undergraduate laboratory research

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• CAREER COLUMN
• 15 March 2019

A student’s guide to undergraduate research

• Shiwei Wang 0

Shiwei Wang is a junior undergraduate student studying Integrated Science and Chemistry at Northwestern University in Evanston, Illinois. Twitter: @W_Shiwei

You can also search for this author in PubMed   Google Scholar

I have thoroughly enjoyed my experience working in a materials-chemistry laboratory at Northwestern University in Evanston, Illinois, for the past two years. Being able to mix an undergraduate education with original research in a proper laboratory has been a fantastic opportunity.

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doi: https://doi.org/10.1038/d41586-019-00871-x

This is an article from the Nature Careers Community, a place for Nature readers to share their professional experiences and advice. Guest posts are encouraged. You can get in touch with the editor at [email protected].

Wang, S. et al. Preprint at ChemRxiv https://doi.org/10.26434/chemrxiv.7824707.v2 (2019).

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A student’s guide to undergraduate research

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Originally written by Shiwei Wang for Nature journal in March 2019.

Participating in original research during your undergraduate studies can greatly expand your learning experience. However, finding the project can be a challenging task, so here’s a short but comprehensive guide that can help you get the most out of an undergraduate research opportunity.

Choose the right lab

Learn to think like a scientist. A lot of people start their undergraduate research by glancing at the faculty list and e-mailing multiple professors whose work seems interesting. Although this might get you a position somewhere, it is not the most effective approach. Before looking at labs, dive into the science to find out which areas fascinate you. Read a lot, go to talks, and talk to your professors not just about their classes, but about science in general as well.

Subscribe to e-mail newsletters from journals such as Nature and Science. Try to read research highlights and science news regularly. Podcasts and articles by, for example, Nature, Science, Scientific American or Quanta can also be interesting sources of information. Follow academics, journals and universities on Twitter. Start your undergraduate research by learning more about science, thinking like a scientist and working out what you love.

Look for questions, not subjects. You might have chosen a major to study, but don’t let this limit your search for research labs. Modern labs are interdisciplinary and very different from what you do in undergrad labs. Instead of limiting your search to your department, try to look at labs in all related departments. Choose labs on the basis of the questions they’re trying to answer.

Mentoring is as important as research. Contact group members to learn about your prospective laboratory’s environment. Are the group members close? Is the lab friendly or competitive and condescending? Is the lab head hands-off or hands-on? The size of the group is also important. If you join a small group, you’ll have a higher chance of being mentored directly by your principal investigator, whereas in a big group, you are more likely to be mentored by a postdoctoral researcher or graduate student.

Reach out with confidence. Once you’ve determined that the research programme interests you and the group dynamic is healthy, send the principal investigator an e-mail. Make sure to explain why you’re interested in working in the lab and that you have spoken to other lab members. Be patient if they don’t reply. If you don’t receive a response after a week or so, send a second e-mail or reach out in other ways, such as by asking group members to enquire for you.

Get the most out of the experience

Start your research with reading, and keep on reading. Usually, the principal investigator will assign you a mentor and a project. Ask for literature to read: learning about the state of the field and why the work is important will help you to push the project forward. Read about your field as well as other, totally unrelated fields. As an undergraduate, you have the freedom to change your major and your future plans. Make sure to strike a balance between reading and conducting experiments. It’s hard to do both at the same time, but it will make you a better scientist.

Set specific goals for yourself and let your mentors know. Think about what you want from your research and how much time you are willing to put in. Besides learning the techniques, do you want to learn how to analyse results and design experiments? Do you want to learn how to write proposals by applying for undergraduate research grants? Do you want to improve your presentation skills by going to conferences? Do you want to potentially finish a project for publication? Working out what you want to achieve will help you to direct your time effectively.

Research takes time. Don’t blame yourself if experiments don’t work or the project is not moving forward as fast as you expected. Science is about failing and trying again. Getting used to and coping with frustration is part of the learning curve of research.

Find a healthy balance. University is already a lot of work, and research will only take up more time. When planning your schedule, try to allocate large blocks of time (whole afternoons or individual days) to research. Rushing through a procedure could be unsafe and will often produce useless results. Always plan extra time for experiments. Consider working less in the lab during exam weeks so you don’t get overwhelmed. Talk to your mentor about your schedule and feelings regularly, so that you can arrange experiments at times that suit you, and you can keep on top of your mental health.

Find financial support. If you wish to do research at your own institution over the summer, your institution might offer funding to cover your expenses. If you want to go to another university, you can apply for funding from that institution’s undergraduate research programme, or from foundations, companies or academic societies. For example, the US National Science Foundation offers a Research Experiences for Undergraduates programme. Universities, foundations and academic societies might also offer grants to cover your travel expense to various conferences. Don’t let money limit what you want to do. Talk to senior students or professors, or search online to find all the opportunities!

Always think about the big picture. Your undergraduate research doesn’t define what you’re going to do after your degree. Keep reading and taking classes outside your comfort zone. Explore and learn as much as possible. Working out what you love is the best preparation you can get for the rest of your career.

Read the full article on the Nature website.

To find a research opportunity at Johns Hopkins University, visit the Hopkins Office of Undergraduate Research website .

Home / Education / Undergraduate Research Program

Undergraduate Research Program

The Undergraduate Research Program (URP) at CSHL provides an opportunity for undergraduate scientists from around the world to conduct first-rate research. Students learn the scientific process, technical methods and theoretical principles, and communicate their discoveries to other scientists. Approximately 20 students come to CSHL each summer for the program, living and working in the exciting Laboratory environment.

URP participants work on an ongoing research project in one of CSHL’s expert labs. Research at CSHL focuses on:

• Molecular Biology & Cancer
• Genetics & Genomics
• Neuroscience
• Plant Biology
• Quantitative Biology

In addition to doing research in the lab, URP participants attend a series of specially designed workshops, seminars and collegial events.  Workshops focus on learning particular skills, such as Python programming, while seminars cover research topics, responsible conduct of research, and career development. At the URP Symposium at the end of each summer, students present their research to the entire CSHL community.

URP participants live and work among CSHL scientists. They are invited to all Laboratory social activities, including an exclusive dinner with CSHL President Bruce Stillman. On weekends, students are free to explore nearby New York City or the sandy beaches of Long Island.

By the end of the summer, URP participants have first-hand experience of a career in scientific research.

The 2024 URP Program will be held Monday, June 10 – Saturday, August 10, 2024.

2024 Applications are now closed.

• Stipend/Housing
• Student Perspectives

Scientific Research

All URP students undertake an original research project, mentored by one of CSHL’s outstanding research faculty. Students have access to the Lab’s state-of-the-art research facilities, including extensive resources for genomics and microscopy. At the end of the Program, students write a scientific manuscript about their summer work. Some of these become part of peer-reviewed scientific publications.

Bioinformatics and Computational Neuroscience Workshop

CSHL’s URP presents students with a two-part workshop in Bioinformatics and Computational Neuroscience.

Hands-on programming workshops

These workshops (1 per week) train students to analyze and visualize biological data in Python .

Lecture series

The lecture series consists of sessions focused on important topics in bioinformatics and computational neuroscience. Sessions include:

• Applications of computational analyses in biology
• Crop improvement through bioinformatics
• Modeling framework for interpreting deep neural networks in functional genomics

Training in Scientific Communication

The Program offers lectures on how to give a scientific talk. In the course of the summer Program, students prepare a research abstract and a scientific report, and present two research talks for the entire CSHL scientific community.

Career Development

URP participants attend a series of lectures and panel discussions aimed at informing them about the process of pursuing a research career or a variety of non-research scientific careers. Sessions include:

• Faculty perspectives on research careers
• Graduate school and fellowship applications
• Non-research career panel

Responsible Conduct of Research

Before starting work in their laboratories, URP participants attend a Responsible Conduct of Research workshop, which covers ethical issues in biological research. Students are also instructed in laboratory safety.

Current sophomores and juniors are eligible. Applications must be submitted online by January 15.

Online Application

• All applicants must complete an URP application form with a personal statement online.
• Faxed, mailed, or emailed applications are not accepted.
• You may submit your application before the recommendation letters have been uploaded by your referees.
• Once an application has been submitted, changes cannot be made. Please review your application carefully before submitting.
• To use the online application system, you must first register as a user. On the main login page, there is a link that says “New User? Register Here” to the right of the “Go” button. If you do not see this option, make sure your internet browser is up-to-date and/or try a different browser (Chrome, Firefox, Safari). If you continue to experience problems, please contact Embark, the application manager at [email protected]

Personal Statement

• Your personal statement is limited to a single page – approximately 600 words or 3,250 characters (including spaces), single-spaced. You should use a minimum of 1-inch margins.
• You should ensure that your statement is legible. We would appreciate a minimum of 11-point font, preferably sans serif (such as Helvetica). Other traditional fonts, such as Times New Roman, are also acceptable.
• Please give a brief description of why you wish to participate in the Cold Spring Harbor Laboratory Undergraduate Research Program. This should include: (i) your career interests, (ii) how the URP can help you achieve your goals, (iii) details of any pertinent research experience, employment, extracurricular activities, and (iv) any other information you believe to be relevant to your application. You may also list 2-3 research mentors you would like to work with in your personal statement.

Dates and Deadlines

• The deadline for receipt of completed applications, including letters of recommendation, is January 15 at 11:59 pm (23:59) Pacific Standard Time (equivalent to January 16, 07:59 UTC/GMT). Applications will not be reviewed if they are received after the deadline.
• Recommendation letters will not be accepted after the application deadline. Please make sure your referees are aware of the January 15 deadline when you ask them to write a recommendation. Most referees need at least a month to complete a letter. If your referee has any problems uploading the letter to the online application system, they should contact [email protected] directly.
• Notification of application status will be sent by the end of March.

Eligibility

• Students of any nationality are eligible for the program.
• Students should have a strong academic background in a science. Although the Program emphasizes the biological sciences, students with engineering, chemistry, computer science, math, or physics backgrounds are also encouraged to apply.
• Students must be returning to an undergraduate degree program following their URP summer research experience; current sophomores and juniors, or the equivalent, are eligible. Only in exceptional cases will first-year undergraduate students, with prior independent research experience, be considered.
• Previous laboratory research experience will help your application but is not required.
• If your academic semester conflicts with the dates of the URP program, you are still eligible to apply. If you are accepted into the Program, we will discuss how your academic schedule can be accommodated. For instance, in past years, some students have arranged with their professors at their home university to take one or more final exam at CSHL. But please note that all URP researchers are expected to participate in the program as a single group and must therefore plan to be at CSHL during the dates of the program.

Grades & Transcripts

• Official transcripts are not required.
• There is no minimum GPA required. Successful applicants generally have GPAs around 3.5 or higher in their science and math courses.
• If your GPA is not on a 4.0 scale, then please convert your grade to a 4.0 scale. If your institution does not have a standard scaling, then calculate by dividing your average mark by the maximum possible mark and multiplying by 4.0.

International Applicants

• TOEFL or IELTS scores are not required for admission to the URP program.
• If your grades are not based on a 4.0 scale, please note your institution’s grading scale and the actual class mark you received on the application. Also indicate the best possible mark. For example, if your university scale is 1 to 5, then note your grade as X/5, 1=best.

Recommendation Letters

• Applicants must arrange for two recommendation letters from professors – preferably in math or science – to be submitted online. We do not accept more than two recommendation letters.
• If you have previous research experience, recommendation letters from professors with whom you have worked in a lab are especially encouraged. Letters from graduate students or postdocs in the lab are less effective.
• Faxed, mailed, or emailed recommendation letters are not accepted.
• Your referees will upload their recommendation letters directly to the online application system manager. When you fill in the application, you will submit the email addresses of your referees. Your referees will receive an email with instructions on how to upload their recommendation letter online. Please tell your referee that they will receive an email from the Embark application system so this notification email does not end up in spam.
• You may submit your application before recommendation letters have been uploaded by your referees.

Students receive a stipend of $6,000. Room and board expenses will be partially covered.

Housing Environment

URP participants reside in the cabins on the Cold Spring Harbor Laboratory campus. Each cabin provides single-gender housing for 8 individuals, with two students per room. Also, each room has a full bathroom. All linens, blankets, pillows, and towels are provided, along with full housekeeping services. Two arm chairs and a small table are available in each cabin, and one telephone is available in the common area. The cabins are also equipped with Wi-Fi internet access. All cabins are fully air-conditioned.

Meals are served three times a day, seven days a week in the Blackford Dining Hall. Vegetarian and Vegan options are available at all times and our kitchen will make every effort to accommodate any special needs.

Gym equipment and weights are available in the exercise room located in the lower level of the Dolan Hall. Also, washer and dryer facilities are available in Dolan.

The Laboratory owns canoes and kayaks, available for URP student use. All participants are free to use our tennis and volleyball courts, running and hiking trails, swimming pool and private beach.

CSHL holds volleyball tournaments during the summer where different laboratory buildings square off against each other. URP students are invited to join these teams, compete against the graduate students throughout the summer and the faculty at annual URP vs. PI (Principal Investigator/Lab Head) tournament, held at the end of the summer.

What past URP participant(s) said about their summer at CSHL.

John Apollo, Krainer Laboratory

Leah Fitzgerald, Pedmale Laboratory

Everything was not perfect at CSH, but everything that happened here, I am beyond grateful for, and I would do it again in a heartbeat.

To Future URPs:

You’re going to make mistakes, and you’re definitely not going to know everything, but please, please apply if you’re interested. This internship is an amazing experience filled with lovely people. I’ve never interacted with more approachable directors than at this program; they care about your personal and scientific development and your entire experience in and out the lab. Believe me, CSH has made quite the impression, and I intend to be back. (Feel free to ask Kim or Monn for my email if you’d like to network 🙂)

P.S. Go sailing!

Shane Holmes, Kinney Laboratory

Jean Rodriguez-Rivera, Beyaz Lab

This summer at Cold Spring Harbor Laboratory has been very fruitful and productive! During the application period, I was taking Genetics at my home institution of University of Puerto Rico at Cayey. A lot of the history regarding the field was amazing, and once I got to the Grace Auditorium, it was then when I realized that I was in the same institution scientists revolutionized the field. My dream has been to study mechanisms of nutrition and metabolism since highschool, when I had lost 82 pounds. The URP Program fulfilled this dream by pairing me with Dr. Semir Beyaz, who works in nutritional factors, lipid metabolism and endometriosis. Alongside my mentors (Paul Bunk and Timothy Maher), and colleagues (Germaine Smart-Marshall and Sarah Shao) I was able learn and collaborate in a safe environment that valued my experiences as a researcher from Puerto Rico, working through the economic struggles, the pandemic and Hurricanes María and Fiona. I am so happy that I worked with them on the effects of fatty acid metabolism on anti-tumor immunity, and learned so many lessons from CSHL. Not only that, but I thoroughly enjoyed frisbee (organized by Leah Braviner) and Thursday Night Trivia! These experiences have set me to continue working in the field I desire most, where I can contribute significantly and help others learn about the importance of these factors in cancer.

Cathy Song, Zhang Laboratory

I spent a truly memorable summer participating in the Undergraduate Research Program at CSHL, under the wonderful mentorship of Dr. Lingbo Zhang. I had the chance to use the revolutionary CRISPR-Cas9 technology and conduct targeted gene knockouts, which helped identify potential new drug targets for Leukemia. The intersection of genetics, bioinformatics, and therapeutics was captivating, and it enhanced my appreciation of biology research’s profound impact on clinical medicine. Through interpreting extensive data from public RNA-seq databases and working with the team to validate knockout efficiency, I learned about the precision and patience required in scientific investigations. This experience bolstered my confidence as a researcher and communicator, and affirmed my ambition to continue a career in scientific research.

Beyond the laboratory walls, life at CSHL was a memorable adventure. The camaraderie among the URPs was incredible. We shared many moments outside the lab—be it the late-night shows at James or exploring the vibrant life of the City—that forged lifelong bonds. The balance between rigorous scientific exploration and relaxing with peers enriched my summer, making it both intellectually and socially fulfilling. I strongly recommend this program to anyone passionate about scientific exploration, seeking a dynamic, enriching summer experience!

2022 and earlier Student Perspectives

Since 1959, the URP Program has been offering undergraduate students a unique opportunity to study with CSHL’s renowned scientists. Some of our notable alumni include Nobel laureate Dr. David Baltimore (California Institute of Technology), Dr. Gerry Rubin (HHMI, Janelia Farm Research Campus), Dr. Alfred Goldberg (Harvard Medical School), Dr. Geraldine Seydoux (Johns Hopkins), and Dr. Charles Gilbert (Rockefeller University), among many others.

Previous alumni by year

2023   |   2022   |   2021   |   2019   |   2018   |   2017   |   2016   |   2015   |   2014   |   2013   |   2012   |   2011   |   2010   |   2009   |   2008   |   2007   |   2006   |   2005   |   2004   |   2003   |   2002   |   2001   |   2000 All URP Alumni PDF icon

Make a donation to Cold Spring Harbor Laboratory’s Undergraduate Research Program.

NSF Sponsored REU in Bioinformatics and Computational Neuroscience

CSHL’s REU program in Bioinformatics and Computational Neuroscience was supported by the NSF 2005 – 2014 and 2016 – present.

The technological advances in this century open a new realm of biological questions that can be addressed experimentally. Large genomic sequence or image datasets are routinely and quickly acquired, but the resources and expertise to analyze this data present a challenge to researchers. CSHL’s unique NSF REU program in Bioinformatics and Computational Neuroscience addresses this need by providing early training to undergraduate students who might not otherwise pursue quantitative approaches. CSHL’s URP/REU students learn theory and techniques from an applied perspective, investigating an important biological problem rather than from the abstract perspective of computer science. Students are mentored by expert CSHL researchers, who combine biology, information theory and sophisticated computational techniques to address questions at the frontiers of modern genomics, bioinformatics, and neuroscience. In the past ten years, CSHL’s URP/REU program has recruited and trained a diverse group of students, many of whom are still working in bioinformatics or computational fields. Almost all URP/REU participants have continued in scientific careers and/or advanced degree programs at competitive institutions. The program provides students with a modern quantitative biology training program that aims to inspire young scientists to become active participants in modern biological research with its demands for quantitative and computational skills.

Prospective REU Project Mentors

• Dinu F. Albeanu – Neuronal circuits; sensory coding and synaptic plasticity; neuronal correlates of behavior; olfactory processing
• Arkarup Banerjee – Vocal communication, singing mice, systems neuroscience, neural circuits, neuroethology
• Jeremy Borniger – Sleep, neuromodulators, cancer neuroscience, homeostasis, host-tumor physiology
• Lucas Cheadle – Synapse, refinement, pruning, sensory experience, microglia, development, autism, 2-photon imaging, single-cell RNA-sequencing, cytokine
• Benjamin Cowley – computational neuroscience; closed-loop experiments; interpretable models; deep neural network models; machine learning
• Alexander Dobin – Computational genomics; transcriptomics; epigenomics; gene regulation; big data; precision medicine
• Hiro Furukawa – Membrane proteins; x-ray crystallography; electrophysiology
• Thomas Gingeras – Genome-wide organization of transcription and the functional roles of non-protein coding RNAs
• Helen Hou – neural circuits; natural behaviors; brain-body interaction; electrophysiology; movement control; neural computation
• Ivan Iossifov – Computational biology; molecular networks; human genetics; human disease; applied statistical and machine learning; biomedical text-mining; molecular evolution
• David Jackson – Plant development; stem cell signaling; genomics and imaging
• Leemor Joshua-Tor – Structural biology; nucleic acid regulation; RNAi
• Justin Kinney – Sequence-function relationships; biophysics; deep sequencing; machine learning; transcriptional regulation; DNA replication
• Peter Koo – Sequence-function relationships, deep learning, representation learning
• Alexei Koulakov – Theoretical neurobiology; quantitative principles of cortical design; computer science; applied mathematics
• Alexander Krasnitz – Genomics of cancer; machine learning for biology; inference from noisy biological data; large-scale numerical computing.
• Zachary Lippman – Plant development, genetics; molecular mechanisms of phase transitions for flowering time and inflorescence branching; heterosis
• Rob Martienssen – Epigenetics; DNA methylation; chromatin and chromosome biology; transposable elements; RNA interference; stem cells; germline specification; plant genomics; plant evolution; aquatic plants
• David McCandlish – Computational biology; sequence-function relationships; population genetics; protein evolution; machine learning
• W. Richard McCombie – Genomics of psychiatric disorders; genomics of cancer; computational genomics; plant genomics
• Hannah Meyer – spatial transcriptomics; immunology; central tolerance; bioinformatics
• Partha P. Mitra – Neuroinformatics; theoretical engineering; animal communications; neural prostheses; brain mapping; developmental linguistics
• Saket Navlakha – Algorithms in nature, biological computation, neural circuits, plant architectures
• Ullas Pedmale – Plant growth; signaling; genomics; development; plant-environment interactions
• Gabrielle Pouchelon – neural circuits; development; gene regulation; synaptic refinement; plasticity; neurodevelopmental disorders
• Stephen Shea – Olfaction, audition, communication behaviors, in vivo electrophysiology, individual recognition
• Adam Siepel – Biological statistics; population genomics; evolution; transcriptional regulation
• David L. Spector – Cell biology; gene expression; nuclear structure; microscopy
• Jessica Tollkuhn – Transcriptional regulation, chromatin, critical periods in neurodevelopment, steroid hormones and behavior
• Doreen Ware – Computational biology; comparative genomics; genome evolution; diversity; gene regulation; plant biology
• Michael Wigler – Human genetic disorders; population genetics; cancer genomics
• Anthony Zador – Cortical mechanisms of auditory attention; neural computation; connectomics

All URP participants may take part in the Bioinformatics and Computational Neuroscience program. NSF-supported REU participants are selected from among the URP participants. Students supported by NSF must be citizens or permanent residents of the United States or its possessions. If you are interested in bioinformatics and computational neuroscience, including research in any of the labs listed above, but are not a US citizen or permanent resident, you are eligible for the program through sponsorship from non-restricted URP fellowships.

As for all URP participants, NSF-supported students must be currently enrolled as undergraduates. An undergraduate student is a student who is enrolled in a degree program (part-time or full-time) leading to a baccalaureate or associate degree. Students who will have graduated before the program starts in June are not eligible.

Participants must be “returning to an undergraduate program” after the summer REU program. (See NSF eligibility requirements ).

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Research Opportunities and Funding

• Look below to find summer and term-time Harvard research opportunities on campus and abroad. • For summer programs at other sites, see Summer Programs Away in the tab on the right. • For selected undergraduate science research opportunities at Harvard, see the Undergraduates: Open Research Positions & Projects  tab on the right.

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Harvard College Funding Sources Database  - Database of both Harvard and outside funding sources for a variety of educational purposes, including research. Additional database: https://uraf.harvard.edu/find-opportunities/resources-your-search/campus-partners  

The  Harvard Student Employment Office  manages a Jobs Database , the Faculty Aide Program  and the Federal Work Study Program . All of these programs may offer student research assistant opportunities. The site also provides information about Job Search Resources  and Research Opportunities .

  CARAT  – CARAT (Common Application for Research and Travel) is used by all the major funding sources at Harvard.

Harvard College Research Program (HCRP)  – Summer (or term time) stipend. Applications from the Office of Undergraduate Research and Fellowships at 77 Dunster Street.

Deadlines:   Fall term funding: 12 noon (EST), Tuesday, September 14, 2021 Spring term funding: 12 noon (EST), Tuesday, February 1, 2022 Summer funding: 12 noon (EST), Tuesday, March 22, 2022  [TENTATIVE]

Late applications  will not  be accepted for term-time or summer cycles.

Conference funding: rolling application deadline

Summer Research Opportunities at Harvard

The Summer Research Opportunities at Harvard (SROH) program connects undergraduates interested in a PhD with first-class researchers working in the life and physical sciences, humanities, and social sciences. This program is offered through GSAS and the  Leadership Alliance .

During this 10-week program, SROH interns conduct research and participate in discussions with Cambridge-based Harvard faculty, build their presentation and research discussion skills, and take part in field trips with other Harvard summer programs. Students in the program live in Harvard housing and enjoy access to the outstanding resources of the university.

Note that we also have funding for students interested in  atmospheric sciences  as part of the NSF-supported International Partnership in Cirrus Studies project.  Please see pire.geosci.uchicago.edu for information on participating faculty. Research focuses on modeling and measurement of high-altitude clouds.

PRISE  – The Program for Research in Science and Engineering (PRISE) is a summer residential community of Harvard undergraduates conducting research in science or engineering. By the application deadline students must be progressing toward finding a lab or research group but do not need to have finalized their research group or project. Participants must be in residence and be active participants for the entire duration of this ten week program.

Deadline:  Tuesday, February 15, 2022 at 12:00 noon (EST)

Herchel Smith-Harvard Undergraduate Science Research Program  – Primarily directed toward students intending to pursue research-intensive concentrations and post-graduate study in the sciences. Undergraduate research either at Harvard or elsewhere, including internationally. Applications from the  Office of Undergraduate Research and Fellowships .

Deadline:  Tuesday, February 8, 2022 at 12:00 noon (EST) via CARAT

Harvard-Amgen Scholars Program  -- The Amgen Scholars Program at Harvard is a 10-week faculty-mentored residential summer research program  in biotechnology for sophomores (with four quarters or three semesters of college experience), juniors, or non-graduating seniors (who are returning in the fall to continue undergraduate studies)

Deadline : Tuesday, February 1, 2022, 12 noon

Harvard Origins of Life Initiative

Research Grants:   Harvard undergraduates can apply for grants to support their research during the academic year.

Summer Undergraduate Program:  Summer Undergraduate Research Grants are available for undergraduates working in Origins member faculty  on Origins-related projects. Possible research areas include astronomy, astrophysics, chemical biology, geophysics, chemistry, genetics, and earth and planetary sciences. 

iGEM (International Genetically Engineered Machine) team  - The iGEM team is a research experience targeted toward undergraduates interested in synthetic biology and biomolecular engineering. 

Mind, Brain, Behavior  – Summer Thesis Awards for rising seniors in the MBB track. Applications through MBB.

If interested, contact Shawn Harriman in March of your junior year.

Harvard Stem Cell Institute (HSCI) Internship Program (HIP) – for students interested in stem cell biology research. Students conduct research in labs affiliated with the HSCI. Accepted students are matched with a research laboratory group. or any college or university across the United States and internationally.  Harvard University will sponsor the visas for international students who are selected for this program.

Deadline:  Feb 7, 2022

Harvard Summer Research Program in Kidney Medicine (HSRPKM) - an introduction to nephrology (kidney medicine) for the undergraduates considering career paths spanning science and medicine. The Program includes nephrology divisions of four Harvard-affiliated hospitals – Brigham and Women’s Hospital (BWH), Beth Israel Deaconess Medical Center (BIDMC), Boston’s Children’s Hospital (BCH) and Massachusetts General Hospital (MGH).

Deadline : check the program website: https://hskp.bwh.harvard.edu/

BCMP Summer Scholars Program at Harvard University is organized by the The Department of Biological Chemistry and Molecular Pharmacology (BCMP) at Harvard Medical School. This 10-week program is open to both Harvard undergraduates and to students from other colleges and universities. Students must be authorized to work in the United States.

Deadline: contact program for details

Undergraduate Summer Immunology Program at Harvard Medical School  - a ten week summer research internship with a stipend. The program consists of laboratory research, lectures, and workshops and is open to Harvard undergraduates and students from other colleges and universities. Applicants must be eligible for employment in the US.

Deadline: contact program 

Microbial Sciences Initiative  - Summer research with Harvard Faculty. Email applications to  Dr. Karen Lachmayr .

Deadline:  contact program

Summer Undergraduate Research in Global Health (SURGH)  offers Harvard undergraduates the opportunity to research critical issues in global health under the direction of a Harvard faculty or affiliate mentor. Students in SURGH receive housing in the Harvard Undergraduate Research Village and a stipend for living expenses. The summer savings requirement is also provided for students who are on financial aid. Throughout the summer, participants in SURGH have the opportunity to interact with students in the other on-campus research programs. 

Domestic and Global Health Fellowships (DGHI)  offers Harvard undergraduates the opportunity to work in field-based and office-based internships in both US health policy and global health. Sites can be domestic or international. Students receive a stipend to cover travel expenses to and from their site, living expenses, and local transportation. Unfortunately DGHI cannot cover the summer savings requirement for students who are on financial aid. 

Harvard Global Health Institute Funding for Independent Projects and Internships

Funding for projects in the United States and abroad.

Deadline: contact program

The Joey Hanzich Memorial Undergraduate Travel and Research Fellowship  provides up to $5000 to a rising junior or rising senior enrolled in the Secondary Field in Global Health and Health Policy (or another field) who pursues a summer internship, project or research in health policy or global health, either in the United States or abroad.

Cordeiro Summer Research Fellowship Registered GHHP students may apply for a Cordeiro Summer Research Fellowship for the summer before their senior year. Each year 12 to 15 fellowships allow students to get a head start on their senior theses or research projects related to global health or health policy without incurring major costs to themselves.

Harvard-MIT Health Sciences and Technology HST Summer Institute  - The HST Summer Institute offers hands-on research experience for undergraduates in two areas of study: Biomedical Informatics and Biomedical Optics . Participating institutions include the Harvard-MIT Program in Health Sciences and Technology, Massachusetts General Hospital, and Department of Biomedical Informatics, Harvard Medical School.

Deadline : contact program

MCZ Grants-in-Aid for Undergraduate Research  -The Museum of Comparative Zoology (MCZ), the Harvard University Herbaria (HUH), and the Arnold Arboretum of Harvard University (AA) award small grants in support of faculty-supervised research by Harvard College undergraduates.

Deadlines:  contact program

Ernst Mayer Travel Grants in Animal Systematics

Proposals are reviewed two times a year. 

The Arnold Arboretum : Fellowships are available to support undergraduate research

• Ashton Award for Student Research
• Cunin / Sigal Research Award
• Deland Award for Student Research
• Shiu-Ying Hu Student/Postdoctoral Exchange Award
• Summer Short Course in Organismic Plant Biology
• Arnold Arboretum Genomics Initiative and Sequencing Award
• Jewett Prize
• Sargent Award for Visiting Scholars
• Sinnott Award

Living Collections Fellowship  – Arnold Arboretum of Harvard University

Hunnewell Internships  – Arnold Arboretum of Harvard University

Summer Short Course in Organismic Plant Biology Harvard Forest Summer Research Program in Ecology  - The Harvard Forest Summer Research (REU) program is an intensive 11-week residential research and education experience at the Harvard Forest, a 3,700-acre outdoor laboratory and classroom in central Massachusetts. Students conduct research on the effects of natural and human disturbances on forest ecosystems, including global climate change, hurricanes, forest harvest, changing wildlife dynamics, and invasive species. The program includes a stipend, free housing, all meals, and the travel cost of one round trip to Harvard Forest. This program is open to not only Harvard undergraduates, but also students from all colleges and universities in the United States.

Harvard University Center for the Environment Undergraduate Fund  provides financial support for student research projects related to the environment. In the context of this program, 'environment' refers to understanding the relationships and balances of the natural and constructed world around us, with a particular emphasis on understanding how anthropogenic activities and policies affect the environment, including the intimate relationships between energy use and demand, environmental integrity and quality, human health, and climate change.  Two types of funding are available: 1) Funds for independent research (preference given to rising seniors seeking funds for senior honors thesis research) and 2) Research Assistantships (directed summer research experiences under Harvard faculty guidance). Award are intended to be applied towards living expenses (room, board), travel expenses related to research activities, and minor research expenses (for students doing independent research projects) for up to 10 weeks.  Awards are not intended to serve as a salary stipend for students. 


Undergraduate Research Opportunities in Oceanography : The Harvard Oceanography Committee has funding and fellowships for both term time and summer research. 

Harvard School of Public Health Summer Program in Biological Sciences -   This intensive 8 week laboratory-based biological research program is for undergraduates during the summer following their sophomore or junior years.

Additional programs at the HSPH:

• Summer Honors Undergraduate Research Program (SHURP)  – for undergraduate students outside of Harvard
• Additional summer programs  – for undergraduate students outside of Harvard
• Additional summer programs  – for undergraduate students at Harvard
• Boston-based undergraduate students looking for coop or other research internship positions are encouraged to contact faculty members directly.

STARS - Summer Training in Academic Research Training and Scholarship  - provides underrepresented minority (URM) medical and undergraduate students an opportunity to engage in exciting basic, clinical and translational research projects during the summer at Brigham and Women's Hospital (BWH) and Harvard Medical School (HMS). Housing and stipend provided.

Radcliffe Institute Research Partnership Program  -- The Radcliffe Institute Research Partnership Program matches students with leading artists, scholars, scientists, and professionals. Radcliffe Fellows act as mentors and students provide research assistance, acquire valuable research skills, and participate in the Institute’s rich intellectual life.

Harvard School of Public Health Summer Program in Biostatistics & Computational Biology

The Summer Program is a relatively intensive 6-week program, during which qualified participants receive an interesting and enjoyable introduction to biostatistics, epidemiology, and public health research. This program is designed to expose undergraduates to the use of quantitative methods for biological, environmental, and medical research. 

MGH Summer Research Trainee Program

The goal of the MGH Summer Research Trainee Program (SRTP) is to inspire students who are underrepresented in medicine (URM) to consider careers in academic medicine by immersing them in cutting-edge research opportunities. Each summer, fifteen students are selected from a nationwide competition to join SRTP. Each student is assigned to a specific MGH laboratory, clinical site, health policy, or health services research area where they undertake an original research project under the mentorship and guidance of a Mass General Hospital (MGH) investigator. Assignments are carefully considered and are made with the student's research and career interests in mind. In addition to this unique research experience, students will gain knowledge through weekly didactic seminars, both at the MGH and at Harvard Medical School, attend career development workshops and networking event, and have opportunities for clinical shadowing.

Application deadline:  contact program

MGHfC Digestive Disease Summer Research Program

Massachusetts General Hospital for Children (MGHfC) Digestive Disease Summer Research Program provides support for 10 students at the undergraduate or medical school level. Each student will be matched with a research mentor to perform an independent research project focused on digestive diseases over a 10-week period during the summer months within a laboratory or collaborating laboratory of the MGHfC. MGHfC collaborating laboratories at MGH possess unique expertise in engineering and computational sciences in support of various projects centered on digestive disease research. 

Contact: Bryan P. Hurley, Ph.D., Assistant Professor & Program Director, Mucosal Immunology & Biology Research Center, Massachusetts General Hospital for Children, Department of Pediatrics, Harvard Medical School,  [email protected] ,   http://www.massgeneral.org/mucosal-immunology/Education/summer-research-program.aspx

Broad Institute at Harvard Summer Program

Broad Summer Research Program BSRP is a nine-week undergraduate research program designed for students with an interest in genomics and a commitment to research. Students spend the summer in a laboratory at the Broad Institute, engaged in rigorous scientific research under the guidance of experienced scientists and engineers. Underrepresented minority students enrolled in a four-year college are eligible to apply.

Broad Summer Scholars Program BSSP invites a small number of exceptional and mature high school students with a keen interest in science to spend six weeks at the Broad Institute, working side-by-side with scientists in the lab on cutting-edge research. Rising seniors who live within commuting distance to the Broad Institute are eligible to apply.

DaRin Butz Research Internship Program   The program gives undergraduates in the life sciences a unique opportunity to experience research from start to finish while gaining training and connections among scientific colleagues. DaRin Butz Interns will not only conduct research, but will also develop their project with their advisors and be guided through the process of sharing their research through written reports and oral presentations, an important component of scientific research.

MGH Orthopedic Trauma Undergraduate Summer Program

The Harvard Orthopedic Trauma Service provides number of undergraduate opportunities:

Orthopedic Internship

This internship is for undergraduate and graduate/medical students who are looking for exposure to Orthopaedic clinical and basic research.

Orthopedic Trauma Undergraduate Summer Internship

Our program is intended for undergraduates interested in healthcare careers. Our interns are introduced to the hospital experience through orthopedic research and observation.

Women's Sports Medicine Summer Internship Program

Learn more about this month long internship open to medical and premedical students.

Summer Research Program, Division of Newborn Medicine at Boston Children's Hospital

Summer Student Research Program sponsored by the Harvard Program in Neonatology, an academic program which includes Boston Children's Hospital (BCH) and Beth Israel Deaconess Medical Center (BIDMC). The objective of the Summer Student Research Program is to provide motivated students with an intensive laboratory and clinical research experience under the guidance of Faculty and Fellow mentors from the Academic Program. The Summer Program experience includes:

Brigham Research Institute Undergraduate Internships

The internship programs hosted by the Brigham Research Institute provides undergraduate students with a focused and challenging summer research experience in a cutting-edge science laboratory. Interns will have the opportunity to obtain a research training experience in a laboratory or research setting at Brigham and Women’s Hospital.

Deadlines: check program website

Undergraduate Summer Research in Physics

Undergraduate Research in Mathematics

CURE, Dana Farber Harvard Cancer Center

The CURE program introduces scientifically curious high school and college students from groups currently underrepresented in the sciences to the world of cancer research. Students are placed in laboratories and research environments at the seven DF/HCC member institutions: Beth Israel Deaconess Medical Center, Boston Children’s Hospital, Brigham and Women’s Hospital, Dana-Farber Cancer Institute, Harvard Medical School, Harvard T.H. Chan School of Public Health, and Massachusetts General Hospital, as well as research environments at the University of Massachusetts, Boston.

Ragon Institute Summer Program

The Ragon Institute of MGH, MIT and Harvard brings together scientists and engineers from diverse fields to better understand the immune system and support human health. 

Deadline: check program website

Harvard Medical School Undergraduate Summer Internship in Systems Biology

The Undergraduate Summer Internship is our headline program enabling undergraduate students to collaborate with our researchers, as well as their own peers, through Harvard's Quantitative Biology Initiative and the Department of Systems Biology at Harvard Medical School. ​Participants work in our labs, gain hands-on experience with state-of-the-art tools, learn cutting-edge scientific techniques in our dynamic research environment. Students interested in pursuing a PhD or MD/PhD, and students from under-represented minorities or disadvantaged backgrounds, are especially encouraged to apply.  

Research Experience for Undergraduates (REU) at the School of Engineering and Applied Sciences

The Harvard John A. Paulson School of Engineering and Applied Sciences (SEAS)  Research Experience for Undergraduates  (REU) is a 10-week program that introduces undergraduates to bioengineering, materials research, nanoscience, and engineering while providing a coordinated, educational, and dynamic research community that inspires them to seek a graduate degree. 

Center for Astrophysics Solar Research Experience for Undergraduates Program

Scientists from the Solar and Stellar X-Ray Group (SSXG) and the Solar, Stellar, and Planetary Group (SSP) at the  Harvard-Smithsonian Center for Astrophysics  (CfA) host undergraduate students from around the US. Please visit the  website for more information .

E3 Evolution, Ecology and Environment REU

We are seeking rising sophomores, juniors and seniors majoring in the life sciences who would like to join a new Research Experience for Undergraduates program based in the  Department of Organismic and Evolutionary Biology (OEB)  at Harvard University. Members of the program will enjoy cutting edge research experiences within the context of a strong mentorship community made up of faculty, graduate students, and peers. In addition, members will participate in a professional development program that is aimed at preparing students for the graduate school application process, building confidence to succeed in graduate school, and exploring long-term career opportunities. These professional development activities will include attendance of the annual  Leadership Alliance National Symposium  (LANS) research and mentoring conference. The E3 REU is part of a larger umbrella program, hosted by the Harvard GSAS  Summer Research Opportunities at Harvard (SROH) .

Program website:  https://reu.oeb.harvard.edu/sroh 

Harvard Multidisciplinary International Research Training (MIRT) Program

The 10-week  Systems Biology Summer Internship Program  enables interns to work on research projects spanning many scientific fields, including systems biology, biophysics, bioinformatics, genomics, applied mathematics, and computation. 

McLean Hospital Mental Health Summer Research Program

This competitive program seeks to  engage scientific curiosity ,  create research opportunities , and  promote academic success in mental health fields  for promising young  Black, Indigenous and underrepresented People of Color (BIPOC) interested in science .  We had our first, very successful MMHRSP last summer, and applications are now open for next summer. MMHRSP is an intensive, 10-week, full-time mental health/neuroscience research experience at McLean Hospital. McLean is the primary psychiatric teaching affiliate of Harvard Medical School and is located in Belmont, MA ( https://www.mcleanhospital.org/ ).  Chosen Fellows will receive a $7,000 stipend for the 10-week program.  

https://www.mcleanhospital.org/training/student-opportunities#research

https://www.mcleanhospital.org/news/new-summer-research-program-welcomes-undergraduates-color

Cell Biology Research Scholars Program (CRSP)

The Cell Biology Research Scholars Program  provides a 10-week full-time research opportunity to undergraduate students with a passion for scientific discovery and fundamental biology. Students will be hosted by faculty investigators to work on cutting-edge research projects and participate in training workshops and mentoring activities in preparation for a productive scientific research career.

Summer Institute in Biomedical Informatics , now entering its 15th year, is a 9-week full-time extensive research opportunity with a curriculum including didactic lectures, clinical case studies, a mentored research project, and presentation of findings. 

The  Summer Program in Epidemiology  at the Harvard T.H. Chan School of Public Health is an intensive 5-week program that integrates mathematics and quantitative methods to provide students with an understanding of the skills and processes necessary to pursue a career in public health. 

Biodiversity of Hispaniola Booth Fund Fellowship Cognitive Neurosciences at the University of Trento, Italy Darwin and the Origins of Evolutionary Biology, Oxford, England David Rockefeller International Experience Grant Harvard-Bangalore Science Initiative Harvard Summer School Study Abroad in the Sciences HCRP Herchel Smith-Harvard Undergraduate Science Research Program International Summer Undergraduate Research in Global Health (I-SURGH) RIKEN Center for Allergy and Immunology, Japan RIKEN Brain Science Institute, Japan Rosenkrantz Travel Grants Study Abroad in Paris, France The Office of Career Services (OCS) awards Undergraduate Research in Engineering and Applied Sciences Undergraduate Research in Mathematics Undergraduate Summer Research in Physics Weissman International Internship

Harvard Summer School Study Abroad in the Sciences

In 2015 Harvard Summer School Science Study Abroad programs will be offered in the Dominican Republic, England, Italy, France, and Japan. See below for links to information on each of these programs.

Darwin and the Origins of Evolutionary Biology  - Oxford, England.

Prerequisites:  None. Apply through Harvard Summer School.

Information:   Andrew Berry

RIKEN Center for Allergy and Immunology  - Yokohama, Japan.

Laboratory research in immunology. Students will also receive some Japanese language training. Apply through Harvard Summer School.

Accepted students may apply to the  Reischauser Institute  for scholarships to help defray the costs of the program.

RIKEN Brain Science Institute  – Laboratory Research in Neurobiology, Tokyo, Japan.

Prerequisites:  Neurobiology of Behavior (MCB 80) or Animal Behavior (OEB 50); laboratory experience preferred but not required. Apply through Harvard Summer School.

Biodiversity of Hispaniola  - Santo Domingo, Dominican Republic.  This six-week course covers basic prinicples of ecology, evolution, and island biogeography in the context of the diversity of habitats and organisms on the island of Hispaniola.

Prerequisites:  course work in biology

Information:   Brian Farrell  

Cognitive Neurosciences at the University of Trento  - Trento, Italy

This eight-week program at the University of Trento, Italy, organized by the Mind/Brain/Behavior Initiative, provides students a unique opportunity to study the mind/brain. Taught by leaders in the fields of neuroscience and cognitive science, the program includes daily, hands-on, laboratory sessions (e.g., neuroimaging demos) and Italian language classes, all while surrounded by the breathtaking Italian Alps.

Information:   Alfonso Caramazza

Study Abroad in Paris, France

Biology and the evolution of Paris as a Smart City.

Information:  Robert Lue

• Bangalore, India;  The Jawaharlal Nehru Centre for Advanced Scientific Research  (JNCASR)
• National Centre of Biological Sciences  (NCBS)
• The Indian Institute of Science  (IISc) 

Note:  This is not a Harvard Summer School Program. 

Prerequisites:  Introductory coursework in basic biology, chemistry, physics, and math.

Information:   Venkatesh N. Murthy  or   Ryan Draft

International Summer Undergraduate Research in Global Health (I-SURGH)  I-SURGH offers Harvard undergraduates the opportunity to conduct cutting-edge global health research in an international setting. Students in I-SURGH receive a stipend to cover travel costs to and from their site, living expenses, and local transportation. Unfortunately Harvard Global Health Institute cannot cover the summer savings requirement for I-SURGH students who are on financial aid.  Once accepted to their site, participants in I-SURGH meet with a Harvard faculty member to develop a project that falls within the research agenda of the site. Throughout the summer, students work with a local mentor who supervises their daily work. While all returning Harvard College undergraduates are eligible to apply for an I-SURGH placement, preference is given to sophomores and juniors. 

The Office of Career Services (OCS) awards funding for research abroad, including both Harvard Summer School Study Abroad and non-Harvard International programs.  The  David Rockefeller International Experience Grant , which is a need-based grant aimed at students who have not previously received Harvard international funding, supports many of these awards. Award amounts vary. The purpose of the grant is to afford all students the opportunity to take part in a significant international experience, regardless of financial background. See the  Office of Career Services Summer Funding webpage  for more information.

Herchel Smith-Harvard Undergraduate Science Research Program  – Primarily directed toward students intending to pursue research-intensive concentrations and post-graduate study in the sciences. Undergraduate research either at Harvard or elsewhere, including internationally. Applications from the  Office of Undergraduate Research and Fellowships .

Harvard College Research Program (HCRP) – Summer stipend that can be applied towards travel expenses. Applications from the Office of Undergraduate Research and Fellowships at 77 Dunster Street.

Weissman International Internship  – Research abroad for returning Harvard undergraduates. Average award ~$4000. More information and applications available through OCS.

Deadline:   See the  Office of Careers Summer Funding webpage

Booth Fund Fellowship  - For seniors to engage in a program of travel, study, research or observation that will further expand and challenge an existing interest in a particular field. 

Rosenkrantz Travel Grants

This grant program is exclusively for concentrators in History and Science.  It allows motivated rising juniors  (who have completed sophomore tutorial) and who are concentrating in history and science to devise a short but meaningful plan of travel and academic discovery in the United States or abroad. This grant program may serve as the first stage of research towards a senior thesis or junior research paper, but there is no requirement that it do so. The only requirement is a sincere passion for adventure and exploration, and a willingness to prepare well for the experience.

Please visit the Department of Physics webpage for more information:  https://www.physics.harvard.edu/academics/undergrad/summer

Please visit the Harvard Mathematics Department webpage for more information:  http://abel.harvard.edu/research/index.html

Undergraduate Research in Engineering and Applied Sciences

Please visit SEAS website for more information: https://www.seas.harvard.edu/faculty-research/research-opportunities

David Rockefeller International Experience Grant The David Rockefeller International Experience Grants were established in 2009 by David Rockefeller SB ’36, LLD ’69 to give students the opportunity to gain a broader understanding of the world beyond the U.S. or their home country, and to learn about other countries and peoples by spending time immersed in another culture. The purpose of the grant is to afford all students the opportunity to take part in a significant international experience, regardless of financial constraints.

A significant international experience may consist of:

• summer study abroad programs
• internships and service projects
• research assistantships (under the direction of a principle investigator)
• experiential learning projects.
• Harvard-affiliated Labs
• Undergraduates: Open Research Positions & Projects
• Harvard Wintersession & Winter Recess
• Summer Programs Away
• Underrepresented Minority Fellowships
• Post-Bac Job Listings
• Post-Bac Resources
• Transportation for Researchers
• Undergraduate Research Opportunities (HUROS) Fair
• Undergraduate Research Spotlight
• Resume Template & Proposal Tips
• Lab Citizenship
• Research Ethics and Lab Safety
• Conference Presentation Grants
• Research Advising - Contact Us!

Department of Biology

Undergraduate research.

• Sample BA Schedule
• Upper-level Electives
• Sample BS Schedule
• Information for Prospective Students
• Master’s Program Advanced Course Requirements
• Summer Research Opportunities

One advantage of attending the Johns Hopkins University is the opportunity to participate in research as an undergraduate student. Laboratories in biology, biophysics, chemistry, and engineering, as well as departments at Johns Hopkins Medical Institutions, regularly have openings for qualified undergraduates to participate in research that is sufficiently biological in nature to receive biology credit.

More important than credits, research experience complements classroom education by teaching undergraduates laboratory skills and critical thinking. Ideally, students will move beyond accruing knowledge to actually contributing to knowledge.

Students may earn up to 6 credits per academic year (June through May), with a maximum total of 24 credits applicable to the 120 needed for graduation. Up to 3 credit hours may be earned during each term (fall semester, spring semester, summer, or intersession).

Please note that it is possible to receive both credit and pay for the same work . Most research-for-credit positions are unpaid, but exceptions may exist for students with a fellowship or work study, during the summer or by other arrangements.

Biology research can only receive Satisfactory (S) or Unsatisfactory (U) grades.

Requirements for Undergraduate Research

Professors make a large investment of time and resources in students doing research in their laboratories. If you are thinking about working on a research project, you should first consider several important points:

• Do you have adequate free time available? On average, it will require a minimum of 10 hours per week in the laboratory to earn 3 credits in a semester. It is most desirable that this time be available in a small number of large blocks; for example, three afternoons per week. Working on weekends may eventually be possible, but the initial phase will require you to be in the lab at the same time as those who are training you.
• The second requirement is disciplined study habits. While dedicating at least 10 hours per week to research, you must be able to keep up with your coursework.
• The third requirement is long-term commitment. Professors often expect students to work in their labs for more than one semester in order to make significant headway on a given research project. It usually takes several months of training before students are able to work with significant independence, so students must plan to work for at least a year in a specific lab.

More Information

• Applying for research grants

How to Find a Research Position in a Lab

A student may perform biological research in a laboratory whose supervisor holds a faculty-level appointment at Johns Hopkins University. Researchers at other institutions may also be accepted, depending on your agreement with your research sponsor. Once you determine what sort of biological research interests you, there are several ways to find a suitable research position.

One approach involves consulting the web pages of the relevant departments where lists of the faculty members and their research interests can be found. Another approach is to ask friends or acquaintances if they know of openings in any labs. From these sources, a student can choose several faculty members whose research is of interest to them. The student should then go to the web pages of those faculty members and locate the list of the professor’s current publications. Students can obtain these publications from the library or online and read one or two to gain further insights into the type of research carried out in different labs. Once you have prepared yourself, you should contact the faculty member to express interest and inquire if a position is available. Be brief and ask for an interview. Please do not spam the faculty—write to individuals. See  this page of the Research Awards website  for more helpful tips on this process.

See more information from the Hopkins Office for Undergraduate Research (HOUR) .

If the faculty member responds favorably, you should write a resume listing your academic qualifications, any previous lab experience, your course schedule (showing the time you have available for research), and bring this to the interview. Treat the interview like a job interview. If the professor has no room, ask if they know of any other labs with openings.

How to Register for Undergraduate Research

After finding a place in a research lab, you must register to receive academic credit.

Contact your research sponsor ahead of time about registering for their section of Independent Research in Biology (AS.020.503) . Once they agree, you may register in SIS. In the Online Forms section, select Independent Academic Work . Fill out the form based on which Biology department faculty member is supervising or sponsoring your research. All research registered through the Biology department is S/U and the number of credits is proportional to the time spent in lab: 40 hours total is equivalent to 1 credit (80 hours = 2 credits, 120 hours = 3 credits). Select your best estimate of credits for the semester. The assigned work is a 3-page summary paper which will be described in more detail by the sponsoring or supervising faculty member. Enter a few sentences to describe your research project and submit the form. The request will be sent to the appropriate faculty member and they can approve the enrollment for credit.

Your sponsoring faculty member may wish to use this summary report file as part of the end-of-term paper.

No more than 6 credits of independent academic work can be earned in one academic year (summer-spring). See the e-catalogue for information on registering for Independent Academic Work.

Undergraduate Internships and Fellowships STEM Internships and fellowships provide opportunities to conduct authentic research

Are you an undergraduate student currently pursuing a bachelor’s degree and looking for an opportunity to enhance your education in a STEM-related discipline? The Oak Ridge Institute for Science and Education administers a variety of STEM internship and fellowship programs for undergraduate students at national laboratories and federal research facilities across the United States.

By conducting real-world research while networking with mentors and your peers, you will gain a better knowledge of your anticipated field of study and even expand your expertise into a number of new areas.

Whether you are seeking a summer, fall or spring STEM internship, or a longer-term research opportunity to provide hands-on laboratory experience, ORISE has a program for you.

Enter keywords to search current opportunities available through Zintellect. Once you enter the Zintellect catalog by clicking an opportunity listed below, you can set up a profile and apply.

Current Research Opportunities for Undergraduates

Meet some of the ORISE participants who are advancing scientific research and discovery

ORISE administers science education programs on behalf of the U.S. Department of Energy and other federal agencies. The diversity of these programs enables individuals—whether undergraduate, graduate, postdoctoral, or faculty—to conduct collaborative research with national laboratories or at one of DOE's federal agency partners. Learn about how their research experiences have advanced their academic and professional careers in STEM.

Read Participant Success Stories

Ask the Experience ORISE Team

Want to learn more about an ORISE internship or fellowship? Have questions about how the ORISE experience can successfully impact your career path and/or add value to the research opportunities of students or alumni you work with at your organization? If so, contact our team today—we look forward to hearing from you!

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Open Access

Ten simple rules for leading a successful undergraduate-intensive research lab

Roles Conceptualization, Writing – original draft, Writing – review & editing

Affiliation MIT-WHOI Joint Program in Oceanography/Applied Ocean Science & Engineering, Cambridge and Woods Hole, Massachusetts, United States of America

Roles Conceptualization, Project administration, Writing – original draft, Writing – review & editing

* E-mail: [email protected]

Affiliation Biology Department, Utah Valley University, Orem, Utah, United States of America

• KJE Hickman, 
• Geoffrey Zahn

Published: April 11, 2024

• https://doi.org/10.1371/journal.pcbi.1011994
• Reader Comments

Participating in mentored research is an enormous benefit to undergraduate students. These immersive experiences can dramatically improve retention and completion rates, especially for students from traditionally underserved populations in STEM disciplines. Scientists typically do not receive any formal training in management or group dynamics before taking on the role of a lab head. Thus, peer forums and shared wisdom are crucial for developing the vision and skills involved with mentorship and leading a successful research lab. Faculty at any institution can help improve student outcomes and the success of their labs by thoughtfully including undergraduates in their research programs. Moreover, faculty at primarily undergraduate institutions have special challenges that are not often acknowledged or addressed in public discussions about best practices for running a lab. Here, we present 10 simple rules for fostering a successful undergraduate research lab. While much of the advice herein is applicable to mentoring undergraduates in any setting, it is especially tailored to the special circumstances found at primarily undergraduate institutions.

Citation: Hickman K, Zahn G (2024) Ten simple rules for leading a successful undergraduate-intensive research lab. PLoS Comput Biol 20(4): e1011994. https://doi.org/10.1371/journal.pcbi.1011994

Editor: Russell Schwartz, Carnegie Mellon University, UNITED STATES

Copyright: © 2024 Hickman, Zahn. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Funding: The authors received no specific funding for this work.

Competing interests: The authors have declared that no competing interests exist.

This is a PLOS Computational Biology Benchmarking paper.

Introduction

Undergraduate research (UR) is a high-impact practice that has been demonstrated to benefit student learning, persistence, and career preparation [ 1 , 2 ]. Undergraduate research serves as a robust intervention for students from underrepresented groups who are at risk of dropping out of college [ 3 , 4 ]. By engaging students during their early years of study, they develop a sense of community and gain access to faculty mentors. A preliminary introduction to the research environment gives students time to develop their science identity and makes them more resilient to difficulties encountered during their educational careers [ 5 ]. The literature on positive outcomes associated with participation in UR is broad [ 6 ], encompassing large public research institutions, private institutions, and liberal arts colleges.

Faculty at Primarily Undergraduate Institutions (PUIs) face a unique set of challenges to maintain scholarly productivity and “successful” research programs. They often have fewer external funding opportunities [ 7 ] and far higher teaching loads than faculty at research-intensive (R1) universities. Many R1 institutions provide research opportunities for undergraduates by incorporating them into ongoing projects led by graduate students and/or postdocs, via short-term programs or with course-based undergraduate research experiences (CUREs, see Rule 10), which can be successful at any type of institution. However, the luxury of graduate student and postdoc labor is not available to most faculty at a PUI—instead, they must rely on the involvement of undergraduate researchers.

Working with undergraduate students themselves presents some unique challenges. Typically, graduate students have a more refined set of skills and direction when they begin mentored research. They also have more financial support and time dedicated to research. Conversely, undergraduate students generally require a high investment toward training before they can be independent researchers. This is because undergraduates are enrolled in full-time coursework and are only with the lab for a short time before they graduate and move on to careers or graduate programs.

While there is considerable overlap in practices that lead to successful labs in both R1 and PUI settings, the unique challenges of running a lab at a PUI require specialized approaches for recruiting lab members and fostering lab success. There has been rich discourse on methods to increase the health and productivity of research labs [ 8 – 11 ]. However, we note that much of the advice (even when about undergraduate students) has been geared toward R1 labs with postdocs, graduate students, and reduced teaching expectations for faculty. Here, we discuss some “rules” tailored to the specific challenges facing the principal investigators of research labs at PUIs, particularly at public universities that serve a diverse student body.

Rule 1: Determine what “success” means in your lab

The crucial first step is to decide what “success” means for your PUI research lab. Setting this down in writing and communicating it to lab members will help to set the tone and focus of the lab. While external funding and publication quantity/quality are important metrics for lab “success” in some settings, we would argue that lab success at a PUI is most usefully defined as student success ( Fig 1 ).

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Defining lab success as student success is foundational to the 9 other rules for running a successful undergraduate-intensive research lab. This definition is informed by lab standards, training methodologies, and recruitment strategies. Cultivating the principles endemic to each rule promotes student success which, in turn, provides further opportunities to strengthen the lab’s success. These mutually reinforcing processes build lab community and facilitate successful undergraduate research labs.

https://doi.org/10.1371/journal.pcbi.1011994.g001

Student success can be measured in many ways, from retention and graduation in STEM, to increased science identity and critical thinking skills, to poster presentations, internal grant awards, and placement in graduate/professional programs. Selecting and tracking these metrics of importance will help you define your lab’s role in student success and prioritize your lab’s activities and engagement. Students who join your lab will have diverse educational and career goals, so it is imperative to have a plan in place for incorporating them into your lab’s pursuits. For example, a student planning on medical school might want to attend a different conference than one planning on graduate school, or a student considering other callings (communication, law, science policy, etc.) might benefit from altogether different career-development experiences. At all points, maintain an open dialogue with lab members about how their activities will lead to their own success in the context of the lab, and solicit feedback from each of them (individually) about what they view as “success” on short-term (approximately 3 to 6 months), medium-term (approximately 1 to 2 years), and long-term (>3 to 5 years) timescales.

The diversity of skill levels and interests you encounter with undergraduate lab members may shape your lab’s research goals in ways you did not anticipate. Some students may want to simply assist on someone else’s project, while others will be eager to start their own line of original research. Keeping a flexible research agenda to accommodate student interests and skills is fine, but undergraduates may want to push the boundaries of your lab’s unique focus beyond what you are capable of effectively supporting. Having a clear statement of “lab success” and putting lab goals in writing in a formal document will help you to guide students toward activities that support both them and your lab. An example undergraduate lab handbook has been archived online via Zenodo [ 12 ].

Rule 2: Approach students early

Science is a multifaceted and often slow process. With the high training investment and heavy course loads characteristic of undergraduate students, the research process is slowed even further. Be prepared for things to take much longer than you expect. Actively recruiting early-stage students, even local high-school students, is a winning strategy to overcome this challenge. This will provide you with ample time to test mentoring strategies, train the students in relevant methodologies, and benefit from their application of this training. Moreover, allotting sufficient time for the students’ training will facilitate their development into independent scientists with the ability to generate and investigate their own questions and ideas.

Freshmen and sophomores in your courses may not be aware that undergraduate research is even an option. PIs at teaching-focused institutions usually have consistent access to early students through the courses they teach. Spend a bit of time in class discussing research opportunities and benefits at your institution, and use examples of student research to highlight course content. Invite your current research students to present their projects in class to help you recruit, and invite interested students to shadow in the lab for a day. Highlighting the availability and inclusivity of undergraduate research and its importance to student success can help raise awareness in student populations who otherwise may have never been told that they could be a scientist.

Rule 3: Structure projects for peer collaboration

As a faculty member at a PUI, teaching is typically your first priority. With such restrictions on research time, a peer-mentor model can be a useful asset in your lab. This is analogous to the peer-mentor models employed by PIs at R1 institutions, with postdocs helping mentor PhD students [ 13 ]. In an undergraduate-only setting, the time and effort spent training students to serve as peer-mentors is significantly greater. After they are trained, peer-mentoring roles can be negotiated that lead to beneficial experiences for both mentor and mentee students [ 14 ]. This model can be an especially empowering role for the student mentor, developing their self-perception as a scientist. Moreover, this model develops teamwork skills and adds an element of peer-accountability which has been shown to improve retention and enjoyment of the scientific process [ 15 ].

In a PUI research setting, most students generally benefit from rotating through projects and/or duties. This variety exposes them to ideas and processes that may eventually shape their career path. Incorporating new students into senior students’ preexisting projects facilitates a flexible lab environment, which cultivates skill exploration, preparing them for independent research [ 16 , 17 ]. Good communication between the PI and the student research teams is also important for clearly defining roles, authorship credit, and project development. A collaborative lab environment will always be more successful than a competitive one, and you should take care to model and reinforce good collaborative practices.

Rule 4: Get students’ hands dirty

Undergraduate students typically seek out research labs because they have a vision of what research looks like and a perception of themselves as part of this process. For example, students may visualize researchers in a white coat at the lab bench, knee-deep in a bog, or logging onto a supercomputer. There are many ways to conduct research and these variations may not be equally recognized among undergraduates. Consequently, students should be engaged throughout various steps in the research process in order to enrich their contextual understanding and experience. There is no substitute for hands-on experience. Engaging students in active research protocols early on increases retention and improves chances of attaining high-skill positions in STEM [ 18 ].

A few roles on research projects in which new students can easily participate range, for example, from data collection and entry, to student–student peer review, to computational analyses, depending on student background. As students progress, this list can expand to include more intensive responsibilities. Allowing students to participate in a broad range of scientific tasks will equip them with an applied understanding of the hidden processes in science and build early intuition for this work [ 19 ].

Rule 5: Encourage a well-rounded education

Science is a highly creative pursuit and meaningful STEM careers can follow myriad paths. For example, a student may take interest in science communication, policy, or advocacy. Encourage your students’ diverse interests and allow them to follow their passion. This applies to the lab, their research questions, and their academic and personal life. They may want to take a ceramics class, learn to scuba dive, or spend time volunteering with campus organizations. Extracurricular activities and experiences build well-rounded individuals and more creative scientists, as well as making them more competitive applicants for jobs and postsecondary educational programs [ 20 ].

Talking to your students about their non-research passions may inspire new research paradigms or even inform how you communicate science from your lab. Promoting a healthy work/life balance and embracing the diversity of personal interests in your lab will make you more approachable and help foster an environment where lab members feel respected and fulfilled. Happy students do better science and have a positive effect on lab success.

Rule 6: Tailor your lab to your mentorship style

Different personalities and skill sets lead to different mentorship styles. When organizing your lab, it is helpful to do some self-reflection about what sort of mentor you want to be. Developing a formal mentoring philosophy can be facilitated through mentorship training from your institution, professional societies, and government agencies. These are excellent methods to spark introspection and define your strengths, weaknesses, and goals as a mentor.

How many students can you effectively supervise? How many different ongoing projects are feasible? The right answers to these and other questions will vary for every PI. Some may be comfortable establishing a large research group with formalized peer-mentoring and defined projects. Others may do better with a small group and closer interactions with each student. It takes time to develop trust and rapport with students, and without it, they may not feel comfortable failing or asking for help. It is important to be intentional and aware of your limitations. It is also important that each student in your lab gets the individual attention that they need.

Rule 7: Collaborate early and often

Science is inherently collaborative, and collaboration is a skill [ 21 ]. This is particularly important when running an undergraduate research lab where student training and graduation timelines do not leave much room for extensive data collection. Multiyear projects that students contribute to during their short tenure can leave most participants without tangible products to show as they apply for the next steps in their career pathway. To get things done on an undergraduate timeline, collaborations with external partners can be key.

Your lab will likely have some methodological focus that could be invaluable to other research teams. For example, if your undergraduate lab focuses on computational training, you will probably have external research labs eager for you to analyze data. Colleagues at R1 institutions often see PUI partners as a benefit for funding opportunities as well (e.g., NSF Broader Impacts). Use your professional network to advertise what your students can do and actively seek out collaborative opportunities with your academic, industry, and governmental contacts. This creates opportunities for your students to participate in projects they could not do alone, builds their professional networks, and teaches them how to be good collaborators.

Rule 8: Practice radical inclusivity

Building an inclusive lab takes effort and commitment. Most of the excellent advice for establishing an inclusive and antiracist lab [ 8 , 11 , 22 ] is directly applicable to undergraduate research settings as well, so we will not repeat it here. However, special considerations should be noted for PUIs. For example, you will likely encounter a greater proportion of first-generation/low-income and underrepresented students at a public PUI, as each stage of the educational pipeline successively excludes more students from those populations.

Students who are the first generation in their family to attend college, who come from low-income backgrounds, and/or who identify with underrepresented groups in STEM are far less likely to approach and interact with faculty either formally or informally [ 23 ]. This makes it crucial for faculty to proactively initiate discussions and actively recruit undergraduate lab members rather than wait for students to approach them. Underrepresented students benefit more from faculty-mentored research than any other group [ 24 ] and inclusion in undergraduate research has been shown to improve these students’ persistence in STEM [ 25 ]. Find the time to meet with students from these groups, whether in your classroom or by attending extracurricular events geared toward these student groups. Invest in creating a lab environment that will support a diverse group of students and then actively recruit them early in their educational journey.

Rule 9: Compensate students for their contributions

One of the most impactful differences between graduate and undergraduate researchers is that the latter are primarily full-time students, typically with no expectations or compensation for research activities. Finding ways to compensate undergraduates for research equalizes who can afford to participate. Your university may have internal grant mechanisms that pay or subsidize wages for undergraduate student research labor. Be proactive in finding these and other funding sources and, if paying your students is not an option, you may be able to compensate with course credit. Aside from equalizing access, compensating your students fosters mutual respect for their work/life balance which sets a precedent for students to respect their own time, manage expectations, and not overcommit.

Rule 10: Incorporate research into your teaching

While one-on-one mentoring has the highest impact on students [ 19 ], the time investment required for this practice is not always scalable. Course-based undergraduate research experiences (CUREs) offer a way to reach more students [ 6 ]. CUREs can make research participation more inclusive and available to students who may not be aware that mentored research is an option, and they reach a “captive audience” of students who may never have considered engaging in research. It also allows a wide range of students to add meaningful research experience to their professional portfolio while earning credits toward their degree. Teaching a CURE is separate from running a research lab, but it invariably extends and informs your mentoring. The pedagogical literature has many good examples of how to design and effectively manage a CURE in your classroom [ 26 – 30 ].

Conclusions

While the habits and attitudes that lead to successful research labs overlap considerably between an R1 and a PUI, there are unique features and special challenges in an undergraduate-only lab group that deserve special consideration. Here, we have tried to highlight some of the important practices that can transform those challenges into opportunities. Faculty at public PUIs play a critical role in preparing underserved students for careers in science, and often influence the types of scientists that these students will become. By teaching them how to be good scientists and collaborative community members, and how to cultivate a deep well of patience and compassion, you’re enabling their success. Framing “lab success” in terms of “student success” as a guiding principle will lead to positive outcomes for students and your lab.

Acknowledgments

Thanks to Michael Rotter for constructive feedback on the original manuscript. Thanks to the bouncer at The Muddy Charles for providing invaluable feedback on the layout of Fig 1 . Finally, thanks to undergraduate researchers everywhere. This manuscript is the result of a collaboration between a PUI faculty member and a former undergraduate student.

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NSF funds a large number of research opportunities for undergraduate students through its REU Sites program. An REU Site consists of a group of ten or so undergraduates who work in the research programs of the host institution. Each student is associated with a specific research project, where he/she works closely with the faculty and other researchers. Students are granted stipends and, in many cases, assistance with housing and travel. Undergraduate students supported with NSF funds must be citizens or permanent residents of the United States or its possessions. An REU Site may be at either a US or foreign location.

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Why should I do research?

• There are many benefits to doing undergrad research projects:
• Creating new knowledge through making new and unique analyses and discoveries
• Making connections with faculty, students, and community members
• Helping to shape or refine your academic and/or career interests
• Building skills you will use in future jobs and graduate programs
• Traveling to local, state, national, and international conferences
• Getting paid for your research 

To learn more about undergrad research, see the following sites:

• Council on Undergrad Research
• Undergraduate journals in your discipline (such as this example for  political science )
• ScholarWorks  (the Healey library site where we post Honors students' theses)

What are the different types of research?

Research comes in many types, such as the examples below:

Lab Research: Timothy Musoke Timothy explored the role of proteins called beta-arrestins in the regulation of cell-to-cell communication and signaling during animal development, using fruit flies as a model.

Policy Research: Angelika Katsinis Angelika explored whether legislation in Massachusetts and the U.S. has been able to help those unaware of the dangers of opioid addiction, and those already facing addiction.

Creative Research: Lili Koen Lili’s thesis was an exploration of whether self-portraiture photography is inherently empowering for women, or whether it can perpetuate oppressive perceptions of and among women.

Qualitative Research: Sarah Bolden Sarah explored the political significance of practices of image manipulation and editing in the media, through frameworks of authenticity, consumerism, spectacle, and apology.

Computational Research: Carla Aravena Carla placed student research subjects in virtual classrooms, and gathered data on how students could use the teacher’s movements to find opportunities to cheat on in-class exams. 

Organizational Research: Dawn DeRossette Dawn researched the connection between administrative culture and quality of health care within the Veterans Health Administration (VHA). 

Historical Research: Bryce Celotto Bryce traced the roots of school segregation in Washington D.C. and analyzed the U.S. Supreme Court Case Bolling v. Sharpe, which ended de jure segregation in DC public schools. 

Education Research: Corrie Locke-Hardy Corrie’s research focuses on gender stereotypes in early childhood classrooms. By not reinforcing stereotypes, children are given more freedom to choose how to express themselves.

See  ScholarWorks  to read about this esearch.

How do I find a research opportunity?

When seeking a research opportunity, we encourage you to consider:

1) Speaking with individual professors

• Many undergrad students start doing research within their classes, such as capstone courses, research methods courses, and internship courses.  If you would like to build upon these experiences, and take on a research opportunity outside of the classroom:
• Meet with the Undergrad Program Director, or Thesis Seminar instructor, or the chair for your department
• Look through the faculty listing for your department, and read the summaries of each faculty member's research, to see whose research might interest you the most
• Ask the professors you've taken classes with what their research focuses on

2) Taking part in formal research programs

Research and Internship Opportunities in the Sciences

• Research Experiences for Undergraduates in Biology
• UMass Boston CatCH (Caregiver, Child and Community Health) Scholars Program (research internships in caregiver, child and community health)
• Ronald E. McNair Post-Baccalaureate Achievement Program   (provides opportunities for undergraduates from underrepresented groups to excel at the undergraduate level in science- and math-related fields, work toward doctoral degrees, and undertake careers as college teachers)
• The UMass Boston - Dana Farber/Harvard Cancer Center Research Partnership
• The Initiative for Maximizing Student Development
• Bridges to the Baccalaureate Program (for advancing the careers of community college students interested in pursuing a biomedical research career)

Research and Internship Opportunities in the Liberal Arts

The Undergraduate Research Portfolio encourages you to participate in research—and become part of this analytical and creative activity at UMass Boston. The Undergraduate Research Portfolio gives you the opportunity for high quality faculty/student intellectual exchange by helping you to learn about and participate in research in your field. Visit the   College of Liberal Arts   for more information.

How can I apply for funding?

There are two ways to obtain funding for Undergraduate Research Funds:

• Funding for summer experiences

              Beacon Student Success Fellowship (BSSF)

• Funding for the academic year 

              Undergraduate Research Funds (URFs)

What research awards and fellowships can I apply to?

Graduating with Honors

• Undergraduate students can graduate with honors through their major or the Honors College
• For honors in your major, see the Undergrad Program Director or the thesis Seminar instructor, in your major department.
• For the Honors College visit them at www.honors.umb.edu.

Fellowships

Fellowship awards fund students’ travel and living expenses as they perform research, teaching, or service during their undergraduate and graduate years.  Some awards are targeted towards specific fields, but others fund experiences in any academic discipline.

To see available fellowships please visit the fellowships page at https://www.umb.edu/academics/fellowships/what_are_fellowships.

Kingston-Mann Undergraduate Student Research Awards for Excellence in Diversity/Inclusion Scholarship

The awards competition honors the work of undergraduate students whose research contributes to the scholarship of diversity and inclusion. The awards program is intended to encourage students to discover their potential as researchers. Included are eight colleges and universities from across New England. For information about the award, selections from past award-winning essays, and application forms, please visit www.umb.edu/kmawards.

College and Department Specific Awards

Many colleges and departments on campus have awards specific to students within those colleges. Please see your department for a list of these awards. As an example, below is the awards list for political science-related awards.

Where can I present or publish my research?

We encourage you to present your research:

• In your capstone & research methods course
• At your department Research Day
• At your college Research Day
• At the  Massachusetts Undergraduate Research Conference  (each April, in Amherst MA)
• At the annual conference for the  National Council on Undergraduate Research  (NCUR)
• At local, regional, and national conferences with your research discipline

We encourage you to publish your research:

• On the UMass Boston  ScholarWorks   website
• In professional journals specific to your research discipline
• In undergraduate journals specific to your research discipline, such as this example for   political science
• Our UMass Boston non-fiction magazine  Writ Large  contains personal essays that often spark ideas for future research projects

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The Department of Entomology’s research portfolio consists of basic science that builds on strengths in insect/plant interactions, and applied pest management research focused on stakeholder needs and priorities. We work on a range of insect and nematode problems using diverse tool-sets and varied disciplinary approaches. Our research areas include: Arthropod Molecular Biology and Genomics, Pest Management, Host Plant/Insect/Nematode Interactions, Environmental and Evolutionary Entomology, International Development and Cooperation and Insect Science Education.

Contact: Amanda Wilson at [email protected]

Website:   Entomology

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The Purdue Undergraduate Research Experiences for Plant Biology and Data Science (PURE-PD) is a 10-week immersive research program that connects undergraduate researchers with state-of-the-art authentic research in plant biology and big-data-driven science practices. The PURE-PD program is sponsored by the National Science Foundation.

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Summer College of Agriculture Research Fellowship (SCARF, formerly MASI)

​Find your passion in undergraduate research!  The Summer College of Agriculture Research Fellowship (SCARF) is designed to expose you to the wide-ranging field of plant sciences and STEM fields (science, technology, engineering and math).​

SCARF is open to Purdue College of Agriculture undergraduate students each summer. Students experience in-depth, hands-on research, participate in a series of science communication workshops including bi-weekly assignments, and attend faculty seminars and industry tours.

See below under "Summer Undergraduate Research Opportunities"

Undergraduate Research Training Program

Undergraduate students have a wonderful opportunity to gain invaluable research experience through the Undergraduate Research Training Program (URT) in the College of Education. Qualified students at the sophomore, junior or senior level in any academic discipline who are interested in research on teaching and learning are eligible for this program. Generally, a cumulative index of 3.00 is expected for admission to the program.

Contact: Youli Mantzicopoulos-James at [email protected]

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Engineering Projects In Community Service (EPICS)

EPICS is a unique program in which teams of undergraduates are designing, building, and deploying real systems to solve engineering-based problems for local community service and education organizations.

Contact:  [email protected]

Website:  EPICS

Global Engineering Programs and Partnerships (GEP2)

In celebration of the accomplishments Purdue engineering students and faculty have made in tackling international development challenges and to inspire greater achievements in this field, the I2D Lab Exposition is held every Spring at the end of March.

Contact:  [email protected]

Website: GEP

Mechanical Engineering Scholarships & Information

Website:  https://engineering.purdue.edu/ME/Undergraduate/ResearchOpportunities

Specific scholarship: Bottomley Scholarship. Website changes annually.

SCALE Workforce Development in Microelectronics

SCALE is Purdue’s major research and workforce development contract, funded by the Department of Defense. SCALE will provide mentoring, internship matching and targeted research projects for college students interested in microelectronics specialty areas: radiation-hardening, heterogeneous integration/advanced packaging, system on a chip, and embedded security systems/trusted artificial intelligence (ESS/TAI). This is open to US citizen  undergraduate students with a GPA of 2.8 or above, in first-year engineering or an eligible engineering major (Electrical & Computer Engineering, Materials Engineering, Mechanical Engineering, Nuclear Engineering, and First-Year Engineering), with interest in careers in microelectronics.

Contact: [email protected]  

Website: SCALE Program

Summer Undergraduate Research Fellowships (SURF) Program

The SURF program provides undergraduates opportunity to gain hands-on research experience by exploring a topic of interest alongside a Purdue professor and graduate student. During the 11-week summer program, students develop their knowledge of the research process by contributing to a real world project, network with other researchers, and present their discoveries at the end of the summer. The program offers full time, paid research positions on the Purdue campus and is open to students from all disciplines.

Summer Undergraduate Research in Global Engineering (SURGE)

Website:   SURGE

Vertically Integrated Projects (VIP)

The Vertically Integrated Projects (VIP) Program provides an opportunity for undergraduate students to earn academic credit while engaging in authentic and extended research and design projects related to active research areas of Purdue faculty members and national, international, and industry-sponsored design challenges. Students can participate on interdisciplinary and vertically-integrated teams (first-year through seniors) with faculty and graduate student mentors for multiple semesters to address these real-world research and design challenges.

Contact: [email protected]

Website: VIP

Undergraduate Research Opportunities

Contact: [email protected]  

Website: HHS Undergraduate Research Website

Alice M. and David A. Caputo Award for C-SPAN Archives Research

The Center for C-SPAN Scholarship & Engagement (CCSE) is calling for research paper proposals that use C-SPAN Video Library content including video, audio, text, or indexes to conduct original research in the social sciences. This research award is offered to eligible graduate and undergraduate students at Purdue University West Lafayette campus.

The selected Student Researcher will receive a $2,000 award* for the project and the Faculty Mentor will receive an award of $500. The student chosen for the award will work on their research project and be eligible for directed study credit. At the end of the project, the student must make a presentation on their research paper and work with the professor on exploring publishing opportunities for the paper. The research project must be completed and presented by April 10, 2025.

Website: Caputo Award for C-SPAN Archives Research

Discovery Undergraduate Interdisciplinary Research Internship (DUIRI) Program

The Discovery Undergraduate Interdisciplinary Research Internship (DUIRI) program is designed to involve Purdue undergraduates in the interdisciplinary research environment of the Discovery Park District. The program provides opportunities for students to work with researchers on cutting edge research projects that involve combining two or more disciplinary strengths. Working closely with researchers, students experience the excitement, challenge, and power of truly interdisciplinary research in the fast-paced, entrepreneurial environment.

Contact:  [email protected]

Website: DUIRI Website

Student Partners for Information Research and Literacy (SPIRaL)

SPIRaL brings forth a unique opportunity for undergraduate researchers to sharpen their abilities to recognize and combat contemporary information challenges, such as misinformation circulating on social media or inequitable access to information disproportionately impacting communities. Students will learn and apply participatory research methods to study information challenges and examine the social context and systems behind them. Student researchers will cultivate an understanding of the untapped power of information literacy to help us fight back against these challenges and will leverage it to propose real-world solutions that impact family, friends, and the academic and local communities around them. 

This research experience was designed by a Students-as-Partners team made up of two librarians from Purdue University Libraries and School of Information Studies, a graduate student from the Department of History, and an undergraduate student from the School of Mechanical Engineering. SPIRaL utilizes a participatory approach in our research methods but also in the way we work as a team and value each person’s voice and strengths. Students are invited to be full research partners, make decisions that determine the purpose and direction of research outcomes, build a relationship with a research mentor, support the success of future student researchers in SPIRaL, and play a central role in the research they are conducting. 

Contact Rachel Fundator at  [email protected]

SPIRaL Website

The Vertically Integrated Projects (VIP) Program provides an opportunity for undergraduate students to earn academic credit while engaging in authentic and extended research and design projects related to active research areas of Purdue faculty members and national, international, and industry-sponsored design challenges. Students can participate in interdisciplinary and vertically-integrated teams (first-year through seniors) with faculty and graduate student mentors for multiple semesters to address these real-world research and design challenges.

Interns for Indiana and for Entrepreneurship

The Purdue Interns for Indiana program, partially funded by the Lilly Endowment, Inc., is an innovative approach to keeping Indiana's college graduates in Indiana. By matching high-quality student interns with Indiana startup companies, Purdue aims to accelerate company growth while providing students with valuable educational experiences.

Website:  ENTREPRENEURSHIP EDUCATION  |  Interns for Indiana

The Data Mine

The first large-scale living learning community for undergraduates from all majors, focused on  Data Science for All . Hillenbrand Hall has an 800-student capacity. It is filled with new learning communities of students preparing for the data-driven workforce of the 21st century.

Contact:  [email protected]

Website:  The Data Mine

Purdue Alliance For Graduate Education & Professoriate (AGEP)

The Purdue AGEP campus offers a unique opportunity for incoming graduate students. Once you have been admitted to one of the STEM (Science, Technology, Engineering, or Mathematics) disciplines, you can ask your department to nominate you for the AGEP Bridge Transitional Program.

Contact: [email protected]

Website:  AGEP

Network for Computational Nanotechnology Undergraduate Research Experience (NCN-URE)

The Network for Computational Nanotechnology (NCN) funds a number of undergraduate research projects each summer in several science and engineering areas; projects may be multidisciplinary. We are looking for enthusiastic and qualified students with a strong background in engineering, physics, computer science or math who can code in at least one language (such as Python, C++, or MATLAB). Applicants should have completed their 1st year at Purdue by the start of summer and must satisfy the requirements of the specific project(s). Details about the program, including project descriptions and past projects, are available at  https://nanohub.org/groups/ncnure .

Contact Tanya Faltens at [email protected]

Website:  NCN

Purdue University Center for Cancer Research (PCCR)

Studies cancers at the cellular level to discover how they develop, progress and respond to treatment. Finds ways to detect cancer sooner and treat it more effectively. Shares its work with scientists and physicians worldwide to save and enhance human lives.

Apply through SROP

Website:  Cancer Research

Summer Stay Research Opportunities

Summer Stay allows approximately 100 undergraduate students to earn scholarships worth up to $2,500 for completing 140 hours of on-campus research experience alongside 9+ credit hours of coursework.  Research hours count toward the credit hour requirement. 

Website: Summer Stay

Growing Entrepreneurially-Minded Undergraduate Researchers with New Product Development in Applied Energy REU

The goal of this project is to provide underrepresented engineering and engineering technology students with a research experience that combines the best aspects of academic applied research, such as strong theory basis and rigorous scholarship, with essential business practices such as real-world customer discovery and the generation of sound business plans.

Website: Purdue REU

John Martinson Honors College (JMHC) undergraduate research programs offer interdisciplinary research opportunities for JMHC students.

JMHC Research Generators

The Research Generators (RGs) are communities of inquiry that are designed to jumpstart new or expanded research led by teams of faculty, staff researchers, and students. RGs cultivate research thinking and enable students to complete their scholarly project requirement through course offerings and non-credit-bearing experiential learning. RGs each have a broad, interdisciplinary theme and welcome students from any major.

Contact: Dr. Chaonan Liu , JMHC Scholar in Residence for Undergraduate Research

Undergraduate Research Fellowship

The Undergraduate Research Fellowship (URF) is a credit-bearing opportunity for JMHC students who want to begin engaging in STEM research at Purdue. Students will be matched with a graduate student or postdoc mentor who will introduce them to research techniques used in science, engineering, or technology fields, and provide mentorship in key areas of professional development for advancing education or research careers.

Urban Matters Lab

The Urban Matters Lab employs an interdisciplinary approach to the exploration and study of a range of urban matters, and also facilitates a pedagogical and exploratory journey for students to understand why the ‘urban’ matters. It fosters community engagement through interactive experiential opportunities across the Greater Lafayette area and beyond. It offers students the opportunity to develop their leadership skills through volunteer and internship opportunities in the community. The lab also creates opportunities for students to undertake interdisciplinary research through HONR courses and mentoring by Dr. Krishna.

HIFI Bioconservatory

The aim of the HIFI Bioconservatory at the John Martinson Honors College at Purdue University is to cultivate a vibrant undergraduate interdisciplinary community of JMHC undergraduate students interested in the science, technology, and culture of conservation and sound. Graduate mentors and research faculty are core of this TEAM Science approach fostering interdisciplinary collaboration, empowering students to explore, experiment, and analyze real-world problems, and to contribute innovative solutions and communicate about sonic biodiversity.

Tech Justice Lab

The Tech Justice Lab (TJL), housed in the Belonging, Equity, and Inclusion Unit of the John Martinson Honors College at Purdue, is a cross-college collaboration that prioritizes the development of interdisciplinary, justice-oriented undergraduate technology researchers and practitioners. The TJL builds on the Honors College’s mission of fostering well-rounded and highly engaged students, equipped with interdisciplinary knowledge and skills to impact society for the better. Interested students from any discipline, with guidance from TJL affiliated faculty and peers, will develop their toolkits of critical frameworks for evaluating the ethics and social impacts of technology. The TJL seeks to empower students to carry out projects that help us imagine what it means for technology to be “just,” and to envision ways to change how technologies are designed, implemented, evaluated, and/or contested, in order to bring about a more just future.

Dammon Dean's Scholars Program

Are you interested in a multi-year undergraduate research opportunity? If so, this enriching experience will be a great fit for you. As a Clarence E. Dammon Dean's Scholar, you will:

• Enjoy invitations to special academic guest lectures and programs.
• Interact with a community of dedicated scholars like yourself.
• Have the opportunity to participate in multiple conferences to discuss your research work.
• Enroll in a series of seminar courses to further enrich your undergraduate research experience.
• Serve as a mentor for fellow undergraduate researchers.
• Receive a $1000 scholarship for each semester of participation.   Students must enroll in SCLA 49105 to receive their scholarship monies

History of the Clarence E. Dammon Dean's Scholars Program

The College of Liberal Arts Dean’s Scholars Program was established in 1976 to recognize the academic achievement of select, first-year students. The program has been renamed the Clarence E. Dammon Dean’s Scholars Program in recognition of a gift from Jim and Marilynn Dammon in honor of Jim's father, Clarence E. Dammon.

Website: Dammon Dean's Scholars Program

Margo Katherine Wilke Undergraduate Research Internship Program

Are you interested in a short-term undergraduate research opportunity? If so, the Margo Katherine Wilke Undergraduate Research Internship may be a great fit for you! As a Wilke Scholar you will:

• Participate in multiple conferences to discuss your research work.
• Have the opportunity to enroll in a course series to further enrich your research experience.
• Receive a $500 scholarship for each semester of participation.   Students must enroll in SCLA 49105 to receive their scholarship monies

History of the Margo Katherine Wilke Undergraduate Research Internship

The Margo Katherine Wilke Undergraduate Research Internship (Wilke) program is designed to involve Purdue College of Liberal Arts undergraduates in the interdisciplinary and exciting research environment of the College of Liberal Arts.

Website:  Wilke Undergraduate Research Internship Program

Mitchell E. Daniels, Jr. School of Business Undergraduate Research Opportunities

If you are looking for other School of Business research opportunities, please connect with your professors or   centers in the School of Business.

• Krenicki Center for Business Analytics & Machine Learning
• To learn about the GSCMI projects, please connect with Steve Dunlop at [email protected] .
• Brock-Wilson Center for Women in Management
• Purdue University Center for Research in Economics (PURCE)
• Vernon Smith Experimental Economics Laboratory

Advisors can also direct students to courses with a research focus.

Contact  Lindsay Mechem Rosokha for John Martinson Honors College projects @ [email protected] .

Summer Pharmacy Research Fellowships

A student selected to participate in any of these fellowships will, by the end of the spring 2021 semester, have completed at least his/her second year of undergraduate or professional study with an excellent record, and will be interested in seriously investigating the possibility of a career in research. Preference will be given to students who have completed their third year of undergraduate or professional study at a U.S. institution. These fellowships are intended for students who have a serious interest in research as a possible career (including faculty positions) and who want to explore a research environment in more depth to enable them to make an informed career choice.

Applied Research

Advance the frontiers of knowledge, innovate technologies that address the grand challenges of society to serve humanity, and improve the quality of life around the world. While remaining grounded in our rich heritage of classroom instruction, the College of Technology has heightened its efforts in pursuing funded research. We believe that incorporating active research into the curriculum makes for a richer learning experience and reaffirms the practical use-inspired nature of the technology disciplines.

Contact Steve Elliott at [email protected]

Website:  Research

Physics REU

In each research project, students will work closely with a member of our faculty. The projects will be in a wide variety of areas, including high energy physics, accelerator mass spectrometry, condensed matter physics, geophysics, biophysics, nuclear physics, and astrophysics.

Analyze This REU - Analytical Chemistry Applied to Interdisciplinary Research

Spend the summer at Purdue University conducting cutting edge research in Analytical Chemistry! The Analytical Division in Purdue’s Department of Chemistry consists of 18 faculty members who currently supervise 80 graduate and 40 undergraduate research assistants. Their research areas include, but are not limited to, medical imaging, cancer research, drug delivery, nanomaterial development, atmospheric chemistry, forensics, environmental chemistry, advanced instrumentation development and understanding fundamental chemical mechanisms. US News and World report ranked Purdue as the #1 analytical chemistry program in the United States.

Veterinary Scholars Summer Research Program

The goal of the Veterinary Scholars Summer Research Program is to increase the number of veterinarians involved in biomedical and clinical research. The program provides an opportunity for veterinary students and undergraduate students interested in veterinary medicine to explore non-practice careers by engaging in a mentored research project and through informal and formal interactions with scientists. Veterinary students also will travel to the Boehringer Ingelheim NIH National Veterinary Scholars Symposium.

Contact Harm HogenEsch @ [email protected]

Website:  Veterinary Scholars

Center for Paralysis Research

Since its inception in 1987, the CPR has been involved in three human clinical trials (including multiple canine trials) as well as having one therapy being sold and marketed for patients with multiple sclerosis. This history of translational research is unique at Purdue and underscores our commitment to improving quality of life for both animals and humans. Dr. Jianming Li created a  "Tips" sheet  for those undergraduates who would like to see research opportunities.

Website:  CPR Website

Summer Research Program for Students and Pre-vet Students (SROP)

The Purdue SROP has the goal of enhancing diversity in academic, government, and industry positions that require graduate degrees. It is our aim to encourage talented undergraduate students from social and economic backgrounds that are underrepresented in research careers to pursue graduate education, and to enhance their preparation for graduate study. This program involves intensive research experiences with faculty mentors.

Email [email protected]

Website:  SROP

African American Studies and Research Center Undergraduate Summer Research Internship

The African American Studies and Research Center (AASRC) and Office of Undergraduate Research (OUR) are currently recruiting Purdue students for a new summer research initiative in Black Studies. The   African American Studies and Research Center Undergraduate Summer Research Internship   is a 6-8 week program that places up to 5 students into paid internships. Students will work with staff professionals to explore, process, and organize expanding collections detailing all facets of black life and history. Students will also use these collections and experiences to produce their own independent research projects that they will present at conferences on and off-campus in the following Fall and Spring semesters.

Students interested in this program may submit applications for multiple available projects. The program supervisors will meet with candidates to discuss specific project specifics and extend offers. Students selected for the internship will earn up to $6,000 to cover housing, summer research stipend, and summer stay tuition.

• Earn a $5,000 stipend for summer
• On-campus housing, meal stipend, and reasonable travel expenses provided
• Participate in extracurricular activities and campus-wide learning communities

Dates: May 22 - July 28, 2023

Deadline: March 1, 2023

Website: Analyze This REU

The Anvil Research Experiences for Undergraduates (REU) program is part of the Rosen Center for Advanced Computing (RCAC) CI-STEP student program  to provide  work opportunities and real workplace experience that enhance the student’s education through the development of professional skills, responsibilities, habits, attitudes, self-confidence, and self-development.

RCAC is seeking students for REU-paid internships for an 11-week onsite summer REU program. This program aims at developing the next-generation workforce in advanced computing and cyberinfrastructure technologies. It offers students from diverse backgrounds, the opportunity to gain the knowledge and skills necessary to build and support advanced research computing systems and scientific applications. As part of RCAC's decade-long successful student apprentice program, the REU students will learn by doing, working on the National Science Foundation-funded Anvil system in a team environment and mentored by cyberinfrastructure professionals.

• $600/week stipend
• $750 meal allowance
• On-campus housing
• Travel costs to attend a conference

Deadline: Feb. 16, 2024

Website: Anvil REU

Biochemistry REU

This National Science Foundation-sponsored program provides advanced training in the manipulation and analysis of proteins for undergraduate students. It facilitates deep understanding of experimental laboratory research, insights into protein biochemistry, and contemplation of the broader context of research. A wide range of student research projects mentored by faculty in the Department of Biochemistry is available. Examples include the experimental analysis of enzyme mechanisms, post-translational protein modifications, proteomics, and protein-nucleic acid interactions studied in the biological context of cell cycle control, chromatin regulation, and renewable energy research. Problem-based modules presented during the first three days of the program introduce key concepts in protein biochemistry and experimental design. After this brief orientation, the program emphasizes full-time research supplemented with weekly sessions on ethical conduct in research, professional communication, and the graduate school application process. At the end of the program, students will present their results at a departmental symposium and a university-wide poster session.

• $6,000 stipend
• Road transportation to West Lafayette

Dates: May 20 - July 26, 2024

Deadline: Feb. 15, 2024

Website: Purdue Biochemistry REU

CISTAR Summer Research Opportunities for Undergraduates

As a CISTAR summer researcher, you will work on a research project in your area of interest and be matched with a CISTAR Graduate Fellow mentor who will help you develop your skills as a researcher and gain insight into the world of graduate school. Throughout the summer, students participate in weekly professional development seminars, work in CISTAR Labs, network with CISTAR students on campus, and visit places of interest like Argonne National Laboratory.

Deadline: February 1, 2024

Website: CISTAR

Discovery Undergraduate Interdisciplinary Research Internships (DUIRI)

The Discovery Undergraduate Interdisciplinary Research Internship (DUIRI) program is designed to involve Purdue undergraduates in the interdisciplinary research environment. The program provides opportunities for students to work with researchers on cutting-edge research projects that involve combining two or more disciplinary strengths. Working closely with researchers, students experience the excitement, challenge, and power of truly interdisciplinary research in a fast-paced, entrepreneurial environment.

Dates: Summer 2024 Semester

Deadline: Applications will open up for students around March 2024 for summer.

Website: DUIRI

IoT4Ag REU (Purdue University)

This program is designed to give undergraduate students the opportunity to work with scientists on cutting-edge research to address the societal grand challenge of food, energy, and water security by advancing technologies that increase crop production, while minimizing the use of energy and water resources and the impact of agricultural practices on the environment.  Projects will focus on the creation of internet of things (IoT) technologies from sensors, robotics, and energy and communication devices to data-driven models constrained by plant physiology, soil, weather, management practices, and socio-economics.  

• Housing provided
• Travel allowance to campus 

Dates: May 25 - August 2, 2024

Deadline: February 16, 2024

Website: IoT4Ag REU

Physics REU and RET (Research Experiences for Teachers)

• Stipend of $600/week
• On-campus housing and meals

Dates: May 28 - August 2, 2024

Website: Physics REU

To qualify, applications must:

• Be enrolled in a degree-granting program at a U.S. college or university (2-year or 4-year)  
• Be U.S. citizens or permanent residents
• Have at least one semester of undergraduate study remaining after completing the PURE-PD program

Benefits include:

• $6,500 stipend
• Travel to/from the Purdue University West Lafayette campus

Deadline: February 29, 2024

Website: PURE-PD

Summer College of Agriculture Research Fellowship (SCARF)

​Find your passion in undergraduate research!  The Summer College of Agriculture Research Fellowship (SCARF) is designed to expose you to the wide-ranging field of plant sciences and STEM fields (science, technology, engineering, and math).​

SCARF (formerly known as MASI) is open to Purdue College of Agriculture undergraduate students each summer. Students experience in-depth, hands-on research, participate in a series of science communication workshops including bi-weekly assignments, and attend faculty seminars and industry tours.

Deadline: February 24, 2023

Website: SCARF

A student selected to participate in any of these fellowships will, by the end of the spring 2024 semester, have completed at least his/her second year of undergraduate or professional study with an excellent record, and will be interested in seriously investigating the possibility of a research career. Preference will be given to students who have completed their third year of undergraduate or professional study at a U.S. institution. These fellowships are intended for students who have a serious interest in research as a possible career (including faculty positions) and who want to explore a research environment in more depth to enable them to make an informed career choice. Students who accept a fellowship appointment are under no obligation for choice of a career path.

• $4,500 stipend

Dates: May 13 - July 19, 2024

Deadline: February 2, 2024

Website: Summer Research Fellowships

Summer Research Opportunities Program (SROP)

The Summer Research Opportunities Program (SROP) is a pathway to graduate education at Purdue University. This program is designed to provide equal access and opportunities to underrepresented and diverse students by preparing students for Graduate School by offering an eight-week intensive research experience, and graduate school resources that contribute to a student's professional and academic growth.

Dates: Summer 2024

Deadline: February 10, 2024

Website: SROP

If you are selected for Summer Stay Scholars, you will receive up to $2,500 to pay your estimated summer cost of attendance not already covered by other gift aid. A $2,500 scholarship will cover full tuition for resident students and offers a sizeable decrease in total cost for non-resident/international students. As a Summer Stay Scholar, you will take at least 9 credit hours and work at least 140 hours conducting faculty-led research or participating in an on-campus internship during Summer 2024.

To qualify for Summer Stay Scholars, you must have:

• Attended your first semester at a Purdue University campus in Fall 2023 or earlier
• A GPA of at least 3.00 for research or at least 2.00 for internships
• Undergraduate student status
• Complete 9+ credit hours during Summer 2024

Deadline: March 1, 2024

Summer Training on Awareness and Readiness for Semiconductors (STARS)

The Purdue Summer Training, Awareness, and Readiness for Semiconductors (STARS) is an eight-week program designed to equip students with deep-tech skills in IC design, fabrication, packaging, and semiconductor device and materials characterization. The program offers two specialized tracks: chip design and semiconductor manufacturing, providing an experience equivalent to a summer internship.

Website: STARS

Summer Undergraduate Research Fellowship (SURF)

The Summer Undergraduate Research Fellowship (SURF) program is an excellent opportunity for undergraduate students to gain hands-on research experience and explore advanced education and research careers. The program offers a 10-week immersive summer research experience, where selected students work on Purdue's West Lafayette, Indiana campus with faculty members and graduate student mentors. Students will get to work with cutting-edge research tools in science, engineering, and technology.

• Up to $1,200 travel reimbursement
• Free on-campus housing for non-Purdue West Lafayette students

Dates: May 20 - July 26, 2023

Website: SURF

This is a very abbreviated  list of available summer research opportunities available to Purdue students.

Most programs open their website and application for the upcoming summer between November and February.

To learn about more summer research opportunities:

• Subscribe to our newsletter to learn about opportunities we know about.
• Search for "summer [insert research keywords] research" to locate summer research programs.
• Check out the non-Purdue Excel spreadsheet of summer research programs the OUR is aware of.

Big Ten Academic Alliance (BTAA) Summer Research Opportunities Program (SROP)

The Summer Research Opportunities Program (SROP) is a gateway to graduate education at Big Ten Academic Alliance universities. The goal of the program is to increase the number of underrepresented students who pursue graduate study and research careers. SROP helps prepare undergraduates for graduate study through intensive research experiences with faculty mentors and enrichment activities.

Website: BTAA SROP Overview

Deadline: Varies by Big Ten institution

Georgia Tech Summer Undergraduate Research in Engineering/Sciences (SURE)

The Summer Undergraduate Research in Engineering/Sciences (S.U.R.E.) program is committed to increasing the number of qualified students who are traditionally under-represented in STEM fields. These include but are not limited to students from racial/ethnic minority groups, women, or first-generation college students.

Website: GA Tech SURE

Amgen Scholars

Amgen Scholars is hosted at thirteen premier educational institutions within the United States. Each host institution has its own application process. U.S. citizenship or permanent residency in the United States is required, and you can apply to participate at as many host institutions as you are interested in.

Amgen Scholars U.S. Program applicants must be:

• U.S. citizens or U.S. permanent residents;
• Undergraduate students enrolled in accredited four-year colleges or universities in the United States, Puerto Rico or other U.S. territories; and
• Sophomores (with four quarters or three semesters of college experience), juniors or non-graduating seniors (who are returning in the fall to continue undergraduate studies).
• A cumulative grade point average of 3.2 or above; and
• An interest in pursuing a Ph.D. or M.D.-Ph.D.

Website: Amgen Scholars

Application Deadline: Feb. 1, 2023

NASA has opportunities for supported internships, fellowships, and scholarships.

Website:  NASA

National Science Foundation (NSF)

NSF funds a large number of research opportunities for undergraduate students through its REU (Research Experiences for Undergraduates) Sites program. An REU Site consists of a group of ten or so undergraduates who work in the research programs of the host institution. Each student is associated with a specific research project, where he/she works closely with the faculty and other researchers.

Website:  NSF

Pathways to Science

Many paid summer STEM undergraduate research opportunities are found in this database.

Website:  Pathways to Science

NIH Summer Internship Program in Biomedical Research

Summer NIH programs to provide an opportunity to spend a summer working at the NIH side-by-side with some of the leading scientists in the world, in an environment devoted exclusively to biomedical research.

Website: NIH SIP in Biomedical Research

NIH Undergraduate Scholarship Program

The National Institutes of Health (NIH) Undergraduate Scholarship Program (UGSP) offers competitive scholarships to students from disadvantaged backgrounds who are committed to careers in biomedical, behavioral, and social science health-related research. The program offers:

• Scholarship support
• Paid research training at the NIH during the summer
• Paid employment and training at the NIH after graduation

Website: NIH UGSP

ThinkSwiss Research Scholarship Program

ThinkSwiss is a scholarship program managed by the Science Office at the Embassy of Switzerland in Washington, D.C. The program is funded by the State Secretariat for Education, Research and Innovation (SERI) and is supported by the Embassy of Switzerland in Ottawa, Canada. The aim of the program is to promote research opportunities in Switzerland for American and Canadian students and to foster exchange between Swiss, U.S., and Canadian universities and research institutions.

Applicants must currently be enrolled at an accredited U.S. or Canadian university/college, be a graduate student or an undergraduate student who will have completed their sophomore year by the time the research stay in Switzerland begins, and provide a written confirmation from a professor at a Swiss university that the applicant will be accept for a research stay.

Scholarship is $1,800/month with $5,400 maximum

Deadline: December 31, 2022

Website:  https://thinkswiss.org/

US Department of Energy Scholars Program

The DOE Scholars Program is a  Department-wide program designed to create a pipeline of highly qualified talent in disciplinary fields that support mission-critical areas of the  U.S. Department of Energy  (DOE) .  The DOE Scholars Program provides opportunities designed to introduce DOE missions, functions, and operations to talented undergraduate and graduate students, as well as recent graduates.

Website: DOE Scholarship Program

Southern Methodist University Data Science for Social Good REU

Learn how to use data science tools for improving the lives of people.  You will join a team of researchers using data to find solutions to pressing economic and environmental problems affecting neighborhoods in the city of Dallas, Texas.

Program Participants Receive

• Stipend of $4800
• Free on-campus room and board
• Social activities 

Website: SMU REU

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General Lab Information

Science Undergraduate Laboratory Internship  (SULI )

The Department of Energy's Science Undergraduate Laboratory Internship (SULI) program encourages undergraduate (2-year and 4-year) students to pursue science, technology, engineering, and mathematics careers by providing research experiences at a Department of Energy (DOE) laboratory.

Program Overview

The SULI program provides interns the opportunity to work under the guidance of scientific and engineering staff on projects that are relevant to the DOE mission of ensuring America’s security and prosperity by addressing its energy, environmental and nuclear challenges through transformative science and technology solutions that includes:

• 16 week internship programs during the spring and fall semesters
• 10 week internship program during the summer
• Participation in cutting-edge scientific research programs
• Chance to present research results verbally and/or in writing
• Work may appear in a contribution to a scientific journal
• A weekly stipend of $650
• Housing, on-site transportation and one round trip visit to student listed permanent address for those living outside a 50-mile radius from the lab 

SULI Student Matias Rosner

October 22, 2019

University of Puerto Rico student Matias Rosner was a 2019 summer intern at Brookhaven Lab through the U.S. Department of Energy's Science Undergraduate Laboratory Internships (SULI) program. The SULI program encourages undergraduate students and recent graduates to pursue science, technology, engineering, and mathematics careers through an authentic research experience at Brookhaven Lab.

University of Puerto Rico student Mathias Rosner investigated machine learning during his internship at Brookhaven Lab through the Science Undergraduate Laboratory Internships program.

Eligibility Criteria

• Currently enrolled full-time at an accredited U.S. institution AND have completed at least one semester as an undergraduate (at the time of application)
• Recent graduate from an undergraduate program
• At least 18 years of age
• Minimum GPA of 3.0
• U.S. citizen or lawful permanent resident (green card holder) of the U.S.
• Active health insurance for the duration of the program 

Application Requirements

Apply online through the Department of Energy's Science Undergraduate Laboratory Internship website.

Important Dates

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Office of Educational Programs Brookhaven National Laboratory Building 438 Upton, NY 11973-5000

Using the unique scientific tools and intellectual resources of Brookhaven National Laboratory, the Office of Educational Programs prepares the next generation of scientists, engineers, technicians, and educators. Our team comprises scientists, science educators, and engineers to develop and facilitate workforce development and education initiatives that support the scientific mission of Brookhaven Lab and the U.S. Department of Energy.

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Brookhaven Science Associates

Brookhaven Science Associates manages and operates Brookhaven National Laboratory on behalf of the U.S. Department of Energy's Office of Science. BSA is a partnership between Battelle and The Research Foundation for the State University of New York on behalf of Stony Brook University. | More

Research Opportunities

Psychology department courses.

Psychology 196A: Research Assistantship in Psychology Assist faculty members and graduate students at UCLA who are conducting research in the field of psychology.

Psychology 196B: Research Assistantship in Cognitive Science Cognitive Science majors only: Assist Psychology Department faculty members or graduate students who are conducting research in the area of Cognitive Science.

Psychology 199A/B: Directed Individual Research and Study Conduct your own individual and independent research.

Other Research Opportunities at UCLA:

Undergraduate Research Center – Sciences Info on a variety of research programs, including Student Research Program (SRP), Undergraduate Research Fellows Program (URFP), summer research programs, travel grants.

UC LEADS Offers fellowships and guidance to promote research over a two-year span. Goal of program is to provide educational experiences that prepare undergrads to assume positions of leadership in industry, government, public service, and academia following the completion of a doctoral degree, preferably at the University of California.

Conferences – Present Your Research:

UCLA Psychology Undergraduate Research Conference  (PURC) Held at UCLA each Spring. Present your research conducted in the field of Psychology such as Behavioral Neuroscience, Clinical, Cognitive, Cross-Cultural, Developmental, Forensic, Health, Measurement, Personality, Social Psychology, or other related Behavioral Sciences in paper or poster sessions.

UCLA Undergraduate Research Week Held at UCLA each May. Present your research in poster format. Participants are eligible for a $500 Dean’s Prize.

Journals – Publish Your Research:

UCLA Undergraduate Psychology Journal The Undergraduate Research Journal of Psychology (URJP) is an online journal published by students interested in cross-disciplinary psychological research. The journal is published annually at the end of Spring quarter.

Undergraduate Researcher Laboratory Safety:

UCLA Interim Policy 906 The interim Undergraduate Researcher Laboratory Safety Policy (Policy 906) outlines the necessary safety requirements and prohibitions on research and other activities that involve undergraduate student researchers and highly hazardous materials. The safety requirements outlined in this interim policy pertain to all research and teaching laboratory environments.

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Give To Other College of Science Priorities

At LSU you have the opportunity to participate in cutting-edge research in the Department of Biological Sciences, even as an undergraduate student. The department has over sixty outstanding researchers who are often willing to allow undergraduates to participate in their research programs. Laboratory experience both provides a deeper understanding of material learned in coursework and gives valuable training for students interested in a career involving biological research. 

There are two primary ways to become involved with research as an undergraduate:

• Part-time employment in a laboratory.  Some students have scholarships or work-study awards that provide support for campus jobs, including working in research laboratories. In some instances, students may be supported through a faculty member’s research grant funding.
• Formal enrollment in the upper division course, BIOL 3999 with the support of a research faculty member in the Department of Biological Sciences. 

In either case you need to first identify a faculty mentor .  The best procedure is to look over the research interests of our faculty, identify the type of research you are interested in and contact these faculty members. Here is a faculty listing.  All faculty except instructors can serve as research mentors:

FACULTY Listing When you identify someone who is willing to take you in their laboratory you can discuss employment options.  

If you decide to enroll in BIOL 3999 to gain research experience and/or to pursue Upper Division Honors, you can find the requirements and additional information here:

BIOL 3999 UNDERGRADUATE RESEARCH

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Research Experience for Undergraduates

2024 Program Updates

• Interested students should email the faculty member they are interested in working with and submit their resume. 
• Faculty will submit student applications for the REU program to the student services office.
• We will offer the program in-person, & only during summer quarter.
• We must receive all REU applications from faculty by  April 15 2024  for summer quarter. 

Please read through our  FAQ page  for more information about the program & eligibility.

REU Student Openings in Aero Astro Labs for Summer 2024 

Aeronautics astronautics faculty labs, current research projects, and openings for undergraduate students are updated here regularly. .

Morphing Space Structures Lab, Professor Manan Arya, email:  [email protected]  if you are interested. 

Project description: The REU student will assist with the construction of small-scale prototypes of large unfolding structures for space applications, e.g., large radio reflectors or high-power solar arrays. These small-scale prototypes, measuring around 1 m in size, would be used for assessing and furthering the design of these structures. Some of the prototypes will be realized using low-fidelity materials, such as 3D-printed plastic, laser-cut sheets, and folded paper. Some of these prototypes will be realized using higher-fidelity materials to enable the experimental characterization of these prototypes.

Eligibility requirements: strong background in design, CAD, and prototyping. Knowledge of structures and structural analysis is important.

Current REU Openings:

Aerospace Design Laboratory (ADL), Professor Juan Alonso, email:  [email protected]  if you are interested.

The Aerospace Design Laboratory (ADL) fosters the use of high-fidelity analysis and design tools in a variety of aerospace design problems including aircraft, turbomachinery, launch vehicles, helicopters and spacecraft.  Aerospace Design Laboratory (ADL)

Professor Anton Ermakov, email:  [email protected]  if you are interested. 

Project Description: 

How smooth are lava lakes Jupiter’s moon Io and what does it tell us about Io’s volcanism?

On Feb 3, 2024, Juno had a flyby of Jupiter’s moon Io. Io is the most volcanically active body in the Solar System. Its surface is covered by geologically young lava flows from dozens of volcanic centers. The observations by the camera onboard Juno (JunoCam) revealed that the surface of lava lakes is mirror-like. That is, it exhibits specular (as opposed to diffuse) reflection.

Four images shown below were taken during the flyby. The horseshoe shaped feature is the largest volcanic lake on Io called Loki Patera. It can be seen that the lava lake surface, which is normally much darker than the surrounding terrain, appears brighter at the left image.

The project is to quantify the strength specular reflection and relate it to the properties of the surface. For example, the surface of lava lakes must be very smooth to be mirror like. Thus, the lava might have been of low viscosity and with no bubbles. The project will involve JunoCam image processing, literature review and numerical modeling of the specular reflection.

Prerequisites: strong programming background (Matlab, Python). It would be preferred (but not required) if you have taken Geophysics or EPS classes on anything related to volcanos.

Reconfigurable Structures Lab, Professor Maria Sakovsky, email:  [email protected]  if you are interested.

Project description:  Our research explores aerospace structures that can learn from inputs in their environment and change their mechanical properties on demand. Imagine a satellite solar array that passively reorients to face the sun without repointing the satellite or a robotic explorer that learns to navigate around obstacles by changing its type of locomotion. We are looking for students with experience and interest in materials and structures. Projects range from performing mechanical characterization of structures, to integrating sensors, to writing code to control the structures.

Space Rendezvous Laboratory (SLAB), Professor Simone D'amico, email:  [email protected]  if you are interested.

Project description: "Autonomous and distributed spacecraft Guidance, Navigation, and Control (GNC) is an enabling technology for sustainable spaceflight, including on-orbit servicing to prolong the lifetime of space assets (e.g., through inspection, refueling and repair) and to remove space debris (e.g., through their characterization and de-orbiting). These projects investigate and develop new algorithms at the intersection of optimal control, computer vision and machine learning to enable the above in a spectrum of scenarios from known cooperative (on-orbit servicing) to unknown non-cooperative (debris removal) resident space objects. This research work leverages the experience and expertise of the Stanford’s Space Rendezvous Lab in the design and validation of robust algorithms for distributed space systems. The research is done in collaboration with external partners at various space companies (Blue, Redwire, TenOneSpace, etc)"

Stanford Intelligent Systems Laboratory (SISL), Professor Mykel Kochenderfer,  If interested please apply at:  https://forms.gle/Cboj8cJTa3JaXYG89

We are looking for an undergraduate to work on algorithms for decision making under uncertainty, applied to a variety of applications ranging from space exploration to unmanned aircraft. Programming knowledge in Julia or Python is required. Ideally, students will have taken AA228 already. 

Structures And Composites Laboratory (SACL), Professor Fu-Kuo Chang. Welcome to apply! Follow the link for more information:  https://sacld8.sites.stanford.edu/

 To apply, please send your CV to the Lab PI, Prof Fu-Kuo Chang, at  [email protected]  and CC to the Lab Manager, Dr. Saman Farhangdoust, at  [email protected]

Join our dynamic research team at the Structures and Composites Lab (SACL) within the Aeronautics and Astronautics Department. We are looking for motivated, independent, students interested in research on developing multifunctional energy storage composites (MESC) for the next generation of electronic vehicles and aircraft.

We currently have two openings for some active projects and successful applicants will have the opportunity to get training in an academic program specialty and adopt professional skills to participate in two programs:

1. Experimental Program including Lithium-Ion Battery Fabrication, MESC Specimen Fabrication, Testing MESC Specimen (Peel, Thermal-Expansion, Fatigue, Impact, etc.).

2. Computational Program including Design and Conceptualization of MESC Applications, Hand Calculations, Finite Element Analysis, Simulation Modeling of MESC.

Two candidates with a strong background in one or more areas of computational modeling, composite fabrication, lithium-ion battery, material science, and computer programming are sought. These two positions will be placed at SACL (Aeronautics and Astronautics Department). The students will have access to workstation computers and professional lab facilities. The students will have the opportunity to conduct modeling and experimental work and collaborate with interdisciplinary researchers at SACL.

In addition to the research project, a Mentorship Program is designed to assist students in acquiring and developing academic skills under postdoctoral scholar mentorship. This mentoring program includes In-depth involvement in the research project, Interaction with industries, Training in oral presentations during group meetings, Publication of high-quality articles in journals and conferences, Guidance for career development and future paths. 

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Mechanical and Industrial Engineering

College of engineering, undergrads set to display real-world laboratory research at expo, 1 heading link copy link.

Undergraduate students working under the direction of Professor Sabri Cetin in the Mechatronics Laboratory at UIC are gaining valuable interdisciplinary experience working on real-world projects, and their work will be featured at the upcoming engineering expo on April 19.

Cetin and his team are investigating advances in robotics and digital technologies that may present opportunities to remove humans from dangerous manual operations and enhance safety and efficiency.

The current cleaning and transporting nuclear waste process calls for people to manually use hot cells or gloveboxes. Cetin sees these processes as “ obsolete, difficult, inefficient, and costly.”

“With robot technology, we are going to help save people from hazardous work conditions, and nuclear clean-up is one of the applications,” said Cetin, who recently received a continuation grant titled “Remote Controlled Mobile Robotics Technology for Nuclear Cleanup Operations” from the Department of Energy (DOE).

The researchers began working on the control systems of the gantry, which is a bridge-like structure with a platform that supports other equipment. Now, they are also developing a simulation of the nuclear waste clean-up system that Oak Ridge National Laboratory and Argonne National Laboratory have established. This includes a remote-controlled, dual-arm telerobotics system with human-like capabilities that has the potential to revolutionize hazardous waste clean-up and holds potential for broader applications.

“We started developing a virtual version that is accurate to their measurements and is able to simulate the operation while being connected to the actual robot,” said Matheus Leao Moreira, an undergraduate student graduating in May. “This is a tool for planning operations and testing the control systems. And it’s also meant as a visual aid for operator safety operator training.”

Cetin and his team are expanding this project beyond the scope of waste management and have started exploring digital twin capabilities in industrial automation.

A digital twin is a digital representation of a physical object, person, or process, contextualized in a digital version of its environment. They can help an organization simulate real situations and their outcomes, ultimately allowing it to make better decisions.

“We’ve developed twins for applications such as palletizing and we’re working on one for machine welding. The common ground between these twins is that they simulate real robot models,” Moreira said. “We made several industrial applications to showcase this technology to sponsors outside of DOE that are also interested in this technology.”

The students received permission to use the research as their capstone project in the Senior Design Course, which challenges students to solve engineering problems using research, creativity, and the skills they developed at UIC.

They will  showcase their work during the during the annual College of Engineering Expo at the Credit Union 1 Arena, 525 S. Racine Ave, Chicago, on Friday, April 19, from noon to 4:30 p.m. The expo will feature more than 700 students that makeup approximately 200 teams from every department of the College of Engineering. The event is free and open to the public and tickets are not necessary to attend.

Rendering of the gantry and crane in use Heading link Copy link

Students and faculty members will conduct scientific research and technical projects at DOE’s national laboratories and facilities this summer.

WASHINGTON, D.C. – The Department of Energy’s (DOE’s) Office of Science will sponsor the participation of 1,073 undergraduate students and 113 faculty members in three STEM-focused workforce development programs at 17 DOE national laboratories and a national fusion facility during Summer 2024. Collectively, these programs ensure DOE and our nation have a strong, sustained workforce trained in the skills needed to address the energy, environment, and national security challenges of today and tomorrow.

“The Department of Energy is proud to offer opportunities to students and teachers to learn about DOE, the national labs, and science as a discipline,” said Harriet Kung, Acting Director of the DOE Office of Science . “When students are able to experience working in a laboratory, they have a better understanding of what their career could be. We are excited to encourage new researchers on their paths to helping us solve the world’s challenges.”

Nine hundred and twenty-two (922) 2- and 4-year undergraduate students and 122 community college students will participate in the Science Undergraduate Laboratory Internships (SULI) and Community College Internships (CCI) programs, respectively. These students, 24% of which are from Minority Serving Institutions (MSIs), will work directly with national lab scientists and engineers on research and technology projects that support DOE’s missions.

One hundred and thirteen (113) college and university faculty members will collaborate with national lab research staff this summer on projects of mutual interest through the Visiting Faculty Program (VFP). Additionally, 29 students will join the faculty awardees as team members on the collaborative research projects. These faculty and students represent 87 institutions, 46% of which are MSIs, including 17 HBCUs.

SULI, CCI and VFP participants are selected by the DOE national laboratories and facilities from a diverse pool of applicants from academic institutions around the country. The programs are managed by the Office of Workforce Development for Teachers and Scientists (WDTS) in the DOE Office of Science. For more information, visit the Office of Workforce Development for Teachers and Scientists (WDTS) homepage.

University of Missouri

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Undergraduate Research

Job Posting

Undergraduate Researcher for Summer 2024

Posted on April 16, 2024

Position Information

Department: Special Education

Position Type: Paid

Number of Positions: 1

Hours Per Week: 5-10

Hourly Pay Rate: 14

Car Required? No

Position Term: Summer

More Information: Research Website

Faculty Mentor or Sponsor

Name: Jessica Rodrigues

Address: 611 Conley Ave, Townsend Hall

Phone: 5738825764

Email: [email protected]

Join the Mathematics Potential Lab, a research team situated within the Department of Special Education in the College of Education & Human Development (but you do not need to be studying within the College of Ed & Human Development to apply for this position! We welcome all majors to apply.) The lab is led by Dr. Jessica Rodrigues and currently includes four graduate and four undergraduate lab members. Our research focuses on supporting young learners in the area of math and investigating how education research can be effectively shared with teachers, to bridge the gap between research and classroom practice. The undergraduate researcher will be a key member on our National Science Foundation (NSF) project.

Students with disabilities are especially encouraged to apply for this undergraduate researcher position.

• $14.00/hr, ~5-10 hrs/week
• 40 hours total of work over the course of Summer 2024. The summer months during which you complete your hours can be discussed with Dr. Rodrigues after being offered the position. In other words, there is some flexibility! We will find a schedule that works best for you and the lab.
• Your research activities will contribute to our NSF-funded project.

Your tasks as an undergraduate researcher could include: Reading research literature; organizing data; data collection and analysis; creating graphics and social media posts for sharing research with wide audiences; and attending lab meetings.

Some of the work will entail in-person meetings on campus (we have a lab space in Townsend Hall), but a good portion of the work can be completed remotely.

Required Skills

• Dependability; openness and interest to learn about research and to gain new skills.
• You do not need any prior experience with research/data analysis. You will receive mentorship from Dr. Jessica Rodrigues and/or students in the lab to learn new skills.

Preferred Qualifications

• Interest in intentional inclusive practices.
• Interest in mathematics learning/STEM for young students is a bonus, but not a requirement! Our lab includes researchers from various majors and various interests.

Other Comments

• The funding for this position is intended for providing paid, mentored research experiences for MU undergraduate students with disabilities. Students with disabilities are especially encouraged to apply.

We encourage students to include a resume or transcript when e-mailing a faculty mentor to apply for a posted position.

Wisconsin Energy Institute

Undergraduate researcher from hittinger lab wins goldwater scholarship.

A member of the Wisconsin Energy Institute’s Hittinger Lab has won the nation’s premier undergraduate scholarship in mathematics, engineering, and natural sciences. 

Katarina Aranguiz, a junior from Hartford, Wis., was one of four University of Wisconsin–Madison students to receive a 2024 Goldwater Scholarship.

Aranguiz, who is majoring in biochemistry with a certificate in data science, works in professor Chris Hittinger’s genetics lab, where she leads efforts in using machine learning to understand phenotypic variation across diverse yeast species for clinical and industrial applications.  

Aranguiz transferred to UW–Madison after completing her freshman year at UCLA, where she was part of an honors-level academic community that introduces students to cutting-edge biological sciences research. Last year she received a Sophomore Research Fellowship from the Provost’s Office and an award from the National Hispanic Scholarship Fund recognizing her potential to become a leader in the life sciences. She plans to pursue a PhD in computational biology and a research career furthering the development of sustainable bioproducts.

The scholarship program honors the late Sen. Barry Goldwater and is designed to foster and encourage outstanding students to pursue research careers.

A Goldwater Scholarship provides as much as $7,500 each year for up to two years of undergraduate study. A total of 438 Goldwater Scholars were selected this year from a field of 1,353 students nominated by their academic institutions.

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MIT News | Massachusetts Institute of Technology

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Advancing technology for aquaculture

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According to the National Oceanic and Atmospheric Administration, aquaculture in the United States represents a $1.5 billion industry annually. Like land-based farming, shellfish aquaculture requires healthy seed production in order to maintain a sustainable industry. Aquaculture hatchery production of shellfish larvae — seeds — requires close monitoring to track mortality rates and assess health from the earliest stages of life. 

Careful observation is necessary to inform production scheduling, determine effects of naturally occurring harmful bacteria, and ensure sustainable seed production. This is an essential step for shellfish hatcheries but is currently a time-consuming manual process prone to human error. 

With funding from MIT’s Abdul Latif Jameel Water and Food Systems Lab (J-WAFS), MIT Sea Grant is working with Associate Professor Otto Cordero of the MIT Department of Civil and Environmental Engineering, Professor Taskin Padir and Research Scientist Mark Zolotas at the Northeastern University Institute for Experiential Robotics, and others at the Aquaculture Research Corporation (ARC), and the Cape Cod Commercial Fishermen’s Alliance, to advance technology for the aquaculture industry. Located on Cape Cod, ARC is a leading shellfish hatchery, farm, and wholesaler that plays a vital role in providing high-quality shellfish seed to local and regional growers.

Two MIT students have joined the effort this semester, working with Robert Vincent, MIT Sea Grant’s assistant director of advisory services, through the Undergraduate Research Opportunities Program (UROP). 

First-year student Unyime Usua and sophomore Santiago Borrego are using microscopy images of shellfish seed from ARC to train machine learning algorithms that will help automate the identification and counting process. The resulting user-friendly image recognition tool aims to aid aquaculturists in differentiating and counting healthy, unhealthy, and dead shellfish larvae, improving accuracy and reducing time and effort.

Vincent explains that AI is a powerful tool for environmental science that enables researchers, industry, and resource managers to address challenges that have long been pinch points for accurate data collection, analysis, predictions, and streamlining processes. “Funding support from programs like J-WAFS enable us to tackle these problems head-on,” he says. 

ARC faces challenges with manually quantifying larvae classes, an important step in their seed production process. "When larvae are in their growing stages they are constantly being sized and counted,” explains Cheryl James, ARC larval/juvenile production manager. “This process is critical to encourage optimal growth and strengthen the population." 

Developing an automated identification and counting system will help to improve this step in the production process with time and cost benefits. “This is not an easy task,” says Vincent, “but with the guidance of Dr. Zolotas at the Northeastern University Institute for Experiential Robotics and the work of the UROP students, we have made solid progress.” 

The UROP program benefits both researchers and students. Involving MIT UROP students in developing these types of systems provides insights into AI applications that they might not have considered, providing opportunities to explore, learn, and apply themselves while contributing to solving real challenges.

Borrego saw this project as an opportunity to apply what he’d learned in class 6.390 (Introduction to Machine Learning) to a real-world issue. “I was starting to form an idea of how computers can see images and extract information from them,” he says. “I wanted to keep exploring that.”

Usua decided to pursue the project because of the direct industry impacts it could have. “I’m pretty interested in seeing how we can utilize machine learning to make people’s lives easier. We are using AI to help biologists make this counting and identification process easier.” While Usua wasn’t familiar with aquaculture before starting this project, she explains, “Just hearing about the hatcheries that Dr. Vincent was telling us about, it was unfortunate that not a lot of people know what’s going on and the problems that they’re facing.”

On Cape Cod alone, aquaculture is an $18 million per year industry. But the Massachusetts Division of Marine Fisheries estimates that hatcheries are only able to meet 70–80 percent of seed demand annually, which impacts local growers and economies. Through this project, the partners aim to develop technology that will increase seed production, advance industry capabilities, and help understand and improve the hatchery microbiome.

Borrego explains the initial challenge of having limited data to work with. “Starting out, we had to go through and label all of the data, but going through that process helped me learn a lot.” In true MIT fashion, he shares his takeaway from the project: “Try to get the best out of what you’re given with the data you have to work with. You’re going to have to adapt and change your strategies depending on what you have.”

Usua describes her experience going through the research process, communicating in a team, and deciding what approaches to take. “Research is a difficult and long process, but there is a lot to gain from it because it teaches you to look for things on your own and find your own solutions to problems.”

In addition to increasing seed production and reducing the human labor required in the hatchery process, the collaborators expect this project to contribute to cost savings and technology integration to support one of the most underserved industries in the United States. 

Borrego and Usua both plan to continue their work for a second semester with MIT Sea Grant. Borrego is interested in learning more about how technology can be used to protect the environment and wildlife. Usua says she hopes to explore more projects related to aquaculture. “It seems like there’s an infinite amount of ways to tackle these issues.”

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Related links.

• Research project webpage
• MIT Sea Grant
• Abdul Latif Jameel Water and Food Systems Lab (J-WAFS)
• Department of Civil and Environmental Engineering
• Aquacultural Research Corporation
• Cape Cod Commercial Fishermen's Alliance
• Northeastern University Institute for Experiential Robotics

Related Topics

• Civil and environmental engineering
• Mechanical engineering
• Undergraduate Research Opportunities Program (UROP)
• Agriculture
• Environment
• Sustainability
• Supply chains
• Artificial intelligence
• Computer vision
• Undergraduate
• Collaboration

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