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Education During Coronavirus

A Smithsonian magazine special report

Science | June 15, 2020

Seventy-Five Scientific Research Projects You Can Contribute to Online

From astrophysicists to entomologists, many researchers need the help of citizen scientists to sift through immense data collections

Rachael Lallensack

Former Assistant Editor, Science and Innovation

If you find yourself tired of streaming services, reading the news or video-chatting with friends, maybe you should consider becoming a citizen scientist. Though it’s true that many field research projects are paused , hundreds of scientists need your help sifting through wildlife camera footage and images of galaxies far, far away, or reading through diaries and field notes from the past.

Plenty of these tools are free and easy enough for children to use. You can look around for projects yourself on Smithsonian Institution’s citizen science volunteer page , National Geographic ’s list of projects and CitizenScience.gov ’s catalog of options. Zooniverse is a platform for online-exclusive projects , and Scistarter allows you to restrict your search with parameters, including projects you can do “on a walk,” “at night” or “on a lunch break.”

To save you some time, Smithsonian magazine has compiled a collection of dozens of projects you can take part in from home.

American Wildlife

If being home has given you more time to look at wildlife in your own backyard, whether you live in the city or the country, consider expanding your view, by helping scientists identify creatures photographed by camera traps. Improved battery life, motion sensors, high-resolution and small lenses have made camera traps indispensable tools for conservation.These cameras capture thousands of images that provide researchers with more data about ecosystems than ever before.

Smithsonian Conservation Biology Institute’s eMammal platform , for example, asks users to identify animals for conservation projects around the country. Currently, eMammal is being used by the Woodland Park Zoo ’s Seattle Urban Carnivore Project, which studies how coyotes, foxes, raccoons, bobcats and other animals coexist with people, and the Washington Wolverine Project, an effort to monitor wolverines in the face of climate change. Identify urban wildlife for the Chicago Wildlife Watch , or contribute to wilderness projects documenting North American biodiversity with The Wilds' Wildlife Watch in Ohio , Cedar Creek: Eyes on the Wild in Minnesota , Michigan ZoomIN , Western Montana Wildlife and Snapshot Wisconsin .

"Spend your time at home virtually exploring the Minnesota backwoods,” writes the lead researcher of the Cedar Creek: Eyes on the Wild project. “Help us understand deer dynamics, possum populations, bear behavior, and keep your eyes peeled for elusive wolves!"

If being cooped up at home has you daydreaming about traveling, Snapshot Safari has six active animal identification projects. Try eyeing lions, leopards, cheetahs, wild dogs, elephants, giraffes, baobab trees and over 400 bird species from camera trap photos taken in South African nature reserves, including De Hoop Nature Reserve and Madikwe Game Reserve .

With South Sudan DiversityCam , researchers are using camera traps to study biodiversity in the dense tropical forests of southwestern South Sudan. Part of the Serenegeti Lion Project, Snapshot Serengeti needs the help of citizen scientists to classify millions of camera trap images of species traveling with the wildebeest migration.

Classify all kinds of monkeys with Chimp&See . Count, identify and track giraffes in northern Kenya . Watering holes host all kinds of wildlife, but that makes the locales hotspots for parasite transmission; Parasite Safari needs volunteers to help figure out which animals come in contact with each other and during what time of year.

Mount Taranaki in New Zealand is a volcanic peak rich in native vegetation, but native wildlife, like the North Island brown kiwi, whio/blue duck and seabirds, are now rare—driven out by introduced predators like wild goats, weasels, stoats, possums and rats. Estimate predator species compared to native wildlife with Taranaki Mounga by spotting species on camera trap images.

The Zoological Society of London’s (ZSL) Instant Wild app has a dozen projects showcasing live images and videos of wildlife around the world. Look for bears, wolves and lynx in Croatia ; wildcats in Costa Rica’s Osa Peninsula ; otters in Hampshire, England ; and both black and white rhinos in the Lewa-Borana landscape in Kenya.

Under the Sea

Researchers use a variety of technologies to learn about marine life and inform conservation efforts. Take, for example, Beluga Bits , a research project focused on determining the sex, age and pod size of beluga whales visiting the Churchill River in northern Manitoba, Canada. With a bit of training, volunteers can learn how to differentiate between a calf, a subadult (grey) or an adult (white)—and even identify individuals using scars or unique pigmentation—in underwater videos and images. Beluga Bits uses a “ beluga boat ,” which travels around the Churchill River estuary with a camera underneath it, to capture the footage and collect GPS data about the whales’ locations.

Many of these online projects are visual, but Manatee Chat needs citizen scientists who can train their ear to decipher manatee vocalizations. Researchers are hoping to learn what calls the marine mammals make and when—with enough practice you might even be able to recognize the distinct calls of individual animals.

Several groups are using drone footage to monitor seal populations. Seals spend most of their time in the water, but come ashore to breed. One group, Seal Watch , is analyzing time-lapse photography and drone images of seals in the British territory of South Georgia in the South Atlantic. A team in Antarctica captured images of Weddell seals every ten minutes while the seals were on land in spring to have their pups. The Weddell Seal Count project aims to find out what threats—like fishing and climate change—the seals face by monitoring changes in their population size. Likewise, the Año Nuevo Island - Animal Count asks volunteers to count elephant seals, sea lions, cormorants and more species on a remote research island off the coast of California.

With Floating Forests , you’ll sift through 40 years of satellite images of the ocean surface identifying kelp forests, which are foundational for marine ecosystems, providing shelter for shrimp, fish and sea urchins. A project based in southwest England, Seagrass Explorer , is investigating the decline of seagrass beds. Researchers are using baited cameras to spot commercial fish in these habitats as well as looking out for algae to study the health of these threatened ecosystems. Search for large sponges, starfish and cold-water corals on the deep seafloor in Sweden’s first marine park with the Koster seafloor observatory project.

The Smithsonian Environmental Research Center needs your help spotting invasive species with Invader ID . Train your eye to spot groups of organisms, known as fouling communities, that live under docks and ship hulls, in an effort to clean up marine ecosystems.

If art history is more your speed, two Dutch art museums need volunteers to start “ fishing in the past ” by analyzing a collection of paintings dating from 1500 to 1700. Each painting features at least one fish, and an interdisciplinary research team of biologists and art historians wants you to identify the species of fish to make a clearer picture of the “role of ichthyology in the past.”

Interesting Insects

Notes from Nature is a digitization effort to make the vast resources in museums’ archives of plants and insects more accessible. Similarly, page through the University of California Berkeley’s butterfly collection on CalBug to help researchers classify these beautiful critters. The University of Michigan Museum of Zoology has already digitized about 300,000 records, but their collection exceeds 4 million bugs. You can hop in now and transcribe their grasshopper archives from the last century . Parasitic arthropods, like mosquitos and ticks, are known disease vectors; to better locate these critters, the Terrestrial Parasite Tracker project is working with 22 collections and institutions to digitize over 1.2 million specimens—and they’re 95 percent done . If you can tolerate mosquito buzzing for a prolonged period of time, the HumBug project needs volunteers to train its algorithm and develop real-time mosquito detection using acoustic monitoring devices. It’s for the greater good!

For the Birders

Birdwatching is one of the most common forms of citizen science . Seeing birds in the wilderness is certainly awe-inspiring, but you can birdwatch from your backyard or while walking down the sidewalk in big cities, too. With Cornell University’s eBird app , you can contribute to bird science at any time, anywhere. (Just be sure to remain a safe distance from wildlife—and other humans, while we social distance ). If you have safe access to outdoor space—a backyard, perhaps—Cornell also has a NestWatch program for people to report observations of bird nests. Smithsonian’s Migratory Bird Center has a similar Neighborhood Nest Watch program as well.

Birdwatching is easy enough to do from any window, if you’re sheltering at home, but in case you lack a clear view, consider these online-only projects. Nest Quest currently has a robin database that needs volunteer transcribers to digitize their nest record cards.

You can also pitch in on a variety of efforts to categorize wildlife camera images of burrowing owls , pelicans , penguins (new data coming soon!), and sea birds . Watch nest cam footage of the northern bald ibis or greylag geese on NestCams to help researchers learn about breeding behavior.

Or record the coloration of gorgeous feathers across bird species for researchers at London’s Natural History Museum with Project Plumage .

Pretty Plants

If you’re out on a walk wondering what kind of plants are around you, consider downloading Leafsnap , an electronic field guide app developed by Columbia University, the University of Maryland and the Smithsonian Institution. The app has several functions. First, it can be used to identify plants with its visual recognition software. Secondly, scientists can learn about the “ the ebb and flow of flora ” from geotagged images taken by app users.

What is older than the dinosaurs, survived three mass extinctions and still has a living relative today? Ginko trees! Researchers at Smithsonian’s National Museum of Natural History are studying ginko trees and fossils to understand millions of years of plant evolution and climate change with the Fossil Atmospheres project . Using Zooniverse, volunteers will be trained to identify and count stomata, which are holes on a leaf’s surface where carbon dioxide passes through. By counting these holes, or quantifying the stomatal index, scientists can learn how the plants adapted to changing levels of carbon dioxide. These results will inform a field experiment conducted on living trees in which a scientist is adjusting the level of carbon dioxide for different groups.

Help digitize and categorize millions of botanical specimens from natural history museums, research institutions and herbaria across the country with the Notes from Nature Project . Did you know North America is home to a variety of beautiful orchid species? Lend botanists a handby typing handwritten labels on pressed specimens or recording their geographic and historic origins for the New York Botanical Garden’s archives. Likewise, the Southeastern U.S. Biodiversity project needs assistance labeling pressed poppies, sedums, valerians, violets and more. Groups in California , Arkansas , Florida , Texas and Oklahoma all invite citizen scientists to partake in similar tasks.

Historic Women in Astronomy

Become a transcriber for Project PHaEDRA and help researchers at the Harvard-Smithsonian Center for Astrophysics preserve the work of Harvard’s women “computers” who revolutionized astronomy in the 20th century. These women contributed more than 130 years of work documenting the night sky, cataloging stars, interpreting stellar spectra, counting galaxies, and measuring distances in space, according to the project description .

More than 2,500 notebooks need transcription on Project PhaEDRA - Star Notes . You could start with Annie Jump Cannon , for example. In 1901, Cannon designed a stellar classification system that astronomers still use today. Cecilia Payne discovered that stars are made primarily of hydrogen and helium and can be categorized by temperature. Two notebooks from Henrietta Swan Leavitt are currently in need of transcription. Leavitt, who was deaf, discovered the link between period and luminosity in Cepheid variables, or pulsating stars, which “led directly to the discovery that the Universe is expanding,” according to her bio on Star Notes .

Volunteers are also needed to transcribe some of these women computers’ notebooks that contain references to photographic glass plates . These plates were used to study space from the 1880s to the 1990s. For example, in 1890, Williamina Flemming discovered the Horsehead Nebula on one of these plates . With Star Notes, you can help bridge the gap between “modern scientific literature and 100 years of astronomical observations,” according to the project description . Star Notes also features the work of Cannon, Leavitt and Dorrit Hoffleit , who authored the fifth edition of the Bright Star Catalog, which features 9,110 of the brightest stars in the sky.

Microscopic Musings

Electron microscopes have super-high resolution and magnification powers—and now, many can process images automatically, allowing teams to collect an immense amount of data. Francis Crick Institute’s Etch A Cell - Powerhouse Hunt project trains volunteers to spot and trace each cell’s mitochondria, a process called manual segmentation. Manual segmentation is a major bottleneck to completing biological research because using computer systems to complete the work is still fraught with errors and, without enough volunteers, doing this work takes a really long time.

For the Monkey Health Explorer project, researchers studying the social behavior of rhesus monkeys on the tiny island Cayo Santiago off the southeastern coast of Puerto Rico need volunteers to analyze the monkeys’ blood samples. Doing so will help the team understand which monkeys are sick and which are healthy, and how the animals’ health influences behavioral changes.

Using the Zooniverse’s app on a phone or tablet, you can become a “ Science Scribbler ” and assist researchers studying how Huntington disease may change a cell’s organelles. The team at the United Kingdom's national synchrotron , which is essentially a giant microscope that harnesses the power of electrons, has taken highly detailed X-ray images of the cells of Huntington’s patients and needs help identifying organelles, in an effort to see how the disease changes their structure.

Oxford University’s Comprehensive Resistance Prediction for Tuberculosis: an International Consortium—or CRyPTIC Project , for short, is seeking the aid of citizen scientists to study over 20,000 TB infection samples from around the world. CRyPTIC’s citizen science platform is called Bash the Bug . On the platform, volunteers will be trained to evaluate the effectiveness of antibiotics on a given sample. Each evaluation will be checked by a scientist for accuracy and then used to train a computer program, which may one day make this process much faster and less labor intensive.

Out of This World

If you’re interested in contributing to astronomy research from the comfort and safety of your sidewalk or backyard, check out Globe at Night . The project monitors light pollution by asking users to try spotting constellations in the night sky at designated times of the year . (For example, Northern Hemisphere dwellers should look for the Bootes and Hercules constellations from June 13 through June 22 and record the visibility in Globe at Night’s app or desktop report page .)

For the amateur astrophysicists out there, the opportunities to contribute to science are vast. NASA's Wide-field Infrared Survey Explorer (WISE) mission is asking for volunteers to search for new objects at the edges of our solar system with the Backyard Worlds: Planet 9 project .

Galaxy Zoo on Zooniverse and its mobile app has operated online citizen science projects for the past decade. According to the project description, there are roughly one hundred billion galaxies in the observable universe. Surprisingly, identifying different types of galaxies by their shape is rather easy. “If you're quick, you may even be the first person to see the galaxies you're asked to classify,” the team writes.

With Radio Galaxy Zoo: LOFAR , volunteers can help identify supermassive blackholes and star-forming galaxies. Galaxy Zoo: Clump Scout asks users to look for young, “clumpy” looking galaxies, which help astronomers understand galaxy evolution.

If current events on Earth have you looking to Mars, perhaps you’d be interested in checking out Planet Four and Planet Four: Terrains —both of which task users with searching and categorizing landscape formations on Mars’ southern hemisphere. You’ll scroll through images of the Martian surface looking for terrain types informally called “spiders,” “baby spiders,” “channel networks” and “swiss cheese.”

Gravitational waves are telltale ripples in spacetime, but they are notoriously difficult to measure. With Gravity Spy , citizen scientists sift through data from Laser Interferometer Gravitational­-Wave Observatory, or LIGO , detectors. When lasers beamed down 2.5-mile-long “arms” at these facilities in Livingston, Louisiana and Hanford, Washington are interrupted, a gravitational wave is detected. But the detectors are sensitive to “glitches” that, in models, look similar to the astrophysical signals scientists are looking for. Gravity Spy teaches citizen scientists how to identify fakes so researchers can get a better view of the real deal. This work will, in turn, train computer algorithms to do the same.

Similarly, the project Supernova Hunters needs volunteers to clear out the “bogus detections of supernovae,” allowing researchers to track the progression of actual supernovae. In Hubble Space Telescope images, you can search for asteroid tails with Hubble Asteroid Hunter . And with Planet Hunters TESS , which teaches users to identify planetary formations, you just “might be the first person to discover a planet around a nearby star in the Milky Way,” according to the project description.

Help astronomers refine prediction models for solar storms, which kick up dust that impacts spacecraft orbiting the sun, with Solar Stormwatch II. Thanks to the first iteration of the project, astronomers were able to publish seven papers with their findings.

With Mapping Historic Skies , identify constellations on gorgeous celestial maps of the sky covering a span of 600 years from the Adler Planetarium collection in Chicago. Similarly, help fill in the gaps of historic astronomy with Astronomy Rewind , a project that aims to “make a holistic map of images of the sky.”

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Rachael Lallensack | READ MORE

Rachael Lallensack is the former assistant web editor for science and innovation at Smithsonian .

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Research Projects

Getting started in research projects.

Cal provides a variety of research opportunities for undergraduate students:

What is research.

Research is, in short, the generation of new knowledge. Generally, it is a curiosity-driven exploration that addresses shortcomings in the field. More specifically, it is self-generated questioning that is structured by methodical engagement with both the object of study and scholarly literature.

Research is a noun (a product) and a verb (a process).

The products of research, known as outputs or deliverables, can take many forms:

Research can be inwritten form, as in peer-reviewed articles, scholarly monographs, poster presentations, or policy briefs. 

Creative outputs, such as exhibitions, performances, multimedia productions, and interactive installations, also entail research and scholarly inquiry. 

The process of researching is also wide-ranging even within a single field of study:

The daily practice of research depends on the object of study, the methodologies employed, and the intellectual predispositions of the researcher. 

Some research projects may be driven by a single person, while others engage members of a specific community or organize collaboration between teams of researchers from multiple disciplines. 

Why do research?

To personalize your learning and ground it in your own vision and worldview. Research is often referred to as “me search.”

To connect your academic studies with your extracurricular activities, personal experiences, and social commitments

• To find a through line that gives purpose and intentionality to your education

To learn who you are as a thinker and test out your aptitudes and discover where your passions and interests truly lie

To hone skills (critical thinking, creative problem solving, risk taking, resilience and persistence, the ability to incorporate criticism and feedback) that matter in today’s job market and in the pursuit of advanced study

How do undergraduates at UC Berkeley get involved in research?

Although research typically starts in coursework, particularly within the context of small seminars, being at a research university like Cal, provides undergrads with many other opportunities to participate in cutting edge research.

Become a research assistant with faculty and graduate student led research projects through programs such as URAP , Biology Scholars , and SMART

• Become a research assistant with faculty and graduate student led research projects through programs such as URAP , Biology Scholars , MPS Scholars , Rose Hills Summer Scholarships , and Visiting Scholar Undergraduate Summer Research Program .
• Propose an independent research project of your own design. Juniors and Seniors may be eligible to apply for funding to support their independent research projects from programs like SURF L&S , Cal NERDS , Rose Hills Summer Scholarships , and Haas Scholars .
• Join a diverse cohort of student researchers.  Low income, minoritized, and historically marginalized students may apply to programs such as the Haas Scholars Program , Miller Scholars Program , Firebaugh Scholars Program , and Mellon Mays Undergraduate Fellowship . 
• Work on a peer-led research project such as the Undergraduate Laboratory at Berkeley (ULAB) , Data Science Discovery Program , and OURS student-led initiatives like UROC (Underrepresented Students of Color) .  
• Learn from and get inspired by current undergraduate research through events like the Undergraduate Research Symposium and follow @BerkeleyDiscovery Instagram for student stories.
• See another list of undergraduate research programs curated by UC Berkeley’s Graduate Division. 

How do you get started in research?

The Office of Undergraduate Research & Scholarships is an essential resource hub for students

Identify some interests you want to explore and consider how these interests relate to your major or courses of study in various fields or impacts you want to have on the world.  

Talk to faculty and graduate students whose work inspires you; attend their office hours and ask them about their own research interests. 

Visit the Discovery Opportunities Database : a centralized database for finding undergraduate opportunities like research, internships, fellowships, and more; for great information on STEM research at UCB check out the STAR Database

Meet with an OURS Peer Advisor and attend an OURS Workshop to support you in applying to URAP or any of the opportunities above! Sign up for the OURS newsletter to get regular updates about research opportunities and deadlines within and beyond campus.

Identify possible faculty mentors by exploring the faculty expertise database or explore the list of UC Berkeley Research Centers

Utilize library research resources , book a research appointment with a research librarian , or attend a library workshop including Research 101

Once you become engaged in research pursue nationally competitive scholarships opportunities that will help you continue to recognize your potential

Student Discovery Stories

View and learn more about student projects

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Online and remote research, online & remote research opportunities .

Ground-breaking research is being done everywhere across the world, with much of the work being done from remote locations. Many academic departments offer both in-person and remote research opportunities for undergraduates either through working directly with faculty in a mentored project, through  Vertically Integrated Projects (VIPs), or through  Course-based Undergraduate Research Experiences (CUREs). As the university and faculty members adapt to an increasingly flexible workplace, online and remote research opportunities continue to increase. This page provides resources for undergraduate students seeking to find and be involved in remote and online research experiences during both the school year and the summer. 

Where do I find online and remote research?

The sections below share different avenues to find online, virtual, and remote research experiences for both the academic year and over the summer. These opportunities are available for any undergraduate student interested in remote research.

Check out Handshake , which can be used to find research positions, internships, employment opportunities, and networking events that are currently accepting applications!

What is Handshake?

• Handshake is a free-to-use online platform that undergraduates can use to find on-campus and/or off-campus workshops, jobs, internships, research experiences, and events.
• Students must use their UA NetID to create and log into your Handshake account.
• For more tips and tricks on how to utilize Handshake in your research journey, please visit here .

How can I use Handshake to find online and remote opportunities? 

• Log in Handshake  with your UA NetID in order to access the main home page.
• On the left-hand side bar, click on  Jobs .
• Go to  All Filters  and scroll down to the bottom until you see the heading  Labeled by your school .
• In the search bar that is below the Labeled by your school  heading, search  undergraduate research  in order to see the research opportunities that the URA staff has tagged.
• On the top bar, go to the  on-site/remote drop-down heading and filter by  remote - work from home.

ura online work.png

The UA Researchers Database  is   an online list of UA faculty from every academic department that welcome undergraduates students into their research projects. The database is updated regularly with new faculty who are interested in welcoming undergraduate students into their research projects on- or off-campus. Faculty can now indicate their ability to offer remote and online opportunities.

We recommend using our Faculty Profiles resource in conjunction with the UA Researchers Database. While the UA Researcher Database provides brief descriptions of current projects, profiles.arizona.edu  provides a convenient and extensive platform for learning more about a faculty member's research interest, current and past projects, publications, classes, and much more. 

How do I use the UA Researchers Database to find online and remote research?

• Go to our UA Researchers Database , which can be found under our  Find Research  drop-down heading.
• You will be able to set your preferences at the top of the database list, such as your preferred College ,  Department , and  Types of Opportunities  (e.g. for course credit, paid, volunteer, and/or not given). 
• You can also type a certain research interest you may have in the Keyword Search  area.
• You can also set your preferred location! In the  Research Location  menu, choose the  Online  option. This option was recently added to the database, so not many researchers have responded yet. Please Check again regularly for more online opportunities!
• Click the Apply option   when you have set all your preferences to see the list of faculty that best fits with your own interests and preferences!

How do I use the Faculty Profiles resource to find online and remote research?

There are two ways that you can use the profiles.arizona.edu to find online and remote research opportunities; we will be showing you both!

In Conjunction with the UA Researchers Database:

• Once you have found a faculty member that you are interested in from the UA Researchers Database, type their name name in the search bar below the  Search UA Faculty, Educators, Scholars, and Researchers  heading. Sometimes, it takes a long time for the profile to load, so please be patient!
• After the page has loaded, the faculty member's profile will appear below the search bar. Feel free to explore this informtion, which will include their  Biography , Interests  in teaching and research,  Courses , and  Scholarly Contributions , which includes their journals and publications.
• Before reaching out to the faculty member, we encourage you to read through their research interests as well as explore their publications , such as reading the abstract of their publication, in order to gain a better understanding of their research. If you need help in emailing and reaching out to faculty about research opportunities, please go to this helpful resource .

Only Using the Faculty Profiles:

• In the search bar below the  Search UA Faculty, Educators, Scholars, and Researchers  heading, you can search up certain key words that will lead you to faculty profiles that best matches it!
• Try searching up  online  and/or  remote  in the search bar to find faculty profiles that either teach courses or conduct research remotely and/or offer research opportunities that can be done remotely.

There are many online, remote, and virtual research programs available for undergraduate students across a broad variety of research interests. These programs can be summer or academic year and are offered by a number of universities. Please read each program carefully for their description, application requirements, and program dates. This section will be updated regularly as more online programs become available for the summer.

Online Programs for 2024-25

For other online summer research programs, please visit the AAMC's list of Summer Undergraduate Research and the NSF's list of Research Experiences for Undergraduates (REUs) .

Stanford Center for Asian Health Research and Education (CARE) Scholars

Description :   The Stanford Center for Asian Health Research and Education (CARE) offers an immersive online course in Asian Health for undergraduate and graduate students, featuring a 9-week summer focus on Data Science and Vulnerable Populations. The program trains scholars in population science research, equipping them with skills in database analysis, healthcare research, and problem-solving in vulnerable populations. It emphasizes collaboration with various stakeholders and covers topics like Asian health, medical technology, AI, global health, research essentials, innovation, leadership, scholarship, presentation skills, and career development. Students will also be able to build valuable connections within Stanford CARE's global network and present their research at the annual Stanford's CARE Summer Research Symposium .

Application Requirements :   $75 application fee

Deadline :   January 14th, 2024

Program Dates : June 2024-August 2024

Texas A&M University Department of Material Sciences & Engineering Online Research Experience for Undergraduates (O-REU)

Description : The Texas A&M University is pleased to offer an online REU (O-REU) program in partnership with  Los Alamos National Laboratory . During the summer, students are expected to participate ( 40 hours/week ) and are remunerated $5000 for the summer. All activities are carried out fully remotely: there are no in-person meetings and no residency requirement. Travel support for one site visit will also be made available. O-REU is open to US citizens and permanent residents currently pursuing bachelor's degrees.

Application Requirements :   1 page resume, recent electronic transcript, list of preferred mentors (please consult the faculty interests list), and contact information (name, professional affiliation, email address) of two professional references

Deadline : Friday, April 28th, 2024 at 5:00 PM CST

Program Dates : May 24 to August 4, 2024

Please email the application required materials and/or any inquiries to  Ms. Isabel Cantu .

Neoscholar CIS Online Research Program

Description : The CIS online research program is offered throughout the year. A CIS program course usually hosts fifteen students, who are divided into small research groups. The program is generally 24 hours with our professors across ten weeks , including 2 hours of lectures in each of the first six weeks and 3 hours of research seminars in each of the last four weeks. Each course will be assigned an experienced instructor to provide academic instruction sessions and research guidance to students. 

Application Requirements : Please access the application form  and be able to answer its secondary questions.

Deadline : N/A

Program Dates : N/A

Please email any questions or request a brochure from [email protected] .

Description : CrowdMath is an online, open project that gives all college students the opportunity to collaborate on a large research project with top-tier research mentors and an exceptional peer group. MIT PRIMES and Art of Problem Solving are working together to create a place for students to experience research mathematics and discover ideas that did not exist before.

Application Requirements : Please create a free account to participate.

Please email any questions to  [email protected] .

Pembroke College of Cambridge Online Summer Research Programme

Description :  The Online Summer Research Programme offers you the unique opportunity to experience the renowned Cambridge style of teaching from anywhere in the world. It’s a real opportunity to challenge yourself academically and develop deep subject knowledge, working one-to-one with an expert in the field. From cyber warfare to the economic viability of Obamacare, we almost cover it all on our Subject Stream and for everything we don’t, you’re able to propose your own research topics on our Open Stream. Outside of supervisions, you’ll also connect and make friendships with other students on the programme through online networking events.  

Application Requirements : Have a cumulative GPA of at least 3.2, have finished your first-year of college, and have high level of English Fluency. Please visit the application site to see what other application materials are required (e.g. transcript, project form).

Deadline : TBA

Program Dates : July 1st-28th, 2024

Please email any questions to  [email protected].

BeMo ®  4-Month & 1-Year Research Programs

Description :   BeMo ® offers many different types of online research projects   for all undergraduate students that will best prepare them for their application to medical school.

• Online Independent Research Program : You can get research experience that makes your application stand out from the comfort of your home and have weekly meetings online via video conference with your team of research committee members. You can choose between the 4-months or the 1-year research program to conduct a literature review research project on a high impact topic hand selected by the PhDs.
• Step-by-Step Guided Research : The BeMo® team of research experts will help you each step of the way from choosing the best research topic to scientific research methodology to presentation and publication. Each week you'll meet for private one-on-one consultations to go over your research and get specific guidance and feedback as your progress.
• High-Impact Research Projects : You can research high-impact topics, such as Psychiatric, COVID-19, Substance-abuse, Vaccines, COPD, Heart Disease, Diabetes, Ulcerative Colitis, Stroke, Heart Attack, Asthma, Obesity, Women’s Health, Cancer, and more.
• Master Scientific Research Methodology : You will attend 6 guided workshops and complete 5 exercises to learn research methodology, literature search, data analysis, scientific communication, research manuscript creation, and research presentation. In the 4-months program you'll attend 15 sessions and in the 1-year program you'll receive 48 sessions to guide you at every step of the way.
• Gain Experience Writing Research Papers:  BeMo®  team of research experts will help you complete a research summary paper on your research topic to help you learn the essential principles of scientific inquiry and publication. Your research summary will be published on the BeMo®  website, so you can use it as a reference on your applications and CV.

Application Requirements :  You can schedule a free 15-minute initial consultation , where you will be able to talk about what option of research is the best fit for you. Prices for these research projects are listed on their website .

Program Dates: N/A

The University of Arizona Library  is available online for all UA undergraduate students. Students will be able to find wide variety of online resources, such as research journals, course guides, tutorials for library research, and much more. This section will provide a brief overview of resources that are available and important for online and remote researchers. Please also explore the UA Library Online & Distance Students site , which provides information on research resources, on how to develop your research skill. 

How can I find online research resources?

There are many different ways on how to find online research through the UA Library site. You will be able to access these online resources for free with your NetID and password.

• Use the library search engine to find both print and online content, including articles, books, ebooks, films, and more. You can type any keywords that may aid you in your search in the search bar at the top of the screen.
• You can also search through the online A-Z database  to find a specific resource based on subject, database type, vendor/provider, and keyword (e.g. description or title). 
• If you are unable to find what you need through the website, you can also receive a free library card at your local library, such as at Pima County Public Library , if you are a local resident.
• Finally, you can search for academic resources that are tailored to your discipline . This site features many guides that are categorized by course number (e.g. ENG 101), subject (e.g. General Chemistry), and topic (e.g. AI literacy). You can also search for a specific guide using the search bar near the bottom of the webpage. 

How can I learn and/or improve my research skills?

The UA Library has made quick video tutorials, articles, and quizzes that can teach you skills on how to be a better researcher, through both academics and research. These videos are meant to build your foundation in research, such as how to cite empirical articles, how to evaluate online information, how to find a research interest/topic, etc! Please explore the Learn with Tutorials webpage from the UA Library in order to delve deeper into the resources our online library has to offer! The UA Library also offer support for any researchers , such as funding & networking opportunities, research proposal plans, management of citations, publishing opportunities, and much more!

Not sure how to find an online research opportunity that suits your interests? Need help reaching out to faculty?

The Undergraduate Research Ambassador (URA) Team is here to support you on any step of your research journey. The URA Team URAs are able to provide one-on-one support to students who would like individualized help in exploring possibilities, communicating with a research mentor, sharing their research ideas, or preparing an application for a research program.

How can I individually meet with an URA?

There are many ways for undergraduate students, who are online and/or remote, to receive  one-and-one support  from URAs at any step of their research journey:

• Sign up for a 1:1 meeting!  Schedule your appointment through  Handshake . Meetings are available through zoom and usually last 30 minutes! Appointments can be made throughout the week, including weekends!
• Send an email!  Write any questions, thoughts, or concerns to  [email protected] . You can also send us email drafts, research program applications, resumes, etc for us to review for you!
• Check out other SECD resources!  The  Student Engagement & Career Development (SECD)  also provides individualized support on preparing your resume, CV, or cover letter for any applications through  Lifelab , which appointments can also be made through Handshake  with a  Career Educator  or  Career Peer Coach . 

What academic departments at the UA offer online and remote research?

Each academic department manages their own undergraduate research program and may have specific steps for how to become involved, even for online and remote research opportunities. The list below will provide links and information on the different types of online research, such as VIPs, CUREs, research teams, or faculty projects that are unique to the academic department or college. The full list of all of the academic departments and colleges, with links to their websites, can be found here . 

This sections lists online Course-based Undergraduate Research Experiences (CUREs) for the  academic year of 2023-24  and other online research opportunities by online UA Faculty . This site will be updated regularly, so check in with us!

Online Course-Based Research Experiences for Fall 2024

APCV361: Data Analysis and Visualization

Description :   Data Analysis and Visualization will lay a foundation for students to understand how to process, analyze, and visualize data.  Topics include data collection and integration, exploratory data analysis, statistical inference and modeling, machine learning, and data visualization.  The emphasis of the course topics will be placed on integration and synthesis of concepts and their application to solving problems.  Students will explore these topics using software tools.

Prerequisites :   College of Applied Science & Technology (CAST) student, APCV 302 and APCV 320, Prior Python programming

Credits :  3 credits

Other Information : Asynchronous online, optional weekly meetings

Instructor :   Dr. Li Xu , College of Applied Science & Technology

BAT/ENGR/CALS 102 | Data Science Heroes: An Undergraduate Research Experience in Open Data Science Practices

Description :   Despite a growing demand for data scientists, university training in science ethics, code licensing and best reproducibility practices are not generalized for undergraduates. In this Course-based Undergraduate Research Experience (CURE), students will conduct an assessment of the current landscape and the evolution of accessibility, documentation and reproducibility practices in bioinformatics. The CURE will be a two-credit course in the Department of Biosystems Engineering accessible to students from any college. Students will learn and reflect upon best practices for open science and science reproducibility. Several practical skills will also be developed such as science communication, as well as the use of computational tools for code versioning and documentation.

Prerequisites :   None

Credits : 3  credits

Other Information : Asynchronous online

Instructor : Dr. Bonnie Hurwitz , Dr. Alise Ponsero, College of Engineering

HWRS 349A&B/350 | Principles of Hydrology

Description : Students in this course will work to answer the question: “Do monsoon storms start later in the day than they did decades ago?” This question has been raised by numerous long-time Tucson citizens, who insist that monsoon storms start in the late evening (after sunset) rather than 3-5pm. While this started as a pedestrian question, it also has meteorological and practical implications if it is in fact true. The in-person class is a hands-on Collaborative Learning course, and there is a practical, applied lab with several field trips, many of which involve interaction with hydrology & atmospheric science professionals. Some examples of field trips for the lab include: Stream gaging with the US Geological Survey; A tour of the National Weather Survey office and a weather balloon launch; A tour of Biosphere2's Landscape Evolution Observatory (LEO) Project; and more! This is an excellent course to gain a broad, applied understanding of virtually every subdiscipline in hydrology!

Prerequisites :   Calculus I (MATH 113 or MATH 122A&B)

Credits : 3 Credits

Other Information : Online

Instructor : Dr. Martha Whitaker , College of Science

LING 2/3/499: Community-led Language Technology Development

Description : Students will join a community-based language technology development project, the Coeur d’Alene Online Language Resource Center (COLRC), as an example of a community lead language technology development project that focuses on the needs of a low-resource, minoritized language community. Depending on their skills and interests, participating students will enroll for 1 to 3 credits, at a course level (299, 399, 499) appropriate to their experience, and be assigned to assist in the development and deployment process. The project supports students who wish to develop skills in linguistic analysis and language activism, along with at least one of the following technical skills: coding for frontend, backend, rest interfaces, and scripting (javascript, python); database development (postgres, graphQL); and/or natural language processing (ingest, tokenization, annotation tasks using lum.ai/odinson libraries). Interested students should have at least some familiarity with and enjoyment of coding, but need not have significant experience or expertise in these areas. Students who are members of minoritized or low resource language communities will bring particularly valuable experience and expertise to this work, but any undergraduate student is welcome to participate

Credits : 1-3 credits

Other Information : Asynchronous Online

Instructor :  Amy V Fountain ,  College of Humanities

Online Course-Based Research Experiences for Spring 2024

PAH 420 | Innovation and the Human Condition: Learning How to Improve Life in the Community and Beyond

Description :   This course will equip students with the skills to use the humanities intellectual and analytical traditions to identify and pursue strategic responses to opportunities for innovation in the human condition. Over the course of the semester, students will draw on a range of humanities-based ways of seeing and doing to: 1) identify opportunities for improving the human condition at the community level and beyond; 2) analyze the cultural, political, and economic conditions that influence such opportunities; 3) design technological, industrial, and socio-cultural innovations that are directly responsive to these opportunities; and 4) develop strategic storylines that effectively convey the merits of these innovations to relevant stakeholders.

We will begin by forming small teams of student innovators. Each team will engage, experience, and internalize the course content through a series of activities and tasks that include: 1) identifying a community-based issue or opportunity that warrants an intervention; 2) analyzing the issue or opportunity through secondary research; 3) formulating an innovative strategy that is data-driven and based in the principles and concepts central to the humanities intellectual and analytical traditions; 4) refining and enhancing said innovative strategy through primary research; and 4) developing and delivering a multi-faceted presentation (visual, oral, written) of the strategy to a panel of experts.

Other Information : Asynchronous online, mandatory team weekly meetings, final research project showcase

Instructor :   TBA

HNRS 195J-101: Tasting Tomorrow: Portraying Culture and Futurity through the Culinary World

Description :   The course focuses on a few key areas that center of the relationship we all have with food: examining how food operates in defining culture and discussions around cultural heritage; how specific restaurants and figures have informed the growth of Tucson into a City of Gastronomy; and, how different modalities of food media (food writing, poetry, television, film, web content, art, etc.) shape a variety of discourses on contemporary issues ranging from food scarcity to the politics of eating meat/plants to the treatment of laborers within the broader scope of the food industry. By the end of the semester, students have read and viewed materials to foster robust in-class (or online, or both) discussions of these concerns and themes while producing several research-based small-scale projects using a variety of composing strategies and multimodal mediums (such as using Instagram, developing newsletters/web pages, and executing in-person/digital presentations).

Prerequisites :   Honors College

Credits : 1 credit

Instructor :   Joseph Nardinelli , College of Humanities

HNRS 195H-102: Speaking for Yourself: Understanding Your Linguistic Identity

Description :   We apply methods and concepts from the study of linguistics, with a focus on acoustic and articulatory phonetics for spoken and signed languages, in order to investigate the patterns of language that give each of us our own 'voice'. We share our findings with each other, and in doing so begin to develop an understanding and appreciation of the linguistic diversity around us.

Online UA Research Labs & Projects for Spring 2024

If you are interested in any of these opportunities, you will need to contact the faculty member in charge of the project. Please read our tips on  writing an email to faculty  or schedule a 1:1 Handshake appointment with an URA for personal support on drafting emails.

For other online research opportunities by UA faculty, please visit our extensive database of professors conducting online research and welcoming undergraduate students.

Dr. Dalal Alharthi - Cybersecurity and related fields

Description :   Preferred interest in Cloud Security; Penetration Testing; Incident Response; Human-Computer Interaction (HCI); Privacy; and Cybersecurity Education. I nterdisciplinary Research opportunities are available in the intersection between the area of Cybersecurity and several areas such as Computer Science; Public Administration; Business Administration; and Education.

Prerequisites : None

Types of Opportunities : Volunteer, For Credit

Commitment :  If volunteering, you should commit to 6 hours or more per week. For credit, you may enroll in an Independent Study course.

Principal Investigator :   Dr. Dalal Alharthi , Computer Science

Alicja Babst-Kostecka - Plant Environmental & Genomic Adaptation

Description : My research combines genetic, phenotypic, and environmental information in an integrated framework to study plant adaptation to changing environmental conditions. I am particularly interested in the mechanisms that allow certain plant species to colonize industrially contaminated habitats at former mining sites. These species thereby undergo rapid genetic and physiological adaptation. Specifically, they have evolved the ability to tolerate and sometimes accumulate remarkable amounts of metal trace elements – traits that I am studying in both field and controlled laboratory experiments. My interdisciplinary work sets the stage for mitigating the legacies of industrial exploitation. By advancing the molecular basis of phytoremediation and biofortification efforts, I strive to contribute to improving environmental and human health.

Types of Opportunities : Volunteer, For Credit, Paid

Commitment : N/A

Principal Investigator :   Dr. Alicja Babst-Kosetecka , Environmental Science

Mixed Augmented ViRtual eXtended Reality Laboratory - MA[VR]X

Description : The Mixed Augmented ViRtual eXtended (Reality) Laboratory in the College of Applied Science & Technology is the University of Arizona’s home for research, exploration, and development for alternative and extended reality media and training in southeastern Arizona. We take a very broad view of “extended reality” to include everything from head-mounted display Topics include: Posthuman inquiry, applied post-phenomenology, extended reality, augmented reality, virtual reality, mixed reality, Web3, metaverse, educational technology, instructional technology, human-computer interaction, cybersecurity, cyber operations, digital identity.

Prerequisites : Preferred interested in extended reality and comfortable with fully remote research. Enrollment in APCV 399 (1-3 credit hours) required.

Types of Opportunities : For Credit

Commitment : 3-9 Hours per week

Principal Investigator :   Dr. Ryan Straight ,  College of Applied Sciences & Technology

Purnima Madhivanan   - Public Health & Health Promotional Sciences

Description : Purnima Madhivananis an Associate Professor in Health Promotion Sciences at the Mel & Enid College of Public Health at University of Arizona. A physician by training from Government Medical College in Mysore, she has a MPH and PhD in Epidemiology from the University of California, Berkeley, USA. She completed her post-doctoral training in 2010. She is the Director of Public Health Research Institute of India (PHRII) and is also the Director of the Global Health Equity Scholars (GHES) Training Program in collaboration with Stanford, Yale and University of California, Berkeley. For the past 20 years, her work has focused on disadvantaged populations, elucidating the dynamics of poverty, gender, and the environmental determinants of health, in particular the impact on women and children living in rural communities. She established a clinic in Mysore, India in 2005 while completing her PhD dissertation. For over a decade, the PHRII/Prerana Women’s Health Initiative has delivered low-cost, high-quality reproductive health services to 44,000 low-income women living in Mysore District. Offering a full-service clinic, molecular laboratory and active affiliations with several major tertiary care hospitals, the site is recognized as a research and training site for Global Health. The Saving Children Improving Lives Program focused on increasing integrated antenatal care and HIV testing services for women in rural and tribal communities using mobile clinics with the help of women’s self-help groups to mobilize and follow-up women. This program model was then adapted to provide cervical cancer screening services in the community in India, which is the only community based cervical cancer screening program in India. Dr. Madhivanan’s work focuses on addressing the systemic inequities that put India’s tribal and rural women at-risk for poor health and birth outcomes. Her current work is at the intersection of infectious and chronic diseases with a special focus on cancer. Dr. Madhivanan serves as an advisor to a number of state departments of Public Health, non-profit as well as governmental research organizations. In 2007, she received the prestigious International Leadership Award from the Elizabeth Glaser Pediatric AIDS Foundation for her work on HIV prevention. She has received several awards and honors for mentoring. Dr. Madhivanan’s global health credentials and clinical service has brought unique opportunities for collaboration; most recently benefiting students and faculty interested in learning about Global Health and service in a developing world setting.

Prerequisites : Proficient in Social Media, Website, Technology, MS Office

Types of Opportunities : Volunteer, For Credit

Principal Investigator :   Dr. Purmina Madhivanan ,  Public Health

Noshene Ranjbar - Cultural & Trauma Psychiatry

Description : Interested in integrative medicine; integrative psychiatry; culturally-sensitive and trauma-informed work with underserved, particularly American Indian community and refugees; mind-body medicine; physician wellness and burnout; medical student wellness and burnout; integration of indigenous and modern medicine and healing practices; PTSD and trauma-spectrum disorders

Prerequisites : Pre-Med

Types of Opportunities : Volunteer, For Credit, Paid

Principal Investigator :   Dr. Noshene Ranjbar ,  Integrative Psychiatry Program

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31 Research Opportunities + Internships for High Schoolers in 2024

What’s covered:.

• Research Opportunities and Internships for High School Students
• How to Find Research Opportunities in High School
• How Will Doing Research Impact Your College Chances?

Research drives innovation across every field of study, from natural sciences to health to history. Pursuing curiosity can impact industries, drive policy, and help us to better understand the world around us. Without curiosity and research, our society would surely stagnate. 

Contrary to popular belief, however, you don’t have to be a seasoned professional to conduct meaningful research. There are plenty of opportunities for high school students to get a head start on their future careers and contribute to substantial change. Keep reading to learn about 30 great opportunities for students looking for early chances to conduct research! 

Research Opportunities and Internships for High School Students 

1. memorial sloan kettering human oncology and pathogenesis program.

Application Deadline: February 9

Location: New York, NY

Duration: Eight weeks (June 27 – August 22)

Memorial Sloan Kettering (MSK) is one of the most well-known cancer centers in the world. The Human Oncology and Pathogenesis Program (HOPP) at MSK hosts a Summer Student Program for students to conduct independent research projects while participating in extracurricular activities, training, and other opportunities.  

During the eight-week program, participants work with a mentor who will act as a supervisor to help them develop their research skills. Additionally, students have the opportunity to complete an independent research project that aligns with their mentor’s work. All participants will present their projects at a poster session at the end of the summer.

To participate, you must have completed at least 9th grade by June 2024, be at least 14 years old by June 27, have a 3.5 GPA in science subjects, and submit two letters of recommendation. This is a paid opportunity—participants will receive a stipend. 

2. Rockefeller University Summer Science Research Program  

Application Deadline: January 5 

Duration: Seven weeks (June 24 – August 8) 

The Rockefeller University Summer Science Research Program allows high school students to conduct real, innovative research over seven weeks through the renowned Rockefeller University, under the guidance of leading scientists. 

SSRP scholars will be able to design and conduct their own research project as part of a themed research track, which is modeled after a Rockefeller research topic and/or technique, with the help of scientist mentors from the Rockefeller community. Most of the research will be conducted in the RockEDU Laboratory—a 3,000-square-foot research space specifically dedicated to developing biomedical research skills.

Students must be at least 16 years old by the start of the program to participate.  

3. Lumiere Research Scholar Program

Application Deadline : Varies by cohort. Main summer deadlines are March 15, April 15, and May 15

Location:  Remote — you can participate in this program from anywhere in the world!

Duration: Options range from 12 weeks to 1 year

Founded by Harvard & Oxford researchers, the Lumiere Research Scholar Program is a rigorous research program tailored for high school students. The program pairs high-school students with PhD mentors to work 1-on-1 on an independent research project . At the end of the 12-week program, you’ll have written an independent research paper! You can choose research topics from subjects such as medicine, computer science, psychology, physics, economics, data science, business, engineering, biology, and international relations.

This program is designed to accommodate your schedule—you can participate in the summer, fall, winter, or spring, and the program is also conducted fully remotely. While you must be currently enrolled in high school and demonstrate high academic achievement (most students have an unweighted GPA of 3.3), no previous knowledge of your field of interest is required. The cost of the program ranges from $2,800 to $8,900, but financial aid is available.

Note that this is a selective program. Last year, over 4000 students applied for 500 spots in the program. You can find more details about the application here .

4. Research Science Institute (RSI)

Application Deadline: December 13 

Location: Cambridge, MA

Duration: Five weeks (June 23 – August 3) 

The prestigious RSI, which takes place at Massachusetts Institute of Technology (MIT) annually, brings together 100 of the world’s top high school students. The free program blends on-campus coursework with off-campus science and technology research. 

Participants complete individual research projects while receiving mentorship from experienced scientists and researchers, and present their findings through oral and written reports in a conference-style setting at the end of the program. 

5. NYU Tandon – Applied Research Innovations in Science and Engineering (ARISE)

Application Deadline: March 6

Duration: 10  weeks (June 3 – August 9)

Open to New York City high school students who will complete 10th or 11th grade in June 2024, the ARISE program provides access to college-level workshops and lab research across fields like bio, molecular, and chemical engineering, robotics, computer science, and AI.

Over the course of 10 weeks—four virtual and six in person—participants will receive guidance from graduate or postdoctoral students at the NYU Tandon School of Engineering. 

6. Simons Summer Research Program

Application Deadline: February 7

Location: Stony Brook, NY

Duration: Five weeks (July 1 – August 9) 

During Stony Brook ’s Simons Summer Research Program, high school students conduct hands-on research in areas like science, math, and engineering while working with faculty mentors. Simons Fellows have the opportunity to join real research teams and learn about laboratory equipment and techniques. They also attend weekly faculty research talks and participate in special workshops, tours, and events. 

At the closing poster symposium, students will receive a stipend for their participation. To apply, you must be at least 16 years old by the start of the program and currently be in your junior year. 

7. SPARK Summer Mentorship Program

Application Deadline: N/A

Location: Greater Seattle area

Duration: 8-10 weeks 

SPARK is a summer mentorship program that pairs high-achieving and highly motivated high schoolers with industry experts, university professors, and mentors to conduct research on customers and financial markets. The program is only open to U.S. citizens and permanent residents.  

8. MDI Biological Laboratory – Biomedical Bootcamp 2024

Application Deadline: March 18 

Location: Bar Harbor, ME

Duration: One week (July 15 – 19) 

In this bootcamp, students will receive a hands-on introduction to biomedical research at MDI Biological Laboratory. Participants will learn essential scientific skills such as experimental design and hypothesis testing, cutting-edge laboratory techniques, data analysis, bioinformatics, and scientific communication. 

During the program, scientists and bioentrepreneurs at the lab will help participants explore scientific ethics at large, as well as career paths in biomedicine, research, and entrepreneurship in Maine and beyond.

Participants must be at least 16 years old by the start of the program and must be entering their junior or senior year in September 2024, or graduating in June 2024. 

9. Boston University – Research in Science & Engineering (RISE) Internship  

Application Deadline: February 14  

Location: Boston, MA

Duration: Six weeks (June 30 – August 9)  

RISE is a six-week program for rising seniors with an interest in pursuing a major and/or career in STEM. There are a multitude of tracks available, in areas such as astronomy, biology, chemistry, computer science, environmental science, and neuroscience. In each track, students conduct research under the mentorship of Boston University faculty, postdoctoral fellows, or graduate students. They will also attend weekly workshops with their peers. 

10. The Wistar Institute – High School Program in Biomedical Research

Application Deadline: March 31 

Location: Philadelphia, PA

Duration: Four weeks (July 15 – August 8) 

A leading biomedical research organization, The Wistar Institute is an ideal setting for students to learn research skills. Participants will complete their own research project while being trained in a principal investigator’s laboratory. They’ll also attend seminars, receive mentorship, and deliver a final presentation about their work.

Students are expected to participate Monday through Thursday from 9:00 am to 4:00 pm. Absences of more than two consecutive days cannot be accommodated. Students will receive a stipend of $1,000 upon completion of the program, to compensate for commuting costs or other personal expenses accrued during the program. 

11. California Academy of Sciences – Careers in Science (CiS) Intern Program

Application Deadline: April 1, 2024

Location: San Francisco, CA

Duration: Multi-year, year-round participation (after school and on weekends)

This long term program gives San Francisco students from communities that are underrepresented in STEM the opportunity to learn about the world of science and sustainability. Students receive mentorship, develop career skills, and more—all while getting paid for their work. Students also attend workshops and conferences throughout the course of the program. 

12. NASA OSTEM Internship

Application Deadline: February 2

Location: Varies

Duration: Varies

NASA offers a variety of internships for high school students across its numerous campuses. Interns gain real-world work experience by working side by side with research scientists and engineers, which will strengthen their resume and help prepare them for their eventual careers. All participants must be at least 16 years old and enrolled in high school full time.

13. New-York Historical Society Student Historian Internship Program

Application Deadline: April 7

Duration: July 9 – August 15

Not all research is conducted in STEM subjects! Developed for students interested in history, the New-York Historical Society’s Student Historian Program gives participants the opportunity to conduct research on a history topic—2024’s theme is Our Composite Nation: Frederick Douglass’ America . During the program, participants will work with historian mentors, visit history archives around New York City, lead gallery tours, and develop their historical thinking, communication, and digital media skills.

Applicants must be entering grades 10, 11, or 12, and live in the New York City metro area. This opportunity is unpaid for most participants, but some interns with demonstrated financial need can potentially receive a stipend.

14. Adler Planetarium Summer High School Internship  

Application Deadline: March 1

Location: Chicago, IL

Duration: Six weeks (July 8 – August 14)

During this summer internship program, students will learn about the Adler Planetarium and the career opportunities within it and planetariums and museums in general, in areas ranging from Visitor Experience and Learning to Research. Students will also get the chance to see how research gets translated into a museum experience. 

15. Zuckerman Institute Brain Research Apprenticeships in New York at Columbia University (BRAINYAC)

Application Deadline: TBA for 2025 program

Duration: Eight weeks  

BRAINYAC participants receive the rare opportunity to work on research in a lab at Columbia University , one of the most prestigious institutions in the world, as high school students, which results in a stronger, more comprehensive understanding of how scientific discovery happens. They connect with real scientists, acquire essential research and laboratory skills, and learn about advances in neuroscience research. 

In order to apply, you must be in 10th or 11th grade and must be nominated by one of the program’s partners—S-PREP, Lang Youth Medical, Double Discovery Center, Columbia Secondary School, or BioBus.  

16. Brookfield Zoo King Conservation Science Scholars Program

Application Deadline: Rolling admission 

Location: Brookfield, IL

Duration: N/A

Interactive workshops, fun activities, research, and community-based projects are at the core of this exciting internship. It’s an excellent opportunity for students who love animals and also want to gain research skills in the domains of zoology, environmental science, and conservation. 

As a King Scholar, you’ll learn about different topics through Foundation Courses, such as Diversity Awareness and Introduction to Conservation, all while networking with others and preparing for college and an eventual career in a related field. After one year of participation, you’ll be invited to apply for scholarships and paid positions at the zoo. 

17. The Science Research Mentoring Program (SRMP) at the American Museum of Natural History  

Application Deadline: March 8

Duration: One year (August to June) 

The American Museum of Natural History is one of the most iconic and fascinating places in New York City. Its Science Research Mentoring Program is an amazing opportunity for NYC high school students to conduct a yearlong research project with Museum scientists. 

Students in SRMP get paid to learn how scientific research is conducted. Depending on their topic of study, students can learn a variety of different research skills, like working with DNA in the lab, analyzing data from space-based telescopes, reading scientific articles, and learning to code and analyze data in Python, R, and other programming languages. 

18. Anson L. Clark Scholars Program

Application Deadline:   February 15

Location: Lubbock, TX

Duration: Seven weeks (June 16 – August 1) 

Through the Anson L. Clark Scholar Program, an intensive seven-week summer research program for twelve highly qualified high school juniors and seniors, students will gain hands-on experience with practical research alongside experienced and knowledgeable faculty at Texas Tech University .

Students can choose to participate in research in one field from a broad variety of options, including cell and molecular biology, chemistry, computer science, economics, engineering, history, and more! 

To apply, students must complete an online application that includes short essays, high school transcripts, test scores (at least a PSAT if no others are available), three recommendations (at least two from teachers), and a list of the student’s top five activities.

19. UChicago Data Science Institute Summer Lab Program  

Application Deadline: January 16 

Duration: Eight weeks (June 10 – August 2)

The Data Science Institute Summer Lab Program is an immersive eight-week paid summer research program at the University of Chicago . During the program, high school and undergraduate students are paired with a data science mentor, whose expertise could be in computer science, data science, social science, climate and energy policy, public policy, materials science, biomedical research, or another related field.

Participants will hone their research methodology, research practice, and teamwork skills. No prior research experience is required to apply. All participants will receive access to applied data science research, which they will use to craft a research project. The project findings will be presented in a video that will be shown at an end-of-summer symposium.

20. UT Austin College of Natural Sciences High School Research Academy

Application Deadline: March 24

Location: Austin, TX

Duration: Five weeks (June 10 – July 17) 

Through UT Austin ’s HSRA, high school students participate in interdisciplinary research projects being conducted by active College of Natural Sciences laboratories in fields such as biochemistry, biology, environmental science, genetics, neuroscience, genome engineering, data analytics, ecology, and more. 

There is a scholarship fund for underserved groups, so some stipends and free tuition scholarships may be available to students with demonstrated financial need. 

21. Max Planck Florida Institute for Neuroscience – Summer Research Internship

Location: Jupiter, FL

Duration: Six weeks (June 17 – July 26) 

The MPFI Summer Research Internship offers rising juniors and seniors an immersive laboratory experience where they can learn from seasoned researchers. The program is designed specifically for students with an interest in brain structure, function and development, and the advanced imaging techniques and technologies used in neuroscience. 

Program participants will participate in research projects alongside MPFI scientists, prepare a written scientific abstract based on their research project, and deliver a short presentation at the end of the summer. Research tracks include neuroscience, scientific computer programming, and mechanical engineering as it relates to neuroscience.

Applicants must be entering their junior or senior years in a Palm Beach or Martin County high school, be residents of one of those two counties, and be at least 16 by the beginning of the internship. Interns will be paid at a rate of $12.50 per hour.

22. Lincoln Park Zoo Malott Family Zoo Intern Program

Application Deadline: March 11 

Duration: Seven weeks (June 24 – August 9) 

During this paid seven-week program, high school students learn how to educate others about animal and conservation sciences while crafting digital messages to engage audiences. The program culminates in a final project. Throughout the internship, students meet with researchers and the Animal Care staff to explore careers in the animal science and conservation fields. 

Applicants must be Chicago residents between the ages of 15-18, and must be entering grades 10-12 or their freshman year of college by the start of the internship.

23. The Scripps Research High School Internship Program  

Application Deadline: April 19

Location: La Jolla, CA

Duration: Seven weeks  

The Scripps Research Institute’s La Jolla, California headquarters is proud to offer a seven-week hands-on research experience for San Diego County high schoolers. The program is specially designed to expose students to careers in the biological and chemical sciences, to provide hands-on laboratory experience, and to motivate and prepare students for continuing education in STEM. 

Because Scripps is committed to increasing the number of students from underrepresented communities in STEM college programs, a special emphasis is placed on identifying and recruiting students who are from groups that are historically underrepresented in the sciences. All students will receive a $4,760 stipend.

24. QuarkNet Summer Research Program  

Application Deadline: January 31

Location: DuPage County, IL

Duration: Seven weeks (June 17 – August 2) 

High school sophomores, juniors, and seniors with a strong interest in STEM have a unique opportunity to work with scientists on research projects during this paid seven-week program at the prestigious Fermilab, located just outside of Chicago near Batavia, IL.

Interns are encouraged to indicate areas in which they have a particular interest, although research projects vary yearly based on the work ongoing at the lab. Broadly speaking, Fermilab’s focus is on particle physics.

Required application materials include a questionnaire, a letter of recommendation, and an essay. To apply, students must have U.S. citizenship or permanent resident status and must provide evidence of identity and eligibility to work in the United States. Participants will be paid at a rate of $17.20 per hour.

25. RISE Environmentor Internship

Location: Far Rockaway, NY

Duration: Six weeks (July 1 – August 15)

The Environmentor Internship offers a great opportunity for 9th through 11th graders who live or attend school near the Rockaway Peninsula to gain firsthand research experience. Participants are mentored by scientists from local universities and research institutions as they work on projects focused on the Rockaway shoreline. Past research topics have included sea turtle strandings, octopus behavior, mussel denitrification, and dolphin fin morphology.

Students will also take part in water safety courses, receive CPR training, and explore on-water activities like kayaking and surfing. Students receive up to a $1,200 stipend, as well as community service hours for their participation in the program.

26. Stanford Institutes of Medicine Summer Research Program (SIMR)

Application Deadline: February 24

Location: Stanford, CA

Duration: Eight weeks (June 10 – August 1)

Students in this summer program are given the chance to perform research on a medically oriented project and work side by side with Stanford University students, researchers, and faculty. Students can choose from eight areas of research, including topics like immunology, cancer biology, and bioinformatics, which are all designed to increase their interest in the biological sciences and provide a deeper understanding of how scientific research is conducted.

The program is open to current high school juniors and seniors. Students will receive a minimum $500 stipend for their participation in the program.

27. Secondary Student Training Program

Application Deadline: February 16

Location: Iowa City, IA

Duration: June 19 – July 26

High schoolers in grades 10 and 11 can take part in an immersive research experience, which will allow them to explore their interests, enhance their academic skills, and build relationships with their peers during this research-focused summer program.

Participants can choose from a multitude of research areas, ranging from biology to industrial and systems engineering to religious studies. The program culminates with students creating and presenting a poster of their findings. All participants will live on the University of Iowa ‘s campus for the duration of the program, and have access to all of the university’s libraries, study areas, and computer facilities.

Although this program is quite expensive, with a fee of $7,500, financial aid is available to cover up to 95% of the cost.

28. Young Scholars Summer STEMM Research Program

Location: Urbana, IL

Duration: Six weeks (June 20 – August 2)

This program, offered by the prestigious Grainger College of Engineering at University of Illinois at Urbana-Champaign (UIUC) , allows students to gain hands-on research experience in fields such as cancer immunology, AI, physics, quantum mechanics, and electrical engineering. They will also build valuable general life skills by participating in seminars on topics ranging from the college admission process to how to communicate scientifically.

The program is open to rising 10th through 12th graders from Illinois, Indiana, Kentucky, Michigan, Missouri, Iowa, and Wisconsin.

29. Summer Science Program (SSP)

Duration: Varies depending on location and field of focus

Students in the SSP get the chance to work in small teams on a real research project and gain firsthand experience taking and analyzing data. Research opportunities are offered in three fields—astrophysics, biochemistry, and genomics—and are held at a variety of institutions, including University of North Carolina at Chapel Hill , Georgetown University , Purdue University , and New Mexico State University .

The program is open to high school juniors, although a small number of exceptional sophomores have attended the program. You must be between 15-19 to participate, and have completed prerequisite coursework, which varies by field. Financial aid is available for this program.

30. The Jackson Laboratory Summer Student Program

Application Deadline: January 29

Location: Bar Harbor, ME, and Farmington, CT

Duration: 10 weeks (June 1 – August 10)

Students immerse themselves in genetics and genomics research while learning about laboratory discovery and scientific communication, as well as building professional skills. Over the course of the 10-week program, students work with a mentor to develop a research project, implement their plan, analyze their data, and report their results.

This prestigious program is competitive. Just 40 students are selected to participate annually. Participants receive a $6,500 stipend and have their room, board, and travel expenses covered.

31. Fred Hutch Summer High School Internship Program

Application Deadline: March 31

Location: Seattle, WA

Duration: Eight weeks (June 24 – August 16) 

This full-time, paid internship opportunity offers students a chance to immerse themselves in activities at the Fred Hutch Cancer Center, one of the top cancer research centers in the world. The program begins with two weeks of laboratory training and is followed by six weeks of mentored activities, research seminars, workshops focused on college and careers, and social activities.

The program is open to high schoolers entering their senior year with a strong interest in science and high academic achievement, and is specifically aimed at students from backgrounds underrepresented in biomedical science. Interns receive a stipend upon successful completion of the program.

How to Find Research Opportunities in High School 

Define your area of interest .

Before you start looking for opportunities, narrow your area of interest a bit, whether it’s cancer, engineering, computer science, neuroscience, or something else entirely. Also bear in mind that while there may be more STEM opportunities available for high school students, research isn’t limited to these fields—research is also a key component of the social sciences, humanities, and other non-STEM fields. 

While you should be somewhat specific about what you’re hoping to research, don’t narrow your scope so much that it’s impossible to find a valuable opportunity, especially since opportunities for high schoolers in general are more limited than they are for students who have completed at least some college.

Talk to People in Your Immediate Circle 

Teachers, neighbors, your family, parents of friends, friends of your parents—any of these people could know about a research opportunity for you, or at least know someone else who does. Throughout your life, you will find that networking is often the key to finding career opportunities. 

Leveraging your network can help you uncover unique opportunities crowdsourced by the people who know you best—the best opportunities aren’t always hosted by large universities or programs. 

Reach Out to Local Institutions and Laboratories 

In addition to networking with your immediate circle, reach out to local facilities, such as labs, hospitals, clinics, and universities that conduct research. Even if opportunities aren’t publicized, these institutions and laboratories may be willing to make room for you. Remember: when pitching your idea, don’t make it too niche—this will make it more difficult to find a fit and market your skills to labs. 

Cast a Wide Net 

Research opportunities are hard to secure, especially when you’re a young student, so you need to be persistent. You may need to write a hundred emails, but if you put in the effort and cast a wide net, you’ll vastly improve your chances of landing a great opportunity. 

Try not to be too picky, either. Of course, you shouldn’t just accept any offer , especially if it doesn’t appeal to you. But even if the opportunity doesn’t align perfectly with your skills and interests, it can still be a great chance to gain experience and make you a better candidate for future experiences.

How Will Doing Research Impact Your College Chances? 

How much participating in research enhances your college admissions profile depends on many factors, including the scope of the project, the prestige of the program or institution, your individual role and performance, the institution’s connections to or sponsorships by certain colleges, and even how much weight a college places on extracurricular activities in general. 

Generally speaking, there are four tiers of extracurricular activities that colleges think about when reviewing applicants’ activities. Selective, competitive, and prestigious activities are often found in the top tiers, Tier 1 and Tier 2. Tier 1 includes things such as being a highly recruited basketball player or an award-winning national science fair competitor. 

Tier 2 is similar, but is usually reserved for activities that are less exceptional than those in Tier 1. Tiers 3 and 4 are reserved for more common extracurricular achievements, such as holding school leadership positions or being a member of a debate team.

Research usually falls into Tier 2, and some particularly prestigious opportunities could even be Tier 1. That’s because it’s somewhat unusual for high school students to conduct research in professional and collegiate settings, so it’s more likely to impress colleges than other kinds of extracurricular activities.

Do you want to find out the impact research and other extracurricular activities might have on your chances of admission to top colleges and universities? Try using CollegeVine’s free chancing calculator ! 

Our tool evaluates your admissions profile, by accounting for factors like your grades,standardized test scores, and extracurriculars (including research!) to show you how you stack up against other applicants and how likely you are to get into hundreds of different colleges and universities. You’ll also receive tips on how to improve your profile and your odds—all for free.

Disclaimer: This post includes content sponsored by Lumiere Education.

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Performing research can be a very enriching and transformative part of your undergraduate experience at the College. You may encounter it as part of your coursework, but it can also be something you do outside of the classroom as a way to gain practical skills, learn about methods of inquiry and contribute actively to the advancement of study in your field.

Finding a research opportunity will require you to be proactive, build faculty relationships , and use key resources . It may be good to start by charting your personal goals and interests in order to help you identify opportunities that are a match for them. Remember to give yourself plenty of time for your search and to remain flexible and open-minded through the process. Engaging with the research community at Harvard is possible for students in all concentrations. Whether you have participated in research work previously, or are just getting started, there are opportunities designed to meet you where you are right now.

Research opportunities come in many formats and happen in a variety of settings. They often start off as a question that someone wants to explore more fully. Faculty, for example, initiate research projects designed for this purpose. It might also begin with you! In your studies, for example, you may have noticed a lack of knowledge or a lack of recent work on a particular topic that interests you. With the guidance of a faculty mentor, you could be the person to explore and find answers to fill in the void of missing information.

Depending on the scale of a project, you might find yourself working on a team or operating on your own and coordinating your efforts with those of a faculty mentor. This work may take place on campus, at other domestic locations, or even internationally, during term-time or over the course of the summer.

Some common formats of research experiences for undergraduates include:

Course-based Research

Courses (existing or independent study). Many courses at Harvard and neighboring institutions (where you can cross-register ) have a strong research component. There is even the option for you to design an independent study course. To explore these options, the best starting point is with a concentration adviser knowledgeable about course offerings and policies in that concentration. You can also visit the Advising Programs Office  (APO) to connect with undergraduate concentration advisers.

Research Assistantships

There are many opportunities to work as a research assistant on an existing project. A research assistantship is an excellent opportunity for students with little experience to get their first exposure to research. Research assistantship postings can be found on department webpages, at research centers, as well as on the Student Employment Office Job Board . You can also check with nearby hospitals and research groups, in addition to faculty and grad students. If you have never contacted research investigators before, check out our tips on how to effectively reach out to faculty .

Research Programs

In lieu of performing research via a course or an assistantship, you might consider looking at a research program. Depending on the program, you might work on a project designed by a member of faculty or propose your own question to pursue under the guidance of a faculty mentor. URAF summer programs, for example, are designed to correspond to specific academic areas (i.e., STEM, Arts and Humanities, Social Sciences), forming a cohort of fellows working on various topics in their area of interest.

URAF research programs are offered on an annual basis, with pre-set start- and end-times, and require formal applications with strict deadlines. These programs often have different eligibility criteria (i.e., GPA, class year, research experience). Some programs require previous field-specific experience, while other are designed for newcomers to that particular field of study. Many research programs include various forms of financial support (e.g. stipends, accommodation, etc.) as well as opportunities for community-building and intellectual growth.

Thesis Research

Each concentration has its own requirements for thesis research, including topics allowed, prerequisites, timing, and who can supervise your work. If you are interested in thesis research, connect with advisers appointed by the concentrations for guiding undergraduates—information about concentration advisers can be found on the APO website. Also, check out our tips on how to effectively reach out to faculty .

Some questions to ask yourself when looking for a program are:

• Where do you want to be?
• What type of research would you like to do?
• Does the program offer additional support or programming that may be helpful?
• How long do you intend to do research?

The Browse URAF opportunities page of our website aggregates a large number of Harvard undergraduate research options. Please note, however, that not all Harvard-affiliated schools and programs are listed here. To ensure you are learning about all potential opportunities, don’t forget to consult faculty advisers, concentration advisers, and academic advisers to identify programs that match your interests and desired outcomes most closely.

Beyond browsing through URAF opportunities, you can explore our External Resources  page which provides another starting point for finding research opportunities, including research programs. Some are based at Harvard, while others are located across the US and worldwide. You can also use Google to search for research programs related to your topic and interests. Try using the keywords, "undergraduate research" or "summer undergraduate research."

If you have previously performed research at Harvard, you too might consider how you would benefit from exploring external opportunities . Exposure to research and processes at different institutions will allow you to expand your professional and academic networks, to explore a new place and even new ways of investigating topics that interest you.

At whatever point you happen to be in your undergraduate trajectory, URAF is here to support you through each stage of the process. You can even check out our remote-ready  resources webpages if you intend to perform all or part of your research online.

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Interested in learning more about projects that past fellows in the Harvard Summer Undergraduate Research Village (HSURV) have worked on? Check out our achive HSURV Abstract Books!

• 2024 HSURV Abstract Book  (AMGEN, BLISS, CSB, DUBSP, FUEL, HIP, KRANIUM, MCB SCION, PRIMO, PRISE, SEAS REU, SHARP, SPUDS, SURF, SURGH)
• 2023 HSURV Abstract Book (PRISE, BLISS, PRIMO, SHARP, SURGH, SPUDS)
• 2022 HSURV Abstract Book (PRISE, BLISS, PRIMO, SHARP, SURGH, SPUDS)
• 2021 HSURV Abstract Book (PRISE, BLISS, PRIMO, SHARP, SURGH, SPUDS)
• 2020 HSURV Abstract Book  (PRISE, BLISS, PRIMO, SHARP, SURGH)
• 2019 HSURV Abstract Book  (PRISE, BLISS, PRIMO, SHARP, SURGH)
• 2018 HSURV Abstract Book  (PRISE, BLISS, PRIMO, SHARP, SURGH)
• 2017 HSURV Abstract Book  (PRISE, BLISS, PRIMO, SHARP, SURGH, PCER)
• 2016 HSURV Abstract Book  (PRISE, BLISS, PRIMO, SHARP, SURGH)
• 2015 HSURV Abstract Book  (PRISE, BLISS, PRIMO, SHARP, SURGH)
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62 Best Research Opportunities for High School Students

June 2, 2024

Hands-on laboratory-based research experiences are coveted by just about every STEM-oriented teenager on the planet. Of course, this level of demand renders research opportunities for high school students a valuable and rare commodity. Fortunately, there are a number of reputable summer programs run by universities, government agencies, and private research laboratories that afford young scientists this highly sought-after experience. Research opportunities during the actual school year are more challenging to locate as colleges are, at that time, catering to their own students, and the rigidity of the high school calendar makes participation a further challenge.

What type of research opportunities can a high school student have, anyway?

Research opportunities for high school students can range from introductory to highly advanced. Some programs focus on teaching students the fundamental skills required for research while others place students with a real working research group and allow them to contribute to legitimate experiments and papers. Your level of involvement will depend on the university or organization’s policies, your mentor, your lab team, and the type of research being conducted.

What types of research experiences look best on college applications?

Authentic, laboratory-based research experiences that you get paid for are the hardest types of positions to nail down, primarily because very few of these spots are available. Moreover, such research groups are conducting serious work—consequently, they’re looking for serious, high-achieving students who will positively enhance their dynamic. Additionally, these positions typically require a longer time commitment, with students working full-time (or close to full-time) hours for several months or even years. As such, accepting one of these positions may limit the other types of summer opportunities that you can participate in. Finally, due to safety concerns and restrictions, you will likely need to be at least 16 years old to participate in many types of lab-based research.

On the flip side are research opportunities that you pay to be involved in, with some being more selective than others. Many families wonder if these programs offer legitimate research experience or are simply another way to capitalize off of the college admissions craze, and the answer is that you have to do your homework.

Although some research opportunities offer little in the way of experience, others are truly authentic opportunities to work with a mentor and delve into an area of interest for academic enrichment—no different than any other cost-based summer program. In these cases, the fact that a student prioritized their intellectual curiosity and spent several months seriously pursuing a topic of interest will be an excellent addition to their application. We’ve gone ahead and done the hard work for you—any one of the opportunities listed below is legitimate and worthy of investing your time and resources into.

How do I decide what types of research opportunities to apply for?

If conducting research is important to you, we recommend applying to a mix of highly selective and lesser selective programs to maximize your chances of being accepted to at least one. Beyond selectivity, it’s important to consider additional several factors:

• Time commitment —Some programs may require a multi-week, full-time commitment over the summer. Others may require nights and weekends during the school year.
• Time frame —Some programs are only available in the summer while others run year-round (sometimes for multiple years).
• Cost/stipend —Do you have to pay for the program, or does the program pay you? Research whether the program will be a good fit for your financial situation, including how much it costs and if you’ll receive compensation for your work, either via academic credit or a paycheck. Note that many residential programs are cost-based while commuter programs that only accept local students are more likely to be fully funded and/or offer a stipend.
• Location —Evaluate whether you’d like to attend a local program, are willing to travel to a residential program, or would prefer a virtual option.
• Level of mentor interaction —During some programs, you’ll be closely supported by PhD faculty members, while others may be run by graduate or postdoc students and require students to be more independent.
• Opportunity to publish or enter research competitions —If publishing research or submitting your project/paper to a research competition is important to you, you’ll want to look into whether the program prepares you for that venture.

Our list includes a bevy of summer program choices as well as year-long internships and apprenticeships. We’ve divided the list into three sections: Virtual, Residential/Multi-Location, and Location-Specific.

For each entry, we list the geographic location of the program, the time frame and length of the program, any associated costs or stipends, and the eligibility criteria for participation.

Virtual Research Opportunities for High School Students

Virtual research opportunities for high school students offer ultimate flexibility, in regard to time commitment as well as subject matter.

1) Polygence

• Location : Virtual
• Timeframe : Academic year and/or summer
• Length: 2-6 months
• Cost : $495-$3,695
• Eligibility: No age restrictions

For high school students who want to showcase authentic passion on their college applications, Polygence offers the most personalized and flexible online research program that helps students turn their interests into unique research projects. Accordingly, they pair intellectually curious students with PhD-level mentors to design experiments, build robots, create podcasts, write original screenplays, and publish in peer-reviewed journals in all fields from the humanities to STEM. All 1:1 programs include ten meetings with a mentor in your chosen field as well as a self-selected project topic and outcome, which could include a research paper, a prototype, or a creative piece of work.

A multitude of personalized options are available, including additional brainstorming sessions, time with a specialist who will guide the student through the publishing or research competition process, and academic credit through UCI x GATI. Moreover, Polygence’s Pods program allows students to work with like-minded peers in a group setting.

Sound like a good fit? College Transitions readers can save $50 on their Polygence package.

Research areas available include:

• Computer science, engineering, AI, & game design
• Biology, biotech, chemistry, neuroscience, and physics
• Medicine, surgery, dentistry, and public health
• Business, finance, and economics
• Math, statistics, sports analytics, and quantitative analysis
• Psychology, psychiatry, cognitive science, and social sciences
• Creative writing, history, philosophy, and literature
• Animation, the arts, fashion, photography, and dance

Residential/Multi-Location Research Programs

In the following section, we’ve outlined programs that are residential or offer opportunities in multiple locations, making them more accessible to a wider array of students.

Programs are organized alphabetically by discipline.

Biology Research Opportunities for High School Students

2) university of chicago research in the biological sciences (ribs).

• Location : Chicago, IL
• Timeframe : Summer
• Length: 4 weeks
• Cost : $14,000
• Eligibility: Current sophomores and juniors

In UChicago’s highly selective RIBS program, students practice a range of molecular, microbiological, and cell biological research techniques. The goal? To prepare them to work in a research laboratory. Accordingly, for the first two weeks, students undergo basic training in lab skills and techniques. Then, they spend the final two weeks of the course immersed in an independent research project. At the end of the course, they present the project during a research forum. Moreover, students can expect weekly writing assignments and seminars. To be competitive, students should have a demonstrated interest in science as well as top grades in those classes.

Biomedical Research Programs for High School Students

3) rosetta institute of biomedical research molecular medicine workshops.

• Location : Berkeley; San Diego; Columbia; London; virtual
• Length: 2 weeks
• Cost : $3,580-$4,180 (residential); $2,280-$2,480 (commuter); $430-1,050 (online)
• Eligibility: High school students aged 14-18

Curious about biomedical research but not ready to pursue a full-blown lab internship? Rosetta Institute offers a number of residential and online two-week programs that introduce high schoolers to topics in medicine, drug development, pharmacy, and nursing. For example, current workshops include Medicinal Chemistry, Neurological Bioinformatics, and Molecular Biology of Cancer. All students are taught by PhD-level instructors and complete an original research project.

Chemistry Research Opportunities for High School Students

4) american chemical society — project seed.

• Location : Multiple
• Length: 8-10 weeks
• Cost : Free, and students receive a $4,000 stipend
• Eligibility: All high school students whose families meet annual income requirements, but preferably current sophomores, juniors, or seniors

Having been operational for more than fifty years, Project SEED (Summer Experiences for the Economically Disadvantaged) runs programs at over 350 institutions and has served over 12,000 students. The goal of the program is to empower a diverse cohort of high school students to conduct hands-on research experience in the chemical sciences. Accordingly, all students work full-time on meaningful independent or small group projects, are closely guided by a mentor, and either write a report or do a poster presentation at the end of their fellowship.

Genetics Research Opportunities for High School Students

5) jackson lab summer student program.

• Location : Bar Harbor, ME or Farmington, CT
• Length: 10 weeks
• Cost : Free, and students receive a $6,500 stipend plus funded room, board, and travel
• Eligibility: High school seniors can apply to the Bar Harbor program, while eligible undergrads can apply to either program.

Hoping to design and execute an original independent research project? You’ll be able to do just that through Jackson Lab’s Summer Student Program, which immerses students in one of seven areas: bioinformatics and computational biology, cancer, developmental biology and aging, genomics, immunology and infectious disease, metabolic diseases, and neurobiology and sensory deficits. Moreover, students are closely guided by a mentor and present their research at the end of the summer. Finally, the application process is intense and competitive, requiring two letters of recommendation, a transcript, a resume, evidence of a strong interest in genetics and genomics, and four essay responses.

Pre-Health Research Opportunities for High School Students

6) national institutes of health high school summer internship program.

• Location : Research groups are available at many of NIH’s 27 institutes and centers , including the main campus in Bethesda, MD
• Cost : Free; all students receive a stipend
• Eligibility: High school seniors age 17+

Through their HS-SIP Program, the National Institutes of Health places high school students in full-time research positions within their many active research groups. Subject areas include biomedical, behavioral, and social sciences, and are geared toward students who are interested in pursuing research and healthcare. Moreover, students can take part in Summer Poster Day, where they present their research to the NIH community. They also have access to professional development programs and educational/career advising.

Note that this research opportunity for high school students is extremely competitive; approximately 7% of applicants are ultimately accepted. Finally, if you are under the age of 18 when you participate in the program, you will need to live within 40 miles of the campus that you’d like to intern at.

STEM/Humanities Research Opportunities for High School Students

7) army educational outreach program—high school internships.

• Location : Various
• Timeframe : All Year
• Length: 3 months
• Cost : Free, and all interns receive a stipend
• Eligibility: All current high school students. Some sites may have additional eligibility requirements.

With programs currently available in twenty states, the Army Educational Outreach Program places high school students in university research labs or at a US Army Research Laboratory/Center. Each site has its own technical focus, from biology and materials science to cybersecurity and AI. Regardless of specialty, all interns receive formal mentorship from a professional scientist or engineer, have access to high-tech equipment, and work on relevant research that addresses a current major challenge.

8) Boston University RISE

• Location : Boston, MA
• Length: 6 weeks
• Cost : $5,350 plus room & board
• Eligibility: Current high school juniors

A residential program located on the Boston University campus, RISE offers high school students the opportunity to conduct laboratory research in one of two tracks: Internship or Practicum. Students in the Internship track work full-time on a research project that aligns with their interests, and are mentored by a faculty member, postdoc fellow, or grad student. 15 subject areas are available, including astronomy, mechanical engineering, medical laboratory research, and nutrition. Alternatively, Practicum students work in small groups on structured research related to systems neuroscience and neurobiology.

Research Opportunities for High School Students—Continued

9) michigan state high school honors science, math and engineering program.

• Location : East Lansing, MI
• Length: 7 weeks
• Cost : $4,000

HSHSP is a highly selective, residential program where students can pursue research opportunities in science, engineering, and mathematics. After learning more about the research process, students deeply explore a problem of interest while engaging in an authentic (not “fail-proof”) research experience. Along the way, they’ll work with professionals and peers in their field of interest. Finally, many students have gone on to publish their work or be recognized at prestigious research competitions.

10) MIT Research Science Institute

• Location : Cambridge, MA
• Cost : Free
• Eligibility: High school juniors

With a combined focus on academic coursework and hands-on research, RSI students first take one week of STEM coursework with MIT professors. Here, they’ll learn about current research topics in biology, chemistry, engineering, mathematics, physics, and the humanities. Then, for the remaining five weeks, students “experience the entire research cycle start to finish.” During this time, they participate in an intensive, mentored individual project experience that culminates in a written and oral presentation.

The program looks for students who are exceptionally academically talented. As such, the application process is quite intensive. PSAT Math scores must be over 740 and ACT Math scores must be over 33. In addition, students must write several essays, acquire teacher recommendations, and provide transcripts. Ultimately, only 100 students are accepted.

11) NASA Internship Programs

• Location : Various; there are 15 centers and facilities in the US. Remote opportunities may also be available.
• Timeframe : Available during the fall, spring, and summer
• Length: 10-16 weeks, depending on session
• Cost : Free; the majority of interns receive a stipend, but some are unpaid
• Eligibility: High school students aged 16+

NASA’s Office of STEM Engagement (OSTEM) offers a number of internship opportunities for high school students. Available projects change each year and are location-specific, and not every NASA center will offer internship opportunities every session. That said, current projects span a range of subject areas, including Climate Change in the Hudson Estuary and Characterizing the Urban Land Surface Temperature. During the research internship, students will be closely mentored by a research scientist, engineer, or other professional. Note that you will need to make your own housing arrangements if you are not a local student.

Are you an undergraduate student? Check out NASA Pathways , which can provide a direct transition into full-time employment at NASA.

12) Smith College Summer Science and Engineering Program

• Location : Northampton, MA
• Length: 2-4 weeks
• Cost : $4,745 (2 weeks); $8,082 (4 weeks)
• Eligibility: Female high school students in grades 9-12; some programs have specific prerequisites

Fun fact: Smith was the first women’s college to create a program in engineering science. As such, their summer programs are an excellent place for young women to participate in hands-on, introductory research experiences. Two-week sessions are offered, and students can take one or both. Each session offers six distinct course choices. For example, the first session offers Chemistry of Herbal Medicine, Designing Intelligent Robots, and Novel Bacteriophage Discovery. Second session courses include Where the Body Meets the Mind, Supercontinents, Rocks, and Fossils, and the Art and Science of Microcontrollers. Students spend five days a week in class, attending lectures and conducting experiments & fieldwork. Additionally, the program is team-based, allowing students to learn from each other’s ideas and perspectives.

13) Stony Brook University Garcia Center Research Experience for High School Students

• Location : Stony Brook, NY
• Timeframe : Summer (with possible academic year continuation)
• Cost : $4,000 plus room & board

At the Garcia Center for Polymers at Engineered Interfaces, high school students can design an original research project in polymer science and technology during an intensive seven-week summer program. Uniquely, the research can then be continued during the academic year under the guidance of a faculty mentor. Students should be highly motivated and high-achieving, with at least three upper-level science courses under their belt. Finally, past participants have regularly published their research and won recognition in national competitions.

14) Stony Brook University Simons Summer Research Program

• Cost : Students need to cover transportation costs (if commuting) or room/board (if residential). Room/board is $2,781. Stipends are also awarded at the end of the program.

After being matched with a mentor and research team, students are fully immersed in the research process. Placement availability varies from year to year, but typically about thirty projects are available across over a dozen disciplines. These include biochemistry, computer science, geosciences, and pharmacological sciences, among others. Moreover, some have prerequisites, such as specific AP courses or previous programming experience.

All students participate in weekly faculty research talks, workshops, events, and a culminating poster symposium.

15) Summer Science Program

• Location : Astrophysics: UNC Chapel Hill, University of Colorado, Georgia College & State University, New Mexico State University; Biochemistry: Purdue, Indiana University; Genomics: Georgetown, Purdue, New Mexico State; Synthetic Chemistry : Southwestern Oklahoma State University
• Cost : $8,800 max; all program fees are scaled according to what each family can afford
• Eligibility: Current high school juniors and exceptional sophomores

The Summer Science Program offers four different immersive research programs that take place on different college campuses around the country. These include programs in astrophysics, biochemistry, genomics, and synthetic chemistry. Each program has its own research focus. For example, astrophysics students will dive into Asteroid Orbit Determination while genomics students explore Antibiotic Resistance and Directed Evolution.

Students spend six days a week in class deeply investigating their research topics and learning more about general experimental science. They also take part in guest lectures and other special programming.

16) Texas Tech University Anson L. Clark Scholars Program

• Location : Lubbock, TX
• Cost : Free; all students receive a $750 stipend upon completion of their projects
• Eligibility: High school juniors and seniors aged 17+ by the start of the program

The Clark Scholars Program is one of the only programs on this list with research disciplines in the sciences as well as the humanities. For example, current research areas include everything from nutritional sciences and mechanical engineering to history. Over the course of seven weeks, students work closely with a faculty member to complete a research paper in their discipline. They also participate in weekly seminars, discussions, and field trips.

17) University of California Santa Barbara Research Mentorship Program

• Location : Santa Barbara, CA
• Cost : $11,874 (residential); $4,975 (commuter)
• Eligibility: High school sophomores and juniors

During this intensive program, students work 35-50 hours per week on an interdisciplinary research project of their choice. Nearly thirty research areas are available in both the STEM disciplines and humanities; current topics include biochemistry, computer science, history, music, and anthropology, among others. Over the course of the program, they also take two courses: Introduction to Research and Presentation Techniques. Finally, students occasionally continue their research remotely during the academic year, depending on their mentor’s availability.

18) University of California Santa Barbara Summer Research Academies

• Cost : $8,224 (residential); $2,575 (commuter)
• Eligibility: High school sophomores, juniors, and seniors

Running for four weeks, the UCSB Summer Research Academies allow students to earn up to four credits. While taking a university-level course that teaches fundamental research concepts, students spend the first two weeks of the program developing a research question & framework via hands-on labs. They’ll then spend the final two weeks of the course analyzing their results and building presentations. Overall, they’ll spend about 25-40 hours per week working. Finally, twelve different tracks are available; each involves multiple disciplines. For example, “Bionic Creatures” combines mechanical engineering, materials science, soft robotics, biomanufacturing, and collective motion.

19) University of California Santa Cruz Science Internship Program (SIP)

• Location : Santa Cruz, CA
• Length: 9 weeks (two weeks virtual, seven weeks in-person)
• Cost : $4,750 plus room & board
• Eligibility: High school students aged 14+, although some research groups require students to be 16+

UCSC’s SIP Program offers a wide range of research focus areas, including science and engineering as well as social science, humanities, and art. For example, over 100 projects are currently offered that include everything from “Eating Insects in Silicon Valley: Cultural Gaps Between Food-Tech and Tradition” and “Future Projected Changes in the Distribution and Variability of Ocean Chlorophyll in Climate Simulations.” Before you dive in, you’ll spend two weeks doing online research prep (this part is conducted remotely) followed by seven weeks of in-person, mentored research. Students get to engage in authentic, open-ended projects that fully immerse them in the academic research experience. Moreover, they’ll present their findings at a symposium at the end of the program.

20) University of California Davis Young Scholars Program

• Location : Davis, CA
• Cost : $6,750
• Eligibility: High school sophomores and juniors who will be 16+ by the start of the program

Interested in biological, agricultural, environmental, or natural sciences? If so, UC Davis is a stellar place to explore those interests through research. All students have the opportunity to work on independent, original projects while receiving one-on-one faculty mentorship. Moreover, they each produce a journal-quality paper and symposium presentation. In addition to research, students also participate in a lecture series presented by UC Davis faculty; past topics have included forensic entomology and nutrition, among others. Finally, field trips to educational facilities like the Monterey Bay Aquarium and Bodega Bay Marine Laboratory round out the experience.

21) University of Florida Student Science Training Program

• Location : Gainesville, FL
• Cost : $5,200
• Eligibility: Rising seniors aged 16+

Thinking about a career in science, medicine, math, computer science, or engineering? UF’s Student Science Training Program could be the right fit. For thirty hours per week, you’ll work with a faculty mentor and lab team on university-level, ongoing research. Moreover, you’ll participate in a science lecture series as well as a UF Honors Program seminar class. Over the course of the program, you will write a research paper, present a poster, and give two oral presentations. Finally, social programming is included.

22) University of Iowa Secondary Student Training Program

• Location : Iowa City, IA
• Cost : $7,500

During this intensive and competitive program, students conduct research within small groups that are supported by a University of Iowa faculty member. There are twenty current active research areas, including chemistry, geography, neurology, orthopedics & rehabilitation, and religious studies. You’ll be working on your project approximately seven hours per day, attending classes in the evenings, and participating in structured activities on the weekend. Moreover, all groups will create and present a poster at the culmination of the program.

23) University of Massachusetts Amherst Summer Programs

• Location : Amherst, MA
• Cost : $3,636 (residential); $2,167 (commuter)
• Eligibility: Rising sophomores, juniors, and seniors

UMass Amherst offers two introductory, research-focused opportunities for high school students. These are Antibiotic Resistance: A Global Health Crisis, which allows students to join the Department of Microbiology in researching new antibiotics, and Energy Without Borders, which delves into climate change, infrastructure, and green energy. In both courses, you’ll learn research methods, complete multiple lab experiences, and present a research poster. Finally, students can earn two college credits upon successful completion of the program.

Location-Specific Research Opportunities for High School Students

The following programs are not residential and only offered in a specific location. Many also only accept local students, although some do allow out-of-state students to apply. If that’s the case, you will need to secure your own living accommodations and transportation. Moreover, if you are under the age of 18, you will need to be supervised by a parent or guardian.

Programs are organized alphabetically by state.

24) California Academy of the Sciences—Careers in Science Intern

• Location : San Francisco, CA
• Focus: STEM
• Length: Multi-year (2-3 years)
• Eligibility: 9 th or 10 th grade student enrolled in an SFUSD school with a GPA of 2.5 or higher

25) Cedars Sinai INSPIRE High School

• Location : Los Angeles, CA
• Focus: Pre-Health
• Cost : Free; all students are paid
• Eligibility: High school students age 16+

26) City of Hope Summer Student Academy

• Location : Duarte, CA
• Focus: Biomedicine
• Cost : Free; all students receive a stipend of $4,000

27) Sandia National Laboratories—Internships

• Location : Livermore, CA
• Focus : STEM
• Timeframe : Academic year and summer internships available
• Length: Academic year or 10-12 weeks (summer)
• Cost : Free; all positions are paid

28) Scripps Student Research Internship Program

• Location : La Jolla, CA
• Focus : Translational science/genomics
• Cost : Free; stipends are typically offered

29) UCSF SEP High School Intern Program

• Focus : Biomedical research
• Length: 8 weeks
• Eligibility: High school juniors enrolled in an SFUSD high school, SF charter school, or College Track San Francisco

30) UCSF Summer Student Research Program

• Location : Oakland, CA
• Length: 9 weeks
• Cost : Free; all students are given a stipend between $3,000-$4,300
• Eligibility: High school juniors or seniors, aged 16+

Connecticut

31) jackson lab academic year fellowships.

• Location : Farmington, CT*
• Focus: Genetics
• Timeframe : Academic year
• Length: 1 school year
• Cost : Free; students must be able to receive academic credit for their work
• Eligibility: High school juniors and seniors age 16+ within commuting distance of the lab

*Some fully remote opportunities are available

32) Yale School of Medicine Discovery to Cure High School Internship

• Location : New Haven, CT

33) Yale University Social Robotics Lab High School Internship

• Focus: Robotics and human social behavior
• Eligibility: Rising juniors and seniors aged 16+

34) Argonne National Laboratory — Exemplary Student Research Program

• Location : Lemont, IL
• Focus: Engineering
• Eligibility: Application must be completed by participating teacher

35) Chicago EYES on Cancer

• Focus : Biomedicine
• Timeframe : All year, with two 8-week summer research experiences
• Length: 2 years
• Cost : Free; all students receive $3,100 stipend
• Eligibility: High school sophomore, junior, or senior aged 16+

36) University of Kansas Biotech Research Apprentice Program

• Location : Overland Park, KS
• Focus : Biotech
• Length: Semester

37) Jackson Lab Academic Year Fellowships

• Location : Bar Harbor, ME*

38) National Cancer Institute Werner H. Kirsten Student Internship Program

• Location : Frederick, MD
• Timeframe : Academic year & summer
• Length: 1 year
• Cost : Free; academic credit available during school year, stipend provided in summer
• Eligibility: High school junior age 17+ who attends an eligible school located within a 30-mile radius of campus

39) University of Minnesota Lillehei Heart Institute Summer Research Scholars Program

• Location : Minneapolis, MN
• Focus: Cardiovascular medicine
• Eligibility: High school juniors and seniors age 16+ as well as undergraduate students

40) Coriell Institute for Medical Research

• Location : Camden, NJ
• Eligibility: High school student aged 17+

41) Princeton Laboratory Learning Program

• Location : Princeton, NJ
• Focus : Natural Sciences or Engineering
• Length: 5-6 weeks

42) Princeton Plasma Physics Laboratory High School Internship

• Location : Princeton, NJ*
• Focus : Physics
• Eligibility: High school seniors (program takes place summer after graduation)

*Remote projects may be available.

43) Rutgers Institute for Translational Medicine and Science Summer Research Program (RITMS)

• Location : Rutgers, NJ
• Focus : Translational medicine/science

44) Rutgers Waksman Institute Summer Experience Program

• Location : Piscataway, NJ*
• Focus : Molecular biology/bioinformatics
• Cost : $2,000
• Eligibility: High school students who have completed a high school-level biology course

*Online version of the program is also available

45) Los Alamos National Laboratory High School Internship Program

• Location : Los Alamos, NM
• Length: 11 weeks
• Eligibility: New Mexico high school seniors aged 16+

46) Sandia National Laboratories—Internships

• Location : Albuquerque, NM

47) Baruch College STEM Research Academy

• Location : New York, NY
• Timeframe : Spring/summer
• Cost : Free, but all students receive a stipend of $1,575
• Eligibility: Must be a NYC public high school sophomore junior to apply

48) Burke Neurological Institute NeuroAcademy

• Location : White Plains, NY
• Focus: Neuroscience
• Eligibility: Completion of NYS Regents Living Environment or equivalent Biology class; cumulative GPA of 3.4 or higher

49) City Tech College STEM Research Academy

• Length: Two semesters (January-August)
• Eligibility: NYC public school sophomore or junior

50) Columbia Zuckerman Institute—BRAINYAC Program

• Eligibility: High school sophomores and juniors from select partner programs/schools in Upper Manhattan and the Bronx

51) HOPP Summer Student Program at Memorial Sloan Kettering Cancer Center

• Focus: Biomedical or computational research
• Eligibility: High school students aged 14+

52) University of Rochester Laboratory for Laser Energetics Summer High School Research Program

• Location : Rochester, NY
• Focus: Laser energetics
• Eligibility: Rochester-area high school students who have completed their junior year

53) Cleveland Clinic Lerner Research Institute

• Location : Cleveland, OH
• Timeframe : Varies; depends on lab
• Length: Varies; depends on lab

54) OHSU School of Medicine Partnership for Scientific Inquiry (PSI)

• Location : Portland, OR
• Focus: Biomedical research
• Timeframe : Academic semester + summer
• Length: 16+ weeks
• Eligibility: Oregon-based high school sophomores, juniors, and seniors aged 16+

Pennsylvania

55) fox chase cancer center high school research programs.

• Location : Philadelphia, PA
• Timeframe : During school year
• Length: 2-3 months; depends on program
• Eligibility: Philadelphia-area high school students; students must be 16+ for some programs

56) Penn State College of Medicine Research Internships

• Location : Hershey, PA
• Length: Varies; could be weeks to months depending on lab
• Cost : Paid and unpaid internships available

57) University of Pennsylvania GRASP Lab High School Internships

• Focus: Robotics
• Cost : Free; stipend typically available
• Eligibility: Rising high school senior

58) George Mason University Aspiring Scientists Internship Program (ASSIP)

• Location : Fairfax, VA*
• Eligibility: High school students aged 15+ or 16+, depending on program

*Some fully remote and hybrid opportunities are available, depending on the lab.

59) Jefferson Lab High School Summer Honors Program

• Location : Newport News, VA
• Eligibility: High school students aged 16+ who live within 60 miles of the lab

60) Virginia Tech Fralin Biomedical Research Institute Summer Research Program

• Location : Roanoke, VA
• Focus: Health behaviors research
• Cost : Free; all students receive a stipend of $4,800
• Eligibility: Rising high school junior or senior in the Roanoke Valley

61) Pacific Northwest National Laboratory High School Research Programs

• Location : Richland, WA
• Timeframe : Summer & academic year programs available
• Length: Academic year or 10 weeks (summer)
• Eligibility: High school students aged 16+; some labs may require students to be 18+

62) Seattle Children’s Hospital Research Training Program

• Location : Seattle, WA
• Eligibility: High school sophomores, juniors, or seniors within commuting distance of downtown Seattle

Final Thoughts—Research Opportunities for High School Students

If gaining research experience is important to you, it’s in your best interest to explore a number of different programs, evaluating whether their structure, length, cost, and outcomes are in line with your goals. Finding the right opportunity may take some time, but it will be well worth the effort required.

• Research Programs

Kelsea Conlin

Kelsea holds a BA in English with a concentration in Creative Writing from Tufts University, a graduate certificate in College Counseling from UCLA, and an MA in Teaching Writing from Johns Hopkins University. Her short fiction is forthcoming in Chautauqua .

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How to get involved in research as an undergrad student

Zeaan Pithawala

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Table of contents

• Introduction

Find a topic you’re interested in 

Preparing to apply for internships , preparing to reach out via email , what it’s like to be involved in research as an undergraduate , how to bring research into your degree .

Doing research as an undergraduate student is not only great for your CV, but it hones your critical thinking and problem-solving skills too. If you’re interested in applying to graduate school, having research experience can give you an edge.  

As an undergraduate biochemistry student at Sri Venkateswara College, University of Delhi, I worked on exciting research projects with institutions like the Indian Institute of Technology (IIT) and universities in the United States.  

Here’s my advice on how to get involved in research as an undergraduate student. 

The first thing I did was think about a topic within biochemistry that I’d be interested in researching. For me, that was computational biology and bioengineering. I was interested in exploring how can we accelerate drugs development research in biology using computational power, and I wanted to study the evolutionary relationships that can positively impact society. 

Do some online research around the topics you like and find the institutions where research is already happening in that area. Make a list of the academics leading the research projects you’re interested in.  

I found two different ways to get involved in research opportunities while studying at university. The first is applying to a research internship programme and the second is by emailing professors directly. Both methods have pros and cons. 

Once you’ve found a list of internships you’re interested in, I’d recommend gaining some further background knowledge on the subject you want to research.  

When applying for my research internship at the Indian Institute of Technology (IIT) Gandhinagar, I read research papers, watched YouTube videos and learned the basic terminology of the field. It gave me a good idea of whether I’d really like DNA nanotechnology and it helped me to draft a better application.   

When applying to internships, you will be required to submit documents including your academic record, a letter of recommendation, a written statement of purpose and some identification.  

The statement of purpose, which explains why you’re interested in taking part in the research, what you can contribute to the project and how you will benefit from being involved, is the most important part. You can ask a professor you know well to read through it before submitting, and get a letter of recommendation.  

All internships will have a deadline, so make sure you make a note of the date and apply in good time.  

When preparing to email academics, make sure you read through their research thoroughly, so you can show that you know exactly what the professor is currently working on and how you might be able to help. You can do this by finding the academic on the university’s website, or on ResearchGate where you’ll find more detailed research papers and journals.  

Even when emailing academics directly, it’s worth speaking to one of your own professors to see if they have any recommendations or feedback on how to catch their attention. Always make sure that you only email professors if you are genuinely interested in their research.  

When I’ve emailed professors for research opportunities, I write my emails as follows: 

Introduce myself (name, subject, university) 

Provide my previous experience and/or relevant skill set (like coding) 

Describe my interests and how I can contribute to their research 

Ask for a time to chat 

You’ll not always get a reply to your emails or your internship applications, but don’t get disheartened. Keep trying and something will come up.  

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Being an undergraduate student in a research group might be intimidating at first, given that you will usually work with people who are more experienced than you, but you settle in quick and it’s a great learning opportunity. 

In my experience, a project starts with reading. I’m usually provided with research papers to read so I can get familiarised with the project. There will also be regular meetings with the lead investigator and the rest of the team to discuss progress and important tasks over the coming days.  

I might work individually on a project or with other members of the team, where I’ll be assigned tasks based on my skillset and we’ll bring our learning together. If I’m working individually, there is sometimes a chance to conceptualise my own project and work on it.  

There is always a learning curve because in research, I’m working on an idea that has never been worked on before. Being able to implement what I’ve learned on my course is a great feeling.   

If you do not find an internship or project to work on, an alternative is to speak to the professors at your own university to see how you could get involved in research as part of your degree.  

It could be that a professor has a project you could get involved in, or they could recommend modules and classes that would introduce you to research methods. They might know a doctoral research student that could use the help.  

There are lots of ways to reach out and get involved in research as an undergraduate. It will sharpen your critical thinking and problem-solving skills and prepare you for a career in research, if that’s what you choose. Good luck! 

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Undergraduate Science Education at Harvard

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• Undergraduates: Open Research Positions & Projects

Current Harvard Undergraduates: contact Kate Penner  Undergraduate Science Research Advisor, for advice on applying for research positions. If you find a position below that looks interesting, please contact the lab directly.

Faculty: if you are interested in posting your open research position, please contact  Kate Penner ​​​​​.

Posted Fall 2024

Remote Undergraduate Research Opportunity in Thoracic Surgery Research at Dr. Yang’s lab, MGH/HMS , Posted Sept 10, 2024.

Multiple Projects on Genome-Scale Modeling, Large Language Models (LLMs), AI/ML, and Software Development | Zomorrodi Lab | MGH | HMS, Posted Sept 3, 2024.

Multiple projects on sex differences in neurodevelopment | Bordt Lab | Lurie Center for Autism | MGH, Posted Sept 3, 2024

Epigenetic regulation of neural excitability in stress models | Lurie Center for Autism | Pediatrics, Posted Sept 3, 2024

Investigating Host-Microbiome Interactions Using Human Gut Organoids | Zomorrodi Lab | Pediatrics | MGH, Posted Sept 3, 2024

Posted Summer 2024

Research opportunity: Multiple Projects on Targeting Hormone Driven Cancers, Pathology, Brigham and Women's Hospital | HMS

Research opportunity: Identifying phenotypes of multiple joint osteoarthritis, Brigham and Women's Hospital | HMS

Research Internship for undergraduates, Sadhguru Center, Beth Israel Deaconess Medical Center.

Project on Developing novel viral vectors for delivering nucleic acid therapeutics, Church Lab, HMS | Wyss Institute .

Project on High-grade serous ovarian carcinoma prevention and early detection, Wang Lab, MGH HMS.

Dekel Laboratory, MGH Psychiatry Department, Seeking Clinical Research Coordinator & Part-Time Positions

Posted for Spring 2024

Undergraduate Research Opportunity, Dr. Rashidian, Department of Cancer Immunology and Virology, Radiology, Dana-Farber Cancer Institute/Harvard Medical School , Posted April 2024. Multiple projects on leveraging machine learning for biomedical applications, Marks Lab, Harvard Medical School, Systems Biology, Broad Institute, Posted April 18, 2024.

Multiple projects on Mechanistic studies of muscle hypertrophy and atrophy, Dept of Medicine, MGH, Harvard Medical School, Posted April 2024.

Multiple projects on genomic and biophysical modeling of collective cell migration, Dept of Medicine, Brigham and Women's Hospital, Harvard Medical School, Posted April 6, 2024.

Undergraduate Opportunity, Ramanathan Lab, Posted April 6, 2024.

Multiple Projects on Clinical Computational Neuroimaging, Radiology, Martinos Center for Biomedical Imaging, Mass General Hospital, Harvard Medical School, Posted March 19, 2024.

Undergraduate Research Opportunity, Genomic analyses in a cohort of neuromuscular patients, Genetics, Brigham and Women's Hospital, Harvard Medical School, Posted March 14, 2024.

Multiple Projects on neurodegenerative disease mechanistic study and drug mining, Neurology, Harvard Medical School, Posted March 13, 2024.

Undergraduate Research Opportunity, Role of clotting factors in oral mucosal diseases, Oral Medicine, Infection, and Immunity; Harvard School of Dental Medicine, Posted March 12, 2024.

Neural mechanism of Cognitive flexibility and the role of dopamine, Molecular & Cellular Biology, FAS, Posted March 12, 2024.

Multiple Projects on the neural basis of heart-brain interactions, Molecular & Cellular Biology, Stem Cell & Regenerative Biology, Center for Brain Science, Harvard Brain Initiative, FAS, Posted March 12, 2024.

Undergraduate Research Opportunity, Generating a Biobank of Genotyped Human Blood Samples for Assays of Parasite Infection, Immunology & Infectious Diseases, Harvard Chan School of Public Health (HSPH), Posted March 12, 2024.

Undergraduate Research Opportunity, An Augmented Reality (AR) Smart Decisions Support System to Advance Trauma Care at the Point of Injury, Emergency Medicine, MGH, Harvard Medical School, Posted March 12, 202 4.

Undergraduate Reserach Opportunity, Deciphering the genetic and epigenetic interaction network of neurodevelopmental disorders genes, MGH, Posted March 12, 2024. Undergraduate Research Opportunity, Multiple Projects on AI, Human Microbiome, and Biological Network Models, MGH, Harvard Medical School, Posted March 12, 2024.

Undergraduate Research Opportunity, Multiple projects on medical image segmentation and brain connectivity analysis, Radiology, Martinos Center for Biomedical Imaging, MGH, Harvard Medical School, Posted March 12, 202 4.

Undergraduate Research Opportunity, Chemical Biology Approaches to Study Glycoproteins in Bleeding and Clotting Disorders, Departments of Medicine and Hematology, Brigham and Women's Hospital, Harvard Medical School, Posted March 12, 2024. Undergrad Research Opportunity, Protein Engineering and Synthetic Biology, Church Lab, Harvard Medical School

Computational Modeling Research Opportunity, Chao Lab, Dept of Molecular Biology, MGH, Dept of Genetics, HMS, Posted January 22, 2024.

In-Person Undergraduate Research Opportunity, Dr. Wayne Marasco Lab, Dana Farber Cancer Institute, Posted January 9, 2024.

Remote Undergraduate Research Opportunity in Thoracic Surgery Research at Dr. Yang’s lab, MGH/HMS Contact information: Dr. Chi-Fu Jeffrey Yang, MD Attending Thoracic Surgeon, Massachusetts General Hospital Associate Professor of Surgery, Harvard Medical School Founding Director of the Center for Artificial Intelligence, Innovation Research and Equity (CAIIRE), Massachusetts General Hospital [email protected] Project description and duties: Our program is an opportunity to work with physicians and medical students on cutting-edge clinical research in thoracic oncology and surgery.  In addition, we will teach students how to raise awareness about lung cancer screening in the community with my non-profit, the American Lung Cancer Screening Initiative ( www.alcsi.org ).  Our program is meant to be more than an assistantship: this is a unique opportunity to work directly alongside talented physicians and researchers in the field.  We want to develop your research and leadership skills and allow you the opportunity to create and lead innovation that may potentially improve the lives of patients. Learn more about our program on my lab website: https://yang-lab.mgh.harvard.edu/ 

Responsibilities include: 

• Learning how to perform clinical research in thoracic surgery and oncology with physicians and medical students. Our research includes both retrospective analyses of large-scale databases and prospective clinical trials.  • Collaborating with team members to raise awareness about lung cancer screening • Work with members from underserved communities to increase lung cancer screening awareness and access   Skills required:  • Proficiency with Microsoft Word, Excel, and Outlook. Familiarity with statistical programs such as R or STATA are a plus but not required.  Video-editing and familiarity with web design are a plus, but not required  • Commitment to research and public service  • Previous leadership experience and demonstrated individual initiative are key criteria that will be considered when reviewing applicants for this position  Learning outcomes: By the end of their training, the trainee should be able to: Learn how to perform cutting-edge clinical research in thoracic surgery and thoracic oncology Read papers in any major medical journal and understand the strengths and weaknesses of the study Be fluent in medical vocabulary and understand the diagnosis and treatment of lung cancer Learn how to effectively engage with the public to raise awareness about lung cancer   If warranted based on their contributions, students will be co-authors on scientific manuscripts. Number of hours: The project will require at least 8-10 hours/week of commitment.  At the same time, we recognize that students have many commitments, including studying for finals and spending time with family and friends, and we will work around the student’s schedule to make this a fun and engaging learning experience. Mentoring: Dr. Yang is a thoracic surgeon at Massachusetts General Hospital.  He graduated from Harvard College and Harvard Medical School.  He lived in Matthews as a first-year and then Leverett House.  He has over 11 years of experience teaching and mentoring undergraduate students, many of whom are now in medical school.  He has built a team that cares deeply about the undergraduate research experience and really wants to help students achieve their dreams.   These are his publications: https://www.ncbi.nlm.nih.gov/myncbi/chi-fu.yang.1/bibliography/public/ This is the Yang Lab website: https://yang-lab.mgh.harvard.edu/ Student stipend: Volunteer position. The Laboratory does not have funds to pay student stipends, but students are encouraged to apply to the HCRP and other fellowships ( https://lifesciences.fas.harvard.edu/research-opportunities ) Application information: Please e-mail your resume/CV along with a cover letter including a brief outline of your interests, goals, and anticipated time availability to Dr. Chi-Fu Jeffrey Yang at [email protected]  

Multiple Projects on Genome-Scale Modeling, Large Language Models (LLMs), AI/ML, and Software Development | Zomorrodi Lab | MGH | HMS, Posted Sept 3, 2024. PI: Ali R. Zomorrodi, [email protected] | https://zomorrodi.mgh.harvard.edu Location: Boston, Remote position; 5-10 hours/week; not funded, possible HCRP

1. Computational Investigation of the Gut Microbiota and Host Using Genome-Scale Models of Metabolism - Description: Construct and utilize computational genome-scale models of metabolism for the gut microbiota and specific host cells to investigate host-microbiome metabolic interactions in healthy and diseased subjects. - Skills Required: Basic familiarity with Python, MATLAB, or another programming language.

2. Using Large Language Models (LLMs) to Support Clinical Decision Making - Description: Leverage advanced prompting techniques to build LLM-powered tools for clinical decision support. - Skills Required: Basic familiarity with LLMs. Prior experience with prompt engineering techniques or APIs for LLMs is a plus but not required.

3. Large-Scale Taxonomic and Functional Profiling of Human Microbiome Data - Description: Use existing computational pipelines to identify microbial taxa and functional pathways in large datasets of metagenomic sequencing data from human samples. - Skills Required: Basic familiarity with Python or R.

4. Software Development for Life Science Applications - Description: Turn computational pipelines developed in our lab into software packages and web-based tools to increase their usability by other users. - Skills Required: Experience with programming and software development.

5. Develop Foundation Models and Chatbots for Applications in Life Science - Description: Develop foundation models and chatbots for applications in life science and medicine. - Skills Required: Experience with Natural Language Processing (NLP) and/or LLMs.

6. Develop Machine Learning Models to Analyze Multi-Omics Data - Description: Develop state-of-the-art machine learning models that utilize multi-omics data to predict the host’s health and disease status. -Skills Required: Familiarity with machine learning models and a programming language such as Python or R.

Who this project might be a good fit for, in terms of interests and/or goals: - Our lab is ideal for students interested in computational research with practical applications in biomedicine, healthcare, and life sciences. - Students seeking a lab for their senior thesis are especially encouraged to apply. Requirements: (see above) Programming experience If interested, please contact: Interested candidates should email a CV to Dr. Zomorrodi at [email protected] . Please use “Research Opportunities in the Zomorrodi Lab” as the subject of your email.

PI: Evan Bordt, [email protected]  |  https://www.bordtlab.com/ Location: Charlestown, In-Person Position; ~10 hours/week, Not funded, possible HCRP Our research is focused on sex differences in neurodevelopmental disorders, with a focus on Autism Spectrum Disorders, as well as how the immune system and cell metabolism regulate these differences. We employ a variety of rodent models, including cell type specific genetic manipulations of autism-linked genes, as well as maternal immune activation models to study the impact of maternal infections on offspring neurodevelopment. We are currently looking to recruit new members to our team who have a passion for science, are committed to doing high quality translational research, and have a keen eye for detail. In general, we expect undergraduate students to commit to ~10 hrs/week in the lab, although this timing is negotiable around your class schedule. If you are interested in coming by the lab, we would be happy to give you a tour of the lab and go through our research in more detail.

Who this project might be a good fit for, in terms of interests and/or goals: Our group is ideal for students interested in understanding neurodevelopment and/or neuroimmunology and for students interested in a translational approach to exploring neurodevelopmental disorders. I am interested in hosting students looking to embark on a senior thesis.

If interested, please contact: Haley Moya, [email protected]

PI: Angelica Torres-Berrío  [email protected] Charlestown, In-Person position, 10 hours/week; Not funded, possible HCRP

Each year, more than three million children and adolescents in the US report suffering from depression and anxiety symptoms and experience severe consequences in their daily lives, including impaired social interactions or poor educational attainment. Many of these symptoms can be precipitated by stress or trauma during early life, which can sensitize the stress response across the lifespan. The effects of early life stress involve persistent changes in gene expression in the brain's mesocorticolimbic pathway, a neural pathway that plays a critical role in reward processing, mood regulation, and cognitive control. Such alterations in gene expression are mediated by epigenetic mechanisms, such as histone modifications, which altogether orchestrate chromatin remodeling and ultimately dictate DNA availability for lasting gene transcription.The Torres-Berrio lab studies how stress impacts the brain's function across the lifespan and the role of epigenetic mechanisms in mediating these effects. The lab's interests center around three major research programs: (A) Neurodevelopmental disorders, (B) Early life stress, and (C) Developmental biomarkers. To this end, Dr. Torres-Berrio utilizes a multilevel approach that involves state-of-the-art sequencing, viral-mediated gene transfer, neural activity recording in free-moving mice, and complex behavioral readouts. Who this project might be a good fit for, in terms of interests and/or goals: A prospective student should be highly motivated and show strong learning commitment. Students should be interested in mouse behavior, neuroimaging, and molecular assays.

Requirements: No experience required Additional notes: Dr. Torres-Berrío is a molecular and behavioral neuroscientist who studies how stress impacts the brain's function across the lifespan. Her ambition is to establish a diverse and inclusive research team and a strong network of collaborators. Dr. Torres-Berrío's team comprises one lab manager, a research technician, an undergrad student, and an incoming postdoctoral fellow. Yes, I am interested in hosting students looking to embark on a senior thesis. If interested, please contact: Angelica Torres-Berrio, [email protected]

Investigating Host-Microbiome Interactions Using Human Gut Organoids | Zomorrodi Lab | Pediatrics | MGH, Posted Sept 3, 2024 PI: Ali R. Zomorrodi, [email protected]  |  https://zomorrodi.mgh.harvard.edu Location: Charlestown, In-Person Position, 5-10 hours/week; Not funded, possible HCRP This project focuses on developing patient-derived gut organoid models to explore the interactions between the gut microbiome and the host’s intestinal epithelial and immune cells. Who this project might be a good fit for, in terms of interests and/or goals: Our lab is ideal for students eager to learn advanced techniques, including human tissue and microbial cell cultures. Requirements: Proficiency in pipetting and aseptic lab techniques. Yes, I am interested in hosting students looking to embark on a senior thesis. If interested, please contact: Interested candidates should email a CV to Dr. Zomorrodi at [email protected] . Please use “Undergraduate Research Opportunities” as the subject of your email.

Research opportunity: Multiple Projects on Targeting Hormone Driven Cancers, Pathology, Brigham and Women's Hospital | HMS PI:   Jonathan Tsai, [email protected] Location: Longwood campus, In-Person position, 10+ hours/week; Not funded, possible HCRP Nuclear hormone receptors (NRs) are among the most widely targeted proteins in malignancy. They drive a number of common cancers such as breast and prostate cancer and are treated via NR-targeting therapeutics, such as the selective estrogen receptor degrader (SERD), fulvestrant. Hormones directly bind to NRs, leading to transcriptional activation, followed by NR degradation. We previously characterized a degradation pathway common to a majority of NRs that follows hormone-induced activation driven by the E3 ubiquitin ligase UBR5. However, activation-independent (or non-activated) degradation of NRs is more beneficial for treating hormone-driven diseases. We have characterized a separate, non-activated degradation pathway for the estrogen receptor (ER) following fulvestrant treatment. We found that SERDs with basic side chains use this non-activated degradation pathway and those with acrylic side chains use UBR5, thus activating the receptor, and that engagement of these pathways correlates with clinical success. We have evidence that distinct chemical side chains on NR ligands can drive NRs towards the non-activated degradation pathway. We hypothesize in line with our previously findings, that this non-activated degradation pathway is common to a majority of hormone receptors. We have designed and synthesized compounds that target the androgen, glucocorticoid, progesterone, and mineralocorticoid receptors for non-activated degradation. Given the clinical success of fulvestrant, we believe that these molecules can be used to treat hormone-driven diseases such as prostate cancer. We seek to establish and characterize a common, non-activated mechanism of NR degradation controlled by specific small molecules, and demonstrate their use for other hormone driven malignancies, thus capitalizing and expanding on the success of fulvestrant. Who this project might be a good fit for, in terms of interests and/or goals: We are seeking highly motivated students with a passion for medicine, molecular biology, and clinical investigation. Other projects and ideas can be tailored based on individual interests/skills. This project/lab is thesis-friendly. If interested, please contact: Jonathan Tsai, [email protected]

Research opportunity: Identifying phenotypes of multiple joint osteoarthritis, Brigham and Women's Hospital. PI: Jeffrey Duryea, [email protected] Location: Longwood campus, Hybrid position, 20-40 hours/week in summer, potentially less during the academic year; Funded position

Osteoarthritis (OA) is a highly prevalent and severely debilitating condition currently without any disease-modifying OA drugs (DMOADs) available to slow or reverse its progression. Many people have OA in more than one joint and, referred to as multiple joint OA (MJOA), and very little research has been performed to investigate this particular manifestation of the disease. Some research has suggested that there are phenotypes of OA that may be related to the disease occurring in more than one joint. For OA, there exists a structure-symptom discordance where many individuals who show signs of severe OA on radiographs or magnetic resonance imaging (MRI) have little to no pain and vise-versa. Additionally, for a randomized controlled trial (RCT) to be most effective, it must enroll participants who are more likely to progress so that the potential efficacy can be evaluated. Together, these issues may help explain why no successful therapies have yet been developed. We are proposing to use knee radiography and MRI combined with a sophisticated software analysis and state-of-the-art statistical analysis methods to perform a comprehensive study of MJOA. This project will take advantage of several semi-automated software approaches including computer tools to measure OA-related structures on knee, hip, and hand radiographs and knee MRI. We are hypothesizing that an in depth study of MJOA through medical imaging will offer an improved understanding of OA phenotypes and the structure-symptom discordance, and create strategies to enrich RCTs for OA progressors, ultimately leading to efficacious DMOADs. The research assistant would be principally responsible for making measurements on digital hip radiographs using a custom software tool. There will also be opportunities to work on MRI data.  Who this project might be a good fit for, in terms of interests and/or goals: This position is ideal for a pre-med student with an interest in either rheumatology or radiology. Remote working is a possibility. Requirements: Familiarity with the Windows operating system Additional notes: Please feel free to contact me with questions This project is thesis-friendly. If interested, please contact: Jeff Duryea, [email protected]

PI: Balachundhar Subramaniam, [email protected] Location: Longwood campus, In-Person position, 10 hours/week (negotiable), Unfunded, possible HCRP

Sadhguru Center for a Conscious Planet is Harvard-affiliated and based in Beth Israel Deaconess Medical Center (BIDMC). The Center focuses on exploring the relationship between human consciousness, cognition and compassion through multidisciplinary research; facilitating ground-breaking dialogues amongst expert s across disciplines; and educating medical professionals, patients, and the public on evidence-based practices to improve quality of life.

The Sadhguru Center Research Internship program is a year-long program (Fall 24'-Spring 25') for students currently enrolled in a bachelors degree program or higher. They are expected to work about 10 hours/ week in-person at the center. Our Center currently has year-long positions available in the perioperative anesthesia and mind-body intervention teams.

Perioperative Anesthesia internship objectives:

-Several shadowing experiences in the perioperative space under clinical research staff andanesthesiology team for adult cardiac or general surgery. - Building skills in data collection and management, good clinical practice, and trial design. - Virtual interactions with outpatient trial participant s, working on participant retention for major multi-site clinical trials. - Help design either a pilot study or poster presentation, or be part of data analysis write-upafter a study close-out. - Support daily research tasks in the hospital environment -specimen collection and processing, brain monitoring, etc.

Mind-Body Intervention Internship objectives:

Gain practical research experience in - Designing & implementing research protocols, - Contributing to participant recruitment & retention, - Performing literature review & visualize & present research findings - Gain proficiency in research methods through developing questionnaires, conductingstructured interviews & focus group discussions and participating in neuroimaging techniquessuch as EEG & wearable devices. - Make meaningful connections with experts & fellow aspiring scientists. Who this project might be a good fit for, in terms of interests and/or goals: Any student in the pre-med track, life sciences, social and behavioral sciences (psychology, sociology, etc.), public health. Students interested in gaining research experience in a collaborative team environment. Requirements: none Additional notes: We are a dynamic, interdisciplinary research collective dedicated to exploring the realms of consciousness, cognition, and compassion within the context of perioperative anesthesia and mind-body interventions. Our tight-knit team, comprised of approximately 25 individuals, thrives in a vibrant office setting where ideas flow freely and collaboration is at the heart of everything we do.While our internship opportunities are unpaid, we are committed to providing invaluable support by assisting you with any necessary paperwork to aid in securing grants or awards from other sources for your internship experience. This project/lab is thesis-friendly. If interested, please contact: Nashaw Jafari, [email protected]

Project on Developing novel viral vectors for delivering nucleic acid therapeutics, Church Lab, HMS | Wyss Institute. Location: Longwood campus Boston, In-Person position, 10+ hours/week, funded position.

Delivering gene editing RNA drugs to specific organs is difficult because RNA is unstable and most drug delivery vehicles encapsulating RNA go to the liver. We will look for viruses that naturally avoid the liver and target other organs or cell types. We will then hijack these viruses as new ways to deliver RNA. We have developed a novel screening platform to find novel envelope proteins from diverse viruses with beneficial properties for delivery. We will apply this platform and utilize the best envelope proteins to make non-replicating viral like particles (VLPs) that deliver gene editing drugs. This project involves several different aspects including: genomics, viral vector engineering, CRISPR, cloning and library construction, NGS, ML-guided protein engineering, and we will find a subproject that aligns with interests and skills.

Who this project might be a good fit for, in terms of interests and/or goals: We will find a subproject that aligns with interests and skills but prefer students who want to continue this project for a significant time period (at least a year) to maximize contribution and learning experience. Requirements: We will prioritize students that can commit to 10+ hours per week and 1 year commitment (including summer) This project/lab is thesis-friendly. If interested, please contact: Dima Ter-Ovanesyan, [email protected]

Project on High-grade serous ovarian carcinoma prevention and early detection, Wang Lab, MGH HMS. Location: MGH main campus Boston, Hybrid position; 10-20 hours/week

The Wang Lab is investigating the role of the Hippo/YAP signaling pathway in the physiology and pathogenesis of organs and tissues in the female reproductive tract, with particular emphasis on ovarian and cervical carcinogenesis.

Who this project might be a good fit for, in terms of interests and/or goals: Students with basic training in Bioinformatics are welcome.  Requirements: No prior experience required but students interested in mega-data analysis are encouraged to apply.   Additional notes: Research in laboratory mainly focuses on uncovering the cellular and molecular mechanisms underlying the development of ovarian and cervical cancers. Ovarian cancer is the most lethal gynecologic cancers in the United States. Cervical cancer is the most common gynecological cancer and the leading cause of cancer death in women worldwide. Specifically, my research team is looking at the role of the Hippo signaling pathway in the development of ovarian and cervical cancers. When functioning normally, this pathway suppresses tumors. But disruptions in this pathway can lead to malignant transformation of ovarian and cervical cells. Dr. Wang’s team is looking at what leads to the disruption of the Hippo pathway in the fallopian tube lining cells; why cells with a disrupted Hippo pathway become transformed, and how the transformed cells colonized in the ovary and surrounding tissues to form high grade serous cancers. Dr. Wang’s team is also studying the interaction between the Hippo pathway and the high-risk human papillomavirus to see if their “crosstalk” is involved in the onset and/or progression of cervical cancer. In addition, His team is actively seeking novel ways to preserve fertility of young female cancer survivor who has been treated with life-saving chemotherapy and radiation.  This project/lab is thesis-friendly. If interested, please contact: [email protected]

The Postpartum Traumatic Stress Disorders Research Program and the Dekel lab ( https://massgeneral.link/DekelLab ) at the Department of Psychiatry of Massachusetts General Hospital studies maternal psychopathology following the singular event of childbirth. Our aim is to develop empirically based therapies and accurate screening tools for early identification of women at risk for postpartum mental illness to lower the odds of maternal psychiatric morbidity. We are seeking a clinical research coordinator to take part in NIH-funded clinical and translational research investigations concerning maternal psychopathology and infant development as well as other studies focused on global maternal mental health performed with teams outside the US.  Students are welcome to contact Dr. Sharon Dekel ( [email protected] ) to learn about this job and other research opportunities. Option for full- or part-time commitment.

Undergraduate Research Opportunity, Dr. Rashidian, Department of Cancer Immunology and Virology, Radiology, Dana-Farber Cancer Institute/Harvard Medical School Contact information: Mohammad Rashidian, Ph.D. Assistant Professor, Department of Cancer Immunology and Virology, Dana-Farber Cancer Institute Assistant Professor of Radiology, Harvard Medical School

https://rashidianlab.dana-farber.org/ Project description and duties: Developing novel immunotherapies to treat cancer Immunotherapy has revolutionized cancer treatment. However, a significant proportion of patients still do not respond effectively. In our lab, we delve into cancer immunology, leveraging our expertise in protein engineering, molecular biology, and immunology. Our primary focus is unraveling the intricate mechanisms underlying the dynamic changes in the tumor microenvironment triggered by cancer immunotherapies. Through our research, we aim to develop innovative diagnostic, prognostic, and therapeutic tools that enable precise detection, characterization, treatment, and prevention of cancer. Enhancing the activity and persistence of CAR T cells is a key area of investigation in our lab. CAR T cells have revolutionized the treatment of various blood-borne malignancies. However, the duration of response often falls short, leading to patient relapse. To address this challenge, we are developing novel immunotherapeutics to drive CAR T cells toward adopting a memory phenotype. This approach holds great potential in prolonging the response duration and overcoming relapse.  Skills required: Students with basic biology lab skillsets are encouraged to apply. Students will have the opportunity to work with senior scientists in the lab who will provide training in various lab techniques. Learning outcomes: research skills such as study design, data analysis methods, presentations, scientific writing, and attending seminars/conferences at Dana-Faber/Harvard, as well as lab skillsets such as protein engineering, protein expression, and purification, ELISA analysis, generating stable cell lines, cell culture, running SDS-PAGE, mass-spectrometry, western blot analyses, protein labeling, and working with instruments such as FPLC, LC-MS, microscopy and flow cytometry. Length of the project: summer 2024, however, students can stay in the lab until they perform their thesis. Mentoring: senior graduate students and postdocs in the lab will be mentoring students. The PI will have regular weekly meetings with students as well. Student stipend: positions are volunteer positions, however the PI will work with students to apply for available fellowship programs (HCRP, PRISE, etc.). Application information: motivated students should contact Dr. Rashidian at [email protected]

Multiple projects on leveraging machine learning for biomedical applications, Marks Lab, Harvard Medical School, Systems Biology, Broad Institute, Posted April 18, 2024.

Applicant requirements: Programming experience; Intro biology and genetics In person/remote/hybrid: Hybrid Funding: Funding possible

The Marks Lab conducts research at the intersection of machine learning and biology, with a focus on developing novel statistical models for biological sequences. These tools are applied to the domains of protein and RNA structure prediction, fitness estimation, clinical pathogenicity prediction and protein design. The Marks Lab is looking for motivated undergraduate students to join the team ( https://www.deboramarkslab.com/ ). Work can be conducted hybrid (from home and periodically in the lab) or fully in person. Underrepresented minorities in STEM are especially welcome and encouraged to apply!

Expected working time is on average 10-12 hours per week, are negotiable, and may take place during semester and/or summer semester when classes are not in session, as per Harvard guidelines. There is a possibility of extending.

The Marks Lab currently has three specific projects:

Developing novel ML methods for multi-modal protein design Machine Learning (ML) has revolutionized the field of protein design. ML models have been used for tasks ranging from optimizing known proteins for specific functions to designing de novo, stable proteins. However, much work is still needed to develop design methods for the myriad protein families and functions in which engineers are interested. Members of the Marks Lab have developed multiple ML models of various protein data modalities and performed the largest benchmarking study of state-of-the-art methods for mutation effect prediction to provide insights as to what tool is best fit for particular protein engineering applications. Current lab focus is on methods that combine multiple protein modalities for protein design, in addition to methods for quickly retrieving protein representational information for powered inference. The lab is seeking talented undergraduate students to work closely with graduate students on these method development projects. Desired qualifications: Experience with python. Intro biology coursework Questions about the position can be directed to project mentor,  Ruben Weitzman

2. Predicting pathogenicity of non-coding variants Non-coding regions make up the majority of the genome and house thousands of variants associated with human disease. When non-coding variants are identified in genomics studies, identifying whether these variants are actually causal or simply in linkage disequilibrium with the causal variants is difficult. Existing methods to prioritize non-coding variants generally rely on training convolutional neural networks on epigenetic data, and fail to identify variants that may function in biological contexts for which no such data exist. There is a need for models that can uncover pathogenic non-coding variants associated with heritable traits and diseases irrespective of the available high-throughput regulatory sequencing studies. Our lab is looking for interested candidates to join our team in applying modeling approaches from evolutionarily-informed generative models for proteins to non-coding regions such as promoters to accurately predict the pathogenicity of non-coding variants. 

Skills Required: python coding and biology background Skills to be gained: bioinformatics with large datasets of human sequences and evolutionary sequences, deep learning modeling (pytorch), human genetics Questions about the position can be directed to project mentor,  Courtney Shearer

3. Models for pandemic preparedness using pre-pandemic evolutionary data The Marks Lab has worked on predicting viral antibody escape from pre-pandemic data and designing proteins for vaccine development. While current vaccine design and testing strategies rely only on currently-circulating variants, our model provides early warning to allow for vaccine development before a new variant appears. Our lab designs variants that mimic the neutralizability of future pandemic variation, transforming the way vaccines should be evaluated, and our model can be used to computationally design variant-proof vaccines. Our team is looking for interested candidates to develop new machine learning models on evolutionary protein sequences and structures to aid in further pandemic preparedness efforts, including epitope prediction, and protein design for vaccine testing and development. Preference for at least some biology background and Python coding experience. Questions about the position can be directed to project mentor,  Sarah Gurev

Multiple projects on Mechanistic studies of muscle hypertrophy and atrophy, Dept of Medicine, MGH, Harvard Medical School, Posted April 2024. PI: Gregory Wyant Charlestown, in-person opportunity The laboratory is dedicated to pursuing a cellular and molecular understanding of how physiological cues, such as oxygen, nutrients, mechanical, or electrical signals regulate tissue physiology and function, with special reference to heart and skeletal muscle. We have a deep interest in understanding the pathophysiological consequences of disruption of any of these signals, such as in the setting of ischemic injury, starvation, or denervation, and development of novel therapeutic approaches. We are particularly interested in organelle metabolism in relation to these tissues and the development of novel tools to isolate and study compartmentalized metabolism in the in vivo context. Who this project might be a good fit for, in terms of interests and/or goals: Those interested in tissue physiology, cell biology, biochemistry, genetics. Those interested in basic and translational science. Interest in graduate or medical school. Requirements: Must be able to travel to Charlestown Navy Yard MGH campus, otherwise No previous research experience is required, though previous laboratory experience is a plus. We will teach you all the skills you need. Students are welcome to use this research opportunity for concentration credit. The PI will support students in applying for undergraduate research fellowships such as HCRP. This project/lab is thesis-friendly. If interested, please contact: Gregory Wyant, [email protected]

Multiple projects on genomic and biophysical modeling of collective cell migration, Dept of Medicine, Brigham and Women's Hospital, Harvard Medical School, Posted April 6, 2024. PI: Margherita De Marzio, website Longwood campus, hybrid opportunity

Cell migration drives essential processes such as organ development, wound healing, and cancer invasion. But how do cells determine their destination, timing, and method of migration? Our lab is interested in deciphering the link between single-cell molecular mechanisms and collective migration in epithelial tissues. We do so by developing computational methods that combine biophysical modeling, network science, and bioinformatics. Two projects available: 1) Investigate cellular migration during the development of curved epithelial tissues commonly lining organs in vivo. Students will model the mechanical stability and dynamics of epithelial tissues across different geometries, such as those found in spherical alveoli, tubular airways, or ellipsoidal embryos. Main frameworks: cell-based computational simulations with Python/Matlab. 2) Identify molecular cues that coordinate collective migration during asthmatic airway remodeling. Students will examine the signaling pathways involved in the pathological remodeling of the asthmatic airway epithelium. Main frameworks: large-scale data analysis of biological networks and genomics with Python/R. Expected learning outcomes: Students will gain research experience in scientific programming, biomechanical and network modeling, and omics-data analysis, valuable for pursuing paths in biophysics, applied math, computational biology, or molecular medicine. Who this project might be a good fit for, in terms of interests and/or goals: We are seeking highly motivated students with a passion for biophysics, computational biology, and biomedical research. If you're interested in a unique opportunity to “think interdisciplinary” at the interface between life and physical science, we encourage you to apply! Projects can be tailored based on individual interests/skills. Additional notes: Environment: students will present to and interact with our interdisciplinary faculty team, comprising physicists, clinicians, and biologists.Student stipend: students are encouraged to apply for funding from the Harvard College Research Program (HCRP). Previous students in our lab have had successful applications to HCRP. Requirements: No experience required. This project/lab is thesis-friendly. If interested, please contact: Margherita De Marzio, [email protected]

Undergraduate Opportunity, Ramanathan Lab, Posted April 6, 2024. The Ramanathan Lab has a position for motivated undergraduate students to study the mechanisms underlying the maintenance and differentiation of multipotent stem cells that drive the elongation of the human embryo using an in vitro organoid system. In this project, you will help elucidate the feedback mechanisms that govern the proper proportions of these neural progenitors (Nps), and mesodermal progenitors (Mps) as the organoids develop and elongate to generate the spinal cord and flanking muscles. You will work closely with a postdoctoral fellow, Professor Ramanathan, and other lab members to apply cutting-edge high-throughput bioengineering, sequencing stem cell biology and perturbation techniques.  This is an excellent opportunity to gain hands-on experience conducting developmental biology research using state-of-the-art methods.Ideally we are looking for students who have research experience and are looking for opportunities for a senior thesis in the future. Please email Sharad ( [email protected] ) and Alon (  [email protected]  ) if you are interested.

Multiple Projects on Clinical Computational Neuroimaging, Radiology, Martinos Center for Biomedical Imaging, Mass General Hospital, Harvard Medical School, Posted March 19, 2024. PI: Ona Wu, ccni.mgh.harvard.edu Charlestown campus, Hybrid opportunity We are a team of interdisciplinary individuals interested in data science and clinical research. Our research activities focus on developing methods to improve the diagnosis, prognosis, and management of patients with brain injury as a result of stroke, cardiac arrest, or trauma. We use state-of-the-art MRI acquisition and analysis techniques and combine imaging with clinical data via machine learning algorithms to create quantitative biomarkers that can be used to monitor disease progression or recovery. The following are examples of our research topics. We used an imaging-based model in a prospective clinical trial to triage patients with unwitnessed acute ischemic stroke for thrombolytic therapy, offering treatment options to patients for whom none had existed. We developed machine learning methods to predict tissue and clinical outcomes after acute ischemic stroke and to evaluate the therapeutic efficacy of novel stroke treatments. For comatose cardiac arrest patients, we applied imaging to predict long-term neurological outcomes by investigating changes in post-arrest structural and functional brain connectivity. We developed algorithms to combine structural and functional MRI to evaluate the sequelae of post-concussive mild traumatic brain injury. We developed methods to measure cerebral blood flow,  cerebral blood volume, and blood-brain barrier permeability calculated from dynamic-susceptibility contrast MRI.

We are seeking self-motivated individuals to assist in various projects. Projects will be tailored to the interests and expertise of the students.

Who this project might be a good fit for, in terms of interests and/or goals: Biomedical imaging research, machine learning Requirements: Coding experience (bash, python), and Linux experience preferred Term-time time commitment: Negotiable If interested, please contact: Ona Wu, [email protected]  

Undergraduate Research Opportunity, Genomic analyses in a cohort of neuromuscular patients, Genetics, Brigham and Women's Hospital, Harvard Medical School, Posted March 14, 2024. PI: Vandana Gupta Longwood campus, Remote opportunity A position is available immediately for genomic analysis in a large cohort of neuromuscular patients. The student is expected to have a working understanding of fundamental human genetics concepts. Experience with some of the following skills is needed.  -Experience in performing genomics analysis on whole -genome and/or whole-exome sequencing data, working with variant-call files (vcf), working in a Linux environment on cluster-Programming in Python, R, shell-scripting-Genomics tools: vcftools, bcftools, plink, tabix, bedtools, samtools, GATK, etc. 

Who this project might be a good fit for, in terms of interests and/or goals: Students with interest in computational genomics, bioinformatics, medical genetics will learn to analyze genomic and clinical data.  Requirements: Experience with programming in Python, R, shell-scripting and some of the genomics tools This is a funded opportunity. Term-time time commitment: 8-10 hours/week If interested, please contact: Vandana Gupta, [email protected]

Multiple Projects on neurodegenerative disease mechanistic study and drug mining, Neurology, Harvard Medical School, Posted March 13, 2024. PI: Feng Tian, fengtianlab.com Neurology, Harvard Medical School Longwood Campus, Hybrid position An intriguing feature of biological aging is that different individuals age at a different rate. In the case of brain aging, age-related memory impairment and Alzheimer’s Disease affect part of the population while spare others. This proposed study seeks to characterize the key gene regulatory programs that drive a healthy aging brain toward pathological changes (such as deposition of senile plaques). To achieve this goal, we comprehensively combined AAV-based CRISPR perturbation, multi-omic sequencing analysis and molecular pathology tools. Who this project might be a good fit for, in terms of interests and/or goals: Students in Biology/Neuroscience concentrations, especially for those who are interested in human diseases. Also, computer science major students who have a motivation to study human health application would be a good fit too. Additional notes: Please feel free to check my lab website https://www.fengtianlab.com/ Applicant requirements: No experience required. Term-time time commitment: 5-10 hours/week. This is a funded opportunity.  If interested, please contact : Feng Tian, [email protected]

Undergraduate Research Opportunity, Role of clotting factors in oral mucosal diseases, Oral Medicine, Infection, and Immunity; Harvard School of Dental Medicine, Posted March 12, 2024. PI: Lakmali M Silva, Website Longwood campus, In-person opportunity Our lab work on understanding how clotting factors mediate immune responses at the mucosal barrier sites. Mucosal barriers are the first encounters of a myriad of insults, including microbial, physical, and environmental factors that lead to damage. This damage can activate the coagulation cascade at the mucosa, which works in a hand-in-a-hand relationship with the inflammatory system to repair the damage and restore balance. However, we know very little about how these two systems work at a molecular level. Therefore, we aim to understand how different clotting factors contribute to mucosal inflammation, especially at the oral mucosa. We mainly use genetically-modified mice to understand how these clotting factors mediate inflammation and state-of-the-art immunological techniques to determine the inflammatory responses due to genetic mutations. We would be delighted to have motivated individuals joining our lab to learn research approaches, and participate in ongoing projects. We have a diverse, inclusive, and a collegial environment in our lab. Please contact if you are interested. Who this project might be a good fit for, in terms of interests and/or goals: Pre-dental students or students interested in graduate studies (PhD) Requirements: No experience required If interested, please contact: Lakmali Silva; [email protected]

Neural mechanism of Cognitive flexibility and the role of dopamine, Molecular & Cellular Biology, FAS, Posted March 12, 2024. PI: Naoshige Uchida, Website Cambridge campus, In-Person opportunity The Uchida lab is primarily interested in neural basis of decision making and value updating. How do know what is valuable? How do we perform actions based on these values? How does the brain learn, store and use values to guide future decision? and how does this go awry in addiction, aging and various neuropsychiatric disorders? This project is aims to uncover principles that underlie how animals can build internal models of the environment to guide value estimation. We employ classical Pavlovian conditioning in mice, with odors as cues to test how mice learn the value of each stimulus, and vary the value of the cues dynamically to test if mice can infer the value of one cue based on the value of the other cue. We will use fiber-photometry to record dopamine release in the ventral striatum, and test specific predictions about how internal models are built in the brain. Furthermore, we will manipulate and record activity in regions like Orbital Frontal Cortex (OFC) and hippocampus, in order to understand the neural basis of cognitive flexibility. This work could have huge implication for understanding cognitive decline in aging, as well impaired ability to form internal models in mice models of autism. You can have a look at my previous research on my webpage: https://jel0624.github.io/ Who this project might be a good fit for, in terms of interests and/or goals: A person interested in learning more about systems neuroscience, how basic neuroscience is conducted in a lab setting, a person who is interested in behavior and how brain generates complex behavior etc. Aspiring Ph.D students or med students willing get broad exposure to the field of neuroscience. Requirements: No prior experience required. Willingness to touch, handle mice for behavioral experiments. Ability to code in matlab or python is a plus, but not necessary. Additional notes: Feel free to message me or reach out for a meeting! I'm happy to discuss any interest in the lab, and show you the lab environment. If interested, please contact: Jaeeon Lee, [email protected]

Multiple Projects on the neural basis of heart-brain interactions, Molecular & Cellular Biology, Stem Cell & Regenerative Biology, Center for Brain Science, Harvard Brain Initiative, FAS, Posted March 12, 2024. PI: Luis Hernandez-Nunez, Website . Cambridge campus, In-person opportunity How do the brain and heart modulate each other’s function? The heart-brain communication axis is central to vertebrate health and survival. For example, when an animal perceives a threat, during its response the brain modulates heart function, and neural feedback from the heart modulates brain activity. We know that the intracardiac nervous system (ICNS), composed of all the heart neurons, communicates with the central nervous system (CNS) through the autonomic nervous system (ANS), and vice versa. However, our understanding of the neural control of cardiac function is limited to knowing some of the brain regions involved in the process; we do not understand the computations carried out by the neural circuits within and between the cardioregulatory areas of the CNS, ANS, and ICNS. Our team uses a multidisciplinary approach that combines control engineering, systems neuroscience, and genetics to uncover the neural and molecular mechanisms underlying cardiac control. Who this project might be a good fit for, in terms of interests and/or goals: Ideal for students interested in pursuing a PhD or MD-PhD in any science or engineering field. Requirements: Juniors or Seniors concentrating in any Neuroscience track, Integrative Biology, MCB, HDRB, Bioengineering, Physics, Mechanical, Electrical Engineering, or Computer Science are encouraged to apply. Hours per week:  During the semester, students are expected to spend 12-16 hours at the lab per week, and full-time during summer internships. We will also consider recent graduates with a strong interest in biomedical research This is a funded position. Additional notes: The specific project will be decided based on the student's concentration, interests, and future goals. If interested, please contact: [email protected]

Undergraduate Research Opportunity, Generating a Biobank of Genotyped Human Blood Samples for Assays of Parasite Infection, Immunology & Infectious Diseases, Harvard Chan School of Public Health (HSPH), Posted March 12, 2024 . PI: Manoj Duraisingh, Duraisingh Lab Longwood, In-person opportunity Malaria is a disease caused when Plasmodium parasites invade human red blood cells. Our lab has developed amplicon panels allowing for the simultaneous genotyping of hundreds of human genetic variants relevant to malaria resistance, using PCR and Illumina sequencing. This project involves processing, cataloging, and genotyping the anonymized and discarded blood samples we obtain from a local hospital. This is a lab benchwork position (you will not interact with the blood donors). With a biobank of over a thousand genotyped samples, we will be able to conduct assays of how human genotype affects parasite invasion. Optional future steps could include helping to analyze the genotype data, assisting with parasite invasion assays, or genotyping clinical blood samples from Plasmodium-infected patients. Who this project might be a good fit for, in terms of interests and/or goals: This position would benefit a student interested in public health and infectious disease, who wants to develop laboratory skills in genetic, cellular, and molecular biology. Hours per week: Negotiable This is a funded position. Requirements : No prior experience required  If interested, please contact: Jacob Tennessen, [email protected]

Undergraduate Research Opportunity, An Augmented Reality (AR) Smart Decisions Support System to Advance Trauma Care at the Point of Injury, Emergency Medicine, MGH, Harvard Medical School, Posted March 12, 2024 . PI: Ryan Harari, Website Longwood, Hybrid opportunity Despite advancements in trauma care, errors in prehospital treatment are common, resulting in poor patient outcomes. Telemedicine has emerged as a promising tool for delivering care in prehospital settings and has been shown to improve the quality of care provided. However, conventional telemedicine tools have significant limitations when it comes to delivering real-time support and guidance to providers in point-of-injury (POI) settings, where rapid response and informed decision-making are crucial. Moreover, POI settings often require specialized equipment and expertise, which may not be available in conventional telemedicine setups.

With Stepping Strong Center funding, Ryan Harari, PhD, and his team plan to develop and test an augmented reality (AR)-based telemonitoring support system, which will aid real-time decision-making and procedural guidance to healthcare providers in challenging online and offline POI settings. The team will leverage the AR-Coach system, which was developed in previous NASA-supported projects, to create an AR telemonitoring system. By incorporating both online telemonitoring for real-time support and an offline interactive checklist based on best practices, the team aims to improve clinical practices in trauma care in civilian and military applications, leading to less death, and reducing the cost burdens on healthcare systems.

Activities: - Literature review and reviewing medical scenarios to be used for development of AR technology - IRB protocol/Data collection/analysis - Manuscript drafting

Who this project might be a good fit for, in terms of interests and/or goals: Student(s) who are curious and have passion to learn about medical AR/VR technologies and evaluating their effectiveness in supporting clinicians. Hours per week : 5-10 hours/week Requirements: Being able to do literature review and having good writing skills, having willingness to learn about data collection for testing technologies in simulated environments, and interested in learning how to perform preliminary data analysis If interested, please contact: Dr. Ryan Harari, [email protected]

Undergraduate Reserach Opportunity, Deciphering the genetic and epigenetic interaction network of neurodevelopmental disorders genes, MGH, Posted March 12, 2024. PI: Sudhir Thakurela, Thakurela Lab. Charlestown, In-Person opportunity Neurodevelopmental disorders (NDDs) encompass a diverse group of conditions characterized by atypical development of the brain and nervous system. These disorders, including autism spectrum disorder (ASD), intellectual disability (ID), and schizophrenia, affect millions of individuals worldwide, causing significant challenges and impacting their quality of life. While the exact causes of NDDs remain largely unknown, accumulating evidence suggests a complex interplay between genetic and epigenetic factors. Genetic studies have identified numerous genes associated with NDD risk, often involving mutations or variations that disrupt their function. However, the specific mechanisms by which these genetic alterations contribute to NDDs are often unclear. Promoters and enhancers, the regulatory elements of the genome, act as crucial players in this process by directly influencing gene expression through direct interactions via chromatin looping. Alterations in the epigenetic landscape, such as modifications to enhancer activity or mutations in promoters, can significantly impact gene expression and potentially contribute to NDD development. Studies have traditionally focused on either genetic or epigenetic factors in isolation. These studies provide gene-specific details but do not reveal how genetic and epigenetic elements interact to regulate the NDD genes. Hence, the crucial information regarding the complete interaction network of the gene of interest remains concealed. Strategies that can interrogate and identify genome-wide activators or repressors of the NDD genes will provide hitherto unavailable resources to understand the fundamental gene regulatory network and provide novel intervention points to design new therapeutic targets. Who this project might be a good fit for, in terms of interests and/or goals: Learning new epigenetic techniques, neuronal culture, iPSCs, computational biology Hours per week: Negotiable Requirements: No experience required. If interested, please contact: Sudhir Thakurela, [email protected]

Undergraduate Research Opportunity, Multiple Projects on AI, Human Microbiome, and Biological Network Models, MGH, Harvard Medical School, Posted March 12, 2024. PI: Ali R. Zomorrodi, Zomorrodi Lab. Boston, Remote opportunity The Zomorrodi Lab leverages various computational approaches to investigate the intricate interactions between the human host and microbiome, with a particular emphasis on the realms of metabolism and nutrition. Our work also extends to developing innovative machine learning (ML) and artificial intelligence (AI) tools for the precise prediction of clinical outcomes using multi-omics and clinical data.

The following research projects are available in the lab. Interested candidates should email a CV to Dr. Zomorrodi, using “Undergraduate Research Opportunities” as the subject of your email.

1. Using Large Language Models (LLMs) for clinical decision making and biomedicineThe goal is to leverage advanced prompting techniques to build LLM-powered tools for clinical decision support and biomedical research. Skills required: Basic familiarity with Python.

2. Develop ML models to analyze multi-omics microbiome dataThe goal is to develop the state-of-the-art ML models that utilize multi-omics microbiome data to predict host’s health and disease status. Skills required: Basic familiarity with ML and a programming language such as Python or R.

3. Computationally investigate the gut microbiota and host metabolism in chronic diseases We construct computational models of metabolism for the gut microbiota using microbiome sequencing data, and cell line- and tissue-specific metabolic network models using gene expression data from different human cell lines and tissues. We use these models to computationally investigate the metabolic functions of the gut microbiota and host, and interactions thereof in healthy and diseased subjects. Skills required: Basic familiarity with Python, or MATLAB, or another programming language.

Hours per week: 5 hours/week or more Requirements: (1) Please see the projects descriptions for specific requirements for each project. (2) We prefer students who are willing to do research in the lab for a minimum of six months. Additional notes: Enthusisam is the only requirement! If interested, please contact : Ali Zomorrodi ( [email protected] )

Undergraduate Research Opportunity, Multiple projects on medical image segmentation and brain connectivity analysis, Radiology, Martinos Center for Biomedical Imaging, MGH, Harvard Medical School, Posted March 12, 2024. PI: Iman Aganj, Lab website. Charlestown, Hybrid opportunity Medical image segmentation: Using computational algorithms and deep neural networks to segment brain structures from available T1/T2/diffusion MRI images. Brain connectivity analysis: Finding relationships between structural and functional connectivity of the human brain and neurodegenerative diseases. Diffusion MRI analysis: Mining data from diffusion-MRI images of the brain acquired with long diffusion time. Code optimization: Optimizing existing codes so they run faster and more efficiently on the CPU and the GPU.

Who this project might be a good fit for, in terms of interests and/or goals: The main topic is biomedical image analysis. Best for students interested in biomedical/electrical engineering, computer science, and/or neuroscience. Hours per week: Negotiable Requirements: Coding skills (Matlab, Python, etc.) Additional notes : You will be a part of the Laboratory for Computational Neuroimaging ( https://lcn.martinos.org ) If interested, please contact: Iman Aganj, [email protected]

Undergraduate Research Opportunity, Chemical Biology Approaches to Study Glycoproteins in Bleeding and Clotting Disorders, Departments of Medicine and Hematology, Brigham and Women's Hospital, Harvard Medical School, Posted March 12, 2024. PI: Marie Hollenhorst, The Hollenhorst Lab Longwood, In-Person opportunity The Hollenhorst Lab applies innovative chemical and biochemical strategies to study clinically relevant questions regarding the proteins that regulate bleeding and clotting. The goal is to further our understanding of the basic biochemistry and glycobiology of hemostasis and thrombosis with an eye towards questions directly relevant to the care of patients.

We are looking for a motivated undergraduate who is eager to learn biochemical laboratory techniques and contribute to projects that have direct relevance for human health. This is a fantastic opportunity to deepen your knowledge of biochemistry and medicine. The principal investigator (PI) will provide direct mentorship, clinical shadowing opportunities, and long-term career advice. The student would benefit from the opportunity to learn from scientists in the lab who are enthusiastic about teaching and mentoring.

The Hollenhorst laboratory is in the Harvard Institutes of Medicine building, 4 Blackfan Circle, in the center of the Longwood Medical Area. Our primary affiliations are the Brigham and Women’s Hospital Division of Hematology and Harvard Medical School. The laboratory works closely with the Broad Institute of Harvard and MIT and is a member of the Dana-Farber/Harvard Cancer Center and the Harvard Chemical Biology PhD Program. These institutions and programs house scientific and clinical experts in a wide variety of areas, enabling interactions with a myriad of collaborators and communities. We have access to state-of-the-art core facilities for glycomics, proteomics, flow cytometry, etc. These rich resources allow laboratory members to thrive in a supportive and well-equipped environment.

Who this project might be a good fit for, in terms of interests and/or goals: The position is ideal for students who are contemplating careers in science and medicine, especially those who want to determine if they would like to apply for PhD and/or MD programs. This position would be well-suited for students enrolled in or considering a concentration in Chemical and Physical Biology, Chemistry, Human Developmental and Regenerative Biology, or Molecular and Cellular Biology.

Requirements: Preferred: Previous course work in chemistry, biochemistry or molecular biology.

Additional notes: Skills/abilities/competencies required: • A positive attitude and eagerness to learn. • Comfortable with working independently and in a team. Good oral and written communication skills. • Ability to learn and perform a variety of laboratory protocols, to identify potential problems and troubleshoot solutions. • Strong organizational skills. • Sound judgment regarding time-management and laboratory safety. • Students will be expected to pursue outside funding opportunities and will be provided with the necessary support for those applications. If interested, please contact: [email protected]

Undergrad Research Opportunity, Protein Engineering and Synthetic Biology, Church Lab, Harvard Medical School PI: George Church, The Church Lab    https://arep.med.harvard.edu/gmc/ The Church lab has pioneered development of technologies for genome sequencing, DNA assembly, genome editing, writing, and recoding, machine learning for protein engineering, tissue reprogramming, organoids, gene therapy, aging reversal, xeno-transplantation, and in situ 3D DNA/RNA/protein imaging. We are interested in designing new-to-nature biological systems that can have real-world applications, and which expand our understanding of natural biological systems. A few exciting research opportunities are currently available. Students will have the opportunity to contribute to research projects such as: * Development of new genome editing and directed evolution methods * Expanding the number of open codons to be used to translate proteins with chemistries beyond what is available in nature * Engineering of enzymes containing multiple instances of nonstandard amino acids Time commitment (during the term):   15-20 h/wk, but hours are negotiable Applicant Requirements:   students with prior laboratory experience are encouraged to apply. Students will have the opportunity to work with senior scientists in the lab and be trained in lab techniques. Who is this position a good fit for in terms of interests or goals?   The student will develop a broad set of research skills. This is an opportunity to learn advanced techniques at the bench and also develop experience in developing novel research directions. Over time, the student will develop increased independence in understanding of subject matter related to their project, experimental design, and data analysis. The student will have opportunities to present data in both individual meetings and group settings. If interested, please contact:   Dr. Felix Radford, [email protected]

Curious about how proteins form large assemblies to shape dynamic and responsive subcellular membrane structures? The Chao Lab explores structural and biophysical principles of organelle morphology, with a major focus on the mitochondrion. We integrate electron microscopy, biochemistry, biophysics and bioinformatics to reveal mechanisms for membrane rearrangement. This project would be a collaboration with the Allolio Group (Charles University, Prague CZ), who has developed a monte carlo simulation program for understanding membrane morphogenesis. You would have the opportunity to be jointly mentored by both groups, in testing and implementing new functionalities into OrganL.  https://www.biorxiv.org/content/10.1101/2023.09.18.557233v1

We are located at the MGH main campus in downtown Boston, easily accessible by the red, blue, green, and orange line, as well as by bike and bus shuttle. We are a diverse and interdisciplinary team and we believe that diversity, equity, and inclusion is central to the productivity and vitality of our group. We welcome students of all backgrounds. You can learn more about us at:  chaolab.org .

Skills required: Motivation and interest in membrane biophysics and/or computational biology is needed. Experience with Linux, C++ is helpful but not required. No prior wet-lab experience is required, nor expected. The project is suitable for a 2nd, or 3rd year student. Prior research experience is helpful, but also not required.

Learning outcomes: Research skills, mathematical modeling in biology, building biophysical, models, scientific programming, presentation and potentially scientific writing.

Time commitment: 10 hrs/week during the semester, with the option for more extensive work during the summer. Options for this work to develop into an independent thesis project. This is a paid position that may have a potential remote work component, pending discussion.

Mentoring: Will be mentored by PI on day-to-day basis, with regular meetings and the opportunity to present and receive feedback in lab meetings, as well as participation in ongoing collaborations.

Student stipend: Students are encouraged to apply for support from HCRP, PRISE and other fellowships, or register for a research course credit, however this is not required. Funding is available.

Application information: Interested candidates should email a CV and letter of interest to  [email protected]

In-Person Undergraduate Research Opportunity, Dr. Wayne Marasco Lab, Dana Farber Cancer Institute, Posted January 9, 2024. Contact information: PI: Wayne Marasco. Contact: Matthew Chang, [email protected] . The lab is located in the Longwood area in DFCI’s Department of Cancer Immunology and Virology ( https://marascolab.dana-farber.org/ ). Project description and duties: We have available projects focused on developing novel CAR T cells and checkpoint modulating antibodies for various cancers. Additionally, our lab is working on characterizing the immune response from vaccinated/infected individuals and identifying broadly neutralizing influenza, coronavirus, and Lyme disease antibodies. We have also generated vast single cell RNAseq and other NGS datasets that can be analyzed. Students will be responsible for executing experiments, analyzing the data, and discussing the results with their mentors. All students are also required to attend and present during group meetings and journal clubs. Skills required: No prior wet lab research experience is required. Students who wish to work on computational analysis projects are required to have a working knowledge of R and/or Python and prior experience working with scRNAseq/NGS data sets is preferred. Students are expected to commit to the agreed upon schedule, be well organized, have good time management skills, pay careful attention to experimental details, and have excellent communication skills. Students should also have a desire to learn and be self-motivated to carry out their projects. Completion of a general biology course is a plus. Learning outcomes: Students in the Marasco Lab will gain hands on experience in antibody and/or CAR-T engineering, immunology, and infectious disease research, and will have a unique opportunity to contribute to projects headed towards clinical development. They will also have an opportunity to improve their research skills (experimental design and execution, data analysis) and are expected to provide updates and present during group meetings. Number of hours students are expected to work, length of the project: Time commitments are negotiable, however we recommend 10-20 hrs/week for the academic semester and 40 hrs/week during the summer. Mentoring: Students will work directly with a postdoc or scientist in our lab and other lab members are available for support as needed. Additional mentorship will be provided by Dr. Marasco. Student stipend: The Marasco Lab is not able to provide stipends to students, however we are happy to support applications to available undergraduate research fellowships.   Application information: Interested students should submit a resume and a brief paragraph describing their interest in the lab to Matthew Chang ( [email protected] ).

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• For Students

There are many research opportunities for undergraduates at UCSC, but unfortunately not enough for every student who is interested. You will need to be dedicated and focused to find and keep a position. The advice below can help you, but does not guarantee that you will get into a lab or research group.

To find out additional information for your field of study, go to the webpage for the division/school:

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• Preparing for Undergraduate Research at UCSC
• Getting Involved in Undergraduate Research

Frequently Asked Questions:

Why should i work with a research group, when should i start, how do i find a research group to join, can i contact a professor i haven't taken a class from, i've identified several professors whose work i find interesting. what do i do now, how should i contact the professor, what should i say or write to the professor, i have an appointment to meet the professor. what should i bring how should i dress.

UCSC is a research university. Working with an active research group will give you the chance to participate fully in the university community and engage in the practice of your discipline.  It will also provide an invaluable complement to your coursework. While textbooks often present science as a series of topics and facts, in a research group you will participate in the activity of science, where answers to questions are not known, you build on the work of others, and collaborate with many people to formulate questions, design experiments, gather and interpret data, and present the results for peer review and feedback.

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You should start contacting professors about opportunities as early as possible.  You should meet with professors who are doing research you find interesting and ask what you can do to prepare to be involved in UR.  Each professor has different requirements for student researchers, and you need to know so you can prepare.  In addition, often research groups are full, but if a professor knows you are interested, it can help get you a position later on.

If a lab or research group is currently full, ask if there is a group or lab meeting you can attend.  You will learn more about the group's research and will be in an excellent position when there is an opening for an undergraduate with the group.  You can also ask to shadow a graduate student for a day or, if appropriate, ask to go into the field with group members and help with data collection.

In addition, you may find your interests change over time and that you would like to work in more than one lab or with more than one research group as an undergraduate.

Consider what subject(s) fascinate you. Was there a class or seminar or paper you kept talking about to your friends and family?

Look at the research information for your division. 

• Engineering- Research Groups
• Humanities- Centers and Projects
• Physical & Biological Sciences- Research Programs
• Social Sciences- Research Centers and Initiatives

Look at departments' webpages that list faculty research subjects. Does the professor list undergraduates as research group members and/or encourage students to contact him or her?

Search the UCSC Undergraduate Research Opportunities Database .

Check SlugQuest and the Employee Request System through the Career Center . Some positions are advertised there.

Attend seminars to learn about research in your department and to network.

You should also talk to other undergraduate and graduate students who are involved in research. You can often find email addresses on the research group webpage or at the Campus Directory . Ask them who they work or worked with and how they got involved. It may help your chances of getting a position if you a graduate student or undergraduate who has been with the group for a long time is willing to give you a verbal or written reference.

Take advantage of any advising opportunities in your department.  Does the academic adviser know of professors who are looking for undergraduate researchers or who are very receptive to undergraduates approaching them?

Yes!  It is a great idea to start looking for an opportunity by talking to your current and past professors, but you can contact any professor who is doing research that interests you.  Of course, before you contact the professor make sure that you read his or her webpage, get an overview of the research, and prepare questions to ask.

The next step is to learn more about each research group.

• What are the research topics and what methods are used to do the research?  You should review the web site carefully and read recent papers the group has produced. If the papers are difficult for you to understand, write down questions you can ask. 
• If you haven't yet, talk to other members of the group, especially any undergraduates who work there. Ask them how they approached the professor and what the culture of the research group is like. Every lab or research group has its own culture and group dynamics.  For example, are undergraduates given independent projects? Do they work for credit, get paid, or volunteer? Is the professor the primary mentor or do the undergraduates usually work with graduate students? 

Once you have done the background work, you are ready to contact the professor.

You can go to office hours, send an email , or talk to the professor after a class or a talk. There are several critical points to remember:

Be formal with a professor until you are invited to be more casual.

• Address him or her in writing and in person as Professor or Doctor until you are asked to be less formal.
• Write professional emails (see the examples ). Don't use emoticons, slang, abbreviations, or casual cultural references.  Make sure the spelling and grammar are correct.
• Don't mass-email the entire department.  If you are interested in the work multiple professors are doing, email each one individually and tailor the email to that specific research group's work.

Professors are busy. If you approach them in person, ask if this is a convenient time and be prepared to make an appointment. If you email, it may take a while for the professor to reply.

You should reply to any professor's email with 48 hours, even if the professor took much longer to reply to you.

Be brief. You need to get to the point, show that you have done your research, and be enthusiastic.

• If applicable, mention how you met or heard about the professor.
• Explain why research is important to you and your goals.
• Discuss what is interesting to you about the professor's research and explain why you want to work specifically with that professor or research group.  Mention papers you have read.  If the papers were too advanced for you to understand, that is fine.  Be prepared with specific questions.
• Show that you are prepared by mentioning relevant classes that you have done well in and that you have talked with other undergraduates already involved in research.
• Demonstrate that you understand the level of commitment required by explaining that you have the time in your schedule (often 10-15 hours a week) and can be involved for a specific length of time.  Many researchers want you to commit to working in the lab for at least a year because training a new lab member is a significant investment of time and effort.
• Ask to schedule a meeting.

Treat the meeting like an interview- the professor likely has many students interested in joining the research group.

Be on time! Otherwise, the professor will not be interested in making other appointments with you.

Bring a brief statement of your interests, an up-to-date resume or CV, and an unofficial transcript. Be prepared to provide names and emails of academic references. (Tips for preparing a CV or resume can be found at the Career Center website).

Be prepared to describe why you want to work with the group and what your goals are. The professor is much more likely to be interested in having you work with the group if you are genuinely interested in the subject and are not just looking to improve your resume.

Be prepared to address in detail any of the points mentioned above in What should I say or write to the professor ?

Be as well dressed or better dressed than the professor. Expectations vary widely between fields and research groups, and this is where your background research can really help.

Be prepared with questions. For example:

• What type of projects are available?
• Who would be your mentor?
• Are there group meetings you could attend?
• What projects are other undergraduates in the research group working on?
• Is there the potential to do an independent project and/or get academic credit?
• How many hours would you be expected to work?
• What would your responsibilities be?
• Have undergraduates attended or presented at conferences or workshops?
• Is there the potential for paid employment at some time?

After the meeting, send the professor a formal email thanking him or her for taking the time to meet with you and expressing your continued interest.

If a lab or research group is currently full, ask if there is a group or lab meeting you can attend.  You will learn more about the group's research and will be in an excellent position when there is an opening for an undergraduate student.

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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 .

Get Started

Main navigation, find your research focus.

Start with your interests. What would you like to learn more about? Talk to your advisors, professors, and peers. Get suggestions for where to look for existing project opportunities, or brainstorm project ideas.

Learn more about  Getting Started With Undergraduate Research: Options and Opportunities  (recorded video link).

Develop Your Project

The first step in taking on any independent project is to reflect on your intellectual interests, questions, and goals.

Team up with other Stanford scholars to learn how different disciplines approach the research process.

A good relationship with a faculty mentor is the cornerstone of all successful undergrad research and independent projects.

Fill your research toolbox with a unique combination of skills and knowledge.

Consider the time scale and resources you have to build a successful independent project.

Off-campus projects require extra preparation and careful planning.

• Connecting your research with public service
• Fund your research

Working alongside the broader community

We’re proud to support academic and research institutions to push the boundaries of AI and computer science. Leveraging Google’s research initiatives, our programs provide funding, mentorship, and engagement opportunities - allowing the research community to innovate faster to solve the world’s biggest problems.

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Student programs, google offers fellowships, scholarships, internships and other student engagement opportunities to support the next generation of researchers..

One-on-one sessions with my mentor were the highlight of my experience. Through discussions with my mentor, I was able to gain solid feedback on my work — from grad school applications and industry research experiences to my current research project at Berkeley. I have a much better understanding of computer science industry research positions and future opportunities for the role.

Recipient of Google’s CS Research Mentorship Program (CSRMP)

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Our global faculty programs provide funding and support to advance academic research and enable meaningful engagements with google researchers..

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Increasing awareness and interest in computer science research among 130+ Indigenous undergraduate students across 5 institutions.

In 2021, Hispanic students earned 6% of Bachelor's degrees in North America but only 1.9% accounted for PhD enrollments. To address this disparity in computer science, Google has partnered with CAHSI to enhance research collaborations and build research capacity among faculty and students at CAHSI institutions.

Google's T&S Research team collaborates with experts across disciplines and affected populations to mitigate tech risks and drive positive societal outcomes. In 2023, Google provided unrestricted grants to support diverse research efforts related to Trust & Safety in technology.

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We have historically recognized and supported world-class faculty, scholars, and organizations with funding through various programs.

Join the Premedical Research Project!

Are you ready to make a difference in the medical school application process? For the past 3 years, AMSA students from over 15 institutions and 1,000 participants have led the way, breaking down barriers and transforming the premedical journey. We’ve launched shadowing programs, trained pre-health advisors, and even won awards along the way!

Now, we’re excited to announce that the Premedical Research Project has received National IRB approval through the University of Vermont, making it easier than ever to get involved. All it takes is a few minutes to join this important initiative that could change the game for premeds across the country.

Why Participate?

We’re conducting an IRB-approved study to evaluate the access premedical students have to the resources they need for medical school applications. By participating, you can help uncover key insights that will guide universities and community colleges in supporting students more effectively—especially those from underrepresented backgrounds. This research has the potential to level the playing field and enhance the competitiveness of students pursuing a career in medicine.

How to Participate

• Review the Student Information Sheet .
• Complete our quick 5-minute survey

Your responses will be confidential, and while there are no direct benefits to you, your participation could make a lasting impact on future medical school applicants.Plus, you and your AMSA chapter will be recognized for your contribution and have the opportunity to collaborate with Tyra-Lee Brett , AMSA’s Premedical Membership Director, and Leila Amiri, PhD , to address specific needs at your institution.

Who Should Complete the Survey?

• Premedical students aged 18 or older.
• Students passionate about improving the medical school admissions process.

Survey Deadline: October 1st

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Ideas Labs to advance research capacity at the nation's historically Black colleges and universities

The U.S. National Science Foundation has awarded $10.5 million for Ideas Lab projects to assess and address research capacity needs, increase access to research facilities and build human capital at historically Black colleges and universities (HBCUs). The projects, funded through the NSF Advancing Research Capacity at HBCUs through Exploration and Innovation (ARC-HBCU) opportunity, will foster collaboration and build sustainable networks to facilitate interdisciplinary research in science, technology, engineering and mathematics at HBCUs.      "The inaugural NSF ARC-HBCU Ideas Lab is a unique opportunity to connect talent and build research networks across our HBCUs to further advance an integrated and collaborative vision for the most critical research capacity needs of HBCUs," says NSF Director Sethuraman Panchanathan.     Since the early 19th century, HBCUs have played a crucial role in providing higher education opportunities for students who had limited access to other higher education options. Moreover, HBCUs are vital for diversifying the STEM workforce. 8.5% of Black undergraduate students attend HBCUs, yet almost 18% of the Black STEM bachelor's degrees are awarded from HBCUs . A significant number of successful HBCU graduates have made a profound impact in STEM fields. Yet HBCUs are systemically underfunded, historically underrepresented as awardees, and face many infrastructure and administrative resource barriers.      The ARC HBCU Ideas lab was funded by the NSF HBCU-Excellence in Research program in the Research Capacity and Competitiveness section. The focus of the ARC-HBCU program is to promote diversity and inclusion in research, enhance the research capacity of HBCUs and foster collaboration among faculty, students and industry partners. Through the Ideas lab concept, NSF is providing the opportunity for participants to work collaboratively to identify and define the scope of the unique challenges faced by HBCUs in meeting education and research needs. As the projects progress, they will dynamically develop and hone novel ideas about how these challenges may be addressed.      The awardees and summary of each project are listed below:    

Panoramic Institutional Assessments: A Playbook for Advancing Research Capacity  

This project, led by Delaware State, will bring together faculty, research administrators and institutional leaders to develop innovative tools and approaches to enhance research capacity at consortium institutions, with long-term goals to scale up to HBCUs more broadly. The project will provide a framework to guide institutions through a self-directed process to examine their research ecosystem, help institutional leaders identify and address service gaps to strengthen key administrative functions that support research administration, and guide faculty in personalized assessments of their development as individual researchers using an existing framework. The project also includes partnerships with advocacy organizations that will assist in disseminating the research capacity assessments and playbook, ensuring a broad reach and sustainable impact across campuses.   

Collaborating institutions: Tuskegee University, Huston-Tillotson University, Hampton University, Tennessee State University.     Partnership for Advancing Research Capacity in Semiconductors at Historically Black Colleges and Universities  

Central State University is leading this project, which will enhance research capacity in semiconductor technology amongst partnering institutions by establishing robust research networks, enhancing faculty expertise, increasing access to state-of-the-art research facilities, and expanding student opportunities for education, training and hands-on research. This project aligns with the "CHIPS and Science Act of 2022" and has the potential to significantly broaden participation in semiconductor manufacturing and semiconductor research among African Americans, who are underrepresented in this industry even when compared to engineering sectors in general. It offers a rare opportunity for these institutions to engage and partner with industry players while contributing to workforce development in the semiconductor field.   

Collaborating institutions: North Carolina Agricultural and Technical State University, Fayetteville State University, Hampton University.   Sub awardee institutions: Alabama Agricultural and Mechanical University, Coppin State University, and Meharry Medical College.     The HBCU Ujima Collective: Building Research Capacity at HBCUs through a Grow Your Own Research Corps Model

Led by Miles College, this project will assess, align and improve research infrastructure and processes at five HBCUs through the cultivation of highly trained human capital for work in the research enterprise. The project team will use open systems theory to produce a model that builds a corps of research administrators and scientists that can enhance and sustain research capacity across all HBCUs. The project will enhance research capacity at the institutions by speeding up the transition of the research enterprise, establishing the "grow your own model," and disseminating the research and assessment tools to allow model implementation at other institutions.  

Collaborating institutions: Morgan State University, Howard University, Winston-Salem State University, Tennessee State University.  

HBCU Research and Collaboration Exchange    

This project, led by Virginia State University, seeks to create an online HBCU-focused platform to amplify existing research capacity by connecting researchers across HBCUs to other investigators, projects and equipment. The partnering institutions will pilot this project to create a multilayer platform by first developing an expertise and resource directory representative of all researchers at the respective institutions. In addition to raising awareness about and increasing connectivity among existing research expertise within the nation's HBCUs, the long-term impacts of the project will include the creation of a collaboration readiness index for existing and future technologies, as well as the creation of virtual collaboration space.     Collaborating institutions: North Carolina Central University, Winston-Salem State University, Alabama Agricultural and Mechanical University, Fisk University, University of the Virgin Islands.  

Research areas

View the contact page for more contact and location information

ESB and Trinity's ADAPT and CONNECT Research Centres Join Forces to Advance Energy Sector Innovation

Two major research initiatives have been launched by ESB in collaboration with Trinity College Dublin's ADAPT and CONNECT research centres. The goal is to empower large energy consumers to make more informed decisions about their energy use, benefiting both the environment and Ireland's green agenda.

The project teams gathered at Trinity College Dublin's Long Room in front of the art installation ‘Gaia,’ symbolizing their shared dedication to understanding and preserving the complex interconnections within the world. Pictured from left to right are Dr. Michelle Olmstead, Chief Innovation and Enterprise Officer at Trinity; Professor Marco Ruffini of CONNECT; Geraldine Moloney from ESB; and Professor Hitesh Tewari of ADAPT.

The research aims to accelerate technological innovation to drive the energy transition and help Ireland meet its carbon reduction targets. The two collaborative projects, scheduled to run for 18 months, will deliver tangible societal benefits in the fight against climate change.

CONNECT Partnership

Led by Professor Marco Ruffini, the project with CONNECT will focus on utilizing data from the electrical grid to optimize energy use for large energy users (LEUs), such as data centres and pharmaceutical plants. By leveraging detailed market-based data models, LEUs will be able to make more informed energy consumption decisions, balancing demand and supply more efficiently.

ADAPT Partnership

The collaboration with ADAPT, spearheaded by Professor Hitesh Tewari, will tackle challenges within the Guarantee of Origin (GO) certification market. GO certificates verify that power is sourced from renewable energy. This research will explore new, blockchain-powered methods for real-time certificate generation and distribution, improving transparency and reducing delays in the process, ensuring timely use by green energy consumers.

Addressing the Energy Crisis

In the face of growing energy demand, which has strained fossil fuel reserves and led to increased costs and emissions, ESB has focused on incorporating renewable energy sources to meet demand sustainably. The partnership with Trinity College is a crucial step in this effort.

Leadership Perspectives

Geraldine Moloney, Head of New Ventures at ESB, emphasized the importance of collaboration: “ESB is thrilled to partner with ADAPT and CONNECT at Trinity College Dublin. Through research and innovation, we aim to progress towards our Net Zero emissions target by 2040. Partnerships like this are vital to addressing the challenges of energy consumption and driving the transition to cleaner energy.”

Professor Marco Ruffini highlighted the project’s potential: “Efficient resource allocation is key to sustainability and cost savings. In this collaboration, we will create an intelligent task scheduler that optimizes energy use by considering real-time energy price fluctuations. This approach will reduce operational costs while maximizing the use of green energy.”

Professor Hitesh Tewari expressed excitement about the opportunity to apply blockchain technology: “This collaboration with ESB is an exciting chance to showcase the potential of Distributed Ledger Technology in creating and distributing GO certificates. It will allow large energy users to confidently confirm that they are utilizing renewable energy for their operations.”

Dr. Michelle Olmstead, Chief Innovation and Enterprise Officer at Trinity, concluded: “This partnership exemplifies ESB's commitment to leading the energy transition through innovation. At Trinity, we are committed to leveraging our research expertise to address climate change by partnering with forward-thinking organizations like ESB. Together, we are fostering a culture of innovation and entrepreneurship to create real impact.”

This collaboration is expected to set new standards in energy consumption and management, significantly advancing Ireland’s clean energy future.

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Surveyors join forces to complete two geodetic leveling projects

(Photo courtesy of Bob Kunes and Jeff Olsen)

This is the story of two surveyors who met after retirement to accomplish two geodetic leveling projects in Maine and New Hampshire. Independent of each other, we had vacationed in those states, skiing and hiking. The idea of doing some geodetic leveling in that area appealed to us.

We first re-leveled parts of a 1942 Coast & Geodetic Survey (C&GS) line between North Conway, New Hampshire, and Gilead, Maine, to honor the surveyors of World War II. During summer trips, we looked for the benchmarks along the line, NGS archive L9971, and figured out which ones were missing. We set new marks as needed. Leveling took place between September 9 and 22, 2013, archived by NGS as L28096, Second Order Class II.

We used K&E Lovar yard rods — nice light wood rods with rod level, such as the U.S. Geological Survey (USGS) is believed to have used leveling up Mount Washington in 1925 — and a Zeiss Ni-2 level with 1:33 stadia interval (to convert yards to feet distance). Leveling up and over Hurricane Mountain Road NE of North Conway was a precursor to leveling up Mount Washington in 2014. We used a handheld GPS receiver to obtain the coordinates for marks that did not already have good accuracy. We obtained Online Positioning User Service (OPUS) coordinates for the reference marks on top of the mountain.

Leveling through the Mount Washington “cow pasture.” In the inset, MAC 100, one of the USGS benchmarks along the Auto Road. (Photo: Mike Pelchat, NH DNCR)

After completing the 2013 releveling of the 1942 C&GS line, we wondered about releveling the 1925 USGS line up Mount Washington. We approached the general manager of the Mount Washington Auto Road, Howie “Weems” Wemyss, explained what we proposed to do, and asked for his buy-in. He approved the project enthusiastically, allowing us full access to the road for the project. On May 12, we began the level run from first-order benchmarks in Gorham, New Hampshire, and finished on June 8.

Until this 2014 project, the elevations of Mount Washington were referenced to the National Vertical Datum of 1929 (NGVD 29) and were only available on paper from USGS. The professional purposes of the project were to connect Mount Washington to the North American Vertical Datum of 1988 (NAVD 88) and make the benchmark data available online from the National Geodic Survey (NGS). Two personal purposes were to continue enjoying the natural area and meet the challenges of the topography and weather.

Deciding where to place each level setup on the steep terrain involved a compromise between time spent trying to read at the very top of the rod and a quicker setup decision that usually sacrificed 1.0-1.7 ft of the rod. The maximum vertical gain on the 10-ft rod was typically about 7.5 ft per setup, sighting high on the lower rod while sighting on the upper rod above the yard equivalent of 0.5 m — thereby reducing refraction errors per recommended procedures. Sight lengths on the Auto Road were as short as 10 ft, averaging 30 ft. Along the less steep terrain of Route 16 between Gorham and the Auto Road, leveling between marks set by NHDOT, sight lengths ranged around 150 ft. Temporary benchmarks on boulders were selected between the MAC marks on the Auto Road to keep the number of setups in a section below 30. That way, if the forward and backward runnings of a section misclosed, it was not a hopeless number of setups to rerun and isolate the error. The grade between MAC marks was 14% in two cases, otherwise around 10%. To eliminate 1-yd reading errors, 1-ft markings were painted on the side of the rod and read to x.1 ft before the 3-yd readings (top, middle and bottom wires), then the foot and yard readings were compared. The typical elevation difference between a MAC mark and a TBM or between TBMs was 150 ft. The typical time per setup was 4.5 minutes, depending on how far apart the turning points were.

Project Diagram, 2014 Mount Washington leveling. ~8 miles SW along NH 16 from Gorham, 7.6 miles up the Auto Road. (Photo: Google Earth)

One bit of unwanted excitement occurred while the road crew was doing the annual rebuild of the 1-mile gravel section above Mile Post 5. The road workers pulled out the flagging at MAC 102, which is a bit hidden by vegetation. Evidently, it conflicted with the orange flagging they were also using. Leveling continued right past the disk for five setups until Bob noticed green paint on a boulder used as a turning point in the prior run. We had to reverse back to the mark. Fortunately, the section closed even with the extra setups.

There are some beautiful small waterfalls along the road that are easier to admire when you are walking by, not trying to keep your vehicle on the road. One day, we spotted a momma bear and two cubs. One man stopped to reminisce about his time working with Brad Washburn while Brad was doing extensive surveying and mapping on the mountain.

The USGS benchmarks are designated MAC 97 to MAC 104, “MAC” being the initials of the USGS party chief followed by a sequential number as the party progressed along the level line. There are lower numbered ones away from the Auto Road, and there used to be some higher numbered ones, which have since been destroyed.

The project data was accepted, adjusted and published by NGS as archive L28128. The elevation of the highest and most visited summit mark, Mount Wash Reset (DP4904), by the cairn and the brown park sign, dropped 0.77 ft, referenced to NAVD 88 compared to its elevation referenced to NGVD 29. The NGVD 29 elevation published by USGS (solely in feet), based on the 1925 leveling, was 6,288.176 ft (divided by 3.2808333 ft/m to obtain 1,916.634 m). These values were rounded off to 6,288 ft and 1,917 m, respectively, for display on the summit sign.

Jeff Olsen (on the left) and Bob Kunes in front of the observatory.

The NAVD 88 elevation for Mount Wash Reset, published by NGS based on this 2014 leveling, is 6,287.41 ft or 1,916.406 m. These values would round down to the next lower whole unit, changing the elevations that could be displayed on the park sign and making the mountain’s elevation lower. Since re-determining the mountain’s elevation was not a priority of this project, and a different elevation than the 6,288 ft that had been used for years would mean changing all those mugs, T-shirts and other tourist paraphernalia, we are not suggesting changing the elevation with which the public is familiar.

All the differences of elevation observed between the various USGS benchmarks agreed within Second Order Class II limits with the previous 1925 work. At that level of precision (section closures less than or equal to 8 mm multiplied by the square root of the distance in km), the 2014 leveling did not reveal or detect vertical motion on the mountain, after an interval of 89 years. The project could always be re-run with first-order equipment and procedures, cutting the section closure error budget in half to 4 mm multiplied by the square root of the distance. Various marks could be observed in a regional high-precision geoid modeling campaign.

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About the Author: Bob Kunes

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Understanding kinship carer networks to inform targeted support, research project

Research project.

The study is funded by the National Institute for Health and Care Research (NIHR) and led by University of Exeter in collaboration with Kinship and supported by the University of Plymouth and Torbay Council. 

Research team

University of Exeter: Professor Felicity Thomas, Professor Katrina Wyatt, Dr Lorien Jasny. Dr Tom El-Hoss, Susanne Hughes, and two of our kinship carers in Torbay. 

Kinship: Dr Louise Sims

University of Plymouth: Dr Felix Gradinger

Study Status: Ongoing

The main source of support for many kinship carers comes from family, friends and community groups. However, we don’t know who this more informal support is available to, what role it plays and how this differs with factors like kinship carer and child age., child needs, religion, ethnicity and location. 

Research aims and objectives

The objectives are to:

• Understand the shape and distribution of support networks available to diverse groups of kinship carers across the UK.
• Undertake in-depth social network mapping and analysis across three diverse case study sites.
• Identify protective factors which support kinship carers at different stages of the care process as well as areas where networks are weak or fragile. 
• Establish how information on support networks which encompass family and friends, voluntary and community sector support and statutory support can more effectively inform kinship carer assessments and targeted support. 

What does the study involve?

Kinship will add questions to their national annual survey about social networks and how they help kinship carers to support their children.

We will undertake in-depth social network mapping and interviews with kinship carers in Torbay, Walsall and Newcastle. We will train and support kinship carers as peer researchers to help us carry out data collection. We will also speak to children’s social care teams in the three areas to understand how kinship carer social networks are taken into account during assessments and could be strengthened in support plans.

How can I take part?

• Kinship’s annual survey – kinship carers from across England and Wales will be able to contribute to the study via questions within Kinship’s annual survey (Summer 2024).
• Social mapping – kinship carers living in Torbay, Walsall and Newcastle will be invited to take part in the social mapping part of the study. This work started in Torbay in Summer 2024 and is expected to start in Newcastle and Walsall in Spring 2025.
• Peer researchers – we will be recruiting, training and supporting kinship carer peer researchers to support data collection in Walsall and Newcastle.

Who can I talk to about the project?

If you are interested in taking part or have any questions, contact:

• [email protected]
• [email protected]
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Date- 10/8/2023

COLUMBIA UNIVERSITY IN THE CITY OF NEW YORK

Variable Hours Officer

• Columbia University Medical Center
• Opening on: Sep 13 2024
• Job Type: Officer of Administration
• Bargaining Unit:
• Regular/Temporary: Temporary
• End Date if Temporary:
• Hours Per Week: 5
• Standard Work Schedule:
• Salary Range: $35.00 - $35.00

Position Summary

The Department of Pediatrics is seeking a Variable Hours Officer (Project Coordinator) to join our team in a part-time position to work within the division of Molecular Genetics. The Department of Pediatrics at the Vagelos College of Physicians & Surgeons of Columbia University is a world leader in providing care for children. Our mission areas include Healthcare, Education and Research. The Department of Pediatrics is committed to innovation and excellence in clinical medicine, education, research, community health, global health, and the development of our faculty and staff. The VHO (Project Coordinator) will provide assistance to the administration office involving administrative matters ; not limited to collecting student trainee's research project presentations and reports, as well as the publications and trainees postgraduates data.

At CUIMC, we are leaders in teaching, research, and patient care and are proud of the service and support we provide to our community. We apply the same rigor in our commitment to fostering an inclusive, thriving community and caring for our employees and their loved ones. 

“Subject to business needs, we may support flexible and hybrid work arrangements. Options will be discussed during the interview process”

Responsibilities

• Provide assistance to the administration office involving administrative duties and responsibilities.
• To collect and gather student trainee's research project presentations, reports, and other sources.
• Gather, assist, and collect trainee's research publications and compile postgraduate data.
• To provide advice to the Principal Investigators, Co-Investigators and Divisional Administrator.
• Performs related duties & responsibilities as assigned/requested.

Minimum Qualifications

• Bachelor’s degree or equivalent in education and experience required.

Preferred Qualifications

• Two years of related experience.

Other Requirements

• Experience with Training grant.

Equal Opportunity Employer / Disability / Veteran

Columbia University is committed to the hiring of qualified local residents.

Commitment to Diversity 

Columbia university is dedicated to increasing diversity in its workforce, its student body, and its educational programs. achieving continued academic excellence and creating a vibrant university community require nothing less. in fulfilling its mission to advance diversity at the university, columbia seeks to hire, retain, and promote exceptionally talented individuals from diverse backgrounds.  , share this job.

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