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Graduate students are encouraged to speak directly with faculty members at their particular school to inquire about positions.

Research Opportunities for Undergraduates:

• Paid Research Assistant Positions: Search the Jobs Database for these paid positions.  Though we try to streamline, not all faculty members or departments use the SEO Jobs Database to post positions, so you may want to visit individual academic department websites to see if positions are posted there or contact a faculty member directly.
• Independent Research: Pursue an independent research project with a Harvard faculty member as a research mentor and apply for funding to support your endeavors. Visit the Office of Undergraduate Research and Fellowships for more information and consult the Funding Database to learn of specific grants.
• Research for Class Credit: Discuss this option (often as a 91R) with your academic advisor or Director of Undergraduate Studies.
• Radcliffe Research Partnerships   post undergraduate research assistant positions for a wide variety of projects. Visit their website or the jobs database for  a list of open opportunities. 

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Interested in just getting started with research? Have a specific professor to work with in mind? Learn about the Faculty Aide Program . This program provides funding to faculty members who want to hire student researchers.

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Student Researcher, PhD, Winter/Summer 2024

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Applications will be reviewed on a rolling basis and it’s in the talent’s best interest to apply early. The anticipated application window is open until June 7th, 2024 , but may close earlier if all available projects are full. Applications submitted after the application window or once the role is closed/projects are full will not be considered.

Participation in this program requires that you are located in the United States for the duration of the engagement.

This opportunity is intended for students who are pursuing a PhD degree program in Computer Science or a related field. Our Student Researcher opportunities are flexible in time commitment, length of opportunity, and onsite/remote nature, depending on the specific project and host needs. Start dates for this role are typically January through August.

This program is best suited for students who will not be seeking full time employment following this role, as this program is non-conversion eligible. If you are graduating in the near future, we encourage you to apply to the Research Internship opening - g.co/jobs/PhDresearchinternNA.

To start the application process, you will need an updated CV or resume and a current unofficial or official transcript in English (PDFs preferred).

Please ensure your anticipated graduation dates (in MM/YY) and any proficiency in coding languages are listed on resume.

This role may also be located in our Playa Vista, CA campus.

Minimum qualifications:

• Currently enrolled in a PhD degree in Computer Science, Linguistics, Statistics, Biostatistics, Applied Mathematics, Operations Research, Economics, Natural Sciences, or related technical field.
• Experience in one area of computer science (e.g., Natural Language Understanding, Computer Vision, Machine Learning, Deep Learning, Algorithmic Foundations of Optimization, Quantum Information Science, Data Science, Software Engineering, or similar areas).

Preferred qualifications:

• Currently enrolled in a full-time degree program and returning to the program after completion of the internship.
• Currently attending a degree program in the US.
• Experience as a researcher, including internships, full-time, or at a lab.
• Experience contributing to research communities or efforts, including publishing papers in major conferences or journals.
• Experience with one or more general purpose programming languages (e.g., Python, Java, JavaScript, C/C++, etc.).
• Ability to communicate in English fluently.

About the job

The Student Researcher Program’s primary objective is to foster academic collaborations with students through research at Google. Join us for a paid Student Researcher position that offers the opportunity to work directly with Google research scientists and engineers on research projects.

The Student Researcher Program offers more opportunities for research students to work on critical research projects at Google in a less structured way. The program allows opportunities beyond the limitations of our traditional internship program on aspects such as duration, time commitment, and working location (with options for on-site or remote). The topics student researchers work on tend to be open-ended and exploratory, and don't always have a clear deliverable like a traditional internship would.

Google Research is building the next generation of intelligent systems for all Google products. To achieve this, we’re working on projects that utilize the latest computer science techniques developed by skilled software engineers and research scientists. Google Research teams collaborate closely with other teams across Google, maintaining the flexibility and versatility required to adapt new projects and foci that meet the demands of the world's fast-paced business needs.

The US base salary range for this full-time position is $109,000-$145,000. Our salary ranges are determined by role, level, and location. The range displayed on each job posting reflects the minimum and maximum target salaries for the position across all US locations. Within the range, individual pay is determined by work location and additional factors, including job-related skills, experience, and relevant education or training. Your recruiter can share more about the specific salary range for your preferred location during the hiring process.

Please note that the compensation details listed in US role postings reflect the base salary only, and do not include bonus, equity, or benefits. Learn more about benefits at Google .

Responsibilities

• Participate in research to develop solutions for real-world, large-scale problems.

Information collected and processed as part of your Google Careers profile, and any job applications you choose to submit is subject to Google's Applicant and Candidate Privacy Policy .

Google is proud to be an equal opportunity and affirmative action employer. We are committed to building a workforce that is representative of the users we serve, creating a culture of belonging, and providing an equal employment opportunity regardless of race, creed, color, religion, gender, sexual orientation, gender identity/expression, national origin, disability, age, genetic information, veteran status, marital status, pregnancy or related condition (including breastfeeding), expecting or parents-to-be, criminal histories consistent with legal requirements, or any other basis protected by law. See also Google's EEO Policy , Know your rights: workplace discrimination is illegal , Belonging at Google , and How we hire .

If you have a need that requires accommodation, please let us know by completing our Accommodations for Applicants form .

Google is a global company and, in order to facilitate efficient collaboration and communication globally, English proficiency is a requirement for all roles unless stated otherwise in the job posting.

To all recruitment agencies: Google does not accept agency resumes. Please do not forward resumes to our jobs alias, Google employees, or any other organization location. Google is not responsible for any fees related to unsolicited resumes.

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• Must maintain student eligibility for duration of internship*
• High school
• Associate’s
• Professional
• Vocational/technical
• Certificate (must be equivalent to post-secondary level education and at least one academic year of full-time study)
• Cumulative GPA of 3.0 at time of application and throughout internship appointment

* A student means you have been accepted for enrollment, or are enrolled as a degree-seeking student in an accredited college or university at least half time. You may also be currently enrolled in high school for some positions. Your degree does not have to be related to the position/series you apply for.

Qualification Requirements

• To qualify for this position at the GS-01 grade level: Enrollment in a high school or GED Program.
• To qualify for this position at the GS-02 grade level: High school diploma or equivalent.
• To qualify for this position at the GS-03 grade level: Completion of 1 full academic year of post-high school study.
• To qualify for this position at the GS-04 grade level: Completion of 2 full academic years of post-high school study or associate’s degree.
• To qualify for this position at the GS-05 grade level: Completion of all requirements for a bachelor’s degree or equivalent degree.
• To qualify for this position at the  GS-06  grade level: must demonstrate in the resume, at least 1 year of qualifying experience equivalent to a GS-5 in the Federal Government obtained in either the private or public sector.
• To qualify for this position at the GS-07 grade level: Completion of 1 full academic year of graduate level education or eligibility under the  Superior Academic Achievement Provision  after completing a bachelor’s degree.

Compensation and Benefits

• While the government uses at least six different pay scales, the majority of Civil Service employees are paid using the GS (General Schedule) pay scale. The General Service pay scale for Civil Service employees features 15 pay grades, GS-1 (lowest) – GS-15 (highest) with 10 steps within each grade. You can visit the GS pay scale .
• You can review our benefits .
• Employees hired under the Pathways Programs on appointments for 90 days or more are eligible to earn annual and sick leave. Interns hired under the Temporary Student Trainee Program are considered temporary employees and are generally eligible to enroll in the Federal Employees Health Benefit Program if they are expected to work 130 hours per month or more for at least 90 days, in accordance with 5 CFR 890.102. Those who meet the criteria laid out in these provisions will receive the same government contribution as full-time permanent employees. There is no provision for temporary employees to be eligible for life insurance coverage.

How to Apply

Once an announcement is posted on  www.usajobs.gov , complete applications (to include all required documents) must be submitted electronically.

Candidates have until 11:59 pm Eastern Standard Time on the closing date of the announcement to complete the application process. This includes submitting the online application as well as any required documents as defined in the Required Documents section in the listed announcement. Candidates are encouraged to complete their applications the day the announcement opens to ensure they receive consideration. Should candidates be missing any of the required documents or submit their application late, they will be disqualified for consideration of employment.

Due to the volume of applications for the NIH’s Pathways programs, there is typically a maximum number of applications for each vacancy announcement. The vacancy will close on the closing date listed in the announcement or on midnight the day that the maximum number of applications are received. The vacancy will close when the first of these conditions are met. If the application limit is reached on the same day the announcement opened, the open and close date will be the same.

Required Documents

All required documents listed below, that are applicable to you, must be submitted on USA Jobs by 11:59 p.m. Eastern Time (ET) on the closing date of the announcement. The following documents must be submitted for your application package to be considered complete. It is your responsibility to ensure all required documents are received within the required time frames. Our office cannot be responsible for incompatible software, illegible fax transmissions, delays in the mail service, system failure or downtime, etc. Failure to submit required, legible documents may result in loss of consideration.

• Resume  that includes the following information:
• contact information;
• completed course work (unit/credit hours);
• academic standing/GPA;
• work/volunteer experience including the work schedule and hours worked per week as well as dates of employment; and title, series, and grade, if applicable;
• supervisor’s name, phone number and email address for each work period listed and whether or not we may contact them for reference checks; and references.
• Current Transcripts: an unofficial copy is sufficient with the application; however if selected, an official college transcript will be required. Transcripts MUST include the student’s name, name of the school, current GPA/academic standing, past and current coursework, and degree program. If your school’s transcripts or documentation do not provide all the necessary information listed above, you should include additional official academic documentation that meets the requirements.
• Proof of Enrollment or Class Registration and Documentation that States Projected Graduation Date : Proof of Enrollment may include a screen shot of the semester class schedule, an official letter of enrollment, or listed on official transcripts. The document should show the academic institution where the student is actively enrolled in courses, the degree or certificate program, and enrollment in at least a half-time status (as defined by the academic institution).
• Veterans Preference Documentation : If you are claiming veterans’ preference, you must submit proof of veterans’ preference with your application.

For 5-point veteran’s preference , you must provide a copy of your DD-214 Certificate of Release or Discharge from Active Duty (Member Copy 4 is preferable) which must show the type of discharge and dates of active duty. If you are currently on active duty, you must provide a certification on letterhead from your military branch which contains your military service date, expected date of discharge or release, and the character of service to show that your military service was performed under honorable conditions. The expected date of discharge or release must be within 120 days of the date the certification is submitted for consideration for this vacancy announcement.

For 10-point veteran’s preference , you must submit a current version of the SF-15 (Application for 10-Point Veteran Preference), dated October 2013 , and any documentation required by this form to support your claim. Previous editions of the SF-15 will not be accepted. If we cannot verify your 10-point preference status, you will receive 5-point preference if veterans’ preference requirements have been met.

For Sole Survivorship preference , you must provide a copy of your DD-214 (Member Copy 4 is preferable) or another form of official documentation which shows your discharge or release from active duty occurred on or after August 29, 2008 and was based on a sole survivorship discharge.

For further information regarding Veterans .

Conversion Opportunity

Interns may be converted to a permanent position (or, in some limited circumstances, to a term position lasting 1-4 years) within 120 days of successful completion of the program. To be eligible for conversion, Interns must:

• Must be a U.S. Citizen upon conversion;
• Complete at least 640 hours of work experience acquired through the Internship Program (NIH may waive up to 320 of the required 640 hours of work for Interns who demonstrate high potential as evidenced by outstanding academic achievement and exceptional job performance);
• Complete their degree or certificate requirements;
• Meet the qualification standards for the position to which the intern will be converted;
• Meet agency-specific requirements as specified in the Participant's Agreement; and
• Perform their job successfully.

Contact us to ask a question, provide feedback, or report a problem.

RESEARCH ASST I (Student/Work Study) - Biology

The research assistant will work with Dr. Heather Dawson and graduate students on a fish ecology study.

Responsibilities*

• Collect fish from the Flint River and obtain data on fish captured
• Help prepare some fish samples for contaminant testing 
• Help with acoustic receiver deployments and data retrieval
• Help with mapping underwater terrain using sonar

Required Qualifications*

• Must be a currently enrolled UM-Flint undergraduate student in good academic standing or recently graduated from a UM-Flint undergraduate program and not currently enrolled in a graduate program
• Must have expertise and interest in outside work
• Must have knowledge of wildlife biology
• Must have successfully completed Ecology (BIO 327)

Additional Information

University of Michigan-Flint - Plan for Diversity, Equity and Inclusion

The University of Michigan-Flint's DEI plan can be found at: https://www.umflint.edu/dei/?  

The University of Michigan-Flint exhibits its commitment to diversity, equity, and inclusion through enacting fair practices, policies, and procedures particularly in support of the equitable participation of the historically underserved. UM-Flint recognizes the value of diversity in our efforts to provide equitable access and opportunities to all regardless of individual identities in support of a climate where everyone feels a sense of belonging, community, and agency.

Diversity is a core value at University of Michigan-Flint. We are passionate about building and sustaining an inclusive and equitable working and learning environment for all students, staff, and faculty. The University of Michigan-Flint seeks to recruit and retain a diverse workforce as a reflection of our commitment to serve the diverse people of Michigan, to maintain the excellence of the University, and to offer our students richly varied disciplines, perspectives, and ways of knowing and learning for the purpose of becoming global citizens in a connected world.

Background Screening

The University of Michigan conducts background checks on all job candidates upon acceptance of a contingent offer and may use a third party administrator to conduct background checks.  Background checks are performed in compliance with the Fair Credit Reporting Act.

Application Deadline

Job openings are posted for a minimum of three calendar days. The review and selection process may begin as early as the fourth day after posting. This opening may be removed from posting boards and filled anytime after the minimum posting period has ended.

U-M EEO/AA Statement

The University of Michigan is an equal opportunity/affirmative action employer.

The university has paused implementation of the COVID-19 vaccine mandate due to an injunction issued by a federal court. UW–Madison employees remain subject to the COVID-19 Workplace Safety Policy . Please visit covidresponse.wisc.edu for more information.

Student Jobs

University of wisconsin–madison, survey research interviewer.

Apply now (opens in a new window) Job No: 507236 Division/Organization: College of Letters & Science Job Type: UW Student Jobs Remote Eligbility: Not Remote Location: STERLING HALL Salary/Wage Range or Lump Sum: $15.00 Job Categories: Interpersonal Communication, Digital Technology, Teamwork/Collaboration, Professionalism/Work Ethic, Healthcare and Health Sciences, Customer Service

Advertised: May 13, 2024 09:00 AM Central Daylight Time Applications close: May 24, 2024 11:55 PM Central Daylight Time

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Administrative Assistant

• Madison, Wisconsin
• SCHOOL OF EDUCATION/WIS CENTER FOR EDUCATION RESCH-GEN
• Administration
• Staff-Full Time
• Opening at: May 13 2024 at 16:00 CDT
• Closing at: May 29 2024 at 23:55 CDT

Job Summary:

The Administrative Assistant will work under general supervision, reporting to the Client Services Administrative Supervisor. This position will provide administrative support to multiple research projects. The work requires task management, attention to detail, accuracy, the ability to work with a diverse audience including principal investigators, project managers, business office staff, students, partners within the School of Education, and external parties such as state agencies or MMSD school district contacts. This role requires excellent communication skills, the ability to handle a variety of assignments, and the desire to provide excellent customer service to WCER projects and partners.

Responsibilities:

• 40% Schedules logistics and secures resources for meetings, conferences, travel, and work unit operations
• 35% Serves as a primary point of contact for individuals and groups, provides organizational information via phone, in person, and through other communication mediums
• 15% Prepares and audits complex records, edits documents, and reviews work done by others
• 5% Develops, sends, receives, copies, and distributes communications to the appropriate entities according to established policies and procedures
• 5% Develops, implements, and maintains methods and organizational systems directed at the maintenance of electronic/physical records related to work operations according to established policies and procedures

Institutional Statement on Diversity:

Diversity is a source of strength, creativity, and innovation for UW-Madison. We value the contributions of each person and respect the profound ways their identity, culture, background, experience, status, abilities, and opinion enrich the university community. We commit ourselves to the pursuit of excellence in teaching, research, outreach, and diversity as inextricably linked goals. The University of Wisconsin-Madison fulfills its public mission by creating a welcoming and inclusive community for people from every background - people who as students, faculty, and staff serve Wisconsin and the world. For more information on diversity and inclusion on campus, please visit: Diversity and Inclusion

Required H.S. Diploma

Qualifications:

Required skills/experience: * Skilled in the effective use of Microsoft Office software * Knowledge of various collaborative online platforms, including UW Box, Google suite and MS Teams * Experience with face-to-face and online meeting and event planning * Experience with data entry, management, and tracking * Excellent verbal and written communication skills to effectively engage at all levels of the organization * Excellent attention to detail * Ability to work independently and collaboratively within teams * Highly self-motivated and proactive in problem resolution * Strong prioritization of tasks and time management to meet competing deadlines Preferred knowledge, skills, experience: * Knowledge of UW policies/procedures related to travel * Prior experience with purchasing and procurement cards * Customer service/Hospitality skills

Work Schedule:

Schedule will be determined during the interview process.

Full Time: 100% It is anticipated this position requires work be performed in-person, onsite, at a designated campus work location.

Appointment Type, Duration:

Ongoing/Renewable

Minimum $24.00 HOURLY Depending on Qualifications Employees in this position can expect to receive benefits such as generous vacation, holidays, and paid time off; competitive insurances and savings accounts; retirement benefits.

Additional Information:

The Wisconsin Center for Education Research (WCER), established in 1964, is one of the first, most productive, and largest university-based education research and development centers in the world. WCER's researchers and staff work to make teaching and learning as effective as possible for all ages and all people. WCER's mission is to improve educational outcomes for diverse student populations, impact education practice positively and foster collaborations among academic disciplines and practitioners. To this end, our center helps scholars and practitioners develop, submit, conduct, and share grant-funded education research. At WCER, all employees share five fundamental organization values to guide the purpose and quality of our work and interactions within ourselves and our outside stakeholders. The values that the work and people of WCER strive to uphold are: - Innovation and Excellence. Continuous improvement is a driver for excellence. We innovate and improve in our work to advance education through leading research and development. - Equitable Education. Equitable education is essential to a healthy society. We aim to reverse imbalances and injustices in education through our work. - Affirming and Increasing Diversity. Individual differences and group diversity inspire creative and equitable outcomes. We actively affirm and seek to increase such diversity in our center. - Healthy Workplace. The well-being of our workplace enhances success for all. We commit to a workplace based on mutual respect and transparency. - Partnering Across Differences. Diverse backgrounds and expertise improve the quality of our work. We collaborate across disciplines, methodologies, organizations, and communities to strengthen our research and development outcomes. If you need to request an accommodation because of a disability during the recruitment process, please email [email protected] and one of our Division Disability Representatives will contact you. More information can also be found at https://employeedisabilities.wisc.edu/disability-accommodation-information-for-applicants/ .

How to Apply:

Please click on the "Apply Now" button to start the application process. As part of the application process, you will be required to submit: - A cover letter addressed to Maria Huckleberry describing how your experience and qualifications meet the requirements of this position - A current resume - A list with the contact information of at least three professional references A successful applicant will be responsible for ensuring eligibility for employment in the United States on or before the effective date of the appointment.

Becky Ohan [email protected] 608-262-5158 Relay Access (WTRS): 7-1-1. See RELAY_SERVICE for further information.

Official Title:

Administrative Assistant III(AD003)

Department(s):

A17-SCHOOL OF EDUCATION/WCER

Employment Class:

University Staff-Ongoing

Job Number:

The university of wisconsin-madison is an equal opportunity and affirmative action employer..

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Northwood students share research

Northwood School senior Jordan Shullenberger, left, presents his research project on hooliganism in English football to John Spear, assistant head of school for student life, at Northwood’s student symposium on Thursday. (Enterprise photo — Sydney Emerson)

LAKE PLACID — A group of 36 Northwood School juniors and seniors presented their independent research to classmates, teachers, family and the public at Northwood’s student symposium on Thursday.

The research projects are the results of the private school’s advanced STEM and humanities research programs, where students apply with their own research proposals and spend the majority of the school year experimenting and studying their subjects of choice.

“A lot of kids end up using the work they did for their college applications, their college essays, that kind of stuff,” said Jill Walker, director of the advanced STEM research program. “It really is something to make them stand out as having a unique interest and not just ‘I took all these AP classes.'”

Project topics are as varied and unique as the students, Walker said. The program, which has been in place for about four years, places a big emphasis on free inquiry and community partnerships. This year, a group of seven students partnered with the Trudeau Institute to do research on antigens and antibodies — that is, markers that trigger the immune system and proteins that counteract antigens. They received credit through Paul Smith’s College for their work.

“I was interested because of COVID, and it was so big that I wanted to know a little bit more about the vaccine and the antigen process and how everything worked with that,” Northwood senior Maegan Byrne said.

Northwood School student Maegan Byrne poses next to her project poster, “Immune Response to Foreign Antigens,” at Northwood’s student symposium on Thursday. (Enterprise photo — Sydney Emerson)

Alongside their research, Byrne’s group also developed a set of 3D-printed antigen and antibody replicas that can serve as visual aids for biology teachers. Byrne, who plans to attend Elon University for pre-med after graduation, said that she initially found the prospect of independent research “scary.”

“It was kind of hard to manage my time and figure out what I needed to do to complete things by a certain time period,” she said. “Once we got into the project, I was able to manage it a little bit more.”

This is by design, Walker said — students often struggle when they first strike out on their own.

“It’s the first time that they really have to think for themselves,” she said. “So much of high school is regurgitation. With this, the students struggle and sometimes it fails.”

Reid Jewett Smith, who teaches the humanities course, said that independent research opens up a new way of thinking to the students.

Northwood School student Ashley Guevara presents her research projects at Northwood’s student symposium on Thursday. Guevara opted to complete two projects, one in STEM and one in humanities. (Enterprise photo — Sydney Emerson)

“You start from nothing and build something, and then are creating new knowledge. I find that to be a very compelling idea,” she said.

Jewett Smith, who has a Ph.D. in education policy, had previously only taught this class to graduate students. She said she didn’t have to alter the course much for Northwood students.

“If anything, I sort of take more of the wheels off. It’s so impressive what they do,” she said.

This year, she was particularly impressed by the students, who had to complete the final three weeks of their projects by themselves while she was unexpectedly ill.

“I haven’t been here for three weeks and these kids have completed this class entirely on their own. I walked in the doors and almost burst into tears because I was like, ‘Holy s**t, they just did this,'” she said. “That independence piece actually suggests to me that, when you take the training wheels off after having the right guard rails, they’re able to maybe even do more.”

Among her students was senior Jordan Shullenberger, a soccer player and fan who’s planning to go to the University at Albany in the fall. His project examined the social contagion of hooliganism — the violent behavior of some English football, meaning soccer, fans — and was inspired by his own love of the sport.

“A lot of people are passionate about (soccer) just like me, and that’s what caused hooliganism: Passionate people about (soccer) and the transmission of anger and violence,” he said.

Shullenberger took a sprawling approach to his research, studying policing measures at major soccer events, the psychology of hooliganism, UK Prime Minister Margaret Thatcher’s time in office and the Hillsborough Disaster, a 1989 crowd-crush incident at a Liverpool and Nottingham Forest match that claimed 97 victims.

He concluded that feelings are more contagious than people assume.

“People can transmit any sort of feeling, whether it be violence, anger, it can be depression even, sadness,” he said. “If we can somehow, as a society, as a world, help defeat the transmission of bad emotions and negative energy from one person to another, we can solve a lot of problems.”

Independent research is about so much more than bolstering college applications, Jewett Smith said — it mimics the challenges students will have to face in adult life.

“(It’s) coming to know about the world and that the information isn’t given to you, but you’re there to set out with a set of problems and then figure out the answers,” she said. “They have to invent new knowledge on their own and that, to me, is the biggest, most radical thing that they will take onto the next steps.”

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