wu
University: Dalhousie University (Halifax campus)
Location: Halifax, Nova Scotia
Start date: 2027-05-03 (flexible)
Disciplines: Social Work, Humanities, Human Ecology
This project examines how extreme weather-related power outages affect the well-being of rural residents in Nova Scotia. Rural communities often experience longer and more disruptive outages because of geographic isolation and limited access to emergency recovery resources. The qualitative component of the project focuses on residents lived experiences during and after outages, including disruptions to daily routines, access to essential services, social support, coping strategies, and community-level resilience.
Research area, student roles & skills
Research area: Dr. Haorui Wu is the Canada Research Chair in Resilience with an interdisciplinary background, his community-based interdisciplinary research and emerging practice have nuancedly explored disaster-driven redevelopment of human and non-human settlements through the lens of environmental justice and social justice in the global context of climate change, disaster, and willful acts of violence. His innovative socio-ecological protection strategies aim to stimulate the transdisciplinary application of engineering, social, cultural, ecological, economic, and political dimensions into the empowerment of grassroots-led community development initiatives that enhance inhabitants' and co-inhabitants’ health and well-being.
Student roles: The intern will support community-based research activities, including preparing interview materials, assisting with community interview sessions, transcribing audio recordings, coding qualitative data, and identifying themes related to outage experience, well-being, vulnerability, and recovery.
Skills required: This position is suitable for students interested in qualitative research, rural studies, community planning, social work, or environmental justice.