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How to get PhD Internships? A Complete Guide

Embarking on a doctoral journey is a remarkable pursuit, filled with countless hours of research, deep intellectual exploration, and scholarly endeavours. But what if there was a way to bridge the gap between academic brilliance and real-world application? Enter PhD internships—the transformative opportunities that allow doctoral students to immerse themselves in practical experiences, collaborate with industry experts, and sharpen their research skills in a dynamic professional environment.

In this blog post, we delve into the realm of PhD internships, shedding light on their purpose, benefits, and the pivotal role they play in shaping a successful research career. Join me as we explore the avenues to find these coveted internships, demystify the application process, and provide insights on making the most of these invaluable experiences.

Discover how PhD internships can unlock new horizons, propel your academic journey beyond the classroom, and equip you with the skills and connections necessary to thrive in the competitive landscape of academia and industry.

I have dedicated a complete section on Research Internships which caters the Internships through Academia Internships/ Industry Internships/ Internships through Job Portals.

Introduction

Applying theoretical knowledge to practical problems, practical experience, networking opportunities, skill development, career exploration, university programs, research institutions and companies, online platforms, tips for effective searching and applying for internships:, the application process, funding and support, making the most of a phd internship, template for a phd internship resume/cv, hypothetical filled resume for phd research internship, research internships for phd students in top organizations, research internships worldwide @ your finger tips.

In today’s rapidly evolving world, the boundaries between academia and industry are becoming increasingly interconnected. PhD internships serve as a powerful bridge that connects these two realms, allowing students to leverage their academic expertise and contribute to real-world problems. By immersing themselves in practical experiences, PhD interns gain invaluable insights and skills that can significantly impact their career development.

PhD internships are unique opportunities that enable doctoral students to step outside the confines of the university setting and apply their theoretical knowledge to tangible challenges. Whether it’s conducting research in a corporate R&D department, collaborating with a nonprofit organization, or working in a government agency, these internships provide a platform for students to experience the practical applications of their field firsthand.

The benefits of PhD internships are multifaceted and far-reaching. Firstly, they offer students the chance to gain practical experience that complements their academic training. By working on real-world projects, interns encounter complex problems, develop innovative solutions, and enhance their critical thinking skills. This hands-on experience allows them to refine their research methodologies and approaches, making their future academic work more robust and relevant.

Furthermore, PhD internships foster invaluable networking opportunities. Interns have the chance to collaborate with professionals in their field, build connections with industry experts, and forge relationships that can open doors to future research collaborations or job opportunities. These connections can also provide mentors who offer guidance, support, and industry-specific insights, helping interns navigate their career paths more effectively.

The impact of PhD internships on career development should not be underestimated. Engaging in an internship exposes students to different industries, sectors, and organizational cultures. This exposure broadens their perspectives and equips them with a diverse skill set that is highly valued in today’s job market. Additionally, internships allow students to explore potential career paths and make informed decisions about their future trajectories.

For example, a PhD student specializing in renewable energy might secure an internship with a clean energy company. Through this experience, they may work on cutting-edge projects, collaborate with experts in the field, and gain exposure to industry trends and challenges. This hands-on involvement can solidify their passion for the subject, provide a deeper understanding of the practical implications of their research, and potentially open doors to job offers or further collaborations in the renewable energy sector.

The Purpose and Benefits of PhD Internships

PhD internships serve a primary purpose: to bridge the gap between the theoretical knowledge acquired during doctoral studies and its practical application in real-world settings. These internships provide a platform for PhD students to translate their expertise into tangible solutions for practical problems, gaining invaluable real-world experience along the way.

PhD interns have the opportunity to put their academic knowledge into action by working on real-world projects. For example, a computer science PhD student might intern at a technology company, where they can apply their expertise in machine learning algorithms to develop innovative solutions for data analysis or natural language processing. This practical application not only validates the relevance of their research but also hones their problem-solving skills in a practical context.

One of the significant benefits of PhD internships is the hands-on experience they offer. Interns are exposed to the day-to-day realities of their field, gaining insights that go beyond what can be learned from textbooks or research papers. They learn to navigate the complexities of project management, interact with diverse teams, and adapt their skills to meet real-world challenges. This practical experience enhances their understanding of the subject matter and equips them with a broader skill set.

PhD internships provide an excellent platform for networking and building professional relationships. Interns have the chance to collaborate with industry professionals, researchers, and experts in their field. These connections can lead to future research collaborations, recommendations, or even job opportunities. For instance, a PhD intern working in a pharmaceutical company may interact with senior scientists and executives, establishing relationships that could result in co-authored publications or future employment prospects.

PhD internships offer a fertile ground for skill development and enhancement. Beyond the technical expertise gained during their doctoral studies, interns acquire a range of transferable skills that are highly valued in both academic and industry settings. These skills may include project management, teamwork, communication, problem-solving, and adaptability. Engaging in practical projects during internships allows students to develop and showcase these skills, making them well-rounded professionals.

Another significant benefit of PhD internships is the opportunity to explore diverse career paths. Doctoral students may enter their programs with a specific career trajectory in mind, but internships can expose them to alternative options they might not have considered. For example, an intern in a policy think tank may discover a passion for science communication or science policy, leading them to pursue a career in that field. Internships enable students to make informed decisions about their future career directions based on firsthand experiences.

In summary, PhD internships serve the purpose of applying theoretical knowledge to practical problems, fostering real-world experience. The benefits of such internships include gaining practical experience, networking opportunities, skill development, and the chance to explore diverse career paths. By participating in internships, PhD students enrich their academic journey, acquire valuable skills, and position themselves for successful careers that blend academia and industry.

Finding PhD Internships

Finding the right PhD internship opportunity can be an exciting yet challenging endeavor. Here are different methods and strategies to help you navigate the process and maximize your chances of securing a valuable internship:

Many universities have established partnerships with industry or research organizations that offer internships exclusively to their students. Check with your university’s career services department or academic advisors to explore any internship programs available specifically for PhD students. These programs often have dedicated resources and connections to help match students with relevant internship opportunities.

Research institutions, both public and private, often offer internships to PhD students. Explore renowned research institutions in your field of study and inquire about any internship programs they may have. Additionally, reach out to companies or organizations that align with your research interests and inquire about internship opportunities. These organizations may have ongoing projects or initiatives that require the expertise of doctoral students.

Building and leveraging professional networks is a powerful tool in finding PhD internships. Attend conferences, workshops, and seminars in your field to connect with researchers, industry professionals, and potential internship hosts. Engage in conversations, express your research interests, and inquire about any internship possibilities. Networking platforms such as LinkedIn can also be valuable for connecting with professionals and staying updated on internship opportunities.

Online job boards, internship websites, and professional networking platforms can be excellent resources for finding PhD internships. Websites like Indeed, LinkedIn, Glassdoor, and ResearchGate often list internship opportunities across various industries and research fields. Use specific keywords related to your research area and regularly check these platforms for new internship postings. You can also set up job alerts to receive notifications when relevant internships become available.

• Research extensively: Take the time to thoroughly research organizations, research institutions, or companies that align with your research interests. Understand their work, ongoing projects, and internship programs they offer. This knowledge will help you target your search and tailor your applications accordingly.
• Customize your application materials: Tailor your resume/CV, cover letter, and any other required documents to match the specific internship opportunity. Highlight relevant research experience, technical skills, and achievements that demonstrate your suitability for the position. Make sure your application materials showcase your unique strengths and how you can contribute to the organization.
• Seek guidance and recommendations: Reach out to your academic advisors, professors, or mentors for guidance and recommendations. They may have valuable insights, connections, or recommendations for internship opportunities. Their support and endorsement can strengthen your application.
• Follow application instructions: Pay close attention to the application instructions provided by the internship host. Follow the submission guidelines, format requirements, and deadlines precisely. Attention to detail and adherence to instructions demonstrate professionalism and attention to quality.
• Prepare for interviews: If you are shortlisted for an interview, prepare by researching the organization further, reviewing your own research and experiences, and anticipating potential interview questions. Practice articulating your research interests and goals concisely and confidently.

By combining various methods of searching, leveraging networking opportunities, and following effective application strategies, you can increase your chances of finding and securing a valuable PhD internship. Remember to be proactive, persistent, and adaptable in your approach, as the internship landscape can be competitive. Good luck with your search!

The application process for a PhD internship typically involves several components that showcase your qualifications, research experience, and potential contributions to the internship host organization. Here are the typical components of a PhD internship application, along with the importance of tailoring your materials and the potential stages of the selection process:

• Resume/CV: Your resume or curriculum vitae (CV) provides an overview of your academic background, research experience, skills, and accomplishments. Tailor your resume/CV to highlight relevant research projects, technical skills, publications, presentations, and any other achievements that demonstrate your suitability for the internship. Emphasize experiences that align with the specific internship opportunity, showcasing your ability to contribute to their objectives.
• Cover letter: A cover letter is your opportunity to express your interest in the internship and explain how your skills and research background align with the organization’s goals. Tailor your cover letter to address the internship’s specific requirements, research focus, or projects. Clearly articulate your motivations, research interests, and how your expertise can benefit the internship host. Demonstrate your understanding of their work and convey enthusiasm for contributing to their initiatives.
• Research papers: Some internship applications may require the submission of research papers or writing samples. Select papers that showcase your research capabilities, methodology and the relevance of your work to the internship opportunity. If possible, choose papers that align with the research interests or focus areas of the internship host. Emphasize the significance of your research findings and their potential impact.
• Recommendation letters: Recommendation letters provide insights into your academic abilities, research potential, and personal qualities. Select individuals who can speak to your research capabilities, work ethic, and potential contributions as an intern. Seek recommendations from professors, research advisors, or professionals who have directly supervised your work. Request letters well in advance and provide your recommenders with the necessary details about the internship and your research interests to help them tailor their recommendations to the opportunity.

Tailoring application materials is crucial to stand out from the competition and demonstrate your genuine interest in the internship. By customizing your resume/CV, cover letter, and research papers to match the specific internship opportunity, you show the selection committee that you have taken the time to understand their organization and are genuinely motivated to contribute to their objectives. This level of personalization increases your chances of being shortlisted for further evaluation.

The selection process for PhD internships may involve multiple stages, including:

• Initial screening: The organization may conduct an initial review of applications to shortlist candidates based on the relevance of their qualifications and experiences.
• Interviews: Shortlisted candidates may be invited for interviews, which can be conducted in person, over the phone, or through video conferencing platforms. Interviews provide an opportunity for the internship host to assess your fit for the organization and discuss your research interests, skills, and potential contributions.
• Technical assessments: Depending on the nature of the internship, you may be required to undergo technical assessments, such as coding tests, research simulations, or case studies. These assessments evaluate your technical competencies and problem-solving skills directly related to the internship.
• Reference checks: The organization may reach out to your listed references to gain further insights into your qualifications, work ethic, and research capabilities.

The selection process varies among organizations and internships, so be prepared for different stages or variations in the process. It is essential to remain responsive, professional, and prepared throughout the selection process, showcasing your expertise and enthusiasm for the internship opportunity.

Remember to carefully follow the application instructions, meet the deadlines, and present yourself as a well-qualified candidate who is genuinely interested in contributing to the internship host organization. Good luck with your application!

PhD internships can provide financial support through various avenues, including paid internships, stipends, grants, scholarships, or a combination of these. Here’s an elaboration on the availability of funding for PhD internships and the importance of researching funding options:

• Paid internships: Some internships offer monetary compensation for the work performed during the internship period. These paid internships often provide a stipend or salary, which can help offset living expenses and contribute to the financial well-being of PhD students. Paid internships are typically offered by industry organizations or well-funded research institutions that have the resources to support intern compensation.
• Stipends: In some cases, PhD internships may provide stipends to cover living expenses during the internship period. Stipends can vary depending on the internship host, location, and duration of the internship. Stipends can be particularly common in research-focused internships, where interns work on specific projects or contribute to ongoing research initiatives.
• Grants and scholarships: There are various grants and scholarships available to support PhD internships. These funding opportunities may be offered by universities, government agencies, nonprofit organizations, or private foundations. Research and identify relevant grants or scholarships that align with your research area, career goals, or the specific internship opportunity you are pursuing. These funding options can provide financial assistance and alleviate the financial burden associated with the internship.

When considering a PhD internship opportunity, it is crucial to research funding options and carefully consider the financial implications. Here’s why it’s important:

• Financial support: Internships that offer paid positions or stipends can provide financial stability during your internship period. This support can help cover living expenses, transportation costs, and other necessary expenditures, ensuring that you can fully focus on the internship without worrying about financial constraints.
• Cost of living: Keep in mind that the cost of living can vary depending on the location of the internship. If you are considering an internship in a different city or country, research and evaluate the cost of living in that area. Consider factors such as housing, transportation, healthcare, and daily expenses to assess the financial feasibility of the internship.
• Impact on personal finances: Assess how participating in an unpaid or low-paying internship may impact your personal finances. Consider your existing financial commitments, such as tuition fees, rent, or loan repayments. Evaluate whether you have the financial resources to support yourself during the internship period or if you need to explore funding options to alleviate potential financial strain.
• Long-term career benefits: While financial considerations are essential, also consider the long-term career benefits and potential impact of the internship on your research trajectory. An internship that aligns closely with your research interests and career goals may offer valuable learning experiences, networking opportunities, and future career prospects that can outweigh the short-term financial constraints.

By researching funding options, applying for relevant grants or scholarships, and considering the financial implications of an internship, you can make an informed decision that aligns with both your research aspirations and financial circumstances. Remember to explore all available resources, such as university funding offices, scholarship databases, or external funding opportunities, to maximize your chances of securing financial support for your PhD internship.

A PhD internship can be a transformative experience that offers numerous opportunities for personal and professional growth. To maximize the benefits of your internship, consider the following tips:

• Set clear goals: Before starting your internship, establish clear goals and objectives. Define what you want to achieve during the internship in terms of research experience, skill development, or networking opportunities. By setting specific goals, you can focus your efforts and make the most of the available resources and opportunities.
• Establish good communication: Communication is key to a successful internship experience. Maintain open and proactive communication with your internship supervisor, mentor, and colleagues. Regularly update them on your progress, seek guidance or feedback when needed, and express your enthusiasm for the work. Good communication helps build strong working relationships and ensures that you are on track with your internship objectives.
• Seek mentorship: Actively seek out mentorship opportunities during your internship. Identify individuals within the host organization who can provide guidance and support in your research and professional development. A mentor can offer valuable insights, share their experiences, and provide advice on navigating the internship and future career paths. Building a strong mentor-mentee relationship can be instrumental in your growth and success during and beyond the internship.
• Network strategically: Take advantage of networking opportunities within the host organization and beyond. Attend company events, seminars, and team meetings to interact with professionals in your field. Engage in conversations, ask thoughtful questions, and express genuine interest in their work. Networking can lead to valuable connections, future collaborations, or even job prospects. Remember to maintain and nurture these connections even after the internship ends.
• Learn from experienced professionals: Make an effort to learn from experienced professionals in your internship organization. Observe their work processes, techniques, and problem-solving approaches. Seek opportunities to collaborate or shadow them on projects. Engaging with experienced professionals allows you to gain insights, broaden your perspectives, and acquire valuable skills that can enhance your research and professional abilities.
• Seek feedback and growth opportunities: Actively seek feedback on your research and professional skills throughout the internship. Regularly check in with your supervisor or mentor to discuss your progress and areas for improvement. Embrace constructive criticism and use it as an opportunity for growth. Additionally, seek out additional training or learning opportunities offered by the organization, such as workshops, seminars, or professional development programs. These experiences can further enhance your skill set and knowledge base.
• Reflect and document your experience: Take time to reflect on your internship experience and document your learnings. Maintain a journal or a reflective log to record your achievements, challenges, and lessons learned. Reflecting on your experiences can help solidify your understanding, identify areas of improvement, and serve as a valuable resource when updating your resume/CV or discussing your internship experience in future interviews.

By setting clear goals, establishing good communication, seeking mentorship, networking strategically, learning from experienced professionals, and actively seeking feedback, you can make the most of your PhD internship. Embrace the opportunities for growth, both personally and professionally, and use the experience as a stepping stone towards your future career endeavors.

Here’s a template for a PhD internship resume/CV:

[Your Name] [Contact Information: Phone Number, Email Address, LinkedIn Profile]

Objective: A motivated and dedicated PhD student seeking a challenging internship opportunity to apply theoretical knowledge and gain practical experience in [research field]. Committed to contributing to innovative research projects and acquiring valuable skills in [specific areas of interest].

• [Degree] in [Field of Study], [University Name], [Year of Graduation]
• [Thesis/Dissertation Title]: [Brief description of research topic and key findings]
• Relevant coursework: [List any relevant coursework or specialized training]

Research Experience:

• Participated in [specific research project], assisting with data collection, analysis, and interpretation.
• Developed and implemented research methodologies, ensuring accuracy and reliability of results.
• Collaborated with multidisciplinary teams, contributing to the successful completion of project milestones.
• Conducted [specific research tasks] related to [research focus or project].
• Analyzed data and prepared comprehensive reports, highlighting key findings and recommendations.
• Presented research findings at team meetings and conferences, engaging in discussions and knowledge exchange.
• Technical skills: [List relevant technical skills, methodologies, software/tools, programming languages, etc.]
• Analytical skills: [Highlight your ability to analyze data, interpret results, and draw conclusions]
• Communication skills: [Include oral and written communication skills, presentation experience]
• Problem-solving skills: [Mention your ability to identify and solve complex problems]

Publications:

• Title of Publication, Journal/Conference Name, Year

Professional Associations:

• [Association Name], [Year-Present]

References: Available upon request.

Additional Information:

• [Include any additional information that is relevant to the internship or showcases your achievements, awards, or extracurricular involvement]

Remember to tailor the resume/CV to the specific PhD internship opportunity you’re applying for. Customize the sections, highlighting relevant research experiences, skills, and accomplishments that align with the internship’s requirements. Keep the resume/CV concise, well-organized, and visually appealing, and proofread it carefully to ensure there are no errors. Good luck with your PhD internship application!.

Here’s a hypothetical filled resume/CV for a PhD internship:

John Doe 123 Main Street, Anytown, USA | (555) 123-4567 | [email protected] | LinkedIn: linkedin.com/in/johndoe

Objective: A motivated and dedicated PhD student seeking a challenging internship opportunity to apply theoretical knowledge and gain practical experience in computational biology. Committed to contributing to innovative research projects and acquiring valuable skills in data analysis and genomics.

• Ph.D. in Computational Biology, University of XYZ, 2023
• Dissertation Title: “Computational Approaches for Genomic Data Analysis”
• Relevant coursework: Advanced Genomics, Statistical Modeling, Data Mining, Machine Learning
• Participated in a large-scale genomics project, assisting with data collection, quality control, and analysis.
• Developed and implemented computational methodologies for genomic data analysis, including differential gene expression analysis and pathway enrichment analysis.
• Collaborated with a multidisciplinary team of biologists and statisticians, contributing to the successful completion of project milestones.
• Conducted computational analyses on RNA-seq datasets to identify differentially expressed genes in cancer cells.
• Analyzed data using R programming and bioinformatics tools, performing statistical tests and visualizing results.
• Presented research findings at an internal research symposium, engaging in discussions and receiving feedback.
• Technical skills: R programming, Python, Unix/Linux, Bioconductor, Genomic Data Analysis, Next-Generation Sequencing (NGS) analysis
• Analytical skills: Proficient in statistical analysis, data interpretation, and visualization techniques
• Communication skills: Strong oral and written communication skills, experienced in presenting research findings
• Problem-solving skills: Able to identify and solve complex problems in computational biology
• Doe, J., Smith, A., & Johnson, R. (2023). “Identification of Differentially Expressed Genes in Breast Cancer using RNA-seq Data.” Journal of Bioinformatics, 12(3), 45-60.
• Member, International Society for Computational Biology (ISCB), 2021-Present
• Member, American Statistical Association (ASA), 2022-Present
• Awarded the Outstanding Research Assistant Scholarship for excellence in research contributions.
• Organized and presented at the university’s Computational Biology Seminar Series.
• Fluent in English and Spanish.

Remember, this is a hypothetical filled resume, so feel free to modify and adapt it based on your own qualifications, research experience, and skills. Tailor the resume to the specific internship you are applying for, emphasizing the most relevant aspects of your background.

To help you discover exciting internship programs, we have compiled a list of 20 research internships specifically designed for PhD students. From prestigious technology companies to renowned research institutions, these internships offer a range of opportunities across various fields.

Explore the table below to find potential internships that align with your research interests and career aspirations. Remember to visit the respective websites for more information and application details. Embark on an enriching internship journey that can shape your future in academia, industry, or research.

Here is a table of research internships for PhD students:

Please note that the availability and application deadlines for these internships may vary. It’s recommended to visit the respective websites for detailed information on each program, including eligibility criteria and the application process.

Visit our interactive world map! This map is a powerful tool for exploring research internships available worldwide. With it, you can easily find information about research opportunities in different countries. Click on the map or the Button below to visit our Research Internship Worldmap.

PhD internships serve as a crucial bridge between academia and industry, offering numerous benefits and opportunities for students’ career development. Throughout this blog post, we have explored the concept of PhD internships, their purpose, and the ways in which they can shape a student’s future.

PhD internships allow students to apply their theoretical knowledge to practical problems, gaining real-world experience in their chosen field. By immersing themselves in industry or research environments, interns have the chance to tackle challenging projects, collaborate with professionals, and contribute to cutting-edge initiatives. This hands-on experience not only enhances their technical skills but also cultivates essential transferable skills such as teamwork, communication, and problem-solving.

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PhD internships

If you're pursuing a PhD and want to explore what it's like to work at Microsoft, look no further. We host PhD interns in both our product teams and in Microsoft Research (MSR). Our PhD interns are active, contributing members to our product and research community regardless if you are conducting cutting-edge research or engineering a new product. No matter what route you take—come work on meaningful, innovative projects that add to our company's success. 

Microsoft product team internships

• Qualifications

Do you love research but maybe the lab isn’t for you? We have a variety of product teams to choose from that are working on real-world problems in computer science. Our PhD product engineering and data science teams have plenty of opportunities for you to explore.

Whether you are interested in developing, prototyping, data mining, or applying your research in artificial intelligence – you’ll have a chance to experience a variety of products and technologies. You would collaborate closely with program managers, engineers, scientists, and more to work on something impactful and meaningful. Come apply your PhD skills in a product group and make a real difference in billions of people’s lives. 

For our product teams, we hire applied research and engineering centric PhD interns like applied scientists, data scientists, production software engineers, and software engineers specializing in AI/ML.

This is a 12-week internship in the spring or summer that is designed to be a conversion program to a full-time opportunity post-graduation pending successful completion. Recruiting begins in early August-December for summer internships, and March-June for fall internships. Students are expected to collaborate with other interns and colleagues. This is a paid internship where the locations will vary, but typically our interns will be placed at Microsoft headquarters in Redmond, WA or Sunnyvale, CA. We can also help with visa applications where applicable.

Candidates must be enrolled in a PhD program and are looking for more hands-on applied research and engineering roles versus just pure research focused on publication only.

Microsoft Research (MSR)

Research interns put inquiry and theory into practice. Alongside fellow doctoral candidates and some of the world’s best researchers, interns are given the opportunity to learn, collaborate, and network.

During the 12-week internship, students are paired with mentors and expected to collaborate with other interns and researchers where they will present findings and contribute to the community. Internships are available in all areas of research. In the application process, we’ll work with you to find the opportunity that best aligns with your interests. Internships are offered year-round, though they typically begin in the summer. All internships are paid. We’ll also help with visa applications where needed.

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Summer Internship for PhD Students

• Program Description

Application Process & Deadline

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Boston College Summer Internship for PhD Students

The Institute for the Liberal Arts, working with the Office of the Provost, offers a summer internship program for Boston College PhD students in the humanities and qualitative social sciences. The program is also co-sponsored by the Morrissey College of Arts and Sciences.  Given the current shortage of full-time academic teaching positions, these internships are designed to let PhD students explore possible non-professorial careers, learn more about how to make a transition to an “Alt-Ac” career path, and provide work experience that will facilitate such a transition.

Internships take place in June and July.  Students who participate will be expected to work 35 hours per week in the internship and in addition to attend a weekly group meeting to reflect on the experience and to learn about practical steps for pursuing non-teaching careers.  Participants will have to complete two informational interviews with people in a relevant field and write a short report at the end of the internship.  Interns will be paid a stipend of $4,000.

Openings for each summer are usually announced in January or February with applications due the second week of March.

Applications can be submitted online at: PhD Summer Internship Application Form

Applications are due on: March 11, 2024

All applicants must have the approval of a dissertation director, main advisor, or graduate program director.

PhD students at any stage of their degree program can apply for up to two internships and should indicate which is their first choice. Providing a second choice is optional. We are offering eight different internships (seven at BC, one external) and some of these positions will accept more than one intern, for a total of up to twelve internships.

Questions: Contact Mary Crane ( mary.crane.1@bc.edu )  

Burns Library

Burns Library, Boston College https://libguides.bc.edu/burns

American Catholicism Collections  Host Department: John J. Burns Library NB: Designed for two graduate students to work collaboratively

John J. Burns Library for rare books, special collections, and archives at Boston College acquired, over several decades, significant collections of books, periodicals, pamphlets, ephemera, and artifacts that document American Catholic thought, life, and religious practice, with a particular focus on the period between the First and Second Vatican Councils. The interns will assist library staff with the reappraisal of Catholic Americana collections in order to calibrate future acquisitions, prioritize and prepare backlogged acquisitions for cataloging, and inform transfer and deaccession decisions. The interns will receive training in aspects of library collection analysis and management related to project goals and will have opportunities to learn about additional aspects of special collections library operations. Given the collection-specific focus of this placement, students pursuing degrees in theology or history will likely be the most prepared to undertake this internship and benefit from it.

Because many of the tasks associated with this project will involve working with physical collections, this internship will require onsite work in Burns Library during its normal operating hours, Monday through Friday, 9am-5pm, though some tasks, such as consulting online catalogs and conducting web-based research, may be performed remotely and outside these hours. The start and end dates are also negotiable, with the understanding that the program requirements must be fulfilled between the end of the spring semester and beginning of the fall term, and that the appointees will be expected to participate fully in the internship group meetings, which will be scheduled in June and July.

Contacts: Christian Dupont, Associate University Librarian for Collections and Burns Librarian ( christian.dupont@bc.edu ) and Seth Meehan, Associate Director for Academic Programs and Special Projects ( seth.meehan@bc.edu ).

Digital Scholarship

The Digital Scholarship (DS) internship provides graduate students the opportunity to learn cutting-edge digital scholarship methods and skills from DS Group members. Interns will gain a better understanding of DS and digital humanities concepts, a greater mastery of relevant technical skills, and a wider range of project development and management strategies.

The internship has three tracks for applicants to choose from: 1) Developing a DS project, 2) Contributing to existing DS projects, and 3) Developing DS-based lessons. When applying, specify the track you are interested in. Please see the  full description  for more details. 

Participants will meet regularly with DS Group members for project check-ins and support. Students can work remotely when the project allows it. Please note that some work, depending on the technology and support needed, will require more in-person collaboration.

Do not hesitate to reach out to the DS Group if you have any questions about the tracks or application process.

Contact  digitalscholarship@bc.edu

The Digital Scholarship (DS) internship is conducted by BC Libraries Digital Scholarship Group (DSG) and provides PhD students the opportunity to learn cutting edge digital scholarship methods and skills. At its conclusion, participants will have gained a better understanding of DS and digital humanities concepts, a greater mastery of relevant technical skills, and a wider range of project development and management strategies. During the internship, students will have access to hardware, software, shared workspace in the Digital Studio (O’Neill Library), and DSG collaborators.  

Support Available

• The DSG can provide expertise in and support with projects that involve:
• 3D modeling and immersive visualization 
• Coding and scripting
• Data acquisition, data management, data visualization, and metadata
• Digital archives, editions, collections, and exhibits
• GIS/mapping
• Project management
• Text analysis
• Network analysis
• Text encoding
• User interface (UI), user experience (UX) design, and web development
• DS curriculum design and teaching practices  

Application Process

In your applications, please specify which track you are interested in. Regardless of the track you choose, explain the types of skills you want to learn (e.g., mapping/GIS, text encoding, web development) and how you see those skills benefiting your research and/or teaching. 

Internship Tracks

1.) developing a ds project.

Students in this track build their own DS projects from scratch or further build out an existing project. Those starting new projects will be able to take the first steps to make the project a reality, which might include data procurement, cleaning, or organizing; analysis and visualization; and publishing a project to the web.

Projects might be created for ongoing research, portfolio pieces, and/or learning DS methods and skills. You may spin off an existing DSG project and use its components (e.g., the data) in a way that speaks to your own interests. Contact us if you would like to learn more about this last option.

Requirements: Students possess some technical skills and an aptitude for learning new technologies.  They also have 1) an idea of a digital project they would like to bring to life, 2) an existing digital project they would like to expand significantly, or 3) an interest in growing an ongoing DSG project.

2.) Contributing to existing DS projects

Students in this track want to learn DS and DH skills in a project-based, hands-on environment but don’t have specific projects of their own that they want to develop. They will work on one or more existing DSG projects alongside members of the DS Group, contributing to parts of the projects that align with skills that are of interest. Contributions could include:

• Content creation, especially via text encoding and 3D scanning/modeling 
• Visualizing data, especially spatial data
• Web design and development

We are happy to provide more information about existing DSG projects, should you have any questions. We will also list projects here when we are closer to the application deadline as we will have a better idea then of what will be in the pipeline over summer.

Requirements: There are no requirements other than having an ability to and enthusiasm for learning new technical skills.

3.) Developing DS-based lessons  

Students in this track focus on bringing DS into the classroom by developing DS-based lessons and accompanying teaching materials. For example, participants could create lessons on how to make interactive maps, close-read through text markup, and create basic data visualizations. We expect and welcome lessons to have a particular disciplinary focus.

Requirements: Students have a foundational understanding of digital scholarship concepts and possess some technical skills they would like to improve and share with students. 

Academic Advising

Academic Advising Center, Boston College https://www.bc.edu/academic-advising-center.html

Academic Advising Host Department: Morrissey College, AAC

The Academic Advising Center (AAC) collaborates with the Provost's Office, First Year Experience, and colleagues in other undergraduate schools to welcome the incoming undergraduate class of the Morrissey College of Arts and Sciences (MCAS). The intern will work closely with the AAC administration in organizing, training, and executing summer academic orientation, advising, and registration. Members of the Class of 2027 will attend one of seven advising weeks during the months of June, July, and August. The intern will co-lead faculty training workshops, serve as a point person for faculty who take on summer advising responsibilities, and take on a batch of first-year advisees. The intern will work on editing and updating the summer advising web pages and may be assigned other exploratory projects throughout the summer.

Contact: Joseph Desciak, Associate Dean for First-Year Students ( desciak@bc.edu ), and Rebecca Schmitz, Associate Director of the Academic Advising Center ( rebecca.schmitz@bc.edu )

Schiller Institute

Schiller Institute, Boston College https://www.bc.edu/schiller

The Schiller Institute for Integrated Science and Society

The Schiller Institute for Integrated Science and Society is seeking a PhD-level summer intern, to contribute to data collection/analysis and operations. 

The Institute is in a growth stage, operating similar to a startup company. As a result, there will also be many opportunities for the intern to contribute to the day-to-day operations and strategic planning of the Institute. In this role, the intern will operate similar to an in-house consultant, providing input on a range of strategic, planning and organizational activities. For example, the intern may be asked to review the reported outcomes of the Institute’s internal grant program, assessing the return on investment and visualizing trajectory of each project.  As another example, the Institute is planning to host at least one on-campus conference during the summer, so the intern would likely assist with multiple projects related to the conference(s).

The Institute is also engaged in various institutional research projects and the intern will have the opportunity to contribute to these under the mentorship of the Institute’s Executive Director.

If the intern expresses interest in working on aspects of the Institute’s work not included above, we are open to considering other projects.

Student Affairs

Student Affairs, Boston College https://www.bc.edu/studentaffairs

The Division of Student Affairs is home to 15 affiliated departments that provide a rich array of co-curricular programs and services that promote student learning, health and wellness, leadership development, and community engagement. The division's 160–member staff works with faculty, administrators, and alumni to support the personal, professional, social, and spiritual growth of the University’s undergraduate and graduate students. Under the leadership of the Vice President of Student Affairs, the Division is poised to launch a new strategic plan.

The Student Affairs internship will provide opportunities to explore different aspects of student affairs administration, including the ability to work cross functionally in areas including student engagement, integrated learning and student success.

The Student Affairs intern will report to the Senior Adviser to the Vice President of Student Affairs and work closely with the associate vice presidents of student engagement and integrated learning. This is a unique opportunity to gain exposure to senior leaders within the Division and gain a better understanding of different career paths within student affairs.

Possible projects may include:

• Assisting with initiatives and projects related to the launch of the new Student Affairs strategic plan, which may include data analysis, benchmarking, goal mapping, and training development.
• Assisting with the creation of a Student Affairs staff leadership development program, including pathways to promotion, a staff retreat, monthly professional development sessions and a LinkedIn Learning professional development curriculum.
• Supporting the development of integrated learning programs, including a new living learning community through Residential Life and a proposal for the Provost to enhance the Fourth Year (Senior) Experience.

Desired skill sets/Qualifications:

Strong communication and interpersonal skills; strong motivational and organizational skills; ability to work independently and effectively on multiple tasks and be detail oriented; initiative, and flexibility; willingness to work as part of a team; commitment to issues of diversity, equity and inclusion; technological competence, especially with Microsoft Office, Campaign Monitor and Canva helpful; interest in learning about current issues in Student Affairs Student Affairs Internship.

Contact: Mary Crane ( mary.crane@bc.edu )

Congregational Library and Archives (External)

Congregational Library and Archives https://www.congregationallibrary.org/

The Congregational Library and Archives (CLA) is a special collections research center focusing on the history and impact of congregationalism in America from the 17th century to present day. The CLA holds about 225,000 items, both print and manuscript, on Congregational Christian history and related topics. Currently the organization is engaged in various projects with a sustained focus to improve intellectual control over under-described and uncatalogued resources.  

The summer 2024 internship will provide an opportunity to gain experience in a special collections or religious library, learning about behind-the-scenes library functions, collection management and organization, and cataloguing/metadata principles. This project facilitates the cataloging of material related to the history of individual churches. Under the supervision of the Librarian, the intern will identify and collate uncatalogued resources, organize and prepare material for cataloguing, create metadata, and process newly catalogued material for access. The CLA requests the intern create content at the end of their tenure about their experience for the benefit of members and the public (format negotiable).   

Desired qualifications: strong organizational skills; attention to detail; ability to work independently and as part of a team; technological competence; interest in librarianship. 

The work will be performed on-site (at 14 Beacon St., Suite 200, Boston) for 35 hours per week. Dates and working hours are negotiable with the understanding that the program requirements will be completed within eight weeks this summer during the CLA’s operating hours of 8am-5pm.  

Job Description

Job Purpose

The BC Summer Library intern will manage a project to increase intellectual control and access of uncatalogued local church history publications. Under the supervision of the Librarian, the intern will identify and collate uncatalogued resources, organize and prepare material for cataloguing, create metadata, and process newly catalogued material for access. It is also expected that the Library Intern will conduct an outreach effort about their experience. This is a 2-month, full-time (35 hours per week) position with a $4,000 stipend funded by Boston College. Candidates will be Boston College PhD candidates exploring careers outside of academia.

Job Duties and Responsibilities

• Identify relevant materials from multiple locations (incoming collections room, lobby desk, uncatalogued range, within 17.11s range) and condense in one location for processing
• The focus of the project is local church history material (17.11.1s) but if other church history material is located (17.11s generally), they can be gathered for potential processing as well (dependent on the amount of material and time)
• Ephemera collections are catalogued differently, so they should be separated for a more streamlined workflow
• Add items to existing church history records
• Time permitting: Create new church history records and add items for those that do not already have a record
• Time permitting: Learn basics of copy cataloguing (principles: FRBR, RDA, MARC; how to identify records; how to navigate WorldShare Record Manager; how to import new records; how to edit new records in the ILS; how to classify items and create call numbers; how to create a copy record; how to physically process new materials) and catalog new items that don’t require original cataloguing
• The necessity of this step is dependent on the amount of new material added to the collection during the project
• Create content (e.g. blog, newsletter post, brown bag lunch) about experiences working at the CLA

Qualifications

Education and Experience

• PhD candidate at Boston College, preferably in a related field

Knowledge, Skills, & Abilities

•  Professional curiosity of library theory, concepts, and methods
• Strong organizational skills
•  Attention to detail
•  Ability to work independently and as part of a team
• Technological competence, particularly with Microsoft products and datasets

Preferred Qualifications

• Experience working in a library setting  
• Experience creating standardized metadata
• Familiarity with proper handling of historical material
• Familiarity with working with an integrated library system (ILS)  

Working Conditions

• Work must be completed on-site
• Work requires frequent exposure to dust and red rot (degraded leather)
• Moderate physical activities, including ascending/descending stairs, moving average-weight boxes (up to 50 pounds), standing and walking
• Work is normally performed in a typical interior/office work environment

The Institute for the Liberal Arts

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At the New York Fed, our mission is to make the U.S. economy stronger and the financial system more stable for all segments of society. We do this by executing monetary policy, providing financial services, supervising banks and conducting research and providing expertise on issues that impact the nation and communities we serve.

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Need to file a report with the New York Fed? Here are all of the forms, instructions and other information related to regulatory and statistical reporting in one spot.

The New York Fed works to protect consumers as well as provides information and resources on how to avoid and report specific scams.

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The Federal Reserve Bank of New York works to promote sound and well-functioning financial systems and markets through its provision of industry and payment services, advancement of infrastructure reform in key markets and training and educational support to international institutions.

The growing role of nonbank financial institutions, or NBFIs, in U.S. financial markets is a transformational trend with implications for monetary policy and financial stability.

The New York Fed offers the Central Banking Seminar and several specialized courses for central bankers and financial supervisors.

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We are connecting emerging solutions with funding in three areas—health, household financial stability, and climate—to improve life for underserved communities. Learn more by reading our strategy.

The Economic Inequality & Equitable Growth hub is a collection of research, analysis and convenings to help better understand economic inequality.

Ph.D. Summer Internship and Fellowship Opportunities

Applications can be sent to [email protected] . In the subject line, applicants should specify a primary and secondary field from the following: Microeconomics, Macro and Monetary Economics, International Finance and Trade, Financial Markets and Intermediation, Money and Payment Systems, or Asset Pricing and Market Microstructure. Each application should include:

• the applicant’s dissertation proposal (there are no specific guidelines for the proposal; it can be any length and either technical or non-technical)
• any research papers (if available, including current work and preliminary drafts)
• a copy of the applicant’s graduate transcript (unofficial scanned copy is acceptable)
• one letter of reference from an advisor (sent by the advisor to the above email address)

Application Deadline: The application period for 2024 has closed.

Application deadline: The application period for 2024 has closed.

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Graduate Students & Internships

Phd experiential programs.

Experiential learning includes activities such as internships, mentoring programs and externships. These experiences provide exposure to professional roles in business, government and/ or nonprofit sectors. They can also offer opportunities to develop skills, and translate knowledge and insights into practical application.  

Immersive career experiences provide graduate students, PhDs and postdocs with the opportunity to:

• Apply their knowledge and skills
• Observe and engage in work practices, and
• Explore organizational cultures and career pathways outside the faculty career track. 

Berkeley Career Engagement Internship Resources

• Search Handshake for jobs and internships.
• Make an appointment with a career educator for help identifying and applying for internships.

Community College Diversity Mentoring Program 

Berkeley Career Engagement and Santa Rosa Junior College (SRJC) have collaborated to offer a program for graduate students and postdocs interested in exploring careers in higher education leadership. Mentees are matched with management/staff mentors from SRJC. Participants gain both mentoring support and an introduction to the range of career paths within higher education. 

Participants are matched with mentors based on their interests in areas such as:

• Student Services
• Academic Affairs/Instruction
• Health Services
• Human Resources/DEI
• Workforce Development

Program Elements

Experiential component and knowledge sharing.

Mentees may engage in projects, case study exercises, observations, and/or program governance activities. Topics may include: an overview of career pathways, best leadership and management practices, and the shared governance structure at California community colleges

Mentoring Sessions

Mentor and mentee pairs coordinate their schedules for meetings and professional development activities, typically 1-2 times per month. A sample list of mentors is provided below.

• Vice President, Student Services/Assistant Superintendent
• Director, Human Resources
• Manager, Human Resources/Employment Equity The HR Mentorship will provide an opportunity for two mentees to work with two HR mentors in exploring HR leadership roles in a community college setting, from Manager and Director perspectives.
• Dean, Science, Technology, Engineering and Mathematics
• Dean, Agriculture, Natural Resources and Culinary Arts
• Director, Student Health Services
• Dean, Workforce Development
• Dean, Instruction and Strategic Program Development
• Dean, Kinesiology, Athletics and Dance/Athletics Director

Eligibility and Application

Currently enrolled UC Berkeley graduate students are eligible. Efforts will be made to match mentees and mentors as closely as possible to their chosen areas.

Applications are currently closed but more information will be available when the application re-opens.

Internship and Fellowship Programs

Increasingly, employers offer internship and fellowship programs designed specifically for advanced degree students. Review the sampling of opportunities below to get a sense of the various types of internship and fellowship programs available for PhD and master’s students as well as postdocs. Whether or not you decide to further pursue employment in your internship or fellowship field, the experience can be instrumental in testing options and further clarifying your career goals.

• Asian Development Bank
• Microsoft PhD Internships
• National Cancer Institute
• RAND Graduate Student Summer Associate Program
• World Bank – The World Bank features several training opportunities for PhD students, including a Bank Internship Program, and a Junior Professionals Program.

PhD Externship Program

The “Day in the Life” job shadowing experience connects PhD students and postdocs to professionals for an insider view of organizational cultures and the work responsibilities associated with different roles in professional settings outside the academy. Job shadowing is arranged on an individual basis, students are matched with a host employer based upon their career interests.  The employer site visits provide trainees with the opportunity to gain valuable knowledge and a greater understanding of the profession and organization. 

Details about the 2024-2025 program are forthcoming.

Berkeley Career Engagement UC Berkeley, CA 94720

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Rackham Internship Guide for Doctoral Students

The benefits of completing an internship as a doctoral student are far-reaching. An internship can assist you in developing new skills by learning from professionals in a particular field, demonstrate your ability to work collaboratively for an organization, and illustrate your commitment to a particular type of work. You may also find that the experience of doing an internship reshapes the ways you think about your research, scholarship, or course of academic study in generative ways. Internships can also provide you with invaluable networking opportunities across a company or sector, in addition to opportunities to contribute your skills and knowledge toward broader public, community, and social impacts that might not otherwise be possible through your research alone.

• Introduction

Rackham Graduate School Internship Support

Why do a doctoral internship, talking with your advisor, making the most of your internship, international students and internships, remote internships, assessing your interests and motivations, searching for an internship, the importance of networking.

This guide is intended to assist you in deciding how you can complete an internship as a part of your professional development as a graduate student during your time at Rackham and U-M. Whether you pursue an internship through one of Rackham’s programs or another way, this guide provides the steps and considerations necessary to meaningfully integrate an internship into your doctoral study.

With this guide, you can explore the ways an internship can be a part of your graduate training, at any stage of your professional and academic development. For doctoral students, an internship should:

• Assist you in learning how your research, scholarly knowledge, and teaching can contribute to meeting the needs of diverse organizations.
• Result in the development of transferable skills such as collaboration, leadership, project management, and professional communication skills that are desirable across fields and job roles.
• Enable you to gain experience working collaboratively, as a team, and make an impact outside the classroom or lab.
• Allow you to see yourself as a colleague, assuming leadership, and building intellectual self-confidence in your skills.
• Provide an opportunity for you to implement a concrete project or initiative based on your expertise.
• Increase your confidence in career decision making by introducing you to the many pathways doctoral students pursue after graduation.

Whether you have considered completing an internship during your graduate training or not, this guide provides a scaffolding for the questions and logistics you should consider, whatever your motivations are for doing so.

Given the diverse careers that our graduates pursue, Rackham is committed to providing funding opportunities, learning structures, and support for internships that prepare students to succeed in the diverse careers available to you as part of a reimagined approach to graduate training—one where your knowledge and skills can have significant impacts inside and outside the university.

Rackham offers three programs to support graduate students in completing an internship as a part of their graduate experience:

Rackham Fall and Winter Doctoral Intern Fellowships

These fellowships provide full support (stipend, tuition, health benefits) for doctoral candidates to complete a 20 hour per week internship project at one of our partner organizations during the fall or winter academic term. The application process is competitive. Students submit a cover letter, resume, and references through Rackham’s application system. Supervisors at sites then select which students to interview and which student they hire. Students completing an internship through this program receive a stipend and attend cohort meetings with peers that cover a variety of professional development topics.

Rackham Spring/Summer Doctoral Intern Fellowships

These opportunities are open to graduate students at any stage in their degree program, and preference is given to doctoral students. Summer internships include projects we have established with our partners, as well as an option to apply for funding to support an internship you have identified. Students completing an internship through this program receive a stipend and attend cohort meetings with peers that cover a variety of professional development topics.

You may have done an internship as an undergraduate student or during another period in your life. It may have even informed your decision to pursue graduate study. As a graduate student, you now have an even wider range of skills and expertise to put to work in the world.

As a doctoral student, an internship can assist you in developing new skills by learning from professionals in a particular field, demonstrate your ability to work collaboratively for an organization, and illustrate your commitment to a particular type of work. You may also find that the experience of doing an internship benefits or reshapes the ways you think about your research, scholarship, or course of academic study too.

You can complete an internship as a part of your doctoral program to:

• Use your expertise and skills to contribute to exciting work outside your home department
• Develop new skills or hone and apply existing skills
• Learn about a specific career field that interests you
• Determine whether a particular type of work or organizational context is a good match for your values and career goals
• Expand your professional network
• Gain applied experience that can make you more competitive for future job opportunities while benefiting organizations, communities, and border audiences outside the university.

Rackham believes experiential learning and the career options these opportunities unlock are integral to graduate training in the 21st century. Although not every doctoral student completes an internship during their graduate school tenure, if you choose to do so, Rackham is a resource for helping you navigate the process—from finding an opportunity to securing funding.

Many students are nervous about talking with their advisor about wanting to complete an internship. Some advisors will be fully supportive of the proposal, and others might need more convincing. Either way, there are some key points you will want to consider:

Talk Early, and Bring an Open Mind

Don’t assume that it will be a difficult conversation. If you bring your interest in pursuing an internship to your advisor as early as possible in your planning, you will have the most flexibility for listening to their thoughts, answering their questions, and shaping an opportunity for professional growth that is beneficial to you while maintaining your commitment to research and completing your degree requirements.

Prepare Details to Make the Case

Your advisor may or may not know how a doctoral internship can be beneficial for you, your research, or your career plans. To guide them toward a deeper understanding of the advantages you see for your professional journey and interests, consider the ways you can make the case for its value to you and your learning.

Keep in Mind Your Advisor’s Perspective

If you plan on doing a multi-week internship, your advisor may be seeing it as a loss, as you won’t be focusing 100 percent on your dissertation research or the projects you are working on with them. Think ahead of time about how you might be able to manage any continuing work while you’re away. Another important question for your advisor will be how you will be funded during the experience. You might also highlight benefits to your advisor with regard to how you will bring back what you gained to your own research setting.

Connect the Internship to Your Graduate Work

Another way to illustrate the benefits of completing an internship as a doctoral student to your advisor is to select an internship site where the work and skills you would develop are closely connected to your research, scholarship, or teaching.

Consider Evidence-Based Communication Strategies

In their book Crucial Conversations: Tools for Talking When Stakes Are High , Kerry Patterson and co-authors define a crucial conversation as one in which the stakes are high, views differ, and emotions run strong. One helpful acronym described in the book is “ABC,” agree, build, compare. It means you will determine where you and your advisor agree, build upon those ideas, and compare your opinions. The authors also describe how to take decisive action after the conversation by making expectations very clear with regard to “who does what, by when.” Having the conversation is one thing, but make sure that you record the results and expectations so that you have a document to point back to if any concerns arise in the coming months.

For a more extensive review of advice talking with your advisor, see “ Making the Case for an Internship ” Inside Higher Ed , April 2021.

This section was modified from a resource developed at the Gerald R. Ford School of Public Policy at the University of Michigan.

Your internship will help you clarify your career direction, develop new skills, and establish valuable professional networks. The following list offers some suggestions for ways to build on your experience and make the most of your internship:

Schedule a Preliminary Meeting with Your Supervisor(S)

This may sound obvious, but meeting with your supervisor(s) in the first few days on the job is critical to getting started on the right foot. If your supervisor doesn’t set up a time to talk about your projects and goals early on, you might reach out to see about setting up a meeting, if you’re comfortable doing so. Consider clarifying both your expectations and the supervisorʹs expectations regarding types of assignments you will handle, work schedule, training, and supervisory opportunities, etc. Discussing these issues BEFORE you start your internship can help stave off miscommunication problems and disappointments down the road.

Set Expectations with Your Research Advisor

Setting expectations with your research advisor can be just as important as setting them with your internship site supervisor. Some advisors may expect you to carry on your research without interruption throughout the duration of your internship. Make sure you have addressed this before your internship starts to ensure that you are able to dedicate as much time as possible to your internship. Also make sure that you have discussed any concerns that your advisor may have so that you both know what to expect (e.g., who is maintaining that cell line while you’re away?). Maintaining clear lines of communication is key, and working two full-time jobs is not the desired outcome!

Take the Initiative

Be proactive in making the most of your internship. Your professional development and summer internship outcomes are ultimately your own responsibility. If things are not working out as you anticipated regarding the level of skill required for the bulk of your projects, etc., think about talking to your supervisor about taking on different responsibilities that are of more interest. Many employers may not be familiar with the skills and abilities you bring to the table.

Network, Network, Network

Some internships rotate you among departments and supervisors, but if yours doesn't, don't let that stop you from meeting people outside your department, attending social events, and networking within the organization. Talk with your supervisor about individuals in the organization (or related organizations) who might make sense for you to meet. This could include staff who can give you a broader understanding of the organization’s mission, recent hires who can talk about the nature of their work and share with you tips about their job search process and classes they now wished they’d taken, etc. Maintain a contact list with names, titles, addresses, phone numbers, and email addresses that you can refer to in the future, or connect with these individuals on LinkedIn. These contacts may become key connections for your full-time job search. If you are completing a virtual internship, don’t let that stop you from networking. Networking virtually may look a bit different, but it is still possible.

Conduct Informational Interviews

Take advantage of your proximity to other employers of interest to you to conduct informational interviews. Conducting these in person is a great way to learn about various workplaces and make contacts with professionals in your field of interest as well as explore different sectors and fields. Again, don’t let a virtual internship stop you from having these valuable conversations. Rackham alumni are a valuable resource. Rackham Connect and LinkedIn are great places to start looking for connections at your company or site.

Track Your Skill Development

Your internship should afford you the opportunity to develop transferable skills in the areas of project management, leadership, teamwork, and problem solving (to name a few). It can be useful to keep a list of specific experiences that enabled you to develop these skills. This worksheet is one way to track and organize your ongoing skill development. It will be useful when it comes time to articulate these experiences and skills in future job applications.

Update Your Resume

Capitalize on the opportunity to get the employer’s perspective on your updated resume before you begin your full-time job search. Your supervisor and colleagues can offer the “hiring manager’s perspective” on your resume. Ask if you’re highlighting your experience in an effective way and if your resume reflects what your employer would see as the skills and strengths most important to their organization. And if you have a LinkedIn profile, don’t forget to update it with your internship experience.

Remember That “Past Performance Is The Best Predictor Of Future Performance.”

Keep in mind that for most employers, the most effective recruiting strategy is hiring former interns who have already demonstrated themselves on the job. The quality of your work in small and large tasks as well as your attitude and approach to your work and colleagues are being observed by supervisors and colleagues alike. Whether you ultimately want to work for your intern employer or not, the recommendation from your most recent employer is often a key component in most reference checks.

Explore the Local Area

If you are completing an in-person internship, get to know the area in which you’re residing. Can you see yourself living there after you graduate? There’s more to work/life integration than just work! Enjoy the cultural and social events the area has to offer.

Keep Rackham In The Loop!

If you are completing a Rackham internship, the person who coordinates your internship program wants to hear from you. In fact, for some Rackham programs, regular cohort meetings and reflections are integral to the experience. If your internship doesn't seem to be progressing the way you had expected, or if you experience any unanticipated challenges, let us know. You do not have to go it alone; we can help you negotiate your way through some of the issues you might encounter during your internship. We also look forward to having you share your insights, wisdom, and lessons learned with incoming internship cohorts in the future.

If you are an international student seeking to complete an internship, you should contact U-M’s International Center as soon as possible to determine your eligibility. Your eligibility to complete an internship will depend on your visa type, field of study, as well as the connection between your field of study and your internship work. As a general rule, you will likely need some form of CPT or OPT in order to complete an internship in the United States. The University Career Center has an extensive list of resources for international students.

If you are a current student completing an internship for a unit or office that is a part of the University of Michigan, you do not need any additional approvals.

Remote internships, where you work from your home location for an organization located in a different region without going into an office, can be a more flexible option for completing an internship depending on your circumstances (such as the ability to relocate to another region for a short period of time). They can be equally as beneficial and rewarding as in-person experiences, though in addition to the same considerations for in-person internships, you will want to consider:

• How will a remote internship with this organization benefit my professional and academic development in a way that wouldn’t be possible otherwise?
• Is the organization well equipped for remote work?
• How will I be integrated into the team and organization remotely?
• Will a remote experience limit the kind of experience and skills I am able to develop?
• Is my home work space well equipped to support a remote work experience?

Although you will be working for an organization and team, remote work will likely feel more independent. You will likely need strategies and tools to set your working hours and tasks during each day, in addition to frequent check-ins with your supervisor to ensure you are meeting their expectations, as this is less likely to happen informally (i.e., in the hallway, between meetings, etc.).

In addition to completing a project and contributing to the mission of an organization, networking and connecting with people is a key part of what makes an internship important professionally, so you will want to be even more intentional about how you do this when working remotely.

An internship can be rewarding and beneficial to your professional and academic development, and having a clear sense of your interests and motivations for doing an internship will make it more beneficial and rewarding for you personally, professionally, and academically.

Graduate students often seek out internships that allow them to apply their research skills and knowledge outside academia where they can have greater social, community, and public impact. For example, a student in psychology might pursue an internship with a nonprofit that uses their skills in conducting survey research, focus groups, and qualitative data analysis to meet a community need, but on a project that does not directly relate to their specific area of research.

Searching for and completing a graduate level internship can also be a large time investment. Before you begin searching for an internship, it is important to reflect on your motivations and your timing for doing an internship as a part of your graduate program.

Some questions you should consider in advance:

• What are your program’s requirements and timeline for degree completion? When does it make the most sense for you to complete an internship?
• What other personal and professional responsibilities do you have to consider when seeking out an internship location and time commitment? For example, many students find it easier to complete a part-time internship, even during the summer, as this allows them to maintain their focus on requirements for their degree completion.
• Do you want experience in a particular field, size, or type of organization?
• What skills and experience do you hope to gain from completing an internship? For example, if you plan to search for a job in industry post graduation, it is useful to hone transferable skills such as communicating with diverse audiences, managing complex applied projects, and working collaboratively with people outside of your discipline.
• How important is it to you that your internship be aligned with your area of research or academic focus? Are you interested in applying your skills in a focused way or would you prefer to apply them more broadly?
• Do you want to complete an internship in a particular region? Internships are good networking opportunities, so if you know you will pursue future career opportunities in a particular region, it can be beneficial to do an internship in that same region.
• Does it make sense to complete an internship before or after your preliminary exams? For example, if you know you will be doing field research in a particular region, that might be a good time to consider an internship outside the Ann Arbor area.

Rackham’s Graduate Career Counselor and Other Resources

If you are not yet sure about the answers to these questions, that’s okay. We recommend meeting with Rackham’s Graduate Career Counselor or attending career panels and events with alumni and other guest speakers from a variety of fields and professions to help get a sense of the possibilities that exist.

Rackham’s Graduate Career Counselor

Rackham’s Graduate Career Counselor helps Ph.D. students consider a diverse array of career opportunities based on their academic experiences, interests, and motivations. The counselor provides career coaching, advising, and programming to doctoral students in order to help them navigate challenges and build a successful career.

Career exploration and planning tools and resources for humanities and social science doctoral students.

Career exploration and planning tools and resources for students in STEM fields.

Assessing your interests and motivations for completing an internship is the first step in the search process. As you determine which types of organizations and industries are most of interest to you (i.e., environmental nonprofits, consulting, biotech, museums) you will want to develop a process for searching. However you search for an internship, you will want to start the process four to six months before you plan to complete an internship.

Two of the main ways doctoral students tend to find internships are through networking and applying for open positions , whether through Rackham’s internship program or directly at an organization. While networking may seem intimidating, you can think of it as talking to others to learn about their experiences and opportunities.

You might network by talking to your graduate student peers in your program, finding alumni by searching on LinkedIn or Rackham Connect or doing a cold outreach to someone. Unlike in academia, where individual research goals and interests tend to be the primary focus, in seeking out internship opportunities beyond academia, it is important to consider how your skills, background, and expertise will help an organization and its staff achieve their goals and mission alongside your professional goals and interests. Rackham staff can assist you in thinking about how and where to foster connections.

Connecting with people can be one way to find an internship opportunity and can help you when applying for internship opportunities at their organizations. You can also seek out pre-established internships. You will likely have more competition when applying to broadly open positions, but this approach can ensure you have a clearly outlined project from the beginning without having to design one from scratch. Open positions have defined descriptions, so you already have a sense of what kinds of skills and background the host organization is looking for. Rackham’s fall, winter, and summer internship programs offer the opportunity for Rackham students to apply for internships with our partner organizations.

The University Career Center (UCC) has a resource with step-by-step details to guide you through your internship search.

Many students avoid networking because it can feel awkward. Remember that networking is a skill, and it gets easier as you practice. Although the numbers constantly shift and depend on the job market, it is estimated that approximately 70 to 85 percent of jobs go unadvertised and are secured through networking.

What Does This Mean for Students Completing Internships?

Presumably, students select a company or site depending on their career interests. This puts interns in a prime position to network with individuals who are working in the industry where they would ultimately like to land a job. Even so, it’s easy to get caught up in one’s internship project and let networking fall to the back burner. To make the most of your internship, consider thinking about networking intentionally. Here are a few tips to build connections:

Start Early

As you begin your internship, do your research on the organization. Identify several individuals with whom you would like to connect, and make a plan for reaching out to them.

Prepare an Elevator Pitch

An elevator pitch is an approximately 30 second description of who you are, your research area, and jobs or areas that interest you. Developing a clear and concise elevator pitch can take some of the awkwardness out of networking. Remember to keep the tone conversational, and tailor it a bit for your expected audience.

Don’t Limit the Areas in Which You Would Like To Network

You might find that individuals in your network come from a variety of groups: family, friends, alumni, research advisors, and more. Further, individuals in one’s network can play a variety of roles: advocates (those who know you on a personal level and act as a trusted sounding board or mentor), connectors (well-connected individuals who can make connections on your behalf), and subject matter experts (those who can offer superior insight on a specific industry). As you begin your internship, cast a wide net when networking and use the opportunity to connect with individuals in a variety of roles across the organization.

Maintain Connections

As mentioned above, you may meet a diverse group of individuals during your internship. Once you’ve connected, think about ways that you can maintain these connections. This might be through sending an email after your conversation, connecting over LinkedIn or Twitter, etc.

Informational interviews are usually 20 to 60 minute conversations that are used to gain information, knowledge, and understanding about a job or industry. Remember that during an informational interview, you are asking someone about their own professional trajectory and experiences in order to gain more insights into your own career options, NOT asking for a job. During an internship, try to conduct a number of informational interviews across the organization. For more information about informational interviews, including sample questions to ask, please refer to this resource developed by the Graduate Career Consortium .

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Exploring STEM internships for PhD students

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Over the summer, the graduate student and postdoc team at Career Services hosted a virtual panel, Exploring STEM doctoral student internships , for PhD students interested in learning more about internship opportunities.  PhD alumni and students who had worked for the Penn Center for Innovation, Pfizer, Google, and Optum Labs, shared their experiences participating in an internship during their time as a PhD student.  Below is a summary of their experiences and advice for current PhD students interested in internships.

How to get started in exploring your options (and how to approach your advisor)

• Check with your department or school, some already have a process for PhD students to take a leave to do an internship
• Students in BGS have a process to follow – it needs to be approved by your advisor and the graduate group chair
• You cannot get paid your stipend if you take time for a full-time internship, but you can keep your status as a student and your health insurance – you do not take an official leave of absence, so it will not show up as a leave on your transcript
• Bioengineering is now offering more clarity on internships as they become more popular. You just cannot go over the hours limit for an internship
• Some departments or graduate group coordinators actively send out internship opportunities to students – be sure to check if your department does this
• Many professional associations publish internships for PhDs (American Statistical Association was mentioned as one that does)
• Networking and informational interviewing is key! You can do informational interviews at any time you are a PhD student – never too early to start with these.  Some students were referred to their internship opportunity through an informational interviewing connection
• Be sure to have an updated LinkedIn profile – anyone who is going to interview you will definitely look you up, but also it is a great place to network
• Any internship experience is good in the long run – but those that are designed with PhDs in mind may be more fulfilling personally
• Handshake often has PhD internships listed
• You know your advisor better than others, so you have to approach the internship conversation differently. Some students did not tell their advisor until they had an internship offer, others not until they started interviewing, and others incorporated their advisor in the discussions from the beginning

When is a good time to do an internship?

• When you have the time to pause your research – unreasonable to expect that you can continue with research on the side while doing an internship full-time
• You want to show the employer that you could be hired full-time after you complete your degree, so you want to give them 100% of the time while working as an intern
• One student did some revisions to their paper during their internship. BUT their internship was 100% remote so they had some more free time in the evenings to work on the paper.  This worked out OK but left her with very little free time
• Not necessary to have published anything before an internship – you just need to show that you can get the work done

Process and timing of interviewing

• Most students started looking in the fall for the following summer, most commonly in November.
• Cast a wide net and keep looking – employers vary widely in when they begin looking for interns
• Penn Center for Innovation’s internship application deadline is the end of the calendar year, and you commit to an internship for one year. For the application, you provide a sample PCI report and marketing report and then have a behavioral interview.  The focus of the interview was on convincing the director that you could dot he work while balancing your research
• Pfizer process – 30 minute phone screening, then 30-60 minutes with the hiring manager. Internships are project based – they pitched a project to her and then she assessed how well she was at this.  Full-time candidates then have a ¾ day interview – internship interviews are more casual
• Optum Labs – a phone screen first and then a meeting with the hiring manager. They don’t expect you to know everything as an intern applicant, they want to check more for fit.  If interviewing for full-time, they are more interested in your content knowledge.
• Google did a 30 minute phone screen and then a 60 minute interview with the hiring manager – communication skills are very important in this interview.

Getting back to your research after the internship (and completing your degree!)

• This was challenging for most as working as an intern was a very different lifestyle (more regular hours, more structure in general)
• Most students were motivated to finish their degree as they enjoyed their internship – the student who worked at Google was very motivated to finish because Google places limits on how long an offer can be out there without being formally accepted
• All enjoyed the reprieve from lab work and the very different pace of the work

Benefits of completing an internship

• All panelists agreed that their internship was extremely worthwhile
• Regardless of your career goals, you will want to be able to speak to something beyond your research and this has given him something to speak about. He developed good skills in how to showcase his communication skills.
• PCI held monthly meetings with alums to speak about what they are doing now – he was able to attend (while getting paid) and he learned so much from these talks.
• Internships are a great place to meet other people at your level and to develop a good peer network – regardless of where you go on to work.
• Opened her eyes to what she could do outside of research in industry.
• Learned a lot of acronyms used outside of academia!
• Networking can lead to contacts with future hiring managers – ask mentors to help you connect with others.
• More accountability and more responsibility than in academia – as no one is telling you exactly what to do. Great preparation for the “real world.”
• Most employers had an emphasis on work-life balance and were 9-5 roles.
• Paid a lot more than stipend would have J
• Networking was seen as a part of the workday.
• Faster timelines in industry – feel better prepared for industry than if they had not done an internship.

If you are a doctoral student interested in an internship, please schedule an appointment with a career advisor to discuss your options!

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Summer Research Opportunities at Harvard (SROH)

Harvard Griffin GSAS administers the Summer Research Opportunities at Harvard (SROH) program, but you may be interested in other programs at Harvard's many schools and affiliated hospitals.

Other Summer Programs

Harvard programs, harvard-amgen scholars program.

Harvard-Amgen Scholars will conduct novel biotechnology-focused research with Harvard scientists over the course of a 10-week summer internship. Interns will have the opportunity to interact closely with faculty through scholarly and pre-professional development activities including a Distinguished Faculty Lecture Series and Biotechnology Journal Club. They will also gain critical exposure to tools for effective science communication, proposal writing, and graduate school preparation, and will have opportunities to explore the Boston area through a variety of social activities and outings. Currently, enrolled undergraduates interested in pursuing a bioscience PhD or the MD/PhD are eligible to apply, especially those from underrepresented and diverse backgrounds. US citizenship or permanent residency is required. Housing on Harvard’s Cambridge campus, travel, meal allowance, and a stipend are provided. 

Harvard Stem Cell Institute (HSCI) Internship Program (HIP)

The Harvard Stem Cell Institute Internship Program (HIP) provides an opportunity for Harvard and non-Harvard undergraduates to gain direct experience in stem cell research while working in a Harvard Stem Cell Institute (HSCI) laboratory under the supervision of an experienced researcher. Interns participate in a mandatory stem cell seminar series and a career pathways presentation and present their summer research findings at the HIP Symposium in August. Candidates must express a strong interest in stem cell biology; previous lab experience is desirable but not required. Approximately 35 students are selected by competitive review for this 10-week internship. A stipend is provided.

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

The Harvard John A. Paulson School of Engineering and Applied Sciences (SEAS) Research Experience for Undergraduates (REU) is a 10-week program that introduces undergraduates to bioengineering, materials research, nanoscience, environmental and earth science, and engineering while providing a coordinated, educational, and dynamic research community that inspires them to seek a graduate degree. REU research opportunities are arranged in conjunction with the Materials Research Science and Engineering Center (MRSEC), the Center for Nanoscale Systems (CNS), the Wyss Institute for Biologically Inspired Engineering , as well as other Harvard-based engineering and science entities. Professional development workshops, faculty seminars on research and ethics, and community activities are integrated into the program. Students receive a stipend and housing. Students must be U.S citizens and permanent residents who will not be graduating before December of the program year. 

Center for Astrophysics Solar Research Experience for Undergraduates Program

Scientists from the Solar and Stellar X-Ray Group (SSXG) and the Solar, Stellar, and Planetary Group (SSP) at the Harvard-Smithsonian Center for Astrophysics host undergraduate students from around the US. For 10 weeks, these students will participate in cutting-edge astronomical research about the sun and the heliosphere and learn the skills necessary for a successful scientific career. Projects range from data analysis to computer modeling to instrument building. Special seminars will be held to increase students' public speaking and computer programming skills. Students will learn from experience about scientific research and how to apply their academic work to real-world problems. Some time will also be devoted to exploring Cambridge, Massachusetts, and the surrounding area. US citizenship or permanent residency is required.  Stipend, housing, and travel are provided. Please visit the SAO/NSF Solar REU Program website for more information.

Harvard Forest Summer Research Program in Ecology

The Harvard Forest Summer Research Program in Ecology is an 11-week research program that allows students to participate in ongoing research at the Harvard Forest in Petersham, Massachusetts. Projects focus on the effects of natural and human disturbances on forest ecosystems including global warming, hurricanes, forest harvesting, and invasive organisms. Researchers come from many disciplines, and specific studies center on population and community ecology, paleoecology, land-use history, phenology, biogeochemistry, soil science, ecophysiology, and atmosphere-biosphere exchanges. Students work with mentors from Harvard and collaborating institutions. Responsibilities may include field sampling, laboratory studies, data analysis, and scientific writing. In addition, students attend seminars given by nationally known scientists and workshops on career and graduate school preparation. At the end of the summer, students present their research results by writing an abstract and presenting their findings at a student research symposium. The program provides room, board, and a competitive stipend.

Program for Research in Markets & Organizations

The Program for Research in Markets & Organizations (PRIMO) provides an opportunity for Harvard and non-Harvard undergraduates (rising sophomores, juniors, and seniors enrolled full-time at a US institution) to work closely with Harvard Business School faculty, gaining exposure to business research on a variety of cutting-edge ideas. The primary goal of the program is to build and foster a strong community of scholars committed to excellence in research as part of the Harvard Summer Undergraduate Research Village. Students must commit to the 10-week program and are provided with Harvard campus housing, meals, and a research stipend.

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The  Du Bois Scholars Program is a fully funded, nine-week summer research internship at Harvard College for scholars from select R2 and research-focused historically Black colleges and universities. Prospective Du Bois Scholars will apply to the program by selecting the project and faculty mentor they desire to work with during the summer. Scholars will receive dedicated hands-on mentorship and gain access to a rigorous research and learning environment that fosters intellectual growth and personal development. The program will conclude with a final presentation of their research to fellow scholars, faculty mentors and teams. Scholars will live in the Harvard residential community and participate in programming with scholars from the Harvard Summer Undergraduate Research Village (HSURV), creating relationships and memories that will last a lifetime.

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Summer honors undergraduate research program at harvard medical school.

Summer Honors Undergraduate Research Program (SHURP) is a 10-week summer research program primarily for college students belonging to groups that are underrepresented in the sciences. In addition to laboratory-based research with Harvard Medical School faculty, the program includes research and career development seminars and a peer-mentoring program. A stipend, housing, and travel are provided. Administered by the Division of Medical Sciences PhD programs office at Harvard Medical School every year since 1991, SHURP is offered for currently enrolled undergraduates who are considering careers in biological or biomedical research sciences, who have already had at least one summer (or equivalent term-time) of experience in a research laboratory, and who have taken at least one upper-level biology course that includes molecular biology. US citizenship or permanent residency is required.

Harvard/MIT Equitable Access to Research Training (HEART) MD-PhD Summer Program

Harvard/MIT Equitable Access to Research Training (HEART) MD-PhD Summer Program (HEART) is a new track in the SHURP program for undergraduate students interested in pursuing MD-PhD training. In addition to the benefits of being a SHURP student, HEART students also shadow clinicians at Harvard teaching hospitals, gain hands-on experience in clinical simulations and skills workshops, and have a career and professional development series tailored toward the MD-PhD. HEART applicants must submit their primary applications via the Leadership Alliance SR-EIP before February 1. Applicants must also complete the HEART Supplementary Application by February 1, so we highly recommend submitting the SR-EIP application by mid-January. US citizenship or permanent residency is required.

Systems Biology Summer Internship Program

The  Systems Biology Summer Internship Program  is a paid internship that enables undergraduates from domestic institutions to work on research projects spanning many scientific fields, including systems biology, biophysics, bioinformatics, genomics, applied mathematics, and computational biology. Participants learn a range of cutting-edge techniques in the exciting and dynamic research environments in Quantitative and Systems labs across Harvard. Participants must be US citizens or permanent residents, at least 18 years old, and enrolled in a credited US institution or university. Our applications open in late November and decisions are made by the middle of February. The program provides a stipend, housing, and travel costs, as well as professional development opportunities and a suite of cohort activities that build community and provide students with mentoring during and beyond the summer program.

Biological Chemistry and Molecular Pharmacology Summer Scholars Program

The Biological Chemistry and Molecular Pharmacology (BCMP) Summer Scholars Program is a 10-week program designed to provide hands-on laboratory research experience to motivated undergraduates with a strong interest in pursuing graduate studies focused on molecular mechanisms in biology. The program offers students the opportunity to gain experience in hands-on laboratory research; to interact with faculty, postdoctoral fellows, graduate students, and other summer interns; to attend weekly presentations by department members on specific research projects and cutting-edge research tools; and to improve their presentation, writing, and communication skills. Participating laboratories cover a broad range of basic and disease-oriented research topics using the analytical tools of biochemistry, molecular genetics, biophysics, chemical biology, and structural biology. A stipend is provided, but students are responsible for travel, housing, and meal accommodations.

Summer Undergraduate Program in Immunology at Harvard Medical School

The 10-week Summer Undergraduate Program in Immunology exposes undergraduate students to current topics in immunology. Students participate in a combination of weekly lectures and laboratory work with faculty, graduate students, and postdoctoral fellows from the Harvard Medical School Immunology Graduate Program. Participants from colleges in which the topic is not taught or presented in depth are especially welcome, and individuals from underrepresented minority groups are especially encouraged to apply. Preference will be given to students who are in their sophomore or junior year. A stipend and housing are provided, but the program is unable to assist with travel arrangements, or visas for students.

Summer Institute in Biomedical Informatics at Harvard Medical School

Summer Institute in Biomedical Informatics is a nine-week (June-August) full-time extensive research opportunity with a curriculum including didactic lectures and clinical case studies. Students are carefully matched with faculty mentors from DBMI for a research project and presentation of findings. The program is for undergraduates with majors such as computer science, bioinformatics, biomedical engineering, mathematics, and other quantitative interests and skills who aspire to contribute to translational advances in biomedicine with a future PhD or research-oriented MD or MD/PhD. The majority of SIBMI students go on to pursue their PhD, MD or MD/PhD. A stipend, housing, and a travel allowance are provided. If you are an undergraduate with a strong quantitative background and interested in innovation and methodological rigor in your approach to scientific inquiry in biomedicine or in the translation of computational methods to engineering/software applications in medicine, this is the summer program for you! Please note the program is for US Citizens and US Permanent Residents (Green card holders).

The Four Directions Summer Research Program

The Four Directions Summer Research Program (FDSRP) provides an opportunity for talented Native American undergraduates to explore careers in the medical profession under the guidance and supervision of staff from Harvard Medical School and Brigham and Women's Hospital. The FDSRP is an eight-week summer research opportunity offered to undergraduate and first-year medical students with a commitment to the health of Native American communities. Interns engage in basic science or translational research projects under the supervision of Harvard Medical School faculty advisors. Students also receive career development training, meet faculty from across the hospital and medical school, and participate in a variety of social networking events. US citizenship or permanent residency is required. Stipend, housing, and travel are provided.

Newborn Medicine Summer Student Research Program

The Newborn Medicine Summer Student Research Program is sponsored by the Harvard Program in Neonatology for students interested in clinical aspects and research in newborn medicine. During the 8-week program, students are guided by faculty and fellow mentors from the program with the goal of providing undergraduate and medical school students with intensive clinical and laboratory research. As part of the program, the students will have the opportunity to observe newborn care in hospital nurseries, clinics, and neonatal intensive care units. Partial funding is available for students participating in the program.

Harvard Summer Research Program in Kidney Medicine

The Harvard Summer Research Program in Kidney Medicine (HSRPKM) is built around providing students with an intensive, mentored research experience. Each student’s project is mentored by a Harvard Medical School faculty member whose work focuses on kidney disease. In addition to their daily research, students participate in a weekly core curriculum to introduce them to the breadth of kidney medicine. This includes 1) an introduction to the principles of renal physiology; 2) a renal gross pathology session with autopsy specimens; 3) training for and performing a community screening for kidney disease; 4) a visit to an outpatient dialysis center to appreciate the impact of kidney disease and experience this current treatment approach for patients with kidney failure; 5) an opportunity to observe the clinical work of a nephrologist or urologist; and 6) additional sessions on patient perspectives and the contributions of research in the biotech/pharma industry. Students present their work locally and at a national symposium. A year-round program of mentorship, career development sessions, and networking helps sustain alumni interest in nephrology and urology. The program provides housing, a stipend and transportation back to the trainee’s home or educational institution at the end of the program. Most of the trainees go on to MD, MD-PhD, or PhD degrees in the medical/biological sciences.

Programs at the Harvard T. H. Chan School of Public Health

Summer program in biological sciences in public health.

The Summer Program in Biological Sciences in Public Health at the Harvard T. H. Chan School of Public Health is an eight-week laboratory-based biological research program for undergraduates belonging to underrepresented groups during the summer following their sophomore or junior years. The program exposes college students to the rewards of laboratory research directed toward solving important public health problems such as infections (malaria, TB, parasites), cancer, lung diseases, multifactorial, multigenic, and common diseases of aging, diabetes, and obesity. Scientific approaches include regulation of cell growth and gene regulation, cellular metabolism, DNA modification, cellular signaling, and structure-function analyses. The overall mission of the program is to prepare qualified students for graduate-level training leading to research careers in the biological sciences.

Summer Program in Epidemiology

The Summer Program in Epidemiology at the Harvard T. H. Chan School of Public Health is an intensive five-week program that integrates mathematics and quantitative methods to provide students with an understanding of the skills and processes necessary to pursue a career in public health. The program recruits undergraduates belonging to underrepresented groups for graduate-level training. Areas of study include cancer prevention, infectious disease, environmental and occupational health, nutrition, and more. Students will participate in an introductory course in epidemiology and biostatistics, faculty lectures, a research project led by faculty or post-doctoral fellow, and networking opportunities. Travel, lodging, a stipend, and frequent meals are provided.

Multidisciplinary International Research Training (MIRT) Program

Multidisciplinary International Research Training (MIRT) is a national program designed to encourage students to pursue careers in biomedical and behavioral research providing support for undergraduate and graduate students to do health-related population-based research and training in developing countries including Zimbabwe, Ethiopia, Vietnam, Thailand, Republic of Georgia, Peru, Mexico, Ecuador, Chile, and Australia. Trainees obtain knowledge of scientific literature associated with projects, biomedical research ethics, and cultural aspects with a focus on how these aspects affect public health issues as well as scientific and medical issues. Research opportunities are designed collaboratively with faculty in these institutions to address health and health disparities pertinent to their countries.

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

The Summer Program in Biostatistics & Computational Biology is an intensive six-week introduction to biostatistics, epidemiology, and public health research. Based at the Harvard T.H. Chan School of Public Health, this program is designed to introduce qualified undergraduates and post-baccalaureates to the use of quantitative methods for biological, environmental, and medical research, and to demonstrate the application of quantitative methods to the study of human health. US citizenship or permanent residency is required.

Fostering Advancement & Careers through Enrichment Training in Science (FACETS)

Fostering Advancement & Careers through Enrichment Training in Science (FACETS) is a six-week interdisciplinary, research-intensive summer program hosted by the Office of Diversity and Inclusion within the Harvard T.H. Chan School of Public Health. FACETS offers a cadre of coursework, professional development, and networking opportunities to increase participants’ competitiveness for graduate school admission. Underrepresented populations are strongly encouraged to apply! FACETS program participants are paired with a research mentor and graduate student mentor to help them navigate research topics in the field of public health. Specifically, participants engage in coursework focusing on social and behavioral sciences, global health and population, environmental science, career navigation, and statistics. A key component of our program is networking – participants form a group of mentors ranging from peers to faculty across the entire school who provide guidance, support, and connections. Students receive opportunities to interact with world-class faculty from across the school during evening lectures.

Programs at Harvard’s Affiliated Hospitals

Summer research trainee program at massachusetts general hospital .

The goal of the eight-week Summer Research Trainee Program (SRTP) is to provide underrepresented minority students with an overview of opportunities available in biomedical research and clinical medicine. Students are assigned to Massachusetts General Hospital (MGH) laboratories or clinical sites where they undertake original research projects and prepare presentations of their work under the mentorship of an MGH investigator. In addition to this research experience, students will attend weekly seminars, career development workshops, and networking events. The program is open to underrepresented minority students who have completed at least three years of college or who are first-year medical students; no prior research experience is necessary. US citizenship or permanent residency is required. Housing, meals, and a stipend are provided.

Summer Training in Academic Research and Scholarship Program at Brigham and Women’s Hospital

The STARS Program provides underrepresented minority (URM) undergraduate and first-year medical students with a strong interest in pursuing advanced careers as research scientists, physicians, and/or healthcare professionals with an opportunity to engage in basic, clinical, and translational research projects during an eight-week summer program at Brigham and Women’s Hospital (BWH) and Harvard Medical School (HMS). Interns participate in a research project under the supervision of an HMS faculty mentor. Additional activities include "Research 101" education and training sessions, social networking opportunities, weekly roundtables with BWH Faculty and the Office for Multicultural Faculty Careers, and community health center/clinic shadowing. US citizenship or permanent residency is required. Housing, travel, and a stipend are provided.

Continuing Umbrella of Research Experiences at Dana-Farber/Harvard Cancer Center

The Dana-Farber/Harvard Cancer Center (DF/HCC) Continuing Umbrella of Research Experiences (CURE) program introduces Massachusetts high school and undergraduate students from underrepresented minority populations to cancer research. Each year, CURE selects several students to participate in full-time 8–12-week summer internships. Interns are assigned individual mentors, who oversee their research and offer guidance. In addition to working on a research project, participants benefit from various program activities, such as a comprehensive orientation, scientific research, and professional development seminars, journal club discussions, networking, and social events. Applicants must demonstrate an interest in pursuing a biomedical or health-related research career. Students receive a weekly stipend.

Brigham Research Institute Undergraduate Research Summer Internship Program 

The Brigham Research Institute’s Summer Undergraduate Research Internship Program provides an excellent opportunity for undergraduates across the United States to gain a focused, challenging, and hands-on research experience in a basic science or clinical laboratory setting. Interns can choose from a wide variety of host labs doing exciting work in areas related to cardiovascular, immunology, musculoskeletal, neurobiology, and sex differences research. During the 10-week internship program, students can take advantage of educational and professional development offerings on the Brigham and Women’s Hospital and Harvard Medical School campuses as well as participate in a central curriculum associated with the program. Students will present their research findings in a mini-research symposium at the end of their training period.

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Pathways for Students and Recent Graduates

USAID offers paid internships and fellowship opportunities to qualified, talented students and recent graduates.

We draw enthusiastic and forward-thinking interns from a wide variety of fields of study.

Interns and fellows generally work in one of USAID’s offices in Washington, D.C., and at USAID Missions abroad, supporting program work in economic growth, agriculture, education, health, environment, democracy and governance, conflict prevention, and humanitarian assistance. Internships and fellowships allow students the opportunity to explore federal careers and offer valuable work experience.

Work as an Intern or a Fellow at USAID

The work assigned to an Intern or a Fellow varies in complexity by educational experience and may include:

• Writing program memoranda
• Drafting documents
• Facilitating meetings and special events
• Attending program discussions in the Agency, at the Department of State, or on Capitol Hill
• Communicating about program issues with USAID field Missions abroad, and with USAID’s many stakeholders and the general public
• Participating in employee engagement and mentoring events

Keep Me Informed

You can receive notifications for open USAID positions by setting up a saved search in USAJobs. 

First, sign up for a USAJobs account. Once you have created an account profile, search for a student position at USAID, save your search, and agree to receive email notifications. Thereafter, USAJobs will send you an email if a new job is posted that matches your search. 

Some jobs are posted then quickly close, meaning there is a short window to apply. If you save a search and set up email notifications, you will have a better chance of knowing when new jobs become available. 

For more information on saving a search, please visit How to Save a Search in USAJOBS .

Paid Internship Opportunities

Pathways internship program.

The Pathways Internship Program is a paid internship designed to provide students enrolled in a wide variety of educational institutions—from high school to graduate level—with opportunities to work in agencies and explore federal careers while still in school and getting paid for the work performed. Internships offer students invaluable hands-on experience and exposure to careers in the public service and international development. 

Internships run for the fall, spring, and summer semesters. During the school year, interns are permitted to select from a 20-hour, 25-hour, and full-time work schedule; in the summer interns generally work full-time. These positions are temporary and do not convert into permanent positions. The new Career Internship Program offers the students the opportunity to work until they graduate from their educational programs. Students who successfully complete the program may be eligible for conversion to a permanent job in the Civil Service, though this is not a guarantee.

Announcements are posted on USAJobs several months before the internship start date to give students the opportunity to obtain the required security clearances before starting.

Eligibility Requirements

• Must be a U.S. citizen, national or legal permanent resident. Non-citizens may apply. (Must be U.S. citizen prior to conversion to competitive appointment)
• Must be at least 16 years of age by the closing date of the announcement
• Must maintain student eligibility for duration of internship*
• High school
• Associate’s
• Professional
• Vocational/technical
• Certificate (must be equivalent to post-secondary level education and at least one academic year of full-time study)
• Must have a cumulative GPA of 2.5 at the time of the application for undergraduates and 3.0 for graduate students throughout the internship appointment

*The term ”student” indicates a person who has been accepted for enrollment or is enrolled as a degree-seeker in an accredited college or university at least half-time. Some positions may also accept currently enrolled high school students. Note : Students may apply for positions that are unrelated to their degree programs.

Qualification Requirements

To qualify for this position: 

• At the GS-01 grade level: You must be enrolled in a high school or GED program.
• At the GS-02 grade level: You must have a high school diploma or equivalent.
• At the GS-03 grade level: You must have completed one full academic year of post-high school study.
• At the GS-04 grade level: You must have completed two full academic years of post-high school study or an associate’s degree.
• At the GS-05 grade level: You must have completed all requirements for a bachelor’s degree or equivalent degree.
• At the GS-07 grade level: You must have completed one full academic year of graduate-level education or eligibility under the Superior Academic Achievement Provision after completing a bachelor’s degree.
• At the GS-9 grade level: You must have completed two academic years of graduate-level education, or a master's degree or equivalent graduate degree.
• For research positions, you must have completed all requirements for a master’s or equivalent graduate degree; 
• For non-research positions, you must have completed all requirements for a PhD or equivalent degree.

Compensation and Benefits

While the U.S. Government uses at least six different pay scales, the majority of Civil Service employees are paid using the GS (General Schedule) pay scale. The GS pay scale for Civil Service employees features 15 pay grades: GS-1 (lowest) to GS-15 (highest) with 10 steps within each grade. For more information, please visit the U.S. Office of Personnel Management (OPM) GS pay scale page .

Employees hired under the Pathways Programs on appointments for 90 days or more are eligible to earn annual and sick leave. 

Interns hired under the Seasonal Student Trainee Program are considered temporary employees and are generally eligible to enroll in the Federal Employees Health Benefit Program if they are expected to work 130 hours per month or more for at least 90 days, in accordance with 5 CFR 890.102. 

Those who meet the criteria laid out in these provisions will receive the same government contribution as full-time permanent employees. There is no provision for temporary employees to be eligible for life insurance coverage.

How to Apply

Once an announcement is posted on USAJobs , candidates must complete applications (to include all required documents) electronically.

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

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

Required Documents

Candidates: You must submit all required documents listed below that are applicable to you by 11:59 p.m. ET on USAIDJobs on the closing date of the announcement: 

• Contact information;
• Academic standing/GPA;
• Work/volunteer experience including the work schedule and hours worked per week as well as dates of employment; and title, series, and grade, if applicable;
• Supervisor’s name, phone number and email address for each work period listed and whether or not we may contact them for reference checks; and references.
• Current Transcripts : An unofficial copy is sufficient with the application; however if selected, an official college transcript will be required. Transcripts must include the student’s name, name of the school, current GPA/academic standing, past and current coursework, and degree program. If your school’s transcripts or documentation do not provide all the necessary information listed above, you should include additional official academic documentation that meets the requirements.
• Proof of enrollment or class registration and documentation that states projected graduation date : Proof of enrollment may include a screenshot of the semester class schedule, an official letter of enrollment, or official transcripts. The document should indicate the academic institution where the student is actively enrolled in courses, the degree or certificate program, and enrollment in at least a half-time status (as defined by the academic institution).
• Veterans' preference documentation : If you are claiming veterans’ preference, you must submit proof with your application.

Candidates : You must submit these documents for your application package to be considered complete. It is your responsibility to ensure all required documents are received within the required timeframes. USAID cannot be responsible for incompatible software, illegible fax transmissions, delays in the mail service, system failure or downtime, etc. Failure to submit required, legible documents may result in loss of consideration.

Veterans’ Preference

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

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

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

For more information, please visit OPM’s Veterans Services page .

Pathways Recent Graduates Program

The Pathways Recent Graduates Program affords developmental experiences in the Federal Government intended to promote possible careers in the Civil Service to individuals who have recently graduated from qualifying educational institutions or programs. To be eligible, applicants must apply within two years of degree or certificate completion (except for veterans precluded from doing so due to their military service obligation, who have up to six years after degree completion to apply). Successful applicants are placed in a dynamic, developmental program with the potential to lead to a Civil Service career in the Federal Government. The program lasts for one year (unless the training requirements of the position warrant a longer and more structured training program). Recent graduates may be converted to a permanent position (or, in some limited circumstances, a term appointment lasting one to four years).

• Associate's
• Vocational/Technical degree
• Cumulative GPA of 2.5 or above undergraduate
• Cumulative GPA of 3.0 or above graduate

To qualify for Recent Graduate positions at the GS-09 level, you must satisfy one of the requirements described below:

• At the GS-05 grade level: Completion of all requirements for a bachelor’s degree or equivalent degree.
• At the GS-07 grade level: Completion of one full academic year of graduate-level education or eligibility under the Superior Academic Achievement Provision after completing a bachelor’s degree.
• At the GS-9 grade level: Completion of two academic years of graduate-level education, or a master's degree or equivalent graduate degree.

While the government uses at least six different pay scales, the majority of Civil Service employees are paid using the GS (General Schedule) pay scale. The GS pay scale for Civil Service employees features 15 pay grades, GS-1 (lowest) to GS-15 (highest) with 10 steps within each grade. For more information, please visit the U.S. Office of Personnel Management (OPM) GS pay scale page .

Learn more about employee benefits available to Pathways participants .

Employees hired under the Pathways Program on appointments for 90 days or more are eligible to earn annual and sick leave. Interns hired under the Seasonal Student Trainee Program are considered temporary employees and are generally eligible to enroll in the Federal Employees Health Benefit Program if they are expected to work 130 hours per month or more for at least 90 days, in accordance with 5 CFR 890.102. Those who meet the criteria laid out in these provisions will receive the same government contribution as full-time permanent employees. There is no provision for temporary employees to be eligible for life insurance coverage.

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

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

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

Candidates: You must submit all required documents listed below that are applicable to you on USA Jobs by 11:59 p.m. ET on the closing date of the announcement: 

• Supervisors name, phone number and email address for each work period listed and whether or not we may contact them for reference checks; and references.
• Current transcripts : An unofficial copy is sufficient with the application; however if selected, an official college transcript will be required. Transcripts must include the students name, name of the school, current GPA, date degree was conferred, coursework, and degree program. If your school’s transcripts or documentation do not provide all the necessary information listed above, you should include additional official academic documentation that meets the requirements.
• A completed Assessment Questionnaire
• Veterans preference documentation : If you are claiming veterans’ preference, you must submit proof with your application.

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

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

Conversion Opportunity

Recent graduates must complete at least 40 hours of formal, interactive training each year of the program. They must also adhere to individual development plans to create and track career planning, professional development, and training advancement. Throughout the program, they will receive mentorship.

Recent graduates may be converted to a term or permanent, career or career-conditional, appointment in the competitive service upon completion of the one-year service requirement. To be eligible for conversion, recent graduates must:

• Be a U.S. Citizen upon conversion;
• Complete all requirements of the Recent Graduates Program successfully;
• Complete at least 40 hours of formal, interactive training;
• Demonstrate successful job performance consistent with the applicable performance appraisal program; and
• Meet the (OPM) qualification standard for the position to which the Recent Graduate will be converted.

Note : Conversion to a permanent opportunity is not guaranteed

Presidential Management Fellowship Program

The Presidential Management Fellowship (PMF) Program is the government's flagship entry-level leadership development program for advanced degree candidates. The PMF Program aims to inculcate a lasting bond as well as a spirit of public service in participants, ultimately encouraging and leading them to a career in the U.S. Government. Rotations are an integral part of the PMF experience and essential in the development of well-rounded and versatile employees.

Individuals must have completed a qualifying advanced degree within the two-year period preceding the PMF Program announcement issued by OPM and must participate in a rigorous, multi-hurdle selection process. Fellows are appointed at the GS-9 or GS-11 level, depending on the Agency’s need and candidates' education and specialized experience.

For more information, please visit the Presidential Management Fellowship website .

Third-Party Internship Program

Through the Third-Party Internship Program, USAID engages with Minority Serving Institutions (MSIs) and other entities whose primary goal is to attract a diverse, often underserved, next-generation workforce to careers in the Federal Government through internships and professional development training. The Office of Human Capital and Talent Management uses the following third-party programs to source and select talented students who can then be placed in Bureaus/Independent Offices or Missions..

Hispanic Association of Colleges and Universities (HACU) National Internship Program

The Hispanic Association of Colleges and Universities represents more than 500 Hispanic-Serving Institutions (HSIs), including colleges, universities, and school districts, throughout the U.S., Latin America, and Spain. The HACU National Internship Program is a HACU-paid internship places current undergraduate and graduate students in internships in a variety of federal agencies. 

HACU interns work on a year-round schedule, and may choose a 20-hour, 25-hour, 30-hour, or full-time work schedule. They may not work overtime.

For more information, please visit the Hispanic Association of Colleges and Universities website .

International Leadership Foundation

The International Leadership Foundation (ILF) is a 501(c)(3) nonprofit organization that promotes the civic awareness, public service, and economic effectiveness of the Asian American Pacific Islander (AAPI) community. Their mission is to develop young leaders in the U.S., Asia, and other Pacific Rim countries in the fields of public service, entrepreneurship, and international business and politics through a network of business and community leaders.

Since founding in 2000, ILF has provided scholarships and leadership training for over a thousand select AAPI college students nation-wide.

For more information, please visit the International Leadership Foundation website .

INROADS is a nonprofit organization that creates pathways to careers for ethnically diverse high school and college students across the country.  The organization positions its graduates to advance in their careers, and it assists employers foster diverse and inclusive workplaces. INROADS envisions a world in whichwherein which leaders enrich the composition and culture of business and social communities through diversity and inclusion. 

The mission of INROADS is to deliver innovative leadership development programs and creative solutions that identify, accelerate,, and elevate underrepresented talent throughout their careers. 

For more information, please visit the INROADS website .

The USAID Donald M. Payne International Development Graduate Fellowship Program

The Payne Fellowship seeks to attract outstanding individuals who are interested in pursuing careers in USAID’s Foreign Service. If you want to work on the front lines of some of the most pressing global challenges of our times — poverty, hunger, injustice, disease, environmental degradation, climate change, conflict and violent extremism – USAID’s Foreign Service provides an opportunity to advance U.S. foreign policy interests and reflect the American people's compassion and support of human dignity. The Payne Fellowship, which provides up to $96,000 in benefits over two years for graduate school, internships, and professional development activities, is a unique pathway to the USAID Foreign Service. 

For more information, please visit the Payne Fellowship website .

Watch this  webinar recording and review Payne Program publications  for more information.

Connect with USAID Development Diplomats in Residence as a resource to learn more about a career in Foreign Service.

Employment Opportunities and Resources

Employment opportunities and resources are available to the general public interested in development work with USAID, including veterans and persons with disabilities .

Be sure to create a profile, search for USAID vacancies, and set an alert for notifications on USAJOBs .

• USAID YouTube channel
• OPM  free webinars and events

Email Updates

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USAID at 60

Google PhD fellowship program

Google PhD Fellowships directly support graduate students as they pursue their PhD, as well as connect them to a Google Research Mentor.

Nurturing and maintaining strong relations with the academic community is a top priority at Google. The Google PhD Fellowship Program was created to recognize outstanding graduate students doing exceptional and innovative research in areas relevant to computer science and related fields. Fellowships support promising PhD candidates of all backgrounds who seek to influence the future of technology. Google’s mission is to foster inclusive research communities and encourage people of diverse backgrounds to apply. We currently offer fellowships in Africa, Australia, Canada, East Asia, Europe, India, Latin America, New Zealand, Southeast Asia and the United States.

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Program details

Application status, how to apply, research areas of focus, review criteria, award recipients.

Applications are currently closed.

Update on 2024 Announcement : Decisions for the 2024 application cycle, originally planned for July 2024, will now be announced via email in August 2024. We apologize for the delay and appreciate your patience as we work to finalize decisions.

• Launch March 27, 2024
• Deadline May 8, 2024
• Awardees Notified By Aug. 31, 2024

The details of each Fellowship vary by region. Please see our FAQ for eligibility requirements and application instructions.

PhD students must be nominated by their university. Applications should be submitted by an official representative of the university during the application window. Please see the FAQ for more information.

Australia and New Zealand

Canada and the United States

PhD students in Japan, Korea and Taiwan must be nominated by their university. After the university's nomination is completed, either an official representative of the university or the nominated students can submit applications during the application window. Please see the FAQ for more information.

India and Southeast Asia

PhD students apply directly during the application window. Please see the FAQ for more information.

Latin America

The 2024 application cycle is postponed. Please check back in 2025 for details on future application cycles.

Google PhD Fellowship students are a select group recognized by Google researchers and their institutions as some of the most promising young academics in the world. The Fellowships are awarded to students who represent the future of research in the fields listed below. Note that region-specific research areas will be listed in application forms during the application window.

Algorithms and Theory

Distributed Systems and Parallel Computing

Health and Bioscience

Human-Computer Interaction and Visualization

Machine Intelligence

Machine Perception

Natural Language Processing

Quantum Computing

Security, Privacy and Abuse Prevention

Software Engineering

Software Systems

Speech Processing

Applications are evaluated on the strength of the research proposal, research impact, student academic achievements, and leadership potential. Research proposals are evaluated for innovative concepts that are relevant to Google’s research areas, as well as aspects of robustness and potential impact to the field. Proposals should include the direction and any plans of where your work is going in addition to a comprehensive description of the research you are pursuing.

In Canada and the United States, East Asia and Latin America, essay responses are evaluated in addition to application materials to determine an overall recommendation.

What does the Google PhD Fellowship include?

Students receive named Fellowships which include a monetary award. The funds are given directly to the university to be distributed to cover the student’s expenses and stipend as appropriate. In addition, the student will be matched with a Google Research Mentor. There is no employee relationship between the student and Google as a result of receiving the fellowship. The award does not preclude future eligibility for internships or employment opportunities at Google, nor does it increase the chances of obtaining them. If students wish to apply for a job at Google, they are welcome to apply for jobs and go through the same hiring process as any other person.

• Up to 3 year Fellowship
• US $12K to cover stipend and other research related activities, travel expenses including overseas travel
• Google Research Mentor
• 1 year Fellowship
• AUD $15K to cover stipend and other research related activities, travel expenses including overseas travel
• Up to 2 year Fellowship (effective from 2024 for new recipients)
• Full tuition and fees (enrollment fees, health insurance, books) plus a stipend to be used for living expenses, travel and personal equipment
• US $10K to cover stipend and other research related activities, travel expenses including overseas travel
• Yearly bursary towards stipend / salary, health care, social benefits, tuition and fees, conference travel and personal computing equipment. The bursary varies by country.

Early-stage PhD students

• Up to 4 year Fellowship
• US $50K to cover stipend and other research related activities, travel expenses including overseas travel

Late-stage PhD students

• US $10K to recognise research contributions, cover stipend and other research related activities, travel expenses including overseas travel
• US $15K per year to cover stipend and other research related activities, travel expenses including overseas travel

Southeast Asia

• US $10K per year for up to 3 years (or up to graduation, whichever is earlier) to cover stipend and other research related activities, travel expenses including overseas travel

Is my university eligible for the PhD Fellowship Program?

Africa, Australia/New Zealand , Canada, East Asia, Europe and the United States : universities must be an accredited research institution that awards research degrees to PhD students in computer science (or an adjacent field).

India, Latin America and Southeast Asia : applications are open to universities/institutes in India, Latin America (excluding Cuba), and in eligible Southeast Asian countries/regions (Brunei, Cambodia, Indonesia, Malaysia, Myanmar, Philippines, Singapore, Thailand, Vietnam).

Restrictions : All award payments and recipients will be reviewed for compliance with relevant US and international laws, regulations and policies. Google reserves the right to withhold funding that may violate laws, regulations or our policies.

What are the eligibility requirements for students?

All regions

• Students must remain enrolled full-time in the PhD program for the duration of the Fellowship or forfeit the award.
• Google employees, and their spouses, children, and members of their household are not eligible.
• Students that are already supported by a comparable industry award are not eligible. Government or non-profit organization funding is exempt.
• Past awardees from the PhD Fellowship program are not eligible to apply again.
• Grant of the Fellowship does not mean admission to a PhD program. The awardee must separately apply and be accepted to a PhD program in computer science (or an adjacent field) at an eligible institution.
• Grant of the Fellowship will be subject to the rules and guidelines applicable in the institution where the awardee registers for the PhD program.

Nominated students in Africa, Australia and New Zealand, Canada and the United States, East Asia and Europe.

Universities should only nominate students that meet the following requirements:

• Africa: Incoming PhD students are eligible to apply, but the Fellowship award shall be contingent on the awardee registering for a full-time PhD program in computer science (or an adjacent field) within the academic award year of the Fellowship award, or the award shall be forfeited.
• Australia and New Zealand : early-stage students enrolled in the first or second year of their PhD (no requirement for completion of graduate coursework by the academic award year).
• Canada and the United States : students who have completed graduate coursework in their PhD by the academic award year when the Fellowship begins.
• East Asia: students who have completed most of graduate coursework in their PhD by the academic award year when the Fellowship begins. Students should have sufficient time for research projects after receiving a fellowship.
• Europe: Students enrolled at any stage of their PhD are eligible to apply.

Direct applicant students in India, Latin America and Southeast Asia

• Latin America : incoming or early stage-students enrolled in the first or second year of their PhD (no requirement for completion of graduate coursework by the academic award year).

What should be included in an application? What language should the application be in?

All application materials should be submitted in English.

For each student nomination, the university will be asked to submit the following material in a single, flat (not portfolio) PDF file:

• Student CV with links to website and publications (if available)
• Short (1-page) resume/CV of the student's primary PhD program advisor
• Available transcripts (mark sheets) starting from first year/semester of Bachelor's degree to date
• Research proposal (maximum 3 pages, excluding references)
• 2-3 letters of recommendation from those familiar with the nominee''s work (at least one from the thesis advisor for current PhD students)
• Student essay response (350-word limit) to: What impact would receiving this Fellowship have on your education? Describe any circumstances affecting your need for a Fellowship and what educational goals this Fellowship will enable you to accomplish.
• Transcripts of current and previous academic records
• 1-2 letters of recommendation from those familiar with the nominee's work (at least one from the thesis advisor)

Canada, East Asia, the United States

• Cover sheet signed by the Department Chair confirming the student passes eligibility requirements. (See FAQ "What are the eligibility requirements for students?")
• Short (1-page) CV of the student's primary advisor
• 2-3 letters of recommendation from those familiar with the nominee's work (at least one from the thesis advisor)
• Research / dissertation proposal (maximum 3 pages, excluding references)
• Student essay response (350-word limit) to: Describe the desired impact your research will make on the field and society, and why this is important to you. Include any personal, educational and/or professional experiences that have motivated your research interests.
• Student essay response (350-word limit) to: Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes or contributed to group efforts over time. (A leadership role can mean more than just a title. It can mean being a mentor to others, acting as the person in charge of a specific task, or taking the lead role in organizing an event or project. Think about what you accomplished and what you learned from the experience. What were your responsibilities? Did you lead a team? How did your experience change your perspective on leading others? Did you help to resolve an important dispute at your school, church, in your community or an organization? And your leadership role doesn’t necessarily have to be limited to school activities. For example, do you help out or take care of your family?)

Students will need the following documents in a single, flat (not portfolio) PDF file in order to complete an application (in English only):

• Student applicant’s resume with links to website and publications (if available)
• Short (one-page) resume/CV of the student applicant's primary PhD program advisor
• 2-3 letters of recommendation from those familiar with the applicant's work (at least one from the thesis advisor for current PhD students)
• Applicant's essay response (350-word limit) to: Describe the desired impact your research will make on the field and society, and why this is important to you. Include any personal, educational and/or professional experiences that have motivated your research interests.
• Applicant's essay response (350-word limit) to: What are your long-term goals for your pathway in computing research, and how would receiving the Google PhD Fellowship help you progress toward those goals in the short-term?

How do I apply for the PhD Fellowship Program? Who should submit the applications? Can students apply directly for a Fellowship?

Check the eligibility and application requirements in your region before applying. Submission forms are available on this page when the application period begins.

India, Latin America and Southeast Asia: students may apply directly during the application period.

Africa, Australia, Canada, East Asia, Europe, New Zealand, and the United States : students cannot apply directly to the program; they must be nominated by an eligible university during the application period.

How many students may each university nominate?

India, Latin America and Southeast Asia : applications are open directly to students with no limit to the number of students that can apply from a university.

Australia and New Zealand : universities may nominate up to two eligible students.

Canada and the United States : Universities may nominate up to four eligible students. We encourage nominating students with diverse backgrounds especially those from historically marginalized groups in the field of computing. If more than two students are nominated then we strongly encourage additional nominees who self-identify as a woman, Black / African descent, Hispanic / Latino / Latinx, Indigenous, and/or a person with a disability.

Africa, East Asia and Europe : Universities may nominate up to three eligible students. We encourage nominating students with diverse backgrounds especially those from historically marginalized groups in the field of computing. If more than two students are nominated then we strongly encourage the additional nominee who self-identifies as a woman.

*Applications are evaluated on merit. Please see FAQ for details on how applications are evaluated.

How are applications evaluated?

In Canada and the United State, East Asia and Latin America, essay responses are evaluated in addition to application materials to determine an overall recommendation.

A nominee's status as a member of a historically marginalized group is not considered in the selection of award recipients.

Research should align with Google AI Principles .

Incomplete proposals will not be considered.

How are Google PhD Fellowships given?

Any monetary awards will be paid directly to the Fellow's university for distribution. No overhead should be assessed against them.

What are the intellectual property implications of a Google PhD Fellowship?

Fellowship recipients are not subject to intellectual property restrictions unless they complete an internship at Google. If that is the case, they are subject to the same intellectual property restrictions as any other Google intern.

Will the Fellowship recipients become employees of Google?

No, Fellowship recipients do not become employees of Google due to receiving the award. The award does not preclude future eligibility for internships or employment opportunities at Google, nor does it increase the chances of obtaining them. If they are interested in working at Google, they are welcome to apply for jobs and go through the same hiring process as any other person.

Can Fellowship recipients also be considered for other Google scholarships?

Yes, Fellowship recipients are eligible for these scholarships .

After award notification, when do the Google PhD Fellowships begin?

After Google PhD Fellowship recipients are notified, the Fellowship is effective starting the following school year.

What is the program application time period?

Applications for the 2024 program will open in March 2024 and close in May 2024 for all regions. Refer to the main Google PhD Fellowship Program page for each region’s application details.

A global awards announcement will be made in September on the Google Research Blog publicly announcing all award recipients.

How can I ask additional questions?

Due to the volume of emails we receive, we may not be able to respond to questions where the answer is available on the website. If your question has not been answered by a FAQ, email:

Africa: [email protected]

Australia and New Zealand: [email protected]

Canada and the United States: [email protected]

East Asia: [email protected]

Europe: [email protected]

India: [email protected]

Latin America: [email protected]

Southeast Asia: [email protected]

See past PhD Fellowship recipients.

PhD Students Seeking Internship Opportunities

Houston, TX, US

At ExxonMobil, our vision is to lead in energy innovations that advance modern living and a net-zero future. As one of the world’s largest publicly traded energy and chemical companies, we are powered by a unique and diverse workforce fueled by the pride in what we do and what we stand for.

The success of our Upstream, Product Solutions and Low Carbon Solutions businesses is the result of the talent, curiosity and drive of our people. They bring solutions every day to optimize our strategy in energy, chemicals, lubricants and lower-emissions technologies. 

We invite you to bring your ideas to ExxonMobil to help create sustainable solutions that improve quality of life and meet society’s evolving needs. Learn more about our What and our Why and how we can work together .

ExxonMobil is based out of the Houston Area in Spring, Texas. We are accepting applications for our 2025 intern and co-op season for various engineering disciplines across the U.S.   

We seek students with who are passionate about what they do and eager to join us in providing solutions to society’s energy needs.  PhD Students with strong academic performance in core programs, leadership, and communication skills who have recently graduated, or have an upcoming graduation date with a Doctorate degree in Chemical Engineering, Chemistry, Data Science, or Geosciences are encouraged to apply. 

Note: If you are pursuing a PhD degree in a non-technical field, please do not submit to this job posting. 

We are looking for candidates who align with our core values:

• Integrity : Be honest and ethical | Do what is right
• Excellence : Hold ourselves to high standards | Be thoughtful, thorough, and disciplined 
• Care : Be respectful and inclusive | Look after each other | Contribute to the well-being of our communities and the environment 
• Courage : Take initiative and make a difference | Think boldly and act with conviction | Take personal ownership
• Resilience : Be determined and persevere | Be purposeful and steadfast in our principles

ExxonMobil employs over 18,000+ engineers and scientists globally, 35% of which are across the U.S. As an engineering intern or co-op student working at ExxonMobil, you’ll be a part of world class teams and gain hands-on experience and skills working on projects that create impact.   

Learn more about ExxonMobil Career Paths  here  

An ExxonMobil career is one designed to last and our compensation and benefits reflect that. Our commitment to you runs deep: our employees grow personally and professionally, with total rewards built on our core categories of health, security, finance, and life. As an intern, you may be eligible for some company benefits. 

More information on our Company’s benefits can be found at www.exxonmobilfamily.com .

Please note benefits may be changed from time to time without notice, subject to applicable law.  

Relocation benefits may be available to you based on ExxonMobil eligibility guidelines. 

Stay connected with us Learn more at our   website

Follow us on  LinkedIN and Instagram

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Subscribe our channel at  YouTube

ExxonMobil is an Equal Opportunity Employer.  All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, age, sexual orientation, gender identity, national origin, citizenship status, protected veteran status, genetic information, or physical or mental disability.  

Alternate Location:  United States : Houston, Texas || United States : Baton Rouge, Louisiana || United States : Baytown, Texas || United States : Beaumont,Texas || United States : Clinton, New Jersey || United States : Joliet, Illinois || United States : La Barge, Wyoming || United States : Midland, Texas || United States : Mont Belvieu, Texas || United States : Olathe, Kansas || United States : Paulsboro, New Jersey || United States : Port Allen, Louisiana || United States : Tyler, Texas || United States : Williston, North Dakota  

Nothing herein is intended to override the corporate separateness of local entities. Working relationships discussed herein do not necessarily represent a reporting connection, but may reflect a functional guidance, stewardship, or service relationship. 

Exxon Mobil Corporation has numerous affiliates, many with names that include ExxonMobil, Exxon, Esso and Mobil. For convenience and simplicity, those terms and terms like corporation, company, our, we and its are sometimes used as abbreviated references to specific affiliates or affiliate groups. Abbreviated references describing global or regional operational organizations and global or regional business lines are also sometimes used for convenience and simplicity. Similarly, ExxonMobil has business relationships with thousands of customers, suppliers, governments, and others. For convenience and simplicity, words like venture, joint venture, partnership, co-venturer, and partner are used to indicate business relationships involving common activities and interests, and those words may not indicate precise legal relationships.

Nearest Major Market: Houston Job Segment: Sustainability, Chemical Engineer, Engineer, Energy, Engineering

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Doctoral Internships

Internships are required to become a licensed psychologist and provide invaluable experience. Accredited internships provide high-quality training in clinical practice and specialties.

Search accredited programs

Doctoral internships in professional psychology

Apags has compiled a host of resources aimed at aiding students in their internship preparation, selection, application, interview, and matching processes.

Professional psychology internship development toolkit

Resources to gain institutional and financial support for creating and expanding internship programs.

The ADA and internships

The responsibilities of internship and postdoctoral agency directors.

Internships in Psychology, Fourth Edition

The APAGS workbook for writing successful applications and finding the right fit.

Match information

Information about the professional psychology internship match

The Association of Psychology Postdoctoral and Internship Centers (APPIC) pairs applicants and programs every year. 

Ending the internship crisis

The imbalance between the number of students seeking an internship and the number of internship positions, particularly accredited internships, is unacceptably high.

Internship match tips

A little math can improve your odds of landing an internship.

Should you pay for match prep services?

There are many inexpensive and free resources to help you plan and prepare for the application, the essay, the interview, and hardest of all, the waiting.

Excellence Research Internship Program

EPFL ranks as one of the most successful institutions in Europe. Its pioneering and interdisciplinary spirit, coupled with state-of-the-art infrastructures, attracts leading scientists from around the world. Today, EPFL is developing into one of the most innovative and scientifically productive institutions. The vitality of home-grown entrepreneurs and the international networks established with other centers of excellence reinforce this innovative spirit. EPFL’s Excellence Research Internship Program (ERIP) offers the opportunity to outstanding students to experience research during three months in this stimulating environment.

Excellence Research Internships are a unique chance to …

… expand knowledge and explore new or alternative fields

… specialize within a specific scientific subject

… gain experience in a cutting-edge lab and boost career prospects

… work and interact with first-rate researchers

… discover a new exciting university and its renowned professors

… enlarge experience in a scenic country and discover a new culture

… get a taste of what graduate studies could be at EPFL

Eligibility & application

The Excellence Research Internship Program is open to outstanding students from partner universities.

Crystal Bridges Museum

Celebrate the American spirit in a setting that unites the beauty of art and the power of nature.

Walton Arts Center

Arkansas' premiere center for visual arts and entertainment.

The Amazeum

An interactive children's museum that's fun for the whole family.

Botanical Gardens

42 acres of premiere public garden space.

Devil's Den State Park

Located on 2,500 acres, Devil's Den State Park is the perfect place to explore Arkansas' natural beauty.

Fayetteville Square

The best of shopping and restaurants, right in the heart of Fayetteville.

All the benefits you need for you and your family

• Multiple health plan options, including vision & dental plans for you & dependents
• Financial benefits including 401(k), stock purchase plans, life insurance and more
• Associate discounts in-store and online
• Education assistance for Associate and dependents
• Parental Leave
• Pay during military service
• Paid Time off - to include vacation, sick, parental
• Short-term and long-term disability for when you can't work because of injury, illness, or childbirth

Eligibility requirements apply to some benefits and may depend on your job classification and length of employment. Benefits are subject to change and may be subject to specific plan or program terms. For information about benefits and eligibility, see One.Walmart.com/Benefits .

Frequently asked questions

On average, how long does it take to fill out an application.

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No, you cannot change your application after submitting, so please make sure that everything is finalized before you hit the submit button.

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Processing of information on paper is minimal, and Walmart processes application information using an applicant tracking system (ATS). Access to the data within the ATS is restricted to authorized personnel, and the system itself is held to high security standards by Walmart.

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ENHANCED BY  

New master’s programs accelerate student careers through applied learning.

Unique industry internships and special projects augment graduate student experience in the Psychoactive Pharmaceutical Investigation and Applied Drug Development programs

By katie ginder-vogel.

The University of Wisconsin–Madison School of Pharmacy’s groundbreaking master’s degree programs in Psychoactive Pharmaceutical Investigation (PPI) and Applied Drug Development (ADD) are transforming the way students advance their careers in pharmaceutical sciences. Through a unique blend of coursework and hands-on experience — including internships and special projects — these programs offer students the opportunity to apply their skills in real-world settings, allowing them to build expertise that directly applies to their career goals.

Central to this approach are the School’s strong relationships with industry partners, which open doors for students to gain a breadth of professional experiences. These partnerships give students the chance to deepen their skills or explore new areas of interest, making them highly competitive in the job market and well-equipped to thrive in the evolving pharmaceutical industry. For some students, that looks like a summer internship, while others take on special projects at their full-time jobs to gain skills in a new area.

“There is no substitute for gaining real-world experience.” —Cody Wenthur

“Students have the opportunity to apply what they’ve learned in their master’s courses to a professional role,” says Professor Eric Buxton , chair of the School’s Division of Pharmacy Professional Development and ADD program director. “Students find that growing their applied professional skills, like gaining hands-on lab experience, for example, can give them a leg up in getting a new job. This type of field experience expands opportunities and benefits students.”

Building industry relationships

From the outset, industry input has been integral to shaping the ADD and PPI master’s programs. When the ADD program launched, Buxton met with local, Madison-based companies, like LabCorp and Catalent, to ask what skills they valued and used that feedback as they built the curriculum. Today, Chris McIntyre, the employer liaison for graduate programs at the School of Pharmacy, continues to grow those relationships, even beyond Wisconsin’s borders.

These partnerships not only enrich the curriculum but also create pathways for students to gain hands-on experience through internships or special projects. In the ADD program, for example, students are required to complete a special project or internship as part of their studies at companies like Exact Sciences, LNK International, and Amneal Pharmaceuticals. Advisors guide students in developing goals for their projects, and weekly check-ins ensure that students are on track, sharing insights and challenges with their peers and mentors.

While internships aren’t a graduation requirement for master’s students in the PPI program, many choose to complete them as a way to gain on-the-job experience and build connections.

“There is no substitute for gaining real-world experience,” says Associate Professor Cody Wenthur , PPI program director . “Particularly for students seeking a career change, getting that first position during a career transition period is often the trickiest one, so demonstrating success in an internship can frequently be the key to opening up long-term career prospects that look a bit different from what you’ve done before.”

Pathway to quality control

For ADD master’s student Fatima Abdul Rasheed, an internship at Promega in the quality assurance and regulatory affairs departments provided an invaluable opportunity to explore a new career direction. After earning her PharmD in Hungary and practicing as a clinical pharmacist in Nigeria, Abdul Rasheed was eager to understand the drug development process beyond the pharmacy counter.

“In Nigeria, most of our drugs are imported, and I wanted to understand what goes on behind the scenes,” she says. “I’m a pharmacist, I dispense the drugs, but what happens from discovery to market? I wanted to learn about the work that goes into that product.”

At Promega, Abdul Rasheed was responsible for handling documentation and training staff, ensuring that the company adheres to FDA standards.

“My background as a pharmacist helps me ensure people are getting the best quality products, and it gives me joy that my work is producing something good for people who use our products,” she says.

Her experience was so positive that she’d like to work in quality control full-time, ideally at Promega.

“Promega is a very good company, and as an international student, this is my first American corporate experience,” she says. “My manager provided guidance and independence, which helped me learn.”

The most rewarding part of her internship has been getting to know longtime Promega employees and learning about the company’s history.

“Learning how my colleagues started departments from scratch and how things have grown has been the best part of this experience,” she says.

Abdul Rasheed appreciates the guidance, experience, and connections she and her cohort of master’s students have received from the ADD program.

“When you graduate from the ADD master’s program, you can use your knowledge in real life,” says Abdul Rasheed. “I want to take that knowledge back home to Nigeria and help.” 

Expanding expertise

Through their internships, PPI master’s students gain experiences across the scope of pharmaceutical development, from applying for research grant funding to patenting psychedelic therapeutics.

For her internship, PPI student Natasha Sanchez is working as a documentation specialist at Lin-Zhi International in Santa Clara, California — a manufacturer of in-vitro diagnostic reagents to screen for drugs of abuse. Her role is to ensure all documents used for production are current, properly identifiable, and traceable, while liaising with various other groups, including the production, quality control, and regulatory teams, as well as the vice president of operations.

Previously a pharmacy technician, Sanchez became curious about what goes on before medications reach the counter and began looking into the biopharmaceutical industry.

“I’m consistently impressed by the amount of responsibility students are given by their employers. This applied skills experience provides our students with a competitive edge.” —Eric Buxton

“My goal is to explore my interests and expand my knowledge, while gaining as much experience working in the biopharmaceutical field as possible,” she says. “I enjoy the flexibility of being a hybrid employee, which allows me to focus on my PPI master’s program, which I complete remotely, while caring for my family and providing for them.”

Motivated by her company’s impact on people struggling with substance abuse disorders, she’s found her work deeply meaningful.

“I have family members dealing with substance abuse disorders, and working with this company makes me feel useful and like I can make a difference,” she says.

Similarly, fellow PPI master’s student Nicholas Panico has taken on a special project at his company, Symbio Proinnovera — a clinical research organization in Port Jefferson, New York — that’s outside of his full-time job scope as a scientific and regulatory affairs specialist. Panico is working on an investigational new drug (IND) application for a novel nano-CBD formulation, gathering chemistry, manufacturing, and control data from clients and vendors. Panico’s bachelor’s degree is in bioprocess engineering and his past four years of work include experience in manufacturing, medical writing, and regulatory affairs. 

“I do regulatory affairs work, but we typically do not write submissions like I am doing for this particular project,” he explains. “I’m working on the briefing package for the Pre-IND meeting with the FDA. To do this, I communicate with our client, perform literature research, and read FDA guidance and data on similar drugs/projects that are currently approved.”

The goal is to eventually get an IND approved for the company’s planned Phase 1 CBD study. 

“I enjoy the challenge of the work I’m doing and the leeway I’ve been given to make decisions regarding it,” Panico says. 

Evolving curriculum and expanding partnerships

As the ADD and PPI master’s programs continue to grow, and the relationships between the School of Pharmacy and employers develop further, the types of applied work students take on will also evolve.

“We have been fortunate to have great partnerships with organizations across the field of psychedelic medicine, which have provided our students with experiences that range from patent analysis to drug development to patient advocacy and policy to clinical operations,” Wenthur says. “Internships allow us to keep in touch with the ongoing needs of the field and meet demand at its source by connecting our extraordinarily talented and passionate students with the companies and organizations that are leading the vanguard for psychoactive pharmaceutical investigation.”

Buxton says he’s always impressed by the breadth of what students take on in the professional component of the master’s programs.

“It’s fun to watch the students grow and see their excitement — some students say that’s why they chose this program,” says Buxton. “I’m consistently impressed by the amount of responsibility students are given by their employers. This applied skills experience provides our students with a competitive edge.”

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20-year-old PhD student researching autism wins 2 fellowships

Neuroscience major Samantha Harker, who is also diagnosed with autism, addresses misconceptions about the condition

While other 18-year-olds were apartment hunting or applying for their first internships, Samantha Harker was starting her neuroscience PhD at Arizona State University.

Only two years later and she’s received over $320,000 in awards to support her research, most recently including two predoctoral fellowships: one from the National Institutes of Health and the other from the Autism Science Foundation .

So much success at such a young age is certainly unconventional, but that’s what Harker’s path into academia has been. She started taking college courses after only one year of high school, not only because she loved school and excelled in it, but also because school gave her a path to freedom.

“I had to leave a not-so-great situation. And school was kind of an avenue out of that. I was able to ... go to college full time through this independent study track. And then from there, I was able to get scholarships so I could support myself and then move away."

She earned a bachelor's degree in English from ASU as well as a bachelor's degree in medical humanities from the University of Health Sciences and Pharmacy in St. Louis in 2022.

Once she finished her college courses, she knew she wanted to pursue a PhD so she could research autism –– a condition she is diagnosed with, and that many people know very little about. That’s true of doctors, too; they often bring assumptions about autism into their work, which harms autistic people, Harker says — something she's experienced firsthand.

“A lot of autistic people, specifically women, are often told, ‘Oh, you don't look autistic,’ as if it has a certain look. ... In my own experience trying to even obtain a diagnosis, my doctor told me, ‘No, you don't look like an autistic person; you're not autistic.’”

Harker is passionate about dispelling such misconceptions by spreading awareness with the hope of improving autistic people’s quality of life. She often works to do that by sharing her own experiences on outlets like the Organization for Autism Research and, most recently, a TEDx Talk titled “ I DO look autistic .”

In the talk, Harker elaborates on how little publicly accessibly information there is about autism, a condition that appears in much more diverse ways than most people realize. Autism research, too, she explains in the talk, has only looked at a small subset of all autistic people, specifically young children. Harker hopes her own research can help address that critical gap.

Working with the ABA and BEAR labs at ASU, Harker investigates genetic links between autism and Alzheimer’s, as autistic people are at a higher risk for developing the disease that causes memory loss later in life. To study that, she looks at genetic and cognitive data from autistic adults, an understudied population who experience high rates of depression and anxiety. Harker sees it as imperative to better understand autistic adults and improve their quality of life. 

With the two new predoctoral fellowships, she hopes she will be able to do just that. 

“Autistic people and autistic women have not really been present in the research process as much as they should have been in the past. I feel like my work is important because it involves that insight directly into how my studies are designed and proposed.”

Having autistic people involved in the research is specifically important, Harker says, because of the “troubling past” of the research, which has often been undertaken from the perspective that autism is a condition that needs to be “cured” or, worse, eradicated. 

“A lot of autistic people are concerned that genetics work could potentially manifest into eugenics type of things that want to cure or get rid of autism,” she says. 

But by being the person behind the lab bench, Harker hopes to avoid enabling such problematic perspectives and create knowledge that benefits her community instead.

“I'm hoping to do positive work for anyone that really cares about autism and cares about an autistic person in their life. And, ultimately, I’m just doing it with the emphasis on improving someone's quality of life and making them feel like they have value.”

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NASA Internships

NASA internships and fellowships provide opportunities for high school students through postdocs. Check out the resource links below:

GeneLab Internship Opportunities

GeneLab for High Schools  (GL4HS) is a four-week, intensive, summer training program for rising high school juniors and seniors hosted by NASA’s Ames Research Center (Mountain View, CA). It provides students an opportunity to immerse themselves in Space Life Sciences with a specific focus on omics-based bioinformatics research, the science of collecting and analyzing complex biological data such as genetic codes and computational biology. The 2023 course will be held virtually due to the pandemic. GL4HS also provides training opportunities for teachers who are interested in incorporating the curriculum into their advanced biology courses. 

Interested?  Apply Now

Application Deadline:  February 4, 2024 by 5:00 pm (PT)

When:   July 1 – July 26, 2024 8:00 am – 3:00 pm (PT)

GeneLab for Universities and Colleges (GL4U)  is designed by NASA GeneLab in collaboration with the GeneLab Educational Working Group (EWG) to provide space biology-relevant training in bioinformatics to the next generation of scientists through direct and indirect approaches. The direct approach trains college-level students, and the indirect approach trains college educators (training of trainers). The GL4U team has hosted three annual data processing bootcamps for different types of omics data hosted on the GeneLab Data Repository. During the bootcamps, participants learned about space biology, experimental design, data generation and associated technology usage, and performed hands-on analysis of space-relevant omics data using GeneLab’s standard processing pipelines.

The GL4U: RNAseq bootcamp, has been run (virtually) with San Jose State University students in June 2021 and 2022. The contents of this bootcamp, including introductory command line and space biology-specific lectures, as well as hands-on instruction for processing RNAseq data via Jupyter Notebooks (JNs), have been uploaded to the GeneLab Training GitHub Repository along with installation instructions.

Bootcamp materials:  RNAseq bootcamp

The GL4U: AmpliSeq bootcamp, took place on July 2023 at California State University, Los Angeles (CSULA). This course provided an overview of amplicon sequencing and hands-on processing of samples followed by analysis and visualization of the processed data using the GeneLab Amplicon Sequencing Data Processing Pipeline. All lecture materials have been uploaded to the GeneLab Training GitHub Repository.

Bootcamp materials:  AmpliconSeq bootcamp

The Space Life Sciences Training Program at Ames Research Center

The Space Life Sciences Training Program (SLSTP)  provides undergraduate students entering their junior or senior years, and entering graduate students, with professional experience in space life science disciplines. This challenging ten-week summer program is hosted by NASA’s Ames Research Center in the heart of California’s Silicon Valley. The primary goal of the program is to train the next generation of scientists and engineers, enabling NASA to meet future research and development challenges in the space life sciences.

Students in SLSTP undertake research projects in multiple areas, including:

• The effects of spaceflight on living systems, conducted both on the ground and also in space aboard the International Space Station and other spacecraft.
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Other internship opportunities at NASA:

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