INTRODUCTION.
Hello, my name is Kailey Wheeler, thank you for taking the time to visit my research e-portfolio! I’m an undergraduate student at Thompson Rivers University, currently completing my Bachelor of Science in Biology with a minor in Psychology.
My interest in research first began during my early undergraduate years, where we were introduced to the scientific process through small scale biology projects and chemistry labs. Developing hypotheses and predictions in these classes helped me discover how much I enjoy exploring questions and making sense of the natural world.
Over the past few years, I had the opportunity to take part in an interdisciplinary research project that combined both human physiology and psychology; two areas I’m passionate about! This research journey began in summer 2024 when I received an Undergraduate Research Experience Award, after which I continued the project through the fall and winter as part of a directed studies course with Dr. Mark Rakobowchuk. As the primary researcher, I was involved in every stage: reviewing literature, collecting and analyzing data, and presenting and writing about our findings. One of the most rewarding aspects of this project was working directly with human participants. I gained a deeper understanding of research ethics and learned how to use a variety of tools to explore the body’s many complex systems!
My interest in ethical research led me to become the first undergraduate student representative on the TRU Human Research Ethics Board in Fall 2024, where I help to review research proposals and advocate for responsible research practices. I also took on a role as a TRU Undergraduate Research Ambassador in summer 2025, where I support other students in getting involved with research and share my own experience to help make it more approachable!
THE STANDARDS.
Throughout my undergraduate degree, many courses have contributed towards my understanding of the research process in different ways. Below I’ve highlighted three courses that were were especially influential in shaping my research skills and deepening my appreciation for scientific inquiry!
Research Methods in Psychology – Winter 2024
Course Description:
This course gave me my first introduction to research design including ethics, sampling, analysis, and presentation. Our final project tasked us with creating an experiment around a given topic, and writing a formal research paper, which I’ve attached below. This project helped me understand the research process from conception to communication.
Biometrics – Fall 2024
Course Description:
This course taught me the basics of coding, organizing data, and understanding statistics; all skills that were essential when it came time for my own research project. Statistical literacy was important for being able to create a literature review to begin my project. Additionally, learning to code in RStudio during this course made it significantly easier to learn how to code in MATLAB for my own research.
Human Physiology II Research Project – Winter 2025
In this course, we designed and conducted a research study with human participants, determining the effects of combined cold pressor and muscle metaboreflex tests on sympathetic activation. The project included a literature review, data collection and analysis, and an oral presentation; I contributed to each part of this project. Below, I’ve attached the introduction page of our presentation.
Before beginning any research project, it’s important to conduct a literature review to evaluate existing research. Eventually, that review forms the foundation of a project proposal, or the introduction of a research paper. Below I’ve included four examples of research papers and proposals that I’ve completed and/or contributed to.
Biometrics Research Project – Fall 2024
As the final project for Biometrics, we were asked to design and conduct a research study based on a real-world pattern we had observed in our daily lives. Ours was titled, “Assessing the Relationship Between Chronotype & Cognitive Ability in the Morning.” This project required an extensive literature review, which is summarized in the introduction of the paper attached below (introduction fully written and researched by me).
UREAP – Fall 2024
During the summer of 2024, I completed a UREAP exploring whether it was possible to assess psychological stress during physiological and cognitive tasks using non-invasive functional near-infrared spectroscopy (fNIRS). This began with an extensive literature review which is summarized in the introduction of my final UREAP report below (pages 2 – 3).
Directed Studies – Winter 2025
I continued the UREAP project over the fall and winter semesters as a Directed Studies with Dr. Mark Rakobowchuk. As the project and results developed, so did the literature review. My final report contained an improved literature review summarized in the introduction on pages 3 – 6.
Human Physiology II Project Proposal- Winter 2025
Before starting data collection for our research project in Human Physiology II, we were required to submit a detailed research proposal containing a sufficient literature review on existing studies, as well as our experimental design (attached below). This proposal was a joint effort by myself, Caitlin Forsyth, and Parker Mills.
Below I’ve attached two different papers containing the methods for both my directed studies and human physiology II research projects. I’ve also highlighted my role as the student representative on the TRU Research Ethics Board.
Directed Studies – Winter 2025
During my directed studies under Dr. Mark Rakobowchuk, I used fNIRS to measure brain activity through hemodynamic signals within the brain. Other measurement techniques were also utilized such as electrocardiogram (ECG) and a continuous non-invasive arterial pressure (CNAP) monitor to measure the bodies vitals. In addition, we also used several physiological and cognitive stress tasks such as the cold pressor test, handgrip task, unsolvable anagram, and colour-shape task. The methods used are outlined in the final paper attached below.
Human Physiology II Research Project – Winter 2025
In our Human Physiology II research project we assessed whether
cold pressor induced sympathetic activation can override the parasympathetic modulation observed during isometric handgrip post-exercise circulatory occlusion. We utilized ECG and CNAP monitoring as well as a foot cold pressor test and and hand grip post-exercise circulatory occlusion. These methods are outlined in more detail below, within the final paper written by myself, Caitlin Forsyth, and Parker Mills.
Student Representative Research Ethics Board – Fall 2024 to Winter 2026
As the Student Representative on the Thompson Rivers University (TRU) Human Research Ethics Board (REB), I actively participate in the ethical review of research proposals involving human participants, ensuring compliance with the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans (TCPS 2) guidelines. My responsibilities include assessing research protocols to protect participant welfare, evaluating informed consent processes, and contributing to discussions that uphold the integrity of research conducted within the TRU community. This role has enhanced my understanding of research ethics and reinforced my commitment to promoting ethical research practices.
Below I’ve attached the final papers of the three main research projects I’ve discussed throughout this e-portfolio. Within each of the papers are discussions that conclude the results of the studies, how these results relate to the hypotheses, limitations, and any future directions.
Biometrics Research Project – Fall 2024
Determined the relationship between chronotype & cognitive ability in the morning to help develop better educational strategies to improve academic success. The findings showed that chronotype may influence cognitive ability, but not always in line with expected peak times. The data from this study was collected via online surveys, analyzed using R-studio, and discussed via the paper attached below (discussion is found on pages 10 – 12). I was responsible for the introduction, methods and discussion of this paper.
Human Physiology II Research Project – Winter 2025
Determined the impact of concurrent cold pressor and muscle metaboreflex responses via the sympathetic nervous system. Only the CPT alone had significant effects. The results of this research are discussed in the paper attached below (pages 14 – 17). I contributed to the introduction, methods, and discussion of this paper.
Directed Studies – Winter 2025
Assessed psychological stress during physiological and cognitive tasks using non-invasive fNIRS. Entropy-based changes in fNIRS signals showed promise for detecting stress-induced sympathetic arousal. Discussion of the results of this research can be found in the paper attached below (pages 21 – 25).
SUPER Conference TRU – Winter 2025
Created and presented a poster for my UREAP and Directed Studies work under Dr. Mark Rakobowchuk at the TRU Science Undergraduate Poster Exhibition of Research.
Human Physiology II Research Presentation – Winter 2025
To conclude our research project on the concurrent effects of the cold pressor test and muscle metaboreflex responses via the sympathetic nervous system for Human Physiology II, we gave an oral presentation with a Q&A portion. I contributed to all aspects of the presentation but was responsible for the introduction, background knowledge and hypothesis (slides 1 – 6).
SPR Annual Meeting – Fall 2025
In October of 2025 I will be travelling to Montreal, Québec to present my research, ‘Assessing Psychological Stress During Physiological and Cognitive Tasks Using fNIRS,’ at the Society for Pyschophysiological Research conference. Below i’ve attached my acceptance email from the SPR program committee.
Undergraduate Research Ambassador – Summer 2025 to Summer 2026
As an Undergraduate Research Ambassador here at TRU, my role is to make research accessible and achievable for all students. I aim to break down the barriers that often make research seem intimidating by answering questions, sharing helpful resources, and offering insight into what being involved in research is really like. At TRU we do this through several ways, such as classroom presentations or events such as Strike the Match!
REFLECTIVE ESSAY.
When I began university, I never would have thought research would be for me. In my first year I was simply focused on passing my courses and learning how to study. Lab projects centering around research felt intimidating, and I saw them more as a hurdle than an opportunity. But as I became more comfortable in my classes, the lab environment started to shift. What once felt stressful and tedious slowly became more enjoyable. I began to appreciate the scientific process, especially when we were given the freedom to choose topics of interest, research their background, and conduct simple experiments. However, I still believed that research was reserved for a select few: those who were experts in their fields, students with the highest grades and who always had the answers when the professor asked. Research felt out of reach, yet it kept piquing my interest.
I hadn’t yet taken human physiology, but I knew that if I got involved in research, that’s the field I wanted to explore. One day, while sitting in class, a presentation was given on research opportunities at TRU. I remember hearing about the Undergraduate Research Experience Award Program (UREAP), and what stood out most was the fact that anyone could apply, it wasn’t limited to the “top students.” That sparked hope, but I was still nervous to approach any research supervisors.
A friend of mine who was an Undergraduate Research Ambassador at the time, told me about an event called Strike the Match. It was an event for connecting students with potential research supervisors. Hesitant but curious, I attended. At this event I ended up meeting Dr. Mark Rakobowchuk, who offered me the opportunity to apply for a UREAP with him as my research supervisor.
What followed was a few months of imposter syndrome. I had never imagined myself as someone who was “smart enough” to be in research, and that belief didn’t disappear overnight. At first I hesitated to ask questions, thinking research was something you entered already knowing the answers. I struggled to understand the academic literature and found the complexity of the equipment overwhelming. But as time progressed in the project I realized that not knowing is the starting point, and not a sign that you don’t belong.
One of the most important turning points for me was completing an extensive literature review at the beginning of my UREAP project. It was tedious, often confusing, and required much more patience than I anticipated, however it was also incredibly rewarding. I developed a solid foundation in my topics of research (fNIRS, sympathetic activation, etc) which helped me to become more confident in the rest of the project, allowing me to move from hesitancy to active participation. I knew my confidence had grown when I found myself explaining the project to others and guiding them through the use of fNIRS, something that once felt intimidating now felt second nature.
Working directly with human participants was another important learning moment for me. I had to think critically about informed consent, confidentiality, and safety which led to me developing a deep appreciation for human research ethics. This interest led me to working on the TRU Human Research Ethics Board. When I first began research, I had little understanding of research ethics, terms like informed consent and minimal risk were unfamiliar to me. Now I actively review ethics proposals each month, helping to ensure studies meet high ethical standards.
Another unexpected but meaningful part of my research journey has been helping others access research opportunities. In Summer 2025, I became a TRU Undergraduate Research Ambassador. Just as a friend once did for me, I can help students who are interested in research access opportunities they didn’t know were available to them. Sharing my story with them has reminded me how far I’ve come, and it’s helped me understand further why research matters.
My research on assessing psychological and physiological stress using fNIRS is important in the field of cognitive assessment. It may enable fNIRS studies to correct for sympathetic responses to stress in both academic and clinical settings, providing a method to differentiate between anxiety related performance decline from disease related cognitive decline seen in aging populations. This research could also be useful in the identification and management of dementia-related cognitive disorders, encouraging work between cognitive neuroscience and vascular physiology.
The skills and knowledge I’ve gained through my experience in research will help me as I journey forward to become a physiotherapist. I’ve gained skills in data collection and analysis, in working ethically with human participants, navigating failures and in refining approaches when needed. Research has also strengthened my ability to communicate complex ideas through presentations, and deepened my understanding of the physiological and psychological factors that influence health and recovery. Most importantly, I’ve learned to approach problems with curiosity, critical thinking, and compassion, all qualities which are essential for providing patient-centered care.
When I look back on that nervous first-year student who thought research wasn’t for her, I feel proud. Not because I figured it all out, but because I learned to be okay with not knowing. Because I asked questions, stayed curious, and took a leap into something that scared me. That leap has made all the difference.