Science, Technology, and Society Internship

Killam Trusts

The Killam Trusts have provided more than $1 billion in scholarships, fellowships and prizes to post-graduate scholars at five Canadian universities, through the Canada Council for the Arts until 2022 and, starting in 2023, through the National Research Council Canada. No other private philanthropic effort has contributed this level of funding to higher education in Canada.

Established in 1965 by Dorothy J. Killam, the Killam Estate bequeathed a total of $125,000,000 in life and death for scholarships at the graduate and postgraduate levels to help in building Canada’s future by recognizing and rewarding research excellence.

The National Killam Program Office (NKPO) is hosted at the National Research Council Canada and is responsible for the administration of the National Killam Program consistent with the objectives of Dorothy J. Killam's Will.

Location & Mode of Engagement

Primarily remote, weekly schedule is flexible

Title of Proposed Role

Program Evaluation and Impact Measurement Assistant
1 vacancy

Description of Role

The National Killam Program is administered and delivered by the National Killam Program Office at the National Research Council of Canada (NRC). In 2022, the Killam Trusts, the Canada Council for the Arts (CCA) and the NRC signed a memorandum of understanding for the transfer of the administration of the National Killam Program to the NRC. The National Killam Program Office is situated in the Secretary General Division of the NRC.

The National Killam Program is privately funded through the generous contribution of Dorothy J. Killam to build Canada's future by encouraging advanced study. The National Killam Program consists of the Killam Prizes, Dorothy Killam Fellowships and Killam NRC Paul Corkum Fellowships. In spring 2026, the Killam Trusts, with support from the NKPO began an Impact Story Project.

There are 6 Killam institutions across Canada, including the National Killam Program administered by the National Research Council. Killam institutions each run programs to award scholarships and fellowships, with limited contact among Killam programs. Further, each Killam institution collects data on Killam funded researchers but there is no standard set of indicators across Killam institutions and no standard impact reporting requirements.

In spring 2026, the Killam Trusts started the Impact Story Project with the goal of developing an initial inventory of impact-indicators for the totality of its programs. The goal of the project is to define a core set of indicators which are reproducible over time and across all institutions. This will provide insights into the cumulative impact of Killam programs answering key questions:

• Is Killam funding having impact over time?
• How do Killam-funded researchers compare to the Canadian average in their field?

A final report including an initial set of impact indicators is expected by August 2026. The report will also include recommendations for future impact indicators, including non-standard or non-traditional measures of impact. The intent is for a student to work with the National Killam Program office to scope out these next steps.

Final Deliverable(s): The final deliverable from the student would be a work plan to implement next steps for the Impact Story Project, this could include the following: 

• Recommend cohorts of Killam recipients to further examine if left out of the initial impact story reporting
•   Recommended impact indicators that were not used in the initial impact story reporting
•   Challenges and benefits associated with each impact indicator
•  Identification of best practices and ways to report on non-traditional impact indicators
• Examples of organizations/programs who use non-traditional impact indicators to tell their impact story
• Recommended timeline to further move impact story report project forward

Suggested phases:

Phase 1: Background research – review final report from initial impact story project, review background documents submitted by each Killam Institution to understand unique features of each institution and their programs, review Killam Impact Story working group materials and minutes. Review recommended next steps, including potential other impact indicators.

Phase 2: Develop list of potential non-traditional or other impact indicators based on report, review of Killam Institutions, and environmental scan of similar programs/organizations. This phase should include a review of DORA guidance and DORA organizations to identify best practices in measuring impact.

Phase 3: Recommend further impact indicators to use for Killam programs, and develop workplan/timeline for future work.

Preferred Knowledge, Skills, Experience, & Mindset

We are seeking a student with an interest in research excellence, program monitoring and evaluation, and data management. The following skills would be considered an asset:

• Understanding of the research recognition landscape in Canada
• General knowledge of tradition and non-traditional measures of impact for research of various disciplines
• Knowledge on bibliometric reporting
• Strong research and report writing skills
• Experience in compiling and managing large data sets

Primary Supervisors and Key Contacts

Supervisor: Julia Hoffer, Program Manager, National Killam Program

Backup Supervisor: Natalie Collins, Director, Indigenous Engagement and National Killam Program

Structure of Engagement

Special project working with the Managing Trustee and Administrator of Killam Trusts and the Program Manager of the National Killam Program Office and the NKPO team.

Reporting Practices

Introductory and concluding meetings with the Killam Trusts Managing Trustee and the Administrator, and the NKPO Program Manager and Director. Once weekly meeting with supervisor – 30 minutes, and once weekly team meeting – 1-hour, ongoing communication with supervisor via Microsoft Teams, email, and ad-hoc meetings.

Team Culture

• Unique opportunity to work with a small, high-performing team in a federal government organization, operating a privately-funded program
• Work with data and information from various academic institutions
• Due to the small and unique nature of the team, an opportunity to work on various aspects of the project and take a leadership role in the development of the report

Learning Outcomes

• Opportunity to work in a federal government setting, on a national research recognition program
• Opportunity to learn about the research recognition landscape in Canada and gain a deep understanding of measuring impact across different fields of research
• Opportunity to develop skills in report writing, data analysis
• Opportunity to build professional network
• (Optional) opportunity to participate in annual National Killam Program celebration of laureates

Perceived Impact

This project will help to define the next steps taken by the Killam Trusts in telling the collective Killam Impact Story. The project provides an opportunity to learn about the impacts of top Canadian scholars. 

Plant Based Canada

Plant-Based Canada (PBC) is a health professional led Canadian registered non-profit organization established in 2019, dedicated to promoting the well-being of humans, the environment, and all life forms. PBC aims to advance whole-food, plant-based living as a solution to the urgent crises of chronic disease and environmental degradation. Through trustworthy, evidence-based education, PBC empowers health professionals, the public, students, and policymakers. Our activities include social media outreach, conferences, webinars, the Plant-Based Canada Podcast (over 100 episodes in 70 countries), policy engagement, literature contributions, and student mentoring.

Location & Mode of Engagement

Remote organization (No physical office)

Online (virtual meetings and independent remote work). If desired by the student – some in-person meetings in Toronto can be arranged.

Title of Proposed Role

Content Development, Communications and Research
2 vacancies

Description of Role

The intern will join Plant-Based Canada's volunteer team and can contribute to a variety of projects depending on their personal interest. The intern would engage in content creation, research, communication, and implementation activities aligned with PBC’s advocacy goals.

Key projects/deliverables may include: 

• Creation of infographics and fact sheets for student and public education on nutrition and personal health and planetary health/sustainability
• Contributions to social media posts promoting plant-based nutrition and environmental sustainability
• Research on promotion opportunities for the Plant-Based Canada Podcast and broader social media engagement
• Development of reports including year-end report summarizing PBC activities and PBC growth since inception to showcase progress and maintain tracking (via Canva)
• Website updates and resource integration
• Research on grant opportunities and donor development
• Research and implementation of communications strategies to improve reach and develop community
• Research into AI tools to streamline operations
  

Preferred Knowledge, Skills, Experience, & Mindset

• Strong writing and professional communication skills
• Attention to detail
• Familiarity with science journalism or communicating science to general audiences
• Ability to work independently
• Research and analytical skills
• Knowledge of Google Suite (Docs, Sheets, Slides, Gmail)
• Experience using Canva
• Experience in digital content creation and social media management (asset)

Primary Supervisors and Key Contacts

Supervisor: Dr. Zahra Kassam, Director, Plant-Based Canada

Supervisor: Vanessa Kennedy, Team member for Operations, Plant-Based Canada

Structure of Engagement

• Work individually with mentorship and weekly team meetings

Reporting Practices

• Weekly virtual meetings with the supervisors (approximately 30–60 minutes)
• Follow-up by email as needed
• Attendance at PBC team and coalition meetings (optional but welcomed)

Team Culture

• Collaborative, supportive, mission-driven
• Respect for diverse backgrounds and lived experiences
• Independent work encouraged with regular team mentorship
• Passion for education, advocacy, and positive change

Learning Outcomes

• Content development and digital communications skills
• Knowledge-translation skills from academic research to public communication
• Professional writing, research, and reporting abilities
• Practical experience with nonprofit operations and advocacy work
• Networking opportunities within the health and sustainability sectors

Perceived Impact

The intern’s work will contribute to the growth and outreach of Plant-Based Canada, enhancing public education on the link between diet, personal health, planetary health, and health equity. Their contributions will strengthen PBC’s ability to drive evidence-based change at the individual, institutional, and policy levels.

Royal Canadian Institute of Science (RCIScience)

Established in 1849, the Royal Canadian Institute of Science (RCIScience) is Canada’s oldest scientific organization. A registered charity, RCIScience’s award-winning programming connects adults with science and scientists to foster trust, expand science dialogue and promote informed decision-making. From nature walks to cocktail classes, comedy shows, documentary screenings and everything fun in between, we’re on a mission to build community and foster science culture in Canada. RCIScience also provides scientists with hands-on training and opportunities to hone their communication skills on a real platform, with a real audience, so they can share their cutting-edge research with the public in creative, inspiring and thought-provoking ways.

Location & Mode of Engagement

Hybrid 70% online, 30% in person

Remote work with exception of supporting public events and/or onsite filming

Title of Proposed Role

Science Communication Intern
2 vacancies

Description of Role

• Source, validate and collate resources, events, and professional opportunities for Canada’s growing science communication community
• Organize above content on RCIScience’s emerging membership platform
• Improve user experience of membership platform.
• Support preparations for science communication conference, RE:SciComm
• Coordinate Field Trips (nature walks in the city for urban wildlife)
• Find recent uplifting Canadian science stories for weekly social media series
• Remaining time can be used to pitch and produce engaging and creative content for social media

Preferred Knowledge, Skills, Experience, & Mindset

• Excellent written and oral communication skills, particularly for non-expert audiences
• A passion for science communication, learning best practices in the field, and supporting the science communication community in Canada
• Familiar with Google suite
• Professional email communication
• Familiar with social media and trends
• Experience with web editing, particularly Squarespace, an asset
• Experience in digital content creation, eg. for social media or blogs, is an asset
• Video editing skills an asset
• Works well independently and collaboratively, with openness to feedback

Primary Supervisors and Key Contacts

Supervisor: Celia Du, Programs Manager

Backup Supervisor: Carrie Boyce, Executive Director

Structure of Engagement

• The intern will primarily work individually, with occasional collaboration with other interns, volunteers and staff;
• Together, we’ll develop a workplan and identify key deliverables.

Reporting Practices

• The intern(s) must be available for weekly virtual progress meetings with the Programs Manager, to be scheduled at a mutually agreed time.

Team Culture

RCIScience is an advocate for equity, diversity and inclusion in STEM, fostering better ideas, better programs and higher levels of impact and success. We welcome qualified people from a range of backgrounds, age groups, and levels of experience and seek to create an approachable and accessible environment. The team is highly collaborative and open to new ideas.

Learning Outcomes

• Science communication skills training and development
• Work experience within a small team and registered charity
• Networking with scientists and science communicators

Perceived Impact

• Increase capacity of the Institute to support science communicators in Canada
• Increase sector appreciation for the Institute’s role in shaping the scientific and science communication landscape in Canada
• Increase capacity and perspectives of organization to deliver engaging public programming for adults

Scarborough Centre for Healthy Communities (SCHC)

Scarborough Centre for Healthy Communities (SCHC) is dedicated to meeting the diverse, holistic health needs of the communities of Scarborough by addressing the physical, mental, social, financial, and environmental aspects of their health. Through the promotion of healthy lifestyles and the delivery of a comprehensive range of culturally competent health and social services, SCHC cultivates vital and connected communities. 

Location & Mode of Engagement

Primarily online with occasional in-person opportunities (approximately 80% remote / 20% on-site)

Occasional in-person engagement may occur at SCHC’s any of these sites: 629 Markham Rd (Lawrence Ave. East and Markham Rd.) or 2660 Eglinton Avenue East (Brimley Rd and Eglinton Ave. East)

Title of Proposed Role

Community Health Research Assistant
2 vacancies

Description of Role

This role is situated within SCHC’s Community Health Clinic. The intern will support a Community-Based Research (CBR) initiative focused on evaluating selected SCHC programs to identify pain points, barriers, and opportunities for innovation. SCHC will pre-identify one or more specific areas of concern to guide the intern’s work. The intern will engage in active community research—shadowing program staff, attending team meetings, and conducting interviews with stakeholders, including staff and clients (where feasible). 

Key Objectives:

• Understand operational challenges and community needs of the SCHC community health clinics
• Engage community stakeholders in co-designing meaningful solutions
• Provide an actionable, equity-focused plan for program/service enhancement.

Deliverables: 

• Week 5: Observational summary and initial findings.
• Week 8: Draft needs assessment with analysis and proposed innovations.
• Week 11: Final presentation to SCHC R&I leadership with recommendations.

Preferred Knowledge, Skills, Experience, & Mindset

• Strong qualitative research and interview skills
• Ability to reflect on health equity, social determinants of health, and population diversity
• Knowledge of CBR principles and community engagement
• Ability to synthesize findings into written reports and presentations
• Critical thinking, adaptability, and a collaborative mindset

Primary Supervisors and Key Contacts

Supervisor: Meti Tussa

Contacts: Callum Tyrell and Paul Olalekan

Structure of Engagement

Work individually with support from SCHC mentors and program staff

Reporting Practices

• Bi-weekly individual check-ins with supervisor (online or in-person as needed)
• Weekly mentor guidance and ad hoc communications for support
• Final presentation to the SCHC leadership team

Team Culture

The Innovation, Integration, and Improvement team at SCHC values collaboration, reflection, and responsiveness to community needs. The culture encourages curiosity, compassion, and continuous learning. Interns will be treated as meaningful contributors to the work and welcomed into relevant team meetings and community activities.

Learning Outcomes

• Deep understanding of community-based research frameworks in practice.
• Applied experience with needs assessments and qualitative evaluation.
• Exposure to complex challenges within nonprofit service delivery.
• Skills in project management, professional communication, and stakeholder engagement.
• Networking opportunities with public health professionals and community leaders.

Perceived Impact

The student’s work will directly contribute to evidence-based improvements in SCHC’s service delivery. The findings and action plan will support internal reflection and external advocacy, helping SCHC better meet the needs of Scarborough’s diverse populations and influence long-term health outcomes in the region.

International Network for Governmental Science Advice (INGSA)

The International Network for Governmental Science Advice (INGSA) is a collaborative platform for policy exchange, capacity building, and research across diverse global science advisory organisations and national systems. Through workshops, conferences and a growing catalogue of tools and guidance, the network aims to enhance the global knowledge-to-policy interface to improve the potential for evidence-informed policy formation at sub-national, national and transnational levels. 

Location & Mode of Engagement

Fully remote, work with supervisors in Montreal and Auckland

Title of Proposed Role

Research Project Coordinator
1 vacancy

Description of Role  

Final Deliverable(s): State of INGSA and Science Advice across the world – Publication Plan 

• Increment #1 (Orientation and scoping): Review relevant INGSA publications; compile a brief background note on the purpose, audiences, and proposed scope for the updated State of INGSA and State of Science Advice reports for the INGSA 2027 conference; propose an initial outline (sections/themes) and a draft workplan (milestones, dependencies, and a realistic publication timeline). 
• Increment #2 (Contributor identification and outreach): Identify and prioritise prospective authors and reviewers across regions and thematic areas, based on the INGSA network, chapters and historic contributors; build and maintain a contributor tracking sheet; draft outreach emails and briefing materials for writers (expected format/length, deadlines, review process); schedule and document introductory calls where needed; support Fall 2027 conference planning tasks as assigned (e.g., coordination notes, agenda support, speaker tracking, or logistics checklists) to ensure alignment between conference content and publication themes.
• Increment #3 (Project foundations and initial deliverables): Produce core project-management documents (publication concept note, governance/roles, editorial workflow, risk/issue log, and communications plan); prepare a “launch package” for internal decision-making (recommended contributors, outline, timeline, and resourcing assumptions) for the INGSA Secretariat/leadership; optionally draft a short piece (mini-research note, case study, or synthesis) that could be considered for inclusion in the final report.

Preferred Knowledge, Skills, Experience, & Mindset

• Strong written communication: ability to draft clear, concise, and diplomatic emails, briefing notes, outlines, and project documents in English (French an asset).
• Organisation and project coordination: comfortable tracking tasks and contributors, working with timelines, maintaining files and meeting notes, and following through on action items in a distributed team.
• Stakeholder engagement: professional, confident communication when reaching out to prospective authors and partners; ability to handle follow-ups respectfully and persistently.
• Research and synthesis: ability to quickly understand unfamiliar topics, scan and summarise documents, and extract key messages for decision-making.
• Collaboration and adaptability: solution-oriented, and able to adjust priorities as conference and publication needs evolve.
• Comfort with ambiguity and early-stage work: interest in building structure where it does not yet exist (defining scope, proposing options, clarifying roles and workflows).
• Digital workflow fluency: solid comfort with Microsoft Word, Excel/Sheets, email/calendar tools, project management tools and collaborative document practices (versioning, shared folders, templates).
• Relevant interests/experience: science advice, science-policy interfaces, STS/public policy/international relations; prior experience supporting events, editorial work, communications, or multi-author projects; familiarity with international networks and intercultural collaboration.

Primary Supervisors and Key Contacts

Supervisor: Charles Morissette

Backup Supervisor: Kristiann Allen

Structure of Engagement

Work on an individual basis, with support from the Secretariat team and with supervision from the secretariat of INGSA

Reporting Practices

Weekly virtual meetings and asynchronous email communication

Team Culture

INGSA is a very bottom-up and flexible organisation. The Secretariat is based in Auckland, and the president’s office is in Montréal. This international network enables us to meet with international partners from everywhere and to remain available, without being too formal.

Learning Outcomes

• Describe the role of science advice and science-policy interfaces internationally, and explain how INGSA supports this ecosystem through convening, networks, and publications.
• Apply practical project-management skills to an early-stage publication initiative (scoping, planning, workflows, stakeholder mapping, and documentation).
• Develop professional outreach and coordination skills by engaging prospective authors and collaborators (drafting communications, tracking responses, organising calls, and maintaining clear records).
• Strengthen writing and editing competencies through the preparation of briefing notes, concept documents, outlines, and (where feasible) a short draft contribution for the report.
• Gain experience supporting the planning of an international conference (INGSA 2027) and understand how event programming can inform and amplify publication outputs.
• Demonstrate intercultural and remote-collaboration skills while working with an international Secretariat team and contributors across time zones.

Perceived Impact

For us, this would culminate a more than 10-year development of INGSA and would help establish the next steps for our 2027-2030 strategic plan. This could help identify knowledge gaps, trends and important literature for INGSA and for the state of scientific advice to governments across the world. 

Office of the Vice-Provost, Teaching & Learning (OVPTL)

The Office of the Vice-Provost, Teaching and Learning (OVPTL) supports ongoing and new efforts to enhance the quality and expand the reach of impactful teaching and learning practices at the University of Toronto. Note: The office has recently undergone a name change and was formerly called the Office of the Vice-Provost, Innovations in Undergraduate Education (OVPIUE).

To support innovations in undergraduate education across the University of Toronto, the OVPTL supports a robust profile related to five key priorities:

• Teaching Awards & Grants: Recognizing and funding staff and faculty who demonstrate commitment to innovation and excellence in teaching practices.
• Analytics: Leveraging data to enhance program planning, decision-making and student success.
• Digital Transformation: Building and supporting systems that enable faculty, staff and students to achieve their academic goals.
• Curriculum Development: Working with institutional and divisional stakeholders to develop and assess course and program level outcomes.
• Teaching Initiatives: Stewarding the development of institutional frameworks and resources for innovative teaching practices, such as experiential learning, undergraduate research and generative artificial intelligence in teaching and learning.

In each of these priority areas, the OVPTL supports a range of programs, projects and committees that advance these areas in unique, but interrelated ways. To learn more, please visit our website: https://www.viceprovostundergrad.utoronto.ca/

Location & Mode of Engagement

Hybrid: our team members are currently in the office on Mondays, Wednesdays, and Thursdays. Our office will work with the identified candidates to determine if they will work online or in-person.

On-campus - 65 St. George Street

Title of Proposed Role

Special Projects Assistant
2 vacancies

Description of Role

The Special Projects Assistants will contribute to and lead a range of communications, research and special initiatives within the Teaching Initiatives portfolio of the Office of the Vice-Provost, Teaching and Learning (OVPTL). This portfolio focuses on advancing experiential learning and undergraduate research, supporting faculty pedagogical development and knowledge sharing, and enhancing the overall academic experience for undergraduate students at the University of Toronto.

The focus of this role will be communications, research and special initiatives related to key pieces of the Teaching Initiatives portfolio: experiential learning, undergraduate research and teaching awards and grants. This role will spend time developing content, producing institutional research and supporting other special projects as they arise. Potential activities and duties include:

• Supporting teaching grants by developing resources, helping to streamline processes and creating opportunities to bring community members together
• Following consultation with U of T community members, supporting the review of the Cheryl Regehr Early Career Teaching Award
• Research promising practices in experiential learning, teaching awards and grants, and undergraduate research
• Supporting the OVPIUE website and other websites, with a particular focus on the review of the Experiential Learning Hub
• Conduct research on promising practices and emerging trends in experiential learning, curriculum development, teaching awards and grants, and undergraduate research
• Support the preparation of reports, summaries, and related materials on experiential learning initiatives, curriculum development, teaching awards and grants, and undergraduate research activities
• Outreach to faculty and university staff for interviews and information gathering

Preferred Knowledge, Skills, Experience, & Mindset

Our ideal candidate will:

• have a desire and curiosity to learn more about how universities operate and what they can do to help undergraduate students be more successful.
• have strong research and organization skills, be detail-oriented, have an interest in supporting experiential learning, undergraduate research and advancing pedagogical excellence.
• possess superior writing and communication skills, a familiarity with the structure of the University and an interest in exploring or learning more about a career in higher education.
• have experience with WordPress is preferred but not necessary.

Primary Supervisors and Key Contacts

Supervisor: Jennifer Evans, Manager Teaching Initiatives, Office of the Vice-Provost, Teaching and Learning

Supervisor: Sania Hameed, Special Projects Officer, Teaching Initiatives, Office of the Vice-Provost, Teaching and Learning

Structure of Engagement

The student will work on some projects individually and others as part of a team, the student will be brought into meetings and collaborative projects with members of our Teaching Initiatives team.

Reporting Practices

As part of the Teaching Initiatives team in the OVPIUE, the student will participate in the following meetings:

• OVPIUE team meetings (1 per term)
• Once weekly Teaching Initiatives team meetings
• Weekly one-on-one meetings with either the Manager, Teaching Initiatives or Special Projects Officer, Teaching Initiatives

Team Culture

The Office of the Vice-Provost, Teaching and Learning (OVPTL) fosters a highly collaborative team culture grounded in curiosity, care and mutual respect. We prioritize listening deeply and working in partnership with colleagues across the University to understand diverse needs and perspectives. Our work is strengthened by a shared commitment to learning from one another and co-creating meaningful, responsive initiatives.

Learning Outcomes

Through this role, the Special Projects Assistants will deepen their understanding of how universities support teaching and learning, gain experience in institutional research, and strengthen their skills in writing, communication and project coordination. They will develop a clearer sense of how to work collaboratively across a complex institution and build confidence in consulting with diverse members of our community. This experience will also provide valuable insight into careers in higher education and how innovative practices shape the undergraduate academic experience.

Perceived Impact

The Special Projects Assistants play a meaningful role in advancing the work of the Teaching Initiatives portfolio by contributing to communications, research, and special projects that support teaching excellence and student learning. Their efforts enhance the capacity of our team and office to share knowledge, build community, and implement responsive, strategic initiatives. By supporting work related to experiential learning, undergraduate research, and teaching awards and grants, they contribute to institutional change that benefits faculty, staff, and students across the University of Toronto.