Review the eligibility criteria and program requirements below, and apply now for your chance to be part of an InSPIRE project in January 2027.
Eligibility
- Open to undergraduate students with 3rd year standing or higher
- Must be enrolled in full-time studies at UBC
- Must be In Good Academic Standing
- Must maintain a minimum Cumulative Average of 70%
- Must have achieved a minimum average of 70% in your most recent Academic Period
Program requirements
This is a for-credit opportunity, and requires teamwork and collaboration. Students should be available for the full duration of Winter Term 2.
Successful student applicants will attend professional development workshops throughout the term to support project completion. Workshop attendance is mandatory.
Workshop schedule 2027
- Friday, January 8: InSPIRE project launch and orientation
- Friday, January 22: Workshop 1 – Project Management
- Friday, February 5: Workshop 2 – Power, Positionality, Privilege
- Friday, March 19: Workshop 3 – Real World Skills
- Friday, April 9: InSPIRE Showcase
How to Apply
Before you apply, review the eligibility criteria, project descriptions and program requirements – all found on this page.
You may apply for up to two (2) projects. Review the project descriptions below to find the closest fit to your skills, background and interests.
The deadline for applications is October 19, 2026.
To prepare your application, you will need:
- A current Resume or Curriculum Vitae
- A recent academic transcript (unofficial is fine)
- Brief descriptions of your skills, experience, and fit for the program
Project descriptions
Project 1. Seeing the Environmental Cost of Electronics
Faculty Mentor: Sathish Gopalakrishnan
Department of Electrical and Computer Engineering
Faculty of Applied Science
People often replace small electronics after a fault without considering the materials, energy, emissions, and waste tied to a new product. These effects remain hard to see when someone decides whether to repair or replace an item. This InSPIRE pilot grows out of Repair as Design and uses augmented reality to bring that information into the decision. The project will help users reflect on their choices; it will not teach them how to repair a device. At kickoff, I will give the team readings and examples that shaped the project. These materials will cover repair, product lifetimes, lifecycle assessment, environmental communication, and sample AR interactions. I will also share material from my course and an initial shortlist of electronics. Students will review these materials, choose the sources that fit the prototype, and document the assumptions and limits behind each environmental claim.
Project 2. Net-Zero Upgrades to the EOAS Field Station
Faculty Mentor: Tim Rodgers
Earth, Ocean and Atmospheric Sciences (EOAS); Institute for Resources, Environment, and Sustainability (IRES)
Faculty of Science
The UBC–Teck Geological Field Station is managed by the Department of Earth, Ocean, and Atmospheric Science (EOAS) and was renovated in 2021 to support experiential, field-based learning for UBC students and external educational groups. Located outside of Oliver, BC, the facility operates from April through October but requires year-round maintenance and energy use. As universities seek to reduce greenhouse gas emissions and improve the sustainability of their infrastructure, remote field stations present unique challenges and opportunities for innovation. This project is a new initiative within EOAS that aims to explore pathways toward net-zero operation of the facility. Beyond reducing energy costs and emissions, the field station has the potential to serve as a living laboratory for sustainability research, education, and demonstration projects. The results will inform future investment decisions and support broader departmental sustainability goals.
Project 3. DIY Repair Manual for Home Electronics
Faculty Mentor: Sathish Gopalakrishnan
Department of Electrical and Computer Engineering
Faculty of Applied Science
People often discard household electronics after minor faults, even when they could repair them. They may not trust the instructions they find, know which tools they need, or feel confident that a repair is worth attempting. This InSPIRE pilot builds on my Repair as Design course and treats repair as both a design problem and a communication problem. Students will study how people follow technical instructions. They will examine plain language, step length, visual sequencing, troubleshooting, safety warnings, and accessibility. They will also compare manufacturer service manuals, iFixit guides, IKEA-style pictorial instructions, exploded diagrams, flowcharts, and video tutorials. At the start of the project, I will give the team background readings, sample manuals, material from Repair as Design, and an initial list of products. Students will use this work to design repair guides for non-experts and test whether clearer instructions can help people keep products longer.
Project 4. From Biodiversity to Bioproduct
Faculty Mentor: Joerg Bohlmann
Michael Smith Laboratories
Faculty of Science
Plant biodiversity is the source for hundreds of thousands of natural products, which have been underutilized as sustainable bioproducts. A particular case study is the development of novel anti-diabetic compound from plants that are native to the biodiversity of Southern Africa. The compound is extremely rare in nature. Its sustainable production and commercialization for human health benefits requires team research that combines expertise from students in biotechnology, business, communications and marketing.