Get paid: Research opportunities and on-campus jobs | CU Boulder Today – University of Colorado Boulder

Report on University Opportunities and Their Alignment with Sustainable Development Goals

The University of Colorado Boulder provides numerous paid opportunities through research participation and part-time employment. This report analyzes these offerings, highlighting their direct and indirect contributions to the United Nations Sustainable Development Goals (SDGs), particularly in the areas of health, education, equality, and economic growth.

Advancing Good Health and Well-being (SDG 3)

A significant portion of the available research studies directly supports SDG 3 by investigating critical aspects of physical and mental health across various demographics.

Mental Health and Psychological Well-being

• Stress and Coping Mechanisms: A longitudinal study on first-year students examines stress and coping strategies during major life transitions, contributing to knowledge on promoting mental well-being (Target 3.4).
• Mood Disorders: Research focusing on young adults with bipolar disorder aims to better understand emotional regulation, aligning with efforts to improve mental health services and understanding.
• Trauma and PTSD in Women: A study investigates the impact of trauma-related nightmares on cardiovascular health in women, addressing gender-specific health issues and the link between mental and physical health (Target 3.4, SDG 5).

Physical Health and Chronic Conditions

1. Chronic Pain Management: A study explores the efficacy of virtual reality therapy for chronic low-back pain, seeking innovative solutions for non-communicable diseases (Target 3.4).
2. Neurological Disorders: A clinical trial for individuals with multiple sclerosis investigates electrical stimulation as a method to reduce fatigue and improve mobility, contributing to research on improving quality of life for people with disabilities.
3. Physiology of Aging: Multiple studies focus on healthy aging, examining the effects of breathing exercises and hot tub therapy on blood pressure and cardiovascular function in older adults (Target 3.4).
4. Women’s Health: Research into the relationship between stress and the menstrual cycle provides valuable data for understanding female physiology and well-being, supporting SDG 3 and SDG 5 (Gender Equality).

Sleep Science and Circadian Rhythms

• Circadian Rhythm Research: Studies examine how light and meal timing influence circadian rhythms, providing foundational knowledge for public health.
• Sleep Disorder Pathophysiology: Research into Delayed Sleep-Wake Phase Disorder seeks to understand the mechanisms of sleep disorders, which are critical for overall health.
• Occupational Health: A study on the skeletal response to simulated night shift work investigates the health impacts of non-traditional work schedules, relevant to promoting well-being in the workforce (SDG 8).

Promoting Quality Education, Decent Work, and Reduced Inequalities (SDG 4, 8, 10)

The university fosters an environment that supports student development through educational research and employment, with a specific focus on inclusivity and equity.

Educational and Cognitive Development (SDG 4)

• Early Childhood Education: A study on the development of numerical skills in young children contributes to understanding foundational learning processes, which is crucial for later academic success in STEM fields and achieving quality education for all (Target 4.2).
• Cognitive Neuroscience: Research on language comprehension and information processing (Mars Rover Mission study) expands the base of scientific knowledge that underpins higher education.

Economic and Professional Growth (SDG 8)

• Student Employment: On-campus part-time jobs provide students with income and valuable professional experience, helping them build resumes and explore career paths, thereby contributing to decent work and economic growth (Target 8.6).
• Paid Research Participation: All listed studies offer financial compensation, providing a source of income for students and community members while they contribute to scientific advancement.

Inclusivity and Reduced Inequalities (SDG 10 & 5)

• Identity and Belonging: A study specifically for first-year students from underrepresented racial, ethnic, or LGBTQQ2SIA+ backgrounds examines the intersections of identity, belonging, and sexual harm. This work directly addresses the need to create safe, inclusive communities and reduce inequalities (Target 10.2, Target 5.2).

Fostering Sustainable Communities and Strong Institutions (SDG 11 & 16)

Select research initiatives extend to broader societal goals, including the protection of cultural heritage and the advancement of peace and justice.

Protection of Cultural Heritage (SDG 11)

• Archeological Artifact Protection: A study recruiting military veterans investigates practices regarding the protection of cultural artifacts and sites during military operations. This research supports Target 11.4, which calls for strengthening efforts to protect and safeguard the world’s cultural heritage.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 3: Good Health and Well-being: The article extensively covers numerous research studies focused on physical and mental health issues such as stress, chronic pain, bipolar disorder, PTSD, multiple sclerosis, and the effects of aging.
• SDG 4: Quality Education: The context of the article is a university campus, offering students opportunities for research participation and part-time jobs that enhance their learning, provide financial support, and contribute to skill development.
• SDG 5: Gender Equality: Specific studies target issues relevant to women’s health (PTSD, menstrual cycle) and the experiences of LGBTQQ2SIA+ individuals, addressing inclusion and specific health and safety concerns.
• SDG 8: Decent Work and Economic Growth: The article promotes part-time jobs for students to gain professional experience and offers paid participation in research studies, contributing to youth employment and income generation.
• SDG 9: Industry, Innovation, and Infrastructure: The various research studies described, particularly those using advanced technologies like virtual reality, neuroimaging (MRI, fNIRS), and EEG, highlight the university’s role in fostering scientific research and innovation.
• SDG 10: Reduced Inequalities: One study specifically aims to recruit and understand the experiences of students from “underrepresented race or ethnicity” and those who identify with an “LGBTOQ2SIA+ identity,” directly addressing the inclusion of marginalized groups.
• SDG 16: Peace, Justice, and Strong Institutions: The research on “sexual harm on campus” relates to reducing violence and promoting justice. Additionally, the study on the “military protection of archeological artifacts” touches upon preserving cultural heritage in conflict, which is an aspect of peaceful societies.

2. What specific targets under those SDGs can be identified based on the article’s content?

• Target 3.4 (Promote mental health and well-being): This target is addressed by multiple studies focusing on mental and neurological conditions. For example, the “Study on stress, coping,” the “Study on mood, bipolar disorder in young adults,” the “Study on women, PTSD,” and research on multiple sclerosis all contribute to understanding and treating non-communicable diseases and promoting mental well-being.
• Target 4.4 (Increase the number of youth and adults with relevant skills for employment): The “Part-time jobs” section directly supports this target by stating that “Working on campus is a great way for students to gain professional experience and discover new passions” and helps them “explore career paths, build your resume and shape your future.”
• Target 5.2 (Eliminate all forms of violence against all women and girls): The “Study on belonging, identity, sexual harm” directly relates to this target by investigating the issue of sexual harm on campus, which is a form of violence, particularly as it intersects with identity.
• Target 8.5 (Achieve full and productive employment and decent work for all): The article contributes to this target by advertising paid opportunities. Both the part-time campus jobs and the numerous paid research studies (e.g., compensation of “$446–$470” for the stress study, “$20 per hour” for the psychology research) provide income and work experience for students and other community members.
• Target 9.5 (Enhance scientific research and encourage innovation): The entire article is a showcase of this target. It details numerous scientific studies conducted by various university labs, such as the “SHINE Lab” using “functional near infrared spectroscopy” and the “Intermountain Neuorimaging Consortium” using “MRI scans to study how the brain works,” thereby promoting and enhancing scientific research.
• Target 10.2 (Empower and promote the social inclusion of all): This is directly addressed by the “Study on belonging, identity, sexual harm,” which actively recruits “first-year undergraduate student at CU Boulder from an underrepresented race or ethnicity on our campus, or someone who identifies with an LGBTQQ2SIA+ identity” to understand their specific experiences of belonging and inclusion.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Number of health and well-being research projects: The article implicitly provides this indicator by listing over 15 distinct studies focused on health, from mental health (stress, PTSD, bipolar disorder) to physical ailments (chronic pain, MS, aging), which can be counted to measure research activity under SDG 3.
• Financial investment in research participation: The article consistently mentions compensation for study participants (e.g., “up to $4,093” for a sleep study, “$880 for completing the 11-week trial” for the MS study). The total sum of these payments can serve as an indicator of the financial resources dedicated to advancing health and scientific knowledge.
• Availability of employment and skill-development opportunities for youth: The “Work in Student Life” section, which directs students to “Explore jobs on Handshake,” serves as a qualitative indicator of the university’s effort to provide employment that builds relevant skills, aligning with SDG 4 and SDG 8.
• Inclusion of marginalized groups in research: The specific eligibility criteria for the study on belonging, which calls for participants from “underrepresented race or ethnicity” and “LGBTOQ2SIA+ identity,” acts as a direct indicator of efforts to study and promote the inclusion of these groups, relevant to SDG 10.
• Application of advanced scientific technology: The mention of specific technologies like “virtual reality therapy,” “electroencephalography (EEG),” and “MRI scans” in the research descriptions serves as an indicator of the technological capability and innovation within the institution, supporting SDG 9.

SDGs, Targets, and Indicators Table

Source: colorado.edu