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Mu summer undergraduate research program.

The University of Missouri is home to more than 33,000 students and 2,000 faculty. We are in the middle of a state that’s in the middle of the country seeking the farthest reaches of what is possible. Our diverse and thriving campus is nestled in the heart of downtown Columbia, serving all walks of life. The perfect blend of small town and flourishing city, Columbia is consistently rated among the top places to live in the nation. This is where opposite ideas attract, grand challenges are explored every day, and where rigorous study meets the real world.

All programs affiliated with the Office of Undergraduate Research run May 28– July 26th, with travel days on May 27th and July 27th (9 weeks).  Students live in on-campus, air-conditioned housing (double rooms), and receive a meal plan paid by the program. Many programs provide one credit-hour of research, travel to and from Columbia, and stipends ranging from $3,400 – $5,400.

Coordinated by the MU Office of Undergraduate Research, the  Summer Undergraduate Research Program  hosts 50+ students from institutions across the nation. Interns in the program participate in  educational and social activities  and numerous outings planned by the interns themselves creating a vibrant, inclusive, and welcoming summer community. Under the guidance of an MU faculty mentor, students work on their own projects in collaboration with graduate students, lab technicians, and post-doctoral researchers and will showcase their results at a  poster Forum on July 25 th .

Eligibility

Applicants must have completed at least one year of full-time college enrollment prior to June 2024 . Students should be pursuing a major in fields related to the program for which they are applying. Students graduating before December 2024 are not eligible. Students must be citizens or permanent residents of the U.S. See information on individual programs for additional requirements.

Most programs are for visiting students only and current Mizzou students are generally not eligible. Check program details for more information.

Educational Programming

As part of the program, students participate in professional-development seminars designed to provide information about research methodologies, career preparation and options, and research ethics. Weekly small-group seminars provide opportunities for students to focus on a topic and engage in discussion with peers and faculty.  Social activities also provide opportunities for participants to get to know each other. Mandatory orientation sessions will be held May 29 & 30, 2024.

Learn about Columbia

Columbia, Missouri is a small town with a big city feel. With a vibrant downtown steps away from the Mizzou campus, there is lots to explore. With many parks also within walking distance to campus you can find biking, hiking, running, and walking trails; skateboard parks, and fishing spots.

Local is loved in CoMo…lots of art galleries, boutiques, coffee shops, music venues, and restaurants. First Fridays are a fun event for you to go and explore each month.

Enjoy your time away from the lab by exploring what CoMo has to offer.

Application deadlines vary; please visit each site for more program information and the application links.

• MU Alcohol Research Training Summer School & Internship (MU ARTSS)
• Ellis Fischel Cancer Center Summer Undergraduate Research Fellowship (SURF)
• NSF REU: Scientific Study of Interpersonal Relationships Across the Lifespan
• NSF REU: Creative Approaches to Materials Design and Processing
• Summer Research Internship in Medical Sciences
• Missouri School of Journalism Summer Fellowship Program
• Translational Biomedicine Summer Research Program
• NSF REU: Research on Perspective Analytics for AI-enabled Operations Engineering
• NSF REU: Computational Neuroscience
• NSF REU: Consumer Networking Technologies

Here is a list of Summer Programs at MU for Mizzou undergraduate students:

Alcohol research – mu artss, cherng summer scholars, efcc summer undergraduate research fellowship (surf), school of nursing anne crowe essig research mentorship program.

MU NSF Sci-Lift (APPLY by 15 April)

Missouri Louis Stokes Alliance for Minority Participation

Integrated STEM Internship Program (Extension)

Click here for a list of some external summer programs for mizzou undergraduate students..

The MU Office of Undergraduate Research, and therefore the Summer Undergraduate Research Program, is committed to fostering an inclusive community of researchers , free from discrimination and harassment as defined in MU’s Student Standard of Conduct and Human Resources policy. As visiting students on the MU campus, participants in the Summer Research Internship Program join current MU students, faculty, and staff in holding the following values as the foundation of our identity as a community: Excellence , Respect , Responsibility , and Discovery . Upon this, we strive to build a comprehensive, engaging learning experience for all persons involved in this program.

We encourage students with disabilities to apply for this summer opportunity. We will engage in the process of determining and securing accommodations with all students selected for the program.

Impact of COVD-19

In response to the COVID-19 pandemic, the University of Missouri and Boone County Department of Public Health have established guidelines and protocols designed to minimize risks from the disease. More details about these plans can be found at the following websites: https://renewal.missouri.edu/ https://www.como.gov/coronavirus/

Students who participate in this program will be expected to follow all university and county public health guidelines. 

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What are my options for summer research?

Why should i do a summer research program (srp), when should i do an srp, what is a typical timeline to apply, how can i talk to my family about a srp, how do i find a srp, what are the eligibility requirements, i am an international student at ucsc. what programs can i apply for, what is included in an application, how many reference letters will i need, how do i get a strong reference letter if i don't have any research experience, what if the start date for the program is while i am still in classes, i am already well established in a research group.  should i leave for the summer for a srp, what is a reu, additional resources.

There are two types of opportunities for summer research for undergraduates.

Working with a research mentor   

Students can work with a researcher, such as a professor, in the summer just as they would during the academic year.  In addition to opportunities at the home institution and other universities, there are positions available in many sectors, including the federal or state government, non-profits and industry.  

These positions are characterized by the variety of arrangements possible, depending on what the mentor and student agree to. The position may be full or part-time; paid, volunteer, or for credit; and may continue research begun from the previous academic year or may be carried on into the following academic year.  The summer research may be part of a senior thesis or independent project.

This web page focuses primarily on formal summer research programs. 

Formal summer research programs  

Students in these programs work with a mentor on a well defined research project for 8-10 weeks, usually not at their home institution. Many programs have specific groups of students, such as students from community colleges or under-represented minorities, that they target.

SRPs typically include a group of students, a formal application process, a stipend, room and board, and funding for travel and for presenting results.  Most programs also include supplemental activities, such as professional development workshops, speakers, and field trips.

If the summer project is successful, many mentors will continue to work with students in the following academic year.  

Go Back To Top

An SRP can be very formative for students.  Major benefits include:

• Experience in the culture of another academic community
• Engaging in the practice of your discipline
• Creating knowledge, not just consuming it
• Supplementing your coursework with hands-on experience
• Gaining experience that can help you be more competitive for graduate school or a job involving research
• Career exploration
• A reference letter from a researcher from outside of UCSC
• Funding!! A stipend, travel costs, and housing
• Presentation opportunities
• New friends

When should I do a SRP?

Students usually do a SRP the summer after the second or third year of college.  First years do not usually have the necessary background, and many programs don't accept students who have already graduated.

Note:  Some students stay for an extra fall term so they can be eligible for another summer research season before graduating.

What is a typical timeline to apply? 

Fall (and before!)

• Develop relationships with professors so that you have reference letters (see reference letters)
• Begin to prepare your Curriculum Vitae or resume (see Application Tips )
• Find programs (see Finding a SRP)
• Email the program coordinator with questions (start date, eligibility, potential mentors, etc.)
• Read the websites of some of the mentors and/or any presentation session done by students in past years

Winter to early spring

• Prepare your applications (see  Application Tips )
• Make sure to proof read for grammar, style, relevance to prompt, etc.
• Request reference letters (see  Application Tips )
• Submit your application on time
• Confirm your application was received (if necessary)

Deadlines are usually December to March  

Before you apply, talk to your family about what a SRP is and why it is important for you to particiapte in one for you to acheive your academic and career goals.  Your family may be supportive immediately, or they may also worry because they do not understand why it is important for you live away from home and travel to a place where they do not know anyone.  

For more suggestions, see Discussing Summer Research and Graduate School with your Family  from Pathways to Science 

• Networking  Your fellow students, your TAs, graduate students and professors can be some of the best resources.  Ask what summer programs they recommend.
• Student Groups often have students who have done SRPs.  Ask members what programs they suggest and for tips for applying.
• Online lists and databases  Ask fellow students where they look for listings.  Each discipline has sites where programs usually get posted. See  Other Research Opportunities  for links by discipline and for selected federal program.
• Professional organization websites Ask what groups researchers in your field belong to, and then check the website for listings.
• Google searches   on "(major)   undergraduate research summer" can be very helpful.

Eligibility varies by program.   Check each program's eligibility requirements carefully.   If you have any questions, email the coordinator.

Specific requirements may include:

• Full-time student status for the following academic year
• Year in college
• Minimum GPA (often 3.0 or 3.5)
• US Citizenship or permanent residency
• Member of a target group such as community college students or students from under-represented minorities in the field. 

There are many programs that accept international students, primarily at private institutions or companies where the program is not directly funded by the US federal government.  A professor or graduate student in your field is the best resource for finding programs that are a good match for you.

Start by looking at the following links:

• Opportunities for International Students  (note that eligibility requirements can change) from Macalaster College
• Other Research Opportunities:  Additional Programs , private foundations and international programs

Applications can be extensive and typically require:

• A comprehensive general application
• Essays and/or personal statements
• Transcripts
• 2 or more reference letters from STEM faculty (see reference letters below)

You will need at least 2 reference letters from professors.  Programs often do not accept letters from lecturers, staff, graduate students, or TAs.  A letter from a professor in a non-science field like arts or humanities is likely not relevant.

Note: If you get to know a TA for a class well, the TA can help you connect with the professor.  You can ask the TA for advice on how to approach the professor for a reference, and sometimes a professor will sign a letter of support written by a TA who knows your work well.

Go to Office Hours!   You need to start building relationships with professors long before applications for summer programs are due.  When you first meet with a professor, start by asking how s/he got to her or his current position.  People usually like to talk about themselves, and this question can help get a conversation started.

• Starting your first year, pick a class each term and go to the professor's office hours weekly. If you are taking general classes for your major, you can talk to any math, science, engineering, etc. professor. Once you are taking classes in your major, professors for upper-division classes in your field are the best choice.
• Ask the professor how s/he got involved in research
• Read the professor's webpage and some publications and ask questions. (Don't worry if you don't understand the papers well!  You are an undergraduate.) This shows initiative and that you are interested in the professor's research.
• Ask for advice on any relevant topic:  finding a summer program, joining a research group, preparation for graduate school, etc.
• At the end of the quarter ask if the professor would write you a letter
• Check in with the professor at least a few times a quarter so s/he remembers you

See  Getting strong letters of recommendation  (from UC Berkeley)

UCSC uses a quarter system, and summer programs often start before UCSC is done with spring quarter.  You can do either of the following:

1.  Apply to programs and then see if you can negotiate some flexibility with the program and/or your professors if you have a conflict with the start date. Some professors will let an excellent student finish early to take advantage of a good research opportunity.

2.  Contact the program to see if there is flexibility.  If not, don't apply.

There is not a single correct answer to this question.  Some points to consider:

• Summer programs are usually paid
• Staying in a research group for the summer can let you focus on your research.  If you'll make a lot of progress and be able to do a senior thesis and/or help with a publication, it may be helpful to stay.
• A reference letter from a summer programs mentor is not usually as strong as a letter from a professor you work with for a long time period.  You just can't get to know someone that well in 8-10 weeks.  If there is an opportunity to continue the summer project into the following academic year and writing a paper or doing a senior thesis, the letter from a summer mentor will be much stronger.

The Research Experience for Undergraduate (REU) a National Science Foundation (NSF) program. See for the  database entry  for more information. 

UCSC Undergraduate Research Opportunities

• Other Research Opportunities  (links to lists by discipline and databases)

Application Help

• Resource Toolbox  (scroll to mid-page), including applying to summer programs, from  Pathways to Science
• Summer Research- Applying and Getting in  (from  UCSC STEM Diversity )
• Getting strong letters of recommendation  (from UC Berkeley)
• Writing a Curriculum Vitae (CV)  (from  UCSC STEM Diversity )
• Writing the Curriculum Vitae  (from  Purdue Owl Online Writing Lab )
• Writing the Personal Statement  (from  Purdue Owl Online Writing Lab )
• Writing Your Statement of Purpose  (from  UCSC CBSE Research Mentoring Institute )

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Ten simple rules for students navigating summer research experiences for undergraduates (REU) programs: From application to program completion

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

Affiliations Caltech, Student-Faculty Programs, Pasadena, California, United States of America, Azusa Pacific University, Azusa, California, United States of America

Affiliation Stanford Biosciences Grant Writing Academy, Stanford University, Stanford, California, United States of America

Roles Conceptualization, Investigation, Writing – review & editing

Affiliations Office of Graduate Education, Stanford University, Stanford, California, United States of America, Engineering Undergraduate Research Office, Purdue University, West Lafayette, Indiana, United States of America

* E-mail: [email protected]

Affiliations Office of Graduate Education, Stanford University, Stanford, California, United States of America, School of Medicine Human Resources Group Justice, Equity, Diversity, and Inclusion, Stanford University, Stanford, California, United States of America

• Maria Manzanares, 
• Courtney Peña, 
• Kayla C. Kobak, 
• Miranda B. Stratton

Published: November 9, 2023

• https://doi.org/10.1371/journal.pcbi.1011573
• Reader Comments

For many emerging scientists, research experiences for undergraduates (REU) programs are an important gateway to graduate school and a career in science, technology, engineering, and mathematics (STEM). REUs provide guided mentorship and learning experiences in a summer-long program where students develop research skills, build scientific knowledge, and strengthen their scientific identity. While the benefits of REUs are abundant, the process is not always easy to navigate, especially for students who come from first-generation and/or low-income (FLI) backgrounds. This paper provides two-fold guidance for undergraduate students interested in participating in REUs. Rules 1 to 5 focus on demystifying the application process from beginning to end, and Rules 6 to 10 guide students who are on the other side of the application process. Thus, this paper will be most helpful for undergraduate students who are either considering applying for an REU or have been accepted into one and want to learn more about what to expect. It can also be a shareable resource for faculty, staff, and mentors who work directly with STEM undergraduates.

Citation: Manzanares M, Peña C, Kobak KC, Stratton MB (2023) Ten simple rules for students navigating summer research experiences for undergraduates (REU) programs: From application to program completion. PLoS Comput Biol 19(11): e1011573. https://doi.org/10.1371/journal.pcbi.1011573

Editor: Russell Schwartz, Carnegie Mellon University, UNITED STATES

Copyright: © 2023 Manzanares et al. 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 Methods paper.

Introduction

Research experiences for undergraduates (REUs), also known as undergraduate research experiences (UREs), are an important part of an early scientist’s development [ 1 – 4 ]. These programs offer valuable opportunities for undergraduates to engage in hands-on scientific research during summer-long programs. Under the guidance of experienced research faculty and their trainees, REU’s provide authentic, practical learning experiences for students like you [ 5 , 6 ] as you develop essential research skills and gain a deeper understanding of the scientific inquiry process.

In addition to research, REUs often include professional development activities such as reading scientific papers, practicing poster presentations, preparing applications for graduate studies, and professional networking with peers and other scientists [ 3 ]. As an aspiring scientist, participating in an REU can serve as a prime steppingstone to science, technology, engineering, and mathematics (STEM) terminal degrees (such as a PhD or MD) [ 3 , 6 – 10 ]. REUs have also been found to offer affirming experiences for students as they consider future careers in science [ 6 , 11 ] and, notably, have been reported as a critical gateway for students from underrepresented/marginalized identity groups into STEM fields [ 1 , 3 , 5 , 7 ].

While the benefits of REUs are well-documented, we understand that navigating through the application, acceptance, and participation stages may require support and guidance. In this paper, we draw on both the existing research on REUs and our own experiences as leaders of summer REUs at Caltech, Stanford School of Medicine, and Purdue Engineering. Our aim is to offer 10 simple rules for navigating summer REUs, from the application stage through the completion of the program. This paper will be most useful if you are interested in applying for an REU (Rules 1 to 5) or preparing to participate in an upcoming summer REU program (Rules 6 to 10). The context of these rules is based on REU programs situated in the United States and may not be relevant for those outside of the US. Additionally, this paper can serve as a shareable resource for faculty, staff, and mentors who work with STEM undergraduates.

Throughout the paper, we refer to S1 File , the “REU Program Packet”, which is a downloadable and interactive resource we created for undergraduate students seeking REUs. The packet can be found in the Supporting information section of this paper.

Rule 1: Explore your research interests

If you are interested in gaining research experience, not knowing where to begin can be overwhelming. Thankfully, numerous resources are available to get you started on the right track towards a STEM research career. Most undergraduate campuses have an undergraduate research office or career center that offers resources both for current students (if you want to stay at your home institution, aka the college or university where you are currently enrolled) or information for visiting undergraduates (for examples, see [ 12 – 15 ]). We also encourage you to explore resources like “Ten simple rules to make the most out of your undergraduate research career” [ 16 ] and “Ten simple rules for getting the most out of a summer laboratory internship” [ 17 ], which we will elaborate on in future rules like Rules 6 to 10. As you explore the research opportunities available to you, reflect on what scientific topics you are interested in and passionate about. Ask yourself the following questions:

• What excites you about science?
• Why do you want to do research?
• What scientific topics capture your interest? These could be topics you have learned about in courses, topics you have heard or read about in the news, or based on your life experience (e.g., you know someone affected by a particular disease).
• What kind of impact do you want your research to have? For example, are you eager to find a cure for a disease or to uncover the inner workings of a natural phenomenon?
• What scientific topics are less exciting or interesting to you? Why?
• If you have had previous research experience, what have you enjoyed/not enjoyed about your experience?

Reflecting on these questions will help you narrow down your research interests and identify the most relevant research topics and REUs for you. However, keep in mind that your journey towards research may not follow a linear path. It’s crucial to keep an open mind and be willing to explore different areas. Engaging in research experiences, especially if you are new to the field, can help you discover the scientific domains that truly resonate with your interests and passions. Seeking guidance from mentors and experienced researchers is invaluable during this exploratory phase. Remember, it’s okay not to know everything at this stage—lean on those who have been where you are to learn about how they got there and see what you can learn from their journey. Once you have reflected on the kind of research you are interested in Rule 1, utilize pages 1 to 4 of S1 File to help you further identify and narrow down your motivations.

Rule 2: Identify your programmatic needs

As you explore potential programs, think about what you would like to get out of your summer research experience and what will help you become a successful scientist. Your scientific identity is one facet of your multidimensional self, and you can nurture it alongside your other social identities. Particularly, personal financial goals and considerations are crucial to the process of choosing an REU. Meeting your basic needs, such as food and housing security, is integral to success in any endeavor. Meeting basic needs may particularly be a concern if you are a student whose identities are underrepresented in STEM or for first-generation/low-income (FLI) students [ 18 ]. To determine what considerations are important for you, we recommend asking yourself the following questions:

• What is my availability, given my academic calendar?
• What are my financial and housing needs?
• ○ If pursuing a hybrid or in-person experience, will I need funding and logistical support for travel, housing, meals, and other needs?
• ○ If pursuing a remote experience, do I have the resources necessary to participate and reach my fullest potential (e.g., stable internet, a computer with high computing power, etc.)?
• Can I leave my current living situation and shift my responsibilities to pursue an opportunity (e.g., apartment leases, job and/or family responsibilities)?
• What are my accessibility-related needs (if any)? Think about what accommodations you currently have at your home institution and what needs still need to be met. This could be related to visible [ 19 ] and invisible disabilities [ 20 ], as well as temporary or acquired disabilities (for more information, see [ 21 ]).
• What additional resources will I need to be successful?

Interests (Rule 1) and needs (Rule 2) are both important in determining which programs will be your best fit (Rule 3) as well as in the creation of your application materials (Rule 4), so be sure to spend some time on this groundwork before moving forward.

Rule 3: Find your programmatic fit

Now that you better understand your interests and needs for the summer, you can start exploring different programs and evaluating how they align with what you hope to gain from the experience. When looking for research programs, use tools such as the National Science Foundation’s REU search tool [ 22 ] and the American Association of Medical College’s Summer Undergraduate Research Programs [ 23 ] to identify programs by field, keywords, or location. You can also search for programs at schools of interest and use tools like Pathways to Science [ 24 ]. You may also search at government labs and/or companies in industry.

If you are an international or undocumented student, please note that some programs have resident restrictions for funding purposes, but many do not. You will need to check the specific requirements of each program. DACA students can find various opportunities through resources such as Summer Research Programs in STEM for Undocumented and DACA Students [ 25 ] and Programs for Undocumented Students [ 26 ]. Peruse the website and connect with office staff to ask questions.

Additionally, reach out to your academic networks including faculty, advisors, and staff to identify what research opportunities exist and when to consider applying for them in your undergraduate career. Conversations with them can be informative and may even result in potential connections. If possible, talk to at least 3 people to have multiple perspectives. These conversations can also be helpful in case your REU application requires a reference letter. Similarly, leverage your peers and friends for program recommendations if they have participated in REUs or have heard about them from conferences, LinkedIn, or from their support networks.

You can even directly contact the faculty you are interested in conducting research with. Some programs will require this as a first step, but many do not. Usually, first contact consists of an email, but you can also suggest an informational interview where you can mention the program you are applying to at their institution and ask about their experience with it. Don’t be afraid to reach out to your faculty networks to facilitate connections with faculty at other institutions: word-of-mouth referrals can go a long way in helping to achieve your goals.

Rule 4: Create an application timeline and materials checklist

Once you have identified which program(s) you are most interested in, use the REU program’s website to collect information on the application process. If you have any outstanding questions regarding needs you identified in Rule 2 that are not addressed on the program’s website, contact program staff for more information. Typically, the program staff is available to address specific questions. You can email, call, or schedule a video conference meeting to get your questions answered. The program may even offer an informational session for prospective applicants where you can learn more about how to be a competitive applicant.

It’s essential to start early when applying to programs, as most summer REUs have applications open from fall to winter and notify students in the spring (for more information, see Rule 5 ). Find out what the application requires and map out all the elements. Generally, an application will ask for an essay of some sort, letter(s) of recommendation, transcripts, or other materials. Use Table A in S1 File , along with Table 1 below, to keep you organized throughout the process. This will help you build an application timeline and materials checklist while helping you stay organized.

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https://doi.org/10.1371/journal.pcbi.1011573.t001

We encourage you to share your planning table and research program list with a trusted mentor or peer who has experience with REUs. You can also strengthen your application materials by drawing on your network and asking trusted mentors and peers to read and provide feedback on your materials. If you don’t have a mentor, ask a professor or instructor from a class you enjoyed about what they recommend. They might be willing to offer support or guide you in the right direction. The application will likely ask for a letter of recommendation. Generally, you should ask someone who knows you and can speak to your potential. For in-depth guidance on the letter-seeking process, see 10 simple rules for navigating the reference letter seeking process [ 27 ] and 10 simple rules for writing compelling recommendation letters [ 28 ].

Rule 5: Apply and wait and see if you get an offer

It’s time to shoot your shot! Let all your hard work from Rules 1 to 4 shine in your application. Reviewers will be looking for research fit, mentor–mentee match, and program interest. Applying to multiple programs will increase your chances if you maintain quality and intention throughout each application you submit. This includes tailoring your application specifically for each program you apply to and for each question they ask of you (instead of using the same general response for each prompt or essay). For example, ensure that all your application materials reflect the program you are applying to by adding specific reasons why you’re interested in conducting research at that particular institution. Double-check your application materials to avoid submitting the wrong application to an unintended program. Make sure your letter writers also know which programs they are submitting a reference letter to.

If you receive an offer, revisit your needs outlined in Rule 2 and in S1 File . Ask the program staff any follow-up questions regarding funding support, timeline, and expectations. This will help you make an informed decision as you consider your offer(s). If unforeseen barriers arise, do not hesitate to contact program staff or staff at your home institution to request additional help. Though not guaranteed, some programs can be creative with funding, so it doesn’t hurt to ask!

Do not accept more than one program’s offer if you receive more than one acceptance —if you are waiting to hear back from other programs, share this information with the REU staff who offered you a position. They recognize that competitive applicants may face multiple offers and can usually be flexible in their acceptance deadlines. Once you have accepted one program’s offer, follow up with the other offers you received to decline their acceptances.

It’s important to keep in mind that REU programs are extremely competitive, and you might not get accepted on the first try. If you are not accepted into a program, know there is no failure if you gain something from the application experience. Whether it is strengthening your scientific ideas, engaging with your STEM community, or learning more about yourself, there is a lot to build from that will be helpful for your development as a scientist. After all, iteration is essential in the scientific process—so don’t give up!

If you would like feedback on your application, reach out to your support networks, such as faculty advisors, trusted professors, or career counselors to discuss your materials. You may also consider inquiring with REU program staff, though many programs may not offer this type of personalized feedback. Your networks can offer guided feedback and help you craft a stronger, more refined application when you are ready to apply for future research opportunities.

Rule 6: Set expectations with your research mentors—and yourself!

Once you accept the program’s offer, your program of choice will connect you with your faculty research mentor, also known as the principal investigator (PI), and their lab. This early connection can help you learn about current project goals and start conversations with mentors and lab mates. You will be working with this community of scientists throughout the program. Your primary research mentor(s) may be a graduate student (master’s or PhD student), a postdoctoral fellow, or a research staff scientist. Your primary research mentor(s) facilitate day-to-day research training and can help you understand the lab’s unique culture and research culture more broadly. You can also build relationships with others in the lab, even if you are not directly working on a project together. This tiered mentorship can provide near-peer mentoring and help expand your academic and personal network. For more information about how a lab is set up and the people who make up a lab group, see Dr. Kathy Baker’s book At the Bench : A Laboratory Navigator [ 29 ].

As you begin your research experience, keep in mind that building reciprocal relationships is vital to being a successful researcher and collaborator. The impact of mentorship with active and engaged mentors can help you cultivate your confidence and increase your sense of belonging in STEM. Remember that a scientific mentor is slightly different from a scientific advisor. We define a scientific mentor as a scientist, like a faculty research mentor, who has agreed to invest in your personal and professional growth and development, whereas an adviser shares scientific knowledge, provides feedback, and oversees the direction of your research. For more examples of how scientific mentors differ from advisors, see [ 30 , 31 ].

Recognizing the role your faculty mentor and your primary research mentor will play in your scientific growth and development is crucial. Discussing expectations and setting deadlines with your mentor(s) will help set the tone for your REU experience and demonstrate to them that you value their time and energy. Some norms to establish include how frequently you will communicate with one another and your preferred communication styles. Work together to set goals and understand how your work fits into the larger aims of the group. Use the Setting Research Expectations and Goals section of the REU planning packet to co-create research goals and understand each other’s expectations [ 16 ]. Then, revisit these expectations and deadlines throughout the summer to discuss what is going well and what can be improved.

While setting expectations with your research mentor(s), it’s essential to also set expectations with yourself. Be patient with yourself and ask for support when you need it. REUs are an opportunity for you to learn and further develop as a scientist, so don’t expect to know everything immediately. Failure is an integral part of the scientific process, so be kind to yourself and practice a growth mindset [ 32 ] when scientific failures arise. If you join a program that isn’t perfectly aligned with your research goals, think of ways to leverage the experience. Many REU programs may offer research seminars, graduate school preparation, and professional development workshops. Presenting your research at the end of the summer will also help develop your scientific communication skills and help expand your academic network. Use this experience to grow personally and professionally and clarify your long-term goals.

Rule 7: Be Intentional about socializing in and out of the lab

Social ties are important for retention in STEM [ 33 – 35 ], and mentoring can come in many forms, including from people you meet outside the research lab. During the REU, build connections with others in your program and your research lab. REU programs may partner with offices like student clubs, writing centers, and student wellness programs to support your work-life balance during your REU. Use these connections to get to know people throughout the campus community. Reach out and ask people about their experiences in STEM, their career journey, and what the culture is like at their institution, including in their particular program. You can even ask your research mentor(s) to help connect you to current students, especially if you want to pursue a graduate or professional degree. Informal conversations can be just as illuminating as formal ones.

Fig 1 shows the expansive support network that may be available to REU program participants, referred to as scholars. If done with intention, the connections you make during your REU can prove to be academically and socially fruitful in the future. For example, your faculty research mentor can be a reference letter writer for future opportunities, like applications for other REUs, graduate or professional programs (e.g., PhD or MD applications), or scientific funding opportunities [ 27 , 28 ].

It’s important to note that there are many people involved in the undergraduate research process—including your faculty mentor (often referred to as your “PI”) and the person in lab who will be your day-to-day contact (often a graduate student or postdoctoral researcher, referred to here as “Lab mentor”). When taking part in an REU program, you not only receive that in-lab support, but also have external support through the program director and other program staff, and even your cohort mates who are also taking part in the program. More broadly, you can seek support from mentors at your home institution and collaborators in other labs who work on similar research. This map aims to illustrate the support network that every REU student participant, referred to in the network map as “The Scholar,” has to help them succeed in their REU experience and beyond. Illustration developed by Gabriella Castillo.

https://doi.org/10.1371/journal.pcbi.1011573.g001

Rule 8: Grow and practice your scientific communication skills

An important part of being a scientist is communicating your ideas to others [ 36 , 37 ]. You can use your REU experience to practice your science communication skills (see [ 38 ] to learn more about building this skill). While conducting research, you will likely experience a shift in your understanding of science from being a “consumer” to a “producer.” As a student, you have been consuming science (i.e., attending lectures, reading textbooks, studying for quizzes/exams). As a researcher, you will produce science by designing and executing experiments, analyzing data, generating results, and seeking feedback on next steps. As a producer, you will be expected to convey the outcomes of your efforts to others. For example, your lab group may ask you to give research updates in weekly lab meetings or share your findings in an oral or poster presentation. These are important opportunities to practice your scientific communication skills. This can be intimidating at first, but there are helpful strategies that can help ease you into this new role.

As a producer of science, it’s important to understand your “why” in the project. As you conduct your research, practice the QUERY method to help deepen your understanding of your project, where QUERY is an acronym for “ Qu estion, E xperiment, R esults, and Y our Interpretation” [ 39 ]. Use the QUERY method to answer questions like: What are your overarching research questions and hypotheses for this project? How does your research connect to the overarching question and what your lab group investigates? Ask yourself what you hope to learn and how this relates to the broader research community and your future career goals. Refer to the research expectations and goals (Rule 6) you created with your research mentor(s) and update the questions, hypotheses, and aims throughout your research experience, especially as you build out presentation materials. Discussing this with peers (formally and informally) will help you build your communication skills as you answer follow-up questions and receive feedback on expressing those ideas and findings more clearly.

Rule 9: Empower yourself to ask questions and seek support

You are in a new environment and are expected to have questions. It can feel intimidating to ask questions, but now is the time to challenge yourself and seek the information you need to grow as an independent scientist. Growing as a scientist will require you to ask questions like: What does progress look like? What does it mean when your science isn’t working? You won’t have “glowing results” or “positive data” all the time. The nature of your project might not work, but that is okay! It’s all about iteration. If you are present and doing the work, you can learn from “failure,” which is essential in the science community and process.

Employ “mentoring up” techniques [ 40 , 41 ] by taking an active (not passive) role in your mentorship experience. In this practice, mentees “actively engage in and share responsibility for making the relationship beneficial for both mentor and mentee” [ 40 ]. You can “mentor up” by actively getting to know your mentor’s priorities and communication norms for the summer. Additionally, rather than expecting your mentor to do all the scheduling logistics, you can take initiative in setting up meetings, check-ins, and follow-ups. Doing this will demonstrate that you are an active participant in the mentor–mentee relationship and are willing to share the labor in your mentorship experience.

Self-advocacy is a skill you should continually practice in your scientific career and other aspects of your life. This is especially critical if you are a student who belongs to underrepresented or marginalized identity groups, given that the diversity of the STEM workforce is still evolving [ 42 ], and finding support is essential for your success. Though cultural awareness and responsiveness are integral to holistic mentoring practices, not all mentors practice them. You may also face systemic barriers which threaten to impact your success in STEM [ 18 , 43 , 44 ]. In these situations, it can be difficult knowing what type of support you need. Even if you don’t know what to ask for, you can reach out to your lab mentor, PI, and others in your support system who may have a deeper understanding of the issue you are facing. They can provide suggestions and help to brainstorm solutions.

Rule 10: Enjoy the experience and wrap up your REU through reflection

Getting involved in science is exciting, so don’t forget to enjoy what you’re doing! This is a protected time for you to grow and learn as a scientist and as a whole person. Summer research opportunities are a great way to make new friends and allies across disciplines. These experiences can offer opportunities for you to live in a different city, explore local culture, and diversify your goals.

Reflect on your REU with your mentors and yourself as you progress through the program. What have you learned? How have you grown as a scientist? At the end of the program, think about what you liked and what you wished was different. Has this experience impacted your future career goals?

Closing the loop with everyone you met during your REU experience is also essential. You can have an exit conversation with your mentors and peers to think through your experience. Think about your “glows” (highlights from the REU), “grows” (opportunities to further develop as a scientist), and “thank yous” (whom you’d like to extend gratitude for helping you while you were in your REU) as you prepare to meet with your research mentors [ 43 ]. You can also discuss if you can present your research findings from your REU at undergraduate-focused conferences, like the Society for Advancement of Chicanos/Hispanics & Native Americans in Science National Diversity in STEM Conference (SACNAS) [ 45 ], the Annual Biomedical Research Conference for Minoritized Scientists (ABRCMS) [ 46 ], and the National Society of Black Engineers (NSBE) [ 47 ] convention (for more information, see [ 48 ]). Additionally, most research areas have disciplinary-specific conferences offered nationally or regionally. You should talk to your research mentor about what conferences might be applicable to you and the work you have done. Scholarships may be available from these conferences or external sources like Google Conference Scholarships [ 49 ]. Establish ways to stay connected post-experience and continue cultivating the relationship from afar. Ask people: how can we stay connected? Share your contact information (email or LinkedIn) and send a follow-up message after the summer ends to express gratitude for this unique experience.

Finally, now that you’ve completed your REU program, consider offering your support to other students who are navigating the process for the first time. You might be surprised by how much you know!

REUs are a great way to explore scientific curiosity, define career goals and interests, and develop your own identity as a scientist. There are many benefits to this type of research experience and a lot to consider. Ultimately, you want to make this experience your own. Use the rules above and cultivate support systems with trusted mentors and peers to help you make the most of your summer REU program.

Supporting information

S1 file. reu program packet..

The REU program packet is a valuable set of resources to help navigate the REU application process from exploring what research interests you, documenting necessary materials for the application, and tracking your research project goals and weekly commitments once your REU starts (including research experiments and programmatic requirements). Pages 1 through 4 can be used before applying to REU programs to brainstorm what you like about science, what research topics interest you, the strengths you can leverage in a new and unfamiliar environment, and why you are generally interested in research. Pages 5 and 6 can help you understand your programmatic needs and stay organized by documenting application materials and requirements in the provided timeline and checklist. Once accepted into an REU, pages 7 through 10 can be used with your primary research mentors, including your faculty research mentor (the principal investigator or PI for short), to co-create research expectations and research goals for the summer REU program. It also includes a section to discuss how you work best and what support you might need throughout the summer. You can use pages 7 through 10 a few weeks before the program starts or during the first week. After establishing your goals for the research project, pages 11 through 13 are a research timeline template you can use with your research mentors to help break down your research goals into weekly experiments and data analysis. The research timeline template is written for a ten-week program and can be modified based on your REU program length. It also includes a section to document program requirements, if applicable. Pre-filled text in the timeline template suggests tasks you could do to engage in your research project and discussion topics for you and your primary research mentors.

https://doi.org/10.1371/journal.pcbi.1011573.s001

Acknowledgments

We thank Gabriella Castillo for their creative talents and collaboration in developing Fig 1 . Thank you to all the collaborators, mentors, and students who have helped make this publication a reality. We especially would like to thank our thought partners and collaborators from Caltech’s Student-Faculty Programs and the Stanford Summer Research Program (SSRP)-Amgen Scholars Program. To our program alums and former program leaders, you are the heart and driving force behind our work, including this paper. We also thank the CSULA-MORE Programs leaders and alums for their guidance and support. A special thanks to Dr. Carlos G. Gutierrez for his mentorship and support of historically marginalized students in STEM. Our sincerest gratitude to Dr. Latishya Steele, Dr. G. Adam Reeves, Dr. Judith Ned, Dr. Oscar Diaz, Shelly Rasnick, Dr. Terrance Mayes, Samar Fahmy, Dr. Ami Bhatt, Dr. Miriam Goodman, Dr. Crystal Botham, Dr. Amber Moore, Dr. KC Huang, Dr. Michael Snyder, and Dr. Tim Stearns for countless conversations and ideas on how to further advance and support minoritized students in STEM fields through holistic mentoring. Lastly, we would like to thank Anika Green for being an inspiring program director, leader, and mentor.

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MIT Summer Research Program - MIT Office of Graduate Education

The MIT Summer Research Program (MSRP) seeks to promote the value of graduate education; to improve the research enterprise through increased diversity; and to prepare and recruit the best and brightest for graduate education at MIT.

Students who participate in this program will be better prepared and motivated to pursue advanced degrees, thereby helping to sustain a rich talent pool in critical areas of research and innovation..

2022 MSRP Highlight Reel

Watch a video of the 2022 MSRP Cohort

Learn more about MSRP from those who have participated in last year’s cohort.

Program Features

• Weekly seminars on issues directly related to the academic, personal, and professional growth of interns
• Social outings (boat cruise, visits to Boston area)
• Preparation of an abstract, research paper, and graduate school statement of purpose
• Poster presentation at the end of the program

More Information

Learn about faculty, research groups, and potential research projects for summer 2023 here!

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By clicking the "Accept" button or continuing to browse our site, you agree to first-party and session-only cookies being stored on your device to enhance site navigation and analyze site performance and traffic. For more information on our use of cookies, please see our Privacy Policy .

• Resources for Students

Undergrad research opportunities

Several economics associations invite undergraduates to present essays at their annual meetings and some award prizes for the best essay. Other organizations invite participation by undergraduates and provide summer and other opportunities for college students to pursue their interest in economics.

Annual Meetings that Invite Submission of Undergraduate Essays

Eastern Economic Association Undergraduate Sessions The Eastern Economic Association invites undergraduates to submit essays for presentation at its annual meeting in late Feburary or early March. The deadline for submission is early November.

International Atlantic Economic Society: Best Undergraduate Paper Competition To encourage undergraduate interest in economic issues, the International Atlantic Economic Society invites undergraduate students to compete in the IAES annual undergraduate paper competition. The winner of the student competition will receive: a $500 check, a handsome commemorative plaque, and complimentary publication of the paper in the Atlantic Economic Journal . The winner will be selected at the International Atlantic Economic Conference annual conference in October. The submission deadline is June 15.

Midwest Economics Association Undergraduate Sessions The Midwest Economics Association invites undergraduates to present their essays at special undergraduate sessions of the annual meeting each March. An award of $200 goes to the best undergraduate essay. The deadline for submission of the essay is November 15.

Missouri Valley Economic Association invites undergraduates to submit proposals to present essays at the MVEA annual meeting and provide cash awards for top essays.

Council on Undergraduate Research provides a variety of venues for undergraduates to present their research.

Carroll Round at Georgetown University is an annual conference on international economics "provides a unique forum for research and discussion among the nation’s top undergraduates."

Journals for Undergraduate Student Research in Economics

The Berkeley Economic Review is the University of California at Berkeley's undergraduate, peer-reviewed, academic economics journal, and publishes undergraduate research papers and honors theses in the field of economics, political science, public policy, business, statistics, and related fields. They also accept academic term papers, class essays, policy briefs, and op-eds. All undergraduate students currently enrolled in an accredited four-year college or university are welcome to submit content for review.

The Developing Economist is edited at the University of Texas at Austin and welcome submissions from undergraduate economists.

Equilibria: Duke Economics Review accepts outstanding papers in economics and related fields such as business, accounting, finance, marketing, public policy, and game theory. Students from all academic disciplines may submit their work.

Issues in Political Economy is edited and refereed by undergraduates and publishes essays by undergraduates. This journal is published by Elon University and the University of Mary Washington.

Undergraduate Economic Review is edited by undergraduates and publishes essays authored by undergraduates. It is based at Illinois Wesleyan University.

The Columbia Economic Review publishes essays by undergraduate with an issue each semester. It is published by students at Columbia University. 

The Stanford Economic Review is Stanford's only undergraduate economics publication, accepting research papers and commentaries from all fields related to economics, including public policy, finance, international relations, business, and more.

The Student Monthly Labor Review is a pilot project by the Bureau of Labor Statistics dedicated to publishing social science research by undergraduate students. Subjects that the Student Monthly Labor Review publishes include, but are not exclusive to, demographics, labor economics, prices, environment, community research, and social statistics.

Summer Opportunities for Undergraduates

American Economic Association Summer Program and Minority Scholarship Program The American Economic Association's Summer Program and Minority Scholarship Program is now based at Howard University. A program begun in 1974, the AEA Summer Program seeks to prepare talented undergraduates for doctoral programs in Economics and related disciplines, by offering a unique opportunity for students to gain technical skills in Economics, and conduct research with prominent faculty.

Contests for Students

St. Norbert College cosponsors the iOMe Challenge , inviting teams of undergraduatres to submit an essay and a short video to illustrate some of the economic issues associated with financial security. A blue ribbon panel chooses winning teams. The top prize is $10,000 to the winning student team and $2,000 to that team's faculty advisor. The winning team may also be invited to Washington, D.C. to present their entry to Members of Congress, policymakers and other notables interested in this policy issue. There will also be honorable mention prizes of $2,500 for teams and their faculty advisors. More details and specific rules are available at the contest's website . The deadline for teams to submit the essay and video is in the fall. 

Other Organizations

American Economic Association Membership in the American Economic Association includes subscription to nine journals and a reduced rate for registration at the annual meeting. The journals are the American Economic Review , American Economic Review: Insights , the Journal of Economic Literature , the Journal of Economic Perspectives , the American Economic Journal: Macroeconomics , the  American Economic Journal: Microeconomics , the American Economic Journal: Economic Policy , the American Economic Journal: Applied Economics , and AEA Papers and Proceedings . The American Economic Review is published monthly and the other journals are published quarterly, with the exception of AEA Papers and Proceedings , which is published once a year in May. The AEA annual meeting happens every year in January. Economists from all over the world attend the meetings. There is also a job market for economists.

Committee on the Status of Women in the Economics Profession CSWEP, a committee of the American Economic Association, publishes a newsletter containing information that helps women keep up-to-date about what is happening in the profession.

Omicron Delta Epsilon ODE is an honorary society of economics students, organized as chapters at participating campuses.  ODE honors "achievement in economics worldwide" and published The American Economist .

Council for Economic Education The Council for Economic Education is a nationwide network that leads in promoting economic literacy with students and their teachers. The mission is to help students develop the real-life skills they need to succeed: to be able to think and choose responsibly as consumers, savers, investors, citizens, members of the workforce, and effective participants in a global economy.

Graduate degrees in economics

Careers in economics.

University of Notre Dame

Notre Dame Research

• Summer Research Opportunities
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Summer Research Opportunities for Undergraduate Students

Undergraduate students interested in summer research opportunities at the University of Notre Dame are invited to explore the program areas listed below. These programs provide a broad range of topics in engineering, science, business, international development, humanities, and more. Many programs offer professional development workshops and social events to enhance the research experience of students and to prepare them for the Summer Undergraduate Research Symposium, where they will present their research project.

Learn Why Notre Dame

Undergraduate students who conduct research over the summer at the University of Notre Dame get more than real-world experience. They also get the opportunity to work alongside professionals in their field, like faculty and PhD students, building relationships through mentorship, social events and other interactions that can last a lifetime. See what some students have to say about their experience at Notre Dame in the following short videos:

• Meaningful Mentorship
• Relationship Building
• Career Discernment

Explore Summer Program Areas

Many units on campus provide funding opportunities for undergraduate students. The opportunities available below are organized by College, School, or Unit offering the opportunity. Please check the details of the program eligibility and deadline information. For information about Summer Session in general, please visit summersession.nd.edu .

For more videos about the undergraduate research experience at Notre Dame, please visit this playlist . 

College of Arts & Letters

• Institute for Scholarship in the Liberal Arts: Research Access and Mentoring Program
• Institute for Scholarship in the Liberal Arts: Undergraduate Research Opportunity Funding
• William J. Shaw Center for Children and Families:  Summer Student Research Internship

College of Science

• Biological Sciences:  Summer Research Opportunities
• Center for Computer Assisted Synthesis: Summer Undergraduate Research Fellowships (SURF)
• College of Science: Summer Research Opportunities
• NSF Center for Computer Assisted Synthesis: Summer Undergraduate Research Experience for Students with Disabilities
• Physics and Astronomy: Research Experiences for Undergraduates

College of Engineering

• College of Engineering:  Engineering Summer Research Opportunities (E-SURE)  
• Materials Science and Engineering:  Soft Materials for Applications in Sustainability and Healthcare (SMASH)
• SpectrumX: Undergraduate Traineeship and Internship Program
• Wireless Institute: Advanced Wireless Research Experiences (AWaRE)

The Graduate School

• Graduate School:  Summer Research Opportunities Program (SROP)
• Naughton Fellowships:  Naughton Fellowship Research Experience for Undergraduates (REU)

Keough School of Global Affairs

• Kellogg Institute for International Studies / Kroc Institute for Peace Studies: Undergraduate Research Grants
• Nanovic Institute for European Studies: Undergraduate Grants

Notre Dame International

• Notre Dame International:  International Summer Undergraduate Research Experience (iSURE)
• Center for Research Computing: Summer Research Opportunities
• CI Compass: Student Fellowships Program for Undergraduates
• Notre Dame Energy:  Vincent P. Slatt Fellowship for Undergraduate Research in Energy Systems and Processes
• Notre Dame Nanoscience and Technology:  NDnano Undergraduate Research Fellowship (NURF)
• NDTL:  NDTL Internship Program

Office of the Provost

• Lucy Family Institute for Data & Society:  Summer Education and Engagement for Data Science (SEEDS)

Something missing?

To submit an undergraduate research opportunity to this page, please email [email protected] with the details.

Need more information?

For any questions about undergradaute research opportunities at the University of Notre Dame, please contact [email protected].  

Summer Research

Monetary Shock Asymmetry and Spatial Heterogeneity Along the Household Balance Sheet Channel by Thomas Decker (The Guest Family Fund for Excellence in Economics)

Power to the Zealots: How Enthusiastic Stock Fans Keep Prices from F undamental Valuations by David Jackson (The Guest Family Fund for Excellence in Economics)

Synthetic Control Method and LASSO Under Staggered Adoption with Dynamic Treatment Effect by Yi Niu (Wesslen Grant for Research in Data Analytics)

The Effect of In-School Health Information on Adolescents’ Health Outcomes by Yifei Pei (The Guest Family Fund for Excellence in Economics)

Determinants of Cap Rates Across Multifamily, Industrial Retail, and Office Asset Classes by Morgan Tsui (The Guest Family Fund for Excellence in Economics)

Dynamic Correlation Structure Within the U.S. Stock Market: An Application of Quadrant Estimator and Score-Driven Model by Zhengtai Zheng (Wesslen Grant for Research in Data Analytics)

Did the Suez Canal Blockage of 2021 Raise the Chinese Container Freight Rates? by Qianhui Fang ( The Guest Family Fund for Excellence in Economics )

The Efficacy of Planned Obsolescence Strategies in the College Text Book Market by Samuel T. Loch and Joshua D. Van Mater ( The Guest Family Fund for Excellence in Economics )

The Effects of Unemployment Insurance Extensions on Labor Market Transitions by Aiqi Sun ( The Guest Family Fund for Excellence in Economics )

Measuring Race and Ethnicity Gaps in U.S. Mortgage Approvals by Ray Carpenter ( The Guest Family Fund for Excellence in Economics )

Changes in the Zip-code Level Rent Distribution under COVID-19 and the Bid-rent Theory by Aiqi Sun and Yuan Yuan ( The Guest Family Fund for Excellence in Economics )

Does Peking Order Theory or Trade-Off Theory Better Explain U.S. Firms’ Leverage Behavior? by Xinyi Zhang and Yike Zhu ( The Guest Family Fund for Excellence in Economics )

Explaining US Stock Market Directions using Technical Indicators and Investor Sentiment by Hanlin Liu ( The Herbert Brown Mayo Award )

Family-related Determinants of Bridge Employment Decisions in China by Xiaoyan Jiang ( The Guest Family Fund for Excellence in Economics )

Labor Market Discrimination in the English Premier League by Nico Rotundo ( The Guest Family Fund for Excellence in Economics )

Understanding the Supply of N95 Respirators as a result of China’s Trade Policy During the COVID-19 Pandemic by Heywood Williams-Tracy ( The Guest Family Fund for Excellence in Economics )

Big Fish in Bigger Ponds: The Effect of High School Academic Self-Concept on College Mental Health by Deepak Venkatasubramanian and Paige Masten ( The Guest Family Fund for Excelence in Economics )

Comparing the Great Recession and COVID-19 Pandemic via GARCH Modeling Techniques by Thomas Morgan White ( The Guest Family Fund for Excelence in Economics )

Index Tracking With Moment Conditions by Hanzhao Yang ( The Herbert Brown Mayo Award )

Is the Fama-French Three Factor Model Relevant for Asia? by Yimeng Hua and Wencheng Zhang ( The Herbert Brown Mayo Award )

Market Structure in the Subscription Video on Demand Industry by Nico Rotundo ( The Guest Family Fund for Excelence in Economics )

VAR Analysis of Economic Activity, Unemployment, and Inflation during Periods Preceding Recessions in the United States: COVID-19 by Noah T. Wessels ( The Guest Family Fund for Excelence in Economics )

The Determinants and Plans of North Carolina Restart Schools by Lilly Winfree and Ariella Hirsch ( The Guest Family Fund for Excelence in Economics )

Geographic Impact of the Carolina Student Transfer Excellence Program on High School Outcomes as Indicators of College Readiness by Hannah Olmstead and Patrick Costley ( The Guest Family Fund for Excelence in Economics )

Is Geopolitical Risk a Genuine Factor of the Financial Market?  by Zhizhuo Wang and Yanchu Zhou ( The Herbert Brown Mayo Award )

Market Regime Classification Using Correlation Networks by Fan Zhu and Cedric Nam ( The Herbert Brown Mayo Award )

Matthew Guest Grant Final Research Report by Klaas van Kempen ( The Guest Family Fund for Excelence in Economics )

“Migration Status and Loan Default” by Ruyang Chengan and Jin Xi ( The Herbert Brown Mayo Award )

“Crowdsourcing Forecasts of NonFarm Payrolls” by Peter Murphy and Amar Patel ( The Herbert Brown Mayo Award )

“Portfolio Diversification and Return Benefits by REIT Property Types” by Zicheng Ye and Diana Song ( The Herbert Brown Mayo Award )

“ Tax Delinquency and Location Efficiency, Evidence from Wake County, NC ” by Ariana Vaisey ( The Herbert Brown Mayo Award )

“Does Chinese Monetary Policy React to Her Stock Market?” by Jiaxi Li ( The Herbert Brown Mayo Award )

“ The High Frequency Impact of News on Foreign Exchange Returns ” by Ben Horlick and Paul Kushner ( The Herbert Brown Mayo Award )

“ Mean-Semivariance Portfolio Optimization, Skewness, and Modified Value at Risk ” by Youndong Liu and Longxuan Wang ( The Herbert Brown Mayo Award )

“ Extracting Market Implied Earnings from Equity Market Data ”  by Carter Bryson, Jesse Meredith, and Meiyao Tysinger ( The Herbert Brown Mayo Award )

“Don’t be late: Examining the cost of latency” by Aakash Patel and Yize Wang ( The Herbert Brown Mayo Award )

Carnegie Mellon University School of Computer Science

• Summer Research Opportunities

Research Experiences for Undergraduates

Research experience can be life-changing for undergraduate students, but it isn't always easy to find summer opportunities that are both educational and financially possible. The School of Computer Science aims to solve that problem by offering the following intensive summer programs on the Carnegie Mellon campus. Most programs offer financial support, as well as out-the-classroom opportunities for enrichment and networking.

SCS Outreach Hubs

• CS Pathways

Human-Computer Interaction Institute REU

The Summer Research Program in the Human-Computer Interaction Institute (HCII) is an opportunity for undergraduate students to spend 10 weeks in the HCII conducting cutting-edge research on meaningful projects with some of the world’s best researchers. This work will have the potential for publication and significant impact on the future of the field. Research projects could include smart classroom sensors, educational games, accessibility, online health support groups, smartphone privacy tools and the future of work.

Application Deadline:  Jan. 16, 2023 at 11:59 p.m. EST

Included:  Stipend to cover travel, lodging, meals and other relevant expenses

Research Experiences for Undergraduates in Software Engineering (REUSE) allows undergraduate students to spend a summer working with some of the world's leading software engineering faculty researchers. Project areas range from automated bug repair to usable programming tools. Some of our past REUSE students have gone on to top Ph.D. programs in computer science such as those at CMU, Berkeley and the University of Washington.

Application Deadline: Feb. 1, 2023

Included: $6,000 stipend, $1,400 meal allowance, plus travel and on-campus housing

Robotics Institute Summer Scholars

Launched in 2006, the Robotics Institute Summer Scholars (RISS) program provides opportunities for students from across the country and around the world to conduct research with CMU leaders in robotics and artificial intelligence. Scholars build knowledge, skills and a network that will open doors for years to come. Renowned scientists and thought leaders in autonomy, computer vision, field robotics and artificial intelligence PLUS partners across the university in student development, service learning and student affairs anchor the scholar experience.

RISS is a community that cares. It fosters a diverse and inclusive working and learning environment where all students are actively welcomed, included and supported. We work to create an atmosphere where students can explore and develop their identities as scientists. This is the first step in a mentored journey with the CMU community. The program has hosted students from more than 50 home countries and hundreds of home institutions, and participants have ranged from those with no research experience to more advanced students. The RISS community is committed to actively supporting the success of the summer scholars during their research immersion and beyond. Summer scholars present and publish their research results. 

Application Deadline: Jan. 15, 2023 at 12 p.m.

Included: Scholarships range from $6,000 to  $8,000