Applications for the 2025 - 2026 Solutions Scholar Program are now open!
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Thank you for your interest in becoming a Solutions Scholar. If you are curious about the program, please sign up for an information session:
Monday May 26, 4:00 – 5:00 PM on Zoom. In this session, we will review the program, application information and processes, and answer questions. Please note that registrants will receive a link to the recording. Register here for Zoom link
Tuesday June 3, times TBD, on Zoom. In these sessions, project mentors will join to share project descriptions and answer questions. Please note that registrants will receive a link to the recording of the project information portion of the session but not the individual question sessions.
Download Application Questions to Prepare your Application.
Ready to Apply? Complete the application form by Tuesday June 10, 2025 at 11:59pm.
Program Description
The Solutions Scholars program sponsors existing UBC Masters and PhD students to apply their scholarly research skills to climate change mitigation, adaptation, and/or education. In 2025/26, successful Solutions Scholars will work on one of several collaborative projects which were recently selected through an open call to the UBC research community.
The objective of the program is to bring together researchers with diverse disciplinary expertise and lived experience to contribute to climate solutions-oriented research. Each Scholar will have the opportunity to conduct research with an interdisciplinary group of faculty, senior researchers, and other Solutions Scholars, and to participate in related professional development activities.
Over a ten-month period (September 2025 through June 2026), awarded Solutions Scholars will receive a $10,000 stipend as they work towards the objectives of one of the projects. Working in groups, the Solutions Scholars will be matched with faculty mentors who are leading the individual research projects. The Solution Scholars will also participate in Climate Solutions Research Collective professional development activities. The workload over the ten-month period will be similar to that of a TAship.
Prospective Solutions Scholars must submit an application form, including ranking their interest in each of the projects. Applicants are encouraged to think broadly about how their research and expertise can fit within these projects; the evaluators are seeking complimentary interdisciplinary skill sets to build Solutions Scholar Teams for each project.
Application Deadline
The deadline for application to the 2025/26 program is Tuesday June 10, 2025 at 11:59pm.
Ready to apply? Complete the application form by Tuesday June 10, 2025 at 11:59pm.
For other updates please sign up for our list-serv.
Eligibility
Applicants must be Masters or PhD students at UBC Vancouver or UBC Okanagan. Applicants must be registered in a UBC program as of September 1, 2025 through June 30, 2026.
Requirements for all Funded Students
Selected Solutions Scholars can plan for the following requirements:
- Regular (i.e. biweekly) project meetings with team members and mentors.
- Completion of proposed project and submission of project deliverable(s) at the end of the funding.
- Participation in program launch (September), project update event (December) and Climate Solutions Summit (April).
- Active participation in the Climate Solutions Research Collective’s seminars and workshop(s).
- Completing a questionnaire at the end of their involvement as part of the assessment of this new initiative (students and supervisors)
Evaluation Criteria for Applicants
Demonstrated commitment to climate change research
Demonstrated interest in interdisciplinary research and evidence of collaborative research experience.
Quality and fit for the 2025/26 projects, including interdisciplinary objectives for the projects.
Excellence of the candidate, based on past accomplishments and future potential
Commitment to participate in Climate Solutions Research Collective activities.
Consideration will be given to equity, diversity and inclusion, as well representation across a diversity of disciplines
Application Procedure
Applications consist of the following three components:
An Application Form outlining the individual's interest in the Solutions Scholars program, the research competencies which they can contribute to the projects, their specific experience working in teams, and their ranking of projects.
A CV (maximum four pages) which should be in an academic style, list relevant professional experiences, skills, coursework, and publications. The CV must be named as follows: LastName_FirstName_SolutionsCV.pdf and uploaded into the Application Form.
Confirmation from the applicant’s research supervisor of their support of the application through email response to an automated request.
Adjudication Procedures
The applications will be reviewed by a cross-faculty steering committee. Funding decisions will be announced in July. For questions about the Climate Solutions Research Collective and the Solutions Scholars program, contact climate.solutions@ubc.ca.
Project Descriptions
Enhancing Wildfire Preparedness Through a Multi‐Platform Digital Tool
Faculty Leads:
Ifeoma Adaji, Assistant Professor, Computer Science, Irving K. Barber Faculty of Science
Niyi Asiyanbi, Assistant Professor, Geography, Irving K. Barber Faculty of Arts and Social Sciences
Description:
Wildfires are an increasing threat due to climate change, and their frequency and intensity pose significant risks to communities, infrastructure, and ecosystems. Despite the availability of wildfire preparedness guidelines, many individuals remain unprepared due to lack of awareness, accessibility issues, and psychological barriers to proactive planning. This project will build on the foundation of the WISEC app which was designed to support wildfire preparedness in the city of Whistler, British Columbia using feedback from frontline fire management stakeholders. The proposed project aims to enhance WISEC's impact by integrating new features that address behavioral engagement, accessibility, and community resilience for all cities in BC. Additionally, we will develop a web‐based version of the application to expand accessibility and usability across devices. The proposed new version of the mobile app and the web application will be available to all cities in BC.
This project seeks to:
1.Expand accessibility by developing a web‐based version of the WISEC app to complement the mobile app, ensuring broader usability for different demographics, including those without smartphones.
2. Integrate AI‐driven insights to the current mobile application to provide real‐time risk assessments, emergency alerts, and tailored recommendations based on user location and readiness level.
3. Extend the use case of the app from Whistler to the rest of BC.
How will Solutions Scholars be involved in this project?
Solutions Scholars will be fully integrated into the WISEC project team, contributing to the design, development, and evaluation of the web and mobile platforms. Each Scholar will lead either the mobile app or web application enhancement, and support the other through code reviews and design collaboration. Their work includes: 1) conducting literature reviews on wildfire preparedness, behavioral interventions, and digital engagement; 2) coding, testing, and optimizing the mobile and web apps; 3) assisting with AI-driven risk assessment integration; and 4) usability testing and accessibility improvements. Scholars will work semi-independently but collaborate in an iterative process, attending weekly meetings to share progress, brainstorm, and provide peer feedback. They will be supported by graduate students in the lab for literature review guidance and technical support, and will also benefit from mentoring and peer learning through the Living with Wildfire Interdisciplinary Cluster.
What skills would be valuable for Solutions Scholar Applicants to this specific project?
This project would benefit from Solutions Scholars with experience or interest in web or mobile development. Specifically, experience or interest with HTML, CSS, JavaScript, and React for building responsive, user-friendly web interfaces is essential. Scholars should also have experience or interest with React Native for cross-platform mobile app development, including UI design and integration with device features. Familiarity with design tools like Figma is helpful for prototyping and user testing. Scholars with knowledge of and interest in AI and machine learning, particularly in areas such as personalization, user modeling, or geospatial risk prediction, will contribute to developing intelligent features like real-time risk assessments and tailored recommendations. This interdisciplinary, collaborative environment is ideal for students passionate about applying technology and AI to advance public safety, climate resilience, and inclusive design.
Laying the foundations for the establishment of a Climate Engagement Centre (CEC) in a BC Interior town
Faculty Leads:
Jon Corbett, Professor, Geography, Community, Culture and Global Studies, Irving K. Barber Faculty of Arts and Social Sciences, Institute for Community‐Engaged Research
Maged Senbel, Associate Professor, School of Community and Regional Planning, Faculty of Applied Science (Vancouver)
Mary Stockdale, Adjunct Professor, Faculty of Arts and Social Sciences, Community, Culture and Global Studies, Institute for Community‐Engaged Research
Description:
Climate engagement must extend beyond progressive environmentalists to build a broad social mandate for action. Smaller rural communities are often overlooked in these efforts, despite their cumulative political impact. Vernon, BC (population 45 000), is home to strong and active support both for and against climate action. The two sides and their respective worldviews present very different narratives and assumptions about the role of institutions and scientific inquiry in society. It is a microcosm of similar intransigence occurring throughout Canada, the US and beyond.
Studying the Vernon context through an interdisciplinary human geography and urban planning lens, which combines experience and expertise from diverse BC communities will be relevant to practitioners throughout the province. Dr. Corbett has worked with community organizations throughout the North Okanagan while the director of UBC’s Institute for Community Engaged Research; he brings a well‐established network and expertise in community‐based research methods to the project. Dr. Senbel’s work in community and conflict engagement, and in climate action visualizations with communities throughout BC will bring an understanding of urban planning trade‐offs. Dr. Stockdale has extensive experience in advancing climate action through founding Climate Action Now!, supporting the development of Vernon's award‐winning Climate Action Plan (CAP), and training 30 climate ambassadors in Vernon to engage with 1000 community members.
Learning from the UK’s more than 30 Climate Emergency Centres, the proposed work will lay the foundation for a Vernon Climate Engagement Centre (CEC). Drs. Corbett and Stockdale have visited 2 CECs and spoken with the CEC Network Coordinator.
Project Objectives include:
1: Identify best practices from UK CEC case studies.
2: Identify characteristics of a dialogical approach for mitigating polarization.
3: Work with community partners to develop recommendations for piloting a CEC in Vernon.
How will Solutions Scholars be involved in this project?
The Solutions Scholars would conduct research that would advise the CEC pilot. With Applicant mentorship, the Scholars will focus on:
1. Learning how UK CECs operate in their local contexts and communities and identify best practices.
2. Studying an inclusive dialogue approach to addressing polarization, to improve its impact.
Scholars will be a part of the team to address the above objectives as follows:
One Scholar will work with Jon Corbett and Mary Stockdale to liaise with UK CEC Network Coordinator and other leaders to arrange interviews by Zoom, validate findings, and organize webinars.
The other Scholar will work with Maged Senbel to work with community partners to test and present the results of an inclusive approach to dialogue, sharing worldviews and feelings of belonging.
What skills would be valuable for Solutions Scholar Applicants to this specific project?
Ideal applicants will articulate their interest in learning about, and taking on action, widening the social mandate for climate action through community engagement, and reducing community polarization through dialogue. Specific research skills are also valuable:
- Secondary research skills (library searches, grey literature)
- Community-engaged research approaches
- Social science research tools: interviews or focus groups with people in UK, Vernon
- Experience with qualitative information database, NVivo analysis
- Able to communicate research results in reports and oral presentations
Other desirable skills:
- Good social skills: open-minded to differing worldviews; peaceable and not conflictual; a sense of curiosity and fun; skilled in listening and conversation
- Ability to organize community meetings
- Skills in facilitating and reporting on community meeting results
Developing a Climate Justice Education Cohort in Teacher Education: Needs Assessment, Resource Building, and Mapping Analysis
Faculty Leads:
Sandra Scott, Curriculum & Pedagogy, Faculty of Education and UBC Sustainability
Kshamta Hunter, Sessional Instructor, Curriculum & Pedagogy, Faculty of Education; UBC Sustainability
Douglas Adler, Associate Professor of Teaching, Curriculum & Pedagogy, Faculty of Education
Description:
Our proposed project entails the development of a climate justice themed elementary Bachelor of Education cohort for the UBC Faculty of Education (Sept 2027 start). Solutions Scholars will conduct a review of existing climate justice programs, engage in curriculum mapping of climate justice programs, create an open‐source resource of climate justice education theory, research, and practice, and engage with UBC teacher candidates and practising teachers. Contemporary climate change and related social impacts have necessitated a revisioning of traditional education (Chomsky, 2019; Vongalis‐Macrow, 2010) that “elevates kinship with nature and communal well‐being” for all earth’s communities (Fletcher et al, 2024). Escalating global crises of extreme weather events, biodiversity loss, mass extinction, and ecosystem collapse prompt an urgent need for evidence informed climate change education (Desmarais, Johnston, & Hunter, 2023). The Intergovernmental Panel on Climate Change found human caused impacts of climate change are disproportionately affecting vulnerable communities, who have historically contributed the least to the climate crisis (IPCC, 2023). In 2024, the Canadian government led a nation‐wide consultation, Toward a National Framework for Environmental Learning, and identified “education as a key element” to address climate change.
Today’s educators must be knowledgeable about climate emergency and the inequitable impacts worldwide. Universities, specifically teacher education programs are transforming their education systems to prepare the next generation of educators to teach the most complex and wicked problems (Murtugudde, 2019) of our time. Teacher education programs must offer innovative and emerging programs to deliver a multidisciplinary, evidence based, climate justice informed education. Hence, we propose developing a climate justice themed B.Ed. elementary cohort at UBC. To develop a cohort that is responsive to the field, we will map existing climate justice education research by conducting a literature review of effective curricula, pedagogies, and program designs. Findings will provide an in‐depth understanding of educational needs in climate justice education.
Project objectives are:
1.Conduct a literature review of climate justice themed education programs to map effective designs, curricula, and pedagogies across Canada and beyond
2.Conduct a climate justice framed needs assessment with practicing teachers and teacher candidates across Metro Vancouver and BC
3.Compile climate justice education resources
This project will inform development of an innovative and much needed climate justice elementary B.Ed. cohort at UBC, the first in Canada. The program will provide a model for climate justice education in teacher education programs across Canada and beyond and has the potential to inspire educators who wish to integrate climate justice education into existing courses and programs and for those developing new offerings. The mapping exercise and open‐source resource will provide an overview of resources in the climate justice education field. The project has the potential to develop research and teaching collaborations with school boards and practicing teachers to create innovative models of climate justice education
How will Solutions Scholars be involved in this project?
Solutions Scholar will play a vital role in this project and inform the project through various activities, including:
- Conducting a thorough literature review of Climate Justice Education within Canada with a focus on Teacher Education
- Conducting mapping analysis of UBC’s peer institutions and climate justice education programs, curricula, and courses
- Developing a survey and interview protocol for individual and focus group interviews with practicing teachers and teacher candidates
- Applying for BREB
- Conducting individual and focus group interviews
- Analyzing survey and interview data
- Producing a report and recommendations for the new Climate Justice Cohort in UBC Teacher Education program
- Disseminating findings through conferences and symposia
- Creating an open-source education resource on climate change education and climate justice education
- Engaging with teacher candidates and practicing teachers to learn about their needs in relation to climate education.
What skills would be valuable for Solutions Scholar Applicants to this specific project?
The Solutions Scholars working on this project will will work as a team with the project supervisors; they will be encouraged to collaborate with other scholars and faculty members both on and off campus.
Scholars will have experience and expertise in conducting literature reviews, collecting and analyzing data, and the technical background required to create an online repository for climate justice education resources. Having previous experience and knowledge of climate change and justice education and research will be an asset.
End‐to‐End GHG Emissions Tracking of Online Services
Faculty Leads:
Mohammad Shahrad, Assistant Professor, Electrical and Computer Engineering, Faculty of Applied Science
Ivan Beschastnikh, Associate Professor, Computer Science, Faculty of Science
Description:
Data centres enable internet and cloud services and contribute over 3% of global greenhouse gas (GHG) emissions. This is more than the share of the aviation industry. With rising demand driven by AI and digitization, this share is projected to grow exponentially. Innovative solutions to curb emissions in this sector are critical to address our planet’s climate crisis. A key obstacle for innovation is a lack of high‐quality end‐to‐end GHG emissions data. Today, it is impossible to validate the carbon figures reported by cloud providers. This is because all actors in this ecosystem have incentives to under‐report emissions to appear sustainable.
Building an end‐to‐end tracking system for storing emissions data is crucial, as modern distributed applications often use numerous services and operate across local infrastructure and/or one or more cloud domains. Lack of end‐to‐end data hampers GHG attribution to specific cloud users/apps. Resolving this drives measurable action from stakeholders: providers, developers, and end‐users.
Objectives:
This project addresses this significant challenge by developing a tamper‐resistant decentralized GHG emission tracking framework. Our objective is to design custom blockchain‐based protocols and tracking methods that safeguard proprietary information of vendors while maintaining the integrity of emissions reporting. The decentralized nature of this system mitigates the potential for collusion among a minority of participants. Furthermore, this system will facilitate interoperability, enabling carbon tracking even when an application’s execution transitions between on‐premise and cloud environments or crosses multiple cloud platforms. Ensuring scalability and minimal computational overhead are additional design constraints our framework will address
How will Solutions Scholars be involved in this project?
The scholars will play vital roles in the technical and strategic aspects of the project. One or two computing scholars will focus on building a scalable distributed system, managing a substantial codebase, integrating blockchain or similar protocols with emissions tracking, and addressing challenges like privacy, scalability, and interoperability. They will also support real-world deployment through debugging, performance optimization, and measurement studies. A scholar, with expertise in economics, will develop incentive frameworks and deployment strategies to encourage adoption. While each scholar focuses on distinct components, collaboration is crucial for a cohesive system design. Weekly team meetings with Co-PIs and ongoing communication via platforms like Teams will ensure alignment, open dialogue, and iterative problem-solving. The interdisciplinary nature of the project provides educational value to expand knowledge of each participating scholar.
What skills would be valuable for Solutions Scholar Applicants to this specific project?
We are seeking students with strong skills in distributed systems, software engineering, and protocol design. Experience with large-scale software development, blockchain or cryptography technologies, and a background in privacy and security are valuable assets. Other skills include strengths in economic analysis, game theory, and incentive design, particularly related to technology adoption and stakeholder engagement. All Scholars should be proficient with collaborative tools (e.g., Git for version control, Teams for communication, Overleaf for LaTeX collaboration) and possess strong communication skills to work and present effectively. A willingness to learn from peers with different expertise is essential, as the interdisciplinary nature of the project is central to both its success and the Scholars’ growth
Selected scholars will be joining a dynamic research effort that bridges two active labs (CIRRUS and Systopia). We foster a highly collaborative environment where open communication is key. As PIs, we engage deeply with our students; we are hands-on mentors, readily available not just for high-level guidance but also to dive into technical and research hurdles with you. We believe the best solutions emerge from adaptability, so while we have clear goals, we value flexibility in our approach. Your insights will be crucial in actively shaping this research. We're driven by this project's potential to tackle the critical, and often-overlooked, climate impact of our digital world, and we hope you share this drive. Both PIs have proven track records mentoring graduates into impactful industry and research careers, reflecting our deep commitment to student development. We are committed to providing you with the support you need to help you succeed as a Solutions Scholar.
Addressing Polarization: Arts‐led Social Infrastructures for Anticolonial Climate Justice
Faculty Leads:
Astrida Neimanis, Associate Professor, Faculty of Creative and Critical Studies, Department of English and Cultural Studies
Onyx Sloan Morgan, Assistant Professor, Faculty of Arts and Social Sciences, Department of Community, Culture and Global Studies
Naomi Klein, Associate Professor, Faculty of Arts, Department of Geography
Description and Objectives:
This pilot project will scope strategies for tackling social and cultural polarization that prevents meaningful climate justice action, with a focus on creative and arts-led approaches. Increasing social, political and cultural polarization as a significant barrier for effective governance and effective policy implementation at all levels is becoming a notable topic of concern. This is particularly true for climate change and climate justice action, where commitment to environmental issues (and even science) is increasingly a partisan issue. Moreover, while First Nations communities are best positioned to offer meaningful climate justice solutions on their own Lands (see Armstrong 2023), colonial prejudices often amplify climate change polarization.
This project is grounded in the conviction that climate justice’s central promise—sustainable and meaningful lives for all current and future generations—is desired by all communities, but action moving towards this is hampered by a lack of opportunities to explore commonalities across difference. It draws on the project leads’ diverse backgrounds researching and addressing polarization using methodologies and knowledge mobilization tools grounded in social scientific, humanities and arts-led practice. This project seeks to expand this community‐engaged work, specifically grounding it in syilx‐led climate justice principles on syilx‐land. As a settler‐scholar initiated project, it takes seriously the responsibility of settlers to take up this work in appropriate ways.
Phase 1 of the project will scope the drivers and manifestations of social and cultural polarization, gathering research in sociology, anthropology, Indigenous studies, and adjacent disciplines. This review will also explore strategies and practices that seek to remedy polarization, with a particular focus on arts‐led practices. Phase 2 will develop an appropriate SSHRC Grant to be submitted in 2026. Phase 2 will include the coordination of conversation circles with syilx and other community partners to ensure that this research is done in accordance with syilx principles, and is appropriate for our context. It will also connect with relevant UBC researchers across both campuses to potentially expand the project team for the SSHRC application.
How will a Solutions Scholar be involved in this project?
The Solution Scholar will be part of a 4-person research team. They will organize and lead a multidisciplinary literature review on antipolarization in climate change and adjacent contexts. They will also be mentored in project management and partner relations, working closely with mentors to coordinate activities among researchers, the conversation circles in Phase 2, and the knowledge-sharing workshop. This work addresses the need to train emerging scholars in ethical, authentic relationship building in interdisciplinary multistakeholder contexts as climate justice work. There will also be an opportunity to contribute to a short public facing essay and to the preparation of a SSHRC Insight Development Grant application.
What skills would be valuable for Solutions Scholar Applicants to this specific project?
Ideal candidates will have some training in principles of working in good relationship with syilx (and/or other Indigenous) community and in support of syilx-led approaches to climate justice (previous training in Indigenous studies and/or completion of cultural safety or similar training). They should be working on climate justice‐adjacent research in their own studies, and will thus have some familiarity with the main tenets of climate justice from previous training (classes, research, employment, community‐engaged work, teaching or activism). Backgrounds may include climate/environmental policy, Indigenous, gender, race, and social justice studies or community development. An interest in creative and arts-led research is a strong asset.
Desired skills include scholarly database research experience, community engagement and / or public facing communication. Successful applicants will also be mentored to further develop these skills during the project.
Communicating Climate Extreme Impacts to Mobilize Action: Does Framing Matter?
Faculty Leads:
Jiaying Zhao, Associate Professor, Faculty of Arts, Department of Psychology; Faculty of Science, Institute for Resources, Environment and Sustainability
Rachel White, Assistant Professor, Faculty of Science, Department of Earth, Ocean, and Atmospheric Science
Description and Objectives:
The goal of this project is to examine the most effective ways to communicate climate change to mobilize climate mitigation and adaptation actions and policies. The rationale for this project is that there are many ways to communicate facts about climate change that are scientifically and statistically identical but may have different psychological impacts. For example, soon after the June 2021 Pacific Northwest heatwave, newspaper headlines were full of the statement that this heatwave was ‘virtually impossible without climate change’. The scientific research these headlines came from found that anthropogenic climate change had made this heatwave 150 times more likely. Alternatively, based on the exact same climate science research, we can say that anthropogenic climate change made this heatwave 1.2C warmer. Whilst those with a deep understanding of generalized extreme value theory, and the large impacts of small mean changes on the probability of very rare events, can reconcile these two statements, we hypothesize that these two statements: ‘the heatwave was made 150 times more likely’ and ‘the heatwave was made 1.2C warmer’ do not carry the same psychological weight. The way climate change information is presented, particularly relating to extremes, may influence the way people engage with climate science information, and their willingness to take adaptive or mitigative behaviours.
To test this idea, we designed a preliminary pilot study which showed that for statements that were statistically identical (i.e. based on the exact same change in climate) people found statements framed in a frequency sense (change in how often a heatwave occurs) more surprising than statements framed in a likelihood sense (change in how likely a heatwave is in any one year), which were more surprising than those framed in a temperature sense (change in the temperature of a heatwave with the given frequency). There was some indication of differences in the likelihood of taking climate action, but given the small sample size in the pilot study, these differences were only significant at p=0.1. We hypothesize that these differences will become more apparent in a larger, and better designed, pre‐registered study. In this project the climate solutions scholars would collaborate to design and implement a new, larger and more rigorous study, distributed online to engage people in climate adaptation and mitigation actions and policies. The results from this study will be analyzed to test our hypotheses, sheding light on how framing of climate change information can shape the response of the public .
How will Solutions Scholars be involved in this project?
The Solutions Scholars will:
1. lead the design of an online experimental survey, with sample sizes determined by an a priori power analysis to ensure adequate statistical power
2. pre-register the study on Open Science Framework
3. perform a literature review, including on how to increase the likelihood of someone taking action on climate change
4. perform analysis of survey results, including testing of statistical significance
5. Disseminate results, possibly including: report for the Climate Solutions Collective; peer-reviewed journal article, or Comment; preparation for conference presentation; webinar for journalists and communicators of climate science.
Students will be expected to work together relatively closely, although at times independent work will be appropriate. Scholars will collaborate on the study design and analysis. Each student will lead at least one dissemination effort, collaborating to make sure messaging is consistent across dissemination materials.
What skills would be valuable for Solutions Scholar Applicants to this specific project?
One (or more) of the following:
- Experience in designing and implementing online surveys
- Skills in the statistical analysis of data
- Knowledge of extreme event statistics
- Experience in communication and dissemination, particularly within journalism and media
FAQs
What is the term of the program?
The program will run from September 1, 2025 to June 30, 2026. Students must be available throughout the entire term of the program.
Is it OK if I am away for part of the time, for example to do field work for my thesis?
We understand that all students will have commitments to their thesis or other research activities and that this may include travel. We ask all applicants to consider whether they have the capacity to participate fully in the Solutions Scholar program as it does come with a commitment in addition to your thesis.
If selected, do I get to choose the project that I work on?
In the application process, you will have the opportunity to rank your preference for the projects, as well as describe how your skills match the projects for which you would like to be considered. Following the application review process, successful applicants will be offered a spot on a specific project. This placement takes into account: 1) applicant preferences as indicated in their application form, 2) project needs as reviewed by the project mentors, and 3) overall program objectives of the CSRC to build interdisciplinary teams.
Can I submit after June 10?
No, we will begin organization applications immediately because we will have multiple stages of review between the Climate Collective and the individual project teams.
Does my supervisor need to confirm by the application deadline on June 10 at 11:59 pm?
All student applications must be received by June 10 at 11:59pm. Because the automated email to your supervisor will not be sent until you submit your application, it is ok for their email confirmation to come after June 10. We ask that they submit it by Thursday June 12. We know that things can go wrong (i.e. a typo in an email address prevents your supervisor from being notified); if we don't receive a confirmation from your supervisor, we will reach out to you.
How many students will be selected?
We are looking to build interdisciplinary teams with complimentary skill sets. Most teams will consist of two students plus the mentor team.
When will I hear about my application?
Applicants will be notified in early July about the results of the adjudication process.
Is there a stipend associated with the program?
Yes, Solutions Scholars will receive $10,000 for their participation in the 10-month program. This comes in the form of a Graduate Research Assistantship (GRA) administered through WorkDay.
Is the $10,000 stipend paid over the ten-month period, or as a lump sum?
The stipend will be paid out over the ten-months, similar to a graduate research assistantship (GRA).
What is the expected output of the Solutions Scholar research project?
The expected output will differ by research project and will be defined by the project Mentors and the Climate Solutions Research Collective. Review the project descriptions to see proposed deliverables for each one.
Other than research, are there other expectations of being recognized as a Solutions Scholar?
In addition to conducting a ten-month team-based research project, Solutions Scholars are expected to participate in Climate Solutions Research Collective activities, such as attending sponsored seminars, workshops and sharing their Solutions Scholars experiences. An orientation in early September will be mandatory.
What are the time requirements of this program?
Solutions Scholars can anticipate that they will contribute approximately the same as a TAship over the ten-month project. The distribution of time may vary from project to project, or responsibilities within each project. However, Scholars must be available to meet at least once monthly with the Climate Solutions Research Collective and regularly (i.e. biweekly) with their project team (mandatory). This is similar to other Graduate Research Assistantships. There will be an orientation in early September.
Can I propose my own project?
No, the projects listed are the only projects available for the 2025/26 program. These projects have been vetted and selected from a wide number of submissions from applicants across UBC.
Are graduate students from course-based programs eligible to apply for a Solutions Scholarship?
Yes, provided that they can fully participate in the research activities as listed above. Students from course-based graduate programs should make sure that the one-year term of the project aligns with their course load and program requirements.
What kind of reporting is required during the term of the program?
Reporting requirements for this award will include two midterm updates and a final report to the Climate Solutions Research Collective. Additionally, students will be required to meet regularly with their supervisors to discuss project progress.
What kind of mentorship is provided in the program?
There are two parts to this program in which Solutions Scholars will receive mentorship.
The primary mentorship is provided through the research teams, with the precise format for mentorship differing across the projects and based on the expertise of each one of the mentors. Each project is made up of at least two mentors from at least two different disciplines; review the project descriptions to learn more about the mentors.
A second part is delivered through the cohort program with the Climate Collective. Through the cohort, Solutions Scholars will engage in professional development activities. Examples from the previous cohort include science communication, knowledge extension, developing partnerships, and developing networks. Through the cohort, Scholars will also receive support and feedback on the progress of their research projects.