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12 Biomedical Engineering Summer Programs for High School Students

Biomedical engineering is a field that requires comprehensive theoretical knowledge, as well as sound research and engineering skills. As a high school student, building on these aspects early can help with your college admissions. Admissions officers are looking for students who take the extra step to work on a subject that they are passionate about, and make an effort to learn beyond the classroom.

Biomedical engineering summer programs are a great way to gain real-world experience in the field. These programs are usually research and theory-focused, and include various extracurricular components to provide a holistic summer pre-college experience.

You could also consider other research opportunities in biology , engineering programs , and internships in STEM !

Now let's dive into our list of 12 biomedical engineering summer programs for high schoolers!

1. Johns Hopkins University’s The Immersive Summer Program for Education, Enrichment, and Distinction (ISPEED) in Biomedical Engineering

Application deadline: March 1, 2023

Eligibility: Sophomores and juniors who were born between July 29, 2005, and July 2, 2008. Students from underrepresented or underserved backgrounds are encouraged to apply.

Program dates: July 3, 2023 – July 28, 2023

Location: John Hopkins University

Stipend: $2,400

If you’re interested in getting project-based experience and improving your practical skills, John Hopkins’ ISPEED program is a solid choice. It’s a four-week, residential program run by JHU’s School of Medicine where you will get the chance to learn about biology, life sciences, healthcare design, computer programming and more, all with the aim of connecting to foundational skills in biomedical engineering. The curriculum includes classes, project based, hands-on learning, research talks by students and faculty, field trips, and a Final Showcase where you will present your project. During the program, you will also work at the University’s BME Design Studio and the Cell & Tissue Engineering Lab. You can also expect to learn more about computer programming, machine learning and scientific computing.

2. Veritas AI  - AI Fellowship

Location : Virtual

$1,790 for the 10-week AI Scholars program

$4,900 for the 12-15 week AI Fellowship 

$4,700 for both

Need-based financial aid is available. You can apply here . 

Application deadline : On a rolling basis. Applications for fall cohort have closed September 3, 2023. 

Program dates : Various according to the cohort

Program selectivity : Moderately selective

Eligibility : Ambitious high school students located anywhere in the world. AI Fellowship applicants should either have completed the AI Scholars program or exhibit past experience with AI concepts or Python.

Application Requirements: Online application form, answers to a few questions pertaining to the students background & coding experience, math courses, and areas of interest. 

Veritas AI focuses on providing high school students who are passionate about the field of AI a suitable environment to explore their interests. The programs include collaborative learning, project development, and 1-on-1 mentorship.  These programs are designed and run by Harvard graduate students and alumni and you can expect a great, fulfilling educational experience. Students are expected to have a basic understanding of Python or are recommended to complete the AI scholars program before pursuing the fellowship. 

The   AI Fellowship  program will have students pursue their own independent AI research project. Students work on their own individual research projects over a period of 12-15 weeks and can opt to combine AI with any other field of interest. In the past, students have worked on research papers in the field of AI & medicine, AI & finance, AI & environmental science, AI & education, and more! You can find examples of previous projects here . 

3. Horizon Academic Research Program (HARP)

Location : Virtual 

Application Date: May 21, 2024 for the summer cohort, and September 25, 2024 for the fall cohort 

Program Dates: 

Summer seminar - June 24, 2024 - September 2, 2024

Fall seminar - October 23, 2024 - February 19, 2025

Lab dates are flexible, but you must apply 4 weeks in advance.

Eligibility: High school students with good academic standing (>3.67/4.0 GPA) can apply. Most accepted students are 10th/11th graders! Only a couple of tracks require formal prerequisites, more details of which can be found here .

Horizon offers trimester-long research programs for high school students across subject areas such as data science, machine learning, political theory, biology, chemistry, neuroscience, psychology, and more! It is one of the very few research programs for high school students that offers a choice between quantitative and qualitative research!  

Once you select a particular subject track and type of research you’ll be paired with a professor or Ph.D. scholar (from a top university) who will mentor you throughout your research journey.  You’ll work to create a 20-page, university-level research paper that you can send to prestigious journals for publication as a high school student. 

This program is a solid opportunity for you to pursue a research program in highly specialized fields, under the guidance of a top scholar.  The program also provides a letter of recommendation for each student, as well as detailed project feedback that you can use to work on future projects and on college applications. Apply here !

4. Youth Inventa’s Youth In Biomedical Engineering Program

Application deadline: June 5, 2023

Eligibility: All students aged 13 – 18. Those

Program dates: July 10, 2023 – July 21, 2023

Location: Online

Held by Youth Inventa, a non-profit organization, this online program is fully funded and an ideal choice for students from low-income backgrounds or those who are unable to travel. You will attend 1-2 hour sessions every weekday which include lectures, interactive labs and activities, and will cover topics like drug engineering, cell biology, and the development of medical devices . The focus of this program is on networking with different professionals from the industry and gaining career insights.

5. Tufts University’s Biomedical Engineering Research (TUBERS) Program

Application deadline: April 28, 2023

Eligibility: Students who will be at least 16 years of age at the start of the program. Students from underrepresented backgrounds are encouraged to apply

Program dates: July 5, 2023 – August 18, 2023

Location: Tufts University

Fee: Free (Students are expected to organize their own transportation)

Tufts University is known for having strong biomedical engineering programs, making the TUBERS program a valuable opportunity for those interested in the subject. This is a commuter program focused on hands-on research. Over the six weeks, you will investigate biomedical questions and develop new methods of study while working on a particular field of research. After the program, students are encouraged to use their completed projects to participate in science competitions. Highly selective, TUBERS is designed to improve students' critical thinking and academic research skills.

6. Stanford Institutes of Medicine Summer Research Program

Application deadline: February 25, 2023

Eligibility: Current juniors or seniors who are at least 16 years of age

Program dates: June 13, 2023 – August 4, 2023

Location: Stanford University

Stipend: $500 - $1,500

The SIMR is an 8-week internship program where students get to work with a mentor one-on-one and engage in hands-on research. You can choose from a number of research areas, one of which is bioengineering. Apart from attending lectures, you will also work on a real-world biodesign project that addresses a medical need . As part of the process, you will evaluate technical pros/cons, build prototypes and eventually present them at the SIMR poster session.

If you’re looking for a shorter program, Stanford also offers this lecture series on biomedical research. However, this is a paid program.

7. Columbia Engineering's Summer High School Academic Program for Engineers (SHAPE)

Application deadline: April 15, 2023

Eligibility: Rising sophomores, juniors and seniors

Program dates: Session 1 from July 5, 2023 – July 25, 2023 Session 2 from July 26, 2023 – August 15, 2023

Location: Columbia University

Fee: $4,900

Financial assistance: Limited need-based scholarships available

SHAPE offers you the opportunity to study a college-level engineering course and one of the available course options is biomedical engineering (you can do one or both sessions). During the program, you will study different areas of the field like biomechanics, bioinstrumentation, and medical imaging, as well as construct your very own biomedical device . This is a project-based program that also provides other skill-based electives and additional support with college preparation.

8. Rowan University’s Research Immersion in Biomedical Science and Engineering at Rowan (RISER) Program

Application deadline: June 2, 2023

Eligibility: Rising seniors from South Jersey

Program dates: June 19, 2023 – July 28, 2023

Location: Rowan University

Stipend: None

This summer program is a great choice if you are specifically looking to work on an independent, research project. As a RISER scholar, you will be matched with a lab (you can choose between a Biomedical Engineering and a Biomedical Sciences lab) where you will work on your project . This is a non-residential, volunteer program and you must commit 20 hours of research per week. The program culminates with a symposium on the last day where you will have the opportunity to present your findings.

9. Duke University’s Research in Engineering Program

Application deadline: March 5, 2023

Eligibility: Rising juniors and seniors who are at least 16 years of age (priority will be given to those from the Durham Public School system). Students from economically disadvantaged backgrounds are encouraged to apply

Program dates: June 12, 2023 – July 28, 2023

Location: Duke University

Stipend: $2,000 (Daily lunches and a transportation pass are also provided)

As a participant in this program, you will be matched with one of the labs at Duke University where you will work on a research project under the guidance of a faculty member. The program was launched in the biomedical engineering department but has since expanded to other fields like electrical or mechanical engineering. Aside from the project, the program also includes social activities, session on college preparation, resume writing workshops and more.

10. UConn’s Pre-College Summer – Biomedical Engineering

Application deadline: April 1, 2023

Eligibility: Current freshmen, sophomores, and juniors who have a minimum GPA of 2.0

Program dates: July 16, 2023 – July 22, 2023 (Session 4 of the pre-college program), July 23, 2023 – July 29 (Session 5 of the pre-college program)

Location: University of Connecticut

Fee: $2,050 - $2,150

Financial assistance: Limited discounts and scholarships are available

This Biomedical Engineering course is part of the University of Connecticut’s pre-college summer program. The residential program is geared towards students who want to explore college-level academics and life at university in general without committing too much of their time. Through the Biomedical Engineering course, you will get an overview of the field and its interconnected sub-fields, explore real-life applications and learn about career options .

You will engage in activities like designing a functional medical device prototype and using computer-aided-design (CAD) software to create physical structures. Another option in this program is the Artificial Intelligence in Biomedical Engineering course.

11. Drexel University’s BIOMED Summer Academy for High School Students

Application deadline: May 31, 2023

Eligibility: Rising juniors and seniors who have taken at least one year of biology

Program dates: Session I from July 10, 2023 – July 14, 2023, Session II from July 17, 2023 – July 21, 2023, Session III from July 24, 2023 – July 28, 2023

Location: Drexel University

Fee: $1,200

Financial assistance: Limited need-based scholarships are available

Ideal for those who do not want to spend all summer at school, this one-week, commuter program offers an engaging, hands-on experience in the field of biomedical engineering. The focus of the program is on teaching essential laboratory and research skills through activities like measuring brain waves and making nanoparticles . Previous students have also worked on gene editing and tissue engineering. Apart from lab work, the curriculum also includes site visits and seminars given by experts in the field.

12. New Jersey Institute of Technology’s Biomedical Engineering Program

Application deadline: April 14, 2023. However, applications are accepted on a rolling basis

Eligibility: Students who have at least completed 8th grade and maintain a B or better grade average

Program dates: July 5, 2023 – August 3, 2023

Location: New Jersey Institute of Technology

Fee: $1,450

As one of the tracks in NJIT’s Summer Early College Preparatory Programs, the Biomedical Engineering Program is aimed at high-achieving high school students. The coursework looks at the cross-disciplinary nature of the field, exploring the interconnection between the engineering sciences, biomedical science and clinical practices . Alongside this, the program also includes modules that prepare you for standardized tests like the SAT and ACT.

Here’s a bonus entry for those of you who read this far:

13. Boston Leadership Institute’s Biomedical Engineering Program

Application deadline: Students are accepted on a rolling basis

Eligibility: All high school students

Program dates: Session 1 from June 26, 2023 – July 14, 2023, Session 2 from July 17, 2023 – August 4, 2022

Location: Session 1 at the Greater Wellesley campus and Session 2 at the Longwood Medical Area

Fee: $2,200 (An additional $2,097 for residential students)

Financial assistance: Limited scholarships available for rising seniors who come from families with a total annual income of $60,000 or less

The Boston Leadership Institute 's Biomedical Engineering program offers an immersive experience, combining lectures, hands-on projects, and visits to medical facilities. The curriculum delves into areas like biochemistry, materials chemistry, and scientific reasoning. Apart from learning the fundamentals, you will also work with DNA extraction, 3D design and printing, and discuss current breakthroughs .

Previous students have 3D printed their own prosthetic devices, researched treatments of glaucoma, and designed a device to deliver insulin in a discreet way. While not as prestigious as the SIMR or ISPEED, this program is a good way to learn the basics of the field while not being too intense. You can read more about our review of the Boston Leadership Institute here .

Additionally, you can also work on independent research in AI, through Veritas AI's Fellowship Program!

The   AI Fellowship  program will have students pursue their own independent AI research project. Students work on their own individual research projects over a period of 12-15 weeks and can opt to combine AI with any other field of interest. In the past, students have worked on research papers in the field of AI & medicine, AI & finance, AI & environmental science, AI & education, and more! You can find examples of previous projects   here . 

Need-based financial aid is available. You can apply   here . 

Bonus - Lumiere Research Scholar Program

If you are interested in doing university-level research in biomedical engineering, you could also consider applying to the Lumiere Research Scholar Program , a selective online high school program for students I founded with researchers at Harvard and Oxford. Last year, we had over 4000 students apply for 500 spots in the program! You can find the application form here.

Stephen is one of the founders of Lumiere and a Harvard College graduate. He founded Lumiere as a Ph.D. student at Harvard Business School. Lumiere is a selective research program where students work 1-1 with a research mentor to develop an independent research paper.

Image Source: SIMR logo

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Explore your research interests with a summer research experience at Mayo Clinic

Summer undergraduate research fellowship (surf).

A career in biomedical research is not for everyone. But if you love science, get a thrill out of discovery, enjoy tough problems, and want to contribute to medical breakthroughs, then a career as a Ph.D. or M.D.-Ph.D. scientist might be for you.

Mayo Clinic Graduate School of Biomedical Sciences offers a 10-week Summer Undergraduate Research Fellowship (SURF) experience for undergraduates wanting to build their skills as young scientists.

Mentorship opportunities

access to more than 350 faculty mentors

undergraduate students accepted each year across 3 campus locations

Alumni reach

More than 3,000 program alumni

Program highlights

The Mayo Clinic SURF Program has helped thousands of undergraduate students explore their interests in research. As a summer fellow, you will be immersed in research opportunities. You’ll gain valuable experience in the lab and work closely with your mentor on a research project designed specifically for summer students.

Our SURF fellows tell us about the lasting friendships they made during the program and how the experience helped them with their career decision-making process.

In addition to their lab work, fellows  also describe some of their unique experiences:

• Mentors.  The daily experience of learning from Mayo Clinic faculty, postdoctoral fellows, graduate students, medical students, and others who are farther along their career paths.
• Real-world research insight and experience.  The excitement of gaining hands-on experience with real-world research projects at a major medical center. And, because the questions they are studying are at the forefront of science, many students earn acknowledgment or co-authorship in articles submitted to professional publications.
• Top-notch scientists.  The opportunities they had for close collaboration with nationally and internationally recognized scientists.
• Modern facilities.  The chance to learn how to use world-class instrumentation in state of the art research facilities.
• Community.  Great times living, learning, and working with the whole SURF community.

We work hard to bring together a wide variety of talented, motivated students from all ethnic, geographic, educational, and economic groups.

Student story: Meet Tamiel Turley

Research specialization options

Our undergraduate summer research program provides opportunities for current college students interested in expanding their research experience in a variety of specialized research areas: 

• Biochemistry and Molecular Biology
• Biomedical Engineering and Physiology
• Clinical and Translation Sciences
• Molecular Pharmacology and Experimental Therapeutics
• Neuroscience
• Regenerative Sciences
• Virology and Experiments

During the application process , you will indicate your research preference area.

Application window

Application window: Nov. 1, 2024 - Feb. 3, 2025 Program dates: May 27 - Aug. 1, 2025

Mayo Clinic Graduate School of Biomedical Sciences 200 First St. SW Rochester, MN 55905

Summer Undergraduate Internship Program (SUIP)

Welcome to suip.

The University of Pennsylvania Summer Undergraduate Internship Program is a 10-week intensive summer research opportunity for undergraduate students, especially those who embrace and reflect diversity in the broadest sense, interested in pursuing careers in scholarly research. Interns will be matched with a Principal Investigator (PI) based on shared research interests. Throughout their time at Penn, interns will work with PIs and other lab mentors to develop laboratory and research skills essential for future graduate school experiences. In addition to laboratory work, interns will participate in seminars that will enrich their understanding of science, participate in professional development workshops, graduate school preparation seminars, and have the opportunity to present at the SUIP Symposium. SUIP is designed for students who aim to pursue a PhD or an MD-PhD in biomedical studies.

Summer Program Dates

The 2024 program dates are Monday, June 3, 2024 to Friday, August 9, 2024 (tentative move-in dates: Saturday, June 1, 2024 and Sunday, June 2, 2024). Participants can expect to engage in lab and program activities for approximately 40 hours during the week.

Participants must commit to participating for the duration of the program dates.

Eligibility

Residency requirement: The program is open to U.S. citizens and permanent residents only. We cannot accept applications from international students who do not meet residency requirements at this time. Applicants must be enrolled in a four-year college for the fall semester after the program ends. Graduating seniors are not eligible to participate. Although it is not required for applicants to have prior research experience, preference is given to applicants who will have completed their sophomore or junior year. Students must be able to attend the full 10-week program. Individuals from under resourced backgrounds that have been historically excluded from the biomedical sciences including but not limited to first generation college students, socioeconomically disadvantaged, attend small liberal arts colleges and universities with limited research opportunities, live with a disability, and/or who bring diversity to biomedical sciences by reason of their culture, class, background, work and life experiences, skills and interests are encouraged to apply for the program.

Compensation

Each intern receives:

• a competitive stipend ($5,500)
• On-campus housing,
• meal plans, and
• transportation costs for one round trip to the University of Pennsylvania.

SUIP Affiliated Programs

SUIP-DAPPG (Diversity Action Plan in Genomics), SUIP-CCI (Center for Cell and Immunotherapies), and SUIP-CFAR (Center for AIDS Research) are affiliated programs with SUIP. Students are selected to the affiliated programs based on their research interests. Applicants do not need to complete a separate application to be considered for these programs. All compensation is the same as the general SUIP. Applicants who apply to an affiliate program will also be considered for the general SUIP program.

If you would like to be considered for an affiliate program, please indicate which one in your personal statement. If admitted into an affiliated program, students still will participate in all SUIP activities and will be offered additional research specific content and activities based on the affiliate group.

SUIP-DAPPG (Diversity Action Plan for Penn Genomics)

The aim of the Diversity Action Plan for PENN Genomics (DAPPG) program is to increase the number of underrepresented students choosing a career in genome sciences and genomic medicine by providing opportunity for hands-on genomics research. The program supports summer research internships and post-baccalaureate programs, designed to augment student’s training for application to professional degrees.

Faculty Contacts: 

• Maja Bucan ( [email protected] )
• Junhyong Kim ( [email protected] )

SUIP-CCI (Center for Cell and Immunotherapies)

The Center for Cellular Immunotherapies hosts a Summer Undergraduate Internship Program in cancer and cellular immunotherapies. Participating laboratories have the general goal of understanding how the immune system interacts with cancer and developing interventions to improve anti-tumor immunity. This field of study represents an intersection of cancer biology, immunology, cellular and molecular biology, and bioengineering.

Faculty Contact: Avery Posey ( [email protected] )

SUIP-CFAR (Center for AIDS Research)

SUIP-CFAR (Center For AIDS Research) Scholars will engage in mentored HIV/AIDS research. Research topics include HIV basic/translational science, clinical/behavioral science, implementation science, and HIV prevention research. SUIP-CFAR scholars will learn key concepts in the biological, clinical, behavioral, and community-based AIDS research and will build their professional skills.

Faculty Contacts:

• Kelly Jordan-Sciutto ( [email protected] ) 
• Florence Momplaisir ( [email protected] )

Application & Admissions

Application & Admissions Process:

Applications for SUIP 2024 open on October 1st, 2023 via the Penn application. All applications are due on February 1st, 2024 by 11:59 pm Eastern Time. All components of the application, including letters of recommendation, must be received by the deadline. Incomplete applications or applications submitted after this deadline will not be considered. 

Applicants who wish to apply through the Leadership Alliance, the application portal opened on November 1, 2023 and will close on February 1st, 2024 at 11:59PM.

Applicants can submit an application through Penn’s portal ( link ) or via the Leadership Alliance ( link ). Our holistic evaluation process considers all components of the application. The  research & personal statement  should describe your meaningful research experiences and career goals and be used to share how your personal history, identity, and experiences motivate your choice to pursue a PhD, and the challenges you have overcome to get to this point. The  letters of recommendation  should include at least one from a research mentor, preferably the most recent one. The  community statement  should describe how your personal perspectives will shape and be shaped by engagement with the Penn community.

Required Documents

• Completed online application form via Penn’s application ( link ), or via the Leadership Alliance ( link ). Applications are accepted through both platforms and are considered equally.
• Research & Personal Statement- A statement describing your interest in pursuing research, any meaningful research experiences you've had up to this point, your academic and career goals and that shares how your personal history, identity, and experiences motivate your choice to pursue a PhD, and the challenges you have overcome to get to this point.
• Community Statement- A statement describing how your personal perspectives will shape and be shaped by the engagement with the Penn community (150-200 words).
• Two letters of recommendation from academic faculty or advisors
• Most recent unofficial undergraduate transcript

Application Instructions

• SUIP applicants who apply through the Leadership Alliance should follow the instructions on the Leadership Alliance’s website ( link ).
• Create an account following the  link .
• Begin the application with your personal information.
• You will be prompted to select which “graduate” program you are applying to.
• Select “Biomedical Graduate Studies, Perelman School of Medicine”
• Select “SUIP” and “Summer 2024”.
• In the “Recommendations” section, please provide the contact information for two (2) recommenders. An automated email will be sent to the email address(es) provided for recommenders to submit their letters. All recommendation letters are due by 2/1/24 at 11:59PM.
• Applicants will be asked to select a graduate group of interest. Applicants can refer to the Biomedical Graduate Studies page for more information about graduate groups ( link ).
• If applicants are interested in an affiliate program, applicants can indicate their choice in this section.
• Follow the remaining prompts.

Leadership Alliance

The University of Pennsylvania is part of the Leadership Alliance . We accept applications for SUIP that are submitted through the Leadership Alliance summer research program portal ( link ). We will consider all SUIP applications regardless of which application platform students use.

Research and Personal Statement

In a 2 page document (8.5”x11”) with a minimum of 0.5’ margins and at least 11 pt font, describe your academic interests and career goals. If you have had any research experiences, please describe them. State your specific scientific interests and any particular research areas or techniques you'd like to explore. We encourage applicants to share their lived experience to document their journey and story, which is valued and considered high priority for our reviewers. Please upload your statement with your application. Please upload your statement with your application.

Transcripts

Your transcript must include all semesters/terms attended at your primary institution. Please also include any study abroad transcripts. Unofficial transcripts will suffice.

Letters of Recommendation

Two letters of recommendation are required. Letters from academic faculty who know you personally and can comment on your academic abilities and your aptitude for research are highly encouraged. Requests for letters of recommendation will be sent through the application portal to the email that applicants provide.

SUIP Overview

Principal investigator (pi) matching.

Successful applicants will have the opportunity to preference mentors based on their research interests. SUIP interns' lab placements are determined with consideration for the mentor's availability and the student's interests.

Areas of Research

Mentors are drawn from a group of over 600 faculty associated with Biomedical Graduate Studies (BGS) at the University of Pennsylvania. The mentors we work with have a strong commitment to helping students and extensive experience mentoring, training, and teaching students, postdoctoral fellows, and staff.

Research areas available to SUIP students include:

• Biochemistry and Molecular Biophysics
• Cancer Biology
• Cell Biology and Physiology
• Developmental, Stem Cell, and Regenerative Biology
• Gene Therapy and Vaccines
• Genetics and Gene Regulation
• Microbiology, Virology, and Parasitology
• Epidemiology and Biostatistics
• Genomics and Computational Biology (These faculty are also involved in our DAPPG program)
• Neuroscience
• Pharmacology

IDEAL Research Fellows, who are current graduate students or postdoctoral fellows, will serve as mentors for summer interns. Fellows will lead programming, team building activities, and excursions to explore Philadelphia. Our Fellows are passionate about helping interns succeed and working towards the mission of diversifying STEM.

Seminar Series

SUIP sponsors the Summer Seminar Series, a sequence of talks about timely issues in biomedical sciences presented by distinguished Biomedical Graduate Studies faculty. The seminars provide interns with an opportunity to discover the breadth of research taking place at Penn and beyond.

Social Events

Interns enjoy a variety of events including concerts and performances, trips to local museums, visits to historical sites, and social events with current graduate students and program staff. The University of Pennsylvania has several summer programs and there are many free events on campus that are open to our interns. Philadelphia is a great city to visit, and an even better place to live.

• MyU : For Students, Faculty, and Staff

BME Pathways summer research experience

Program features.

Opportunity to conduct research in a lab

Skill development opportunities 

Social events

Technical seminars from BME faculty

Visits to local biomedical engineering companies

• Poster symposium

An all-inclusive program that provides

Round trip flights

Dining 

$5,000 stipend

Application materials 

• One-page Statement of Purpose indicating your interest in research and describing your candidacy as a participant
• One-page resume
• The name and email address of the person who will provide a recommendation letter
• A school-issued, unofficial transcript with your current GPA

Eligibility

• Currently enrolled in a U.S. college or university. If you are a senior, you must be a non-graduating senior.
• Majoring in a STEM field such as engineering, computer science, biology, chemistry, or math.
• U.S. citizen or permanent resident (international students are not eligible to apply).
• Minimum cumulative GPA of 3.0.

Students underrepresented in STEM are encouraged to apply.

June 3 – August 9, 2024

• Onboarding to set student expectations
• Student participation in lab meetings
• Preparation for summer research

Summer 

• Research over a 10-week period in a lab
• Education, skill-building and social opportunities

Fall (optional)

• Reporting of the research performed, including student-directed data analysis and synthesis

DEI Coordinator [email protected]

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Search Form

Reu: undergraduate research opportunities in biomedical engineering devices.

For information contact

Eric Markvicka

Assistant Professor, Mechanical and Materials Engineering

See Projects

Application Dates

Program dates, who should apply, related fields.

• Biological Sciences
• Any engineering major with interest in medical applications
• Any science major with interest in medical applications

This program encourages applications from students with junior or senior standing.

Eligibility

• U.S. Citizen or Permanent Resident
• Current undergraduate with at least one semester of coursework remaining before obtaining a bachelor's degree

See Eligibility for more information.

How to apply

Follow the application steps to submit the following materials.

• Online application
• Short answer questions
• 2 Recommendations

About the Program

The Biomedical Engineering REU is designed to provide independent research experience for undergraduate students, broaden participant knowledge of opportunities in academia, industry and national laboratories, and introduce participants to interdisciplinary research in biomedical devices.

The goal of every medical practitioner is to improve quality of life for patients. Biomedical engineering and devices are instrumental in achieving this. The primary focus in each summer research project is biomedical devices designed to enhance medical care through science and engineering, with emphasis in two areas: (1) devices for diagnostics and sensing and (2) devices for therapeutics and intervention.

All projects are designed to be completed during the 10 week program and are a part of a faculty mentor's current research. This allows the student to be involved in many aspects of research, including design, analysis, simulation, and implementation of a biomedical device.

Students are also extensively involved in lab activities, such as weekly lab meetings. Research results are presented during lab meetings throughout the summer and at the end-of-summer in the Summer Research Symposium poster session. Lab members, especially graduate students and postdoctoral associates, are active with summer program research.

• Competitive stipend: $7,000
• Suite-style room and meal plan
• Travel expenses to and from Lincoln
• Campus parking and/or bus pass
• Full access to the Campus Recreation Center and campus library system
• Wireless internet access

Learn more about academic and financial benefits .

• Department seminars and presentations
• Professional development workshops (e.g., applying to graduate school, taking the GRE)
• Welcome picnic
• Day trip to Omaha's Henry Doorly Zoo and Aquarium
• Outdoor adventures
• Research symposium

Mentors and Projects

Dr. greg bashford, dr. eric markvicka biological systems engineering, mechanical & materials engineering.

Design and development of a wearable ultrasound patch for measuring cerebral blood flow

Ultrasound is a safe, noninvasive method of measuring blood flow in the body, and transcranial Doppler (TCD) is a special ultrasound mode that measures blood flow in cerebral arteries deep in the brain [5]. TCD may be used as an inexpensive, portable method to measure the brain’s response to stimuli since neural activity is correlated with blood flow in the cerebral cortex. However, it is currently challenging to continuously monitor brain response. In this context, skin-mounted wearable ultrasound devices emerge as a promising alternative, poised to facilitate prolonged, uninterrupted patient monitoring [6-9]. This project will create a wearable Doppler ultrasound patch for continuous measurement of cerebral blood flow (PI Markvicka ). This project will also assess the use of a new data index based on systems theory (relaxation time; Co-PI Bashford ). This is a team-based REU project where two students will work jointly with Dr. Bashford and Dr. Markvicka.

The REU student working with Dr. Bashford will immediately be taught to scan subjects; by the first week’s end, they will be able to measure blood flow in a fellow student using a handheld TCD ultrasound device. By week four, the student will have participated in experiments scanning 10 human subjects designed to test the index described above. The other student working with Dr. Markvicka will be taught advanced manufacturing approaches for creating soft, skin-like electronic devices including injection molding, soft lithography, and UV laser micromachining and material characterization techniques to measure elastic modulus, maximum elongation, and acoustic impedance. By week four, the student will have created multiple prototypes of a wearable Doppler ultrasound device consisting of a two-layer circuit with piezoelectric transducer and appropriate matching layer for acoustic impedance matching. During the next three weeks, the students will work together to characterize the wearable ultrasound device and measure blood flow in an ultrasound flow phantom. The students will use an iterative approach to assure the device is capable of continuously measuring cerebral blood flow. In the final third of the summer, the student will be encouraged to develop (and present to Dr. Bashford’s and Dr. Markvicka’s lab) their own ideas about what the next steps would be if they were the project lead. Each student will prepare a poster for the UNL Research Symposium, and if results warrant, draft a paper for peer-reviewed publication.

Dr. Nicole Iverson Biological Systems Engineering

Carbon Nanotube Sensor Platform to Quantify Nitric Oxide and Hydrogen Peroxide Levels in Inflammatory Diseases

Reactive oxygen and nitrogen species have been shown to be important factors in the progression of many diseases, ranging from autoimmune disease to cancer, but until recently there has been a lack in the ability of researchers to study nitric oxide and hydrogen peroxide (key reactive nitrogen and oxygen species) in real time. By wrapping carbon nanotubes with a specific DNA strand, a real time sensor for nitric oxide or hydrogen peroxide can be made. The student involved in this project will gain hands-on experience in BME research, with a focus on nanotechnology, sensors, and the engineering design process. 

During the first week, the student working with Dr. Iverson will start building and characterizing carbon nanotube sensor platforms. As the student becomes more comfortable with the project, they will design experiments and interpret data independently, discussing their results and brainstorming about future work with Dr. Iverson and the other lab members. In parallel, the student will be introduced to primary literature searches, sterile culture technique, and the importance of nitric oxide and hydrogen peroxide in cell survival and disease progression. The REU student will finish the summer with an understanding of experimental design, data analysis, and interpretation of results as well as having been exposed to cutting-edge research.

Dr. Forrest Kievit Biological Systems Engineering

Nanoparticle-Mediated Sensitization of Pediatric Brain Tumors to Radiotherapy

The field of nanomedicine offers the potential to improve the understanding and treatment of many disease processes by allowing researchers and clinicians the ability to deliver treatments to specific areas of the body, image where the treatments are going in real-time, and track responses. Therefore, the development of multifunctional nanoparticles has garnered significant attention especially for improving delivery into the brain for neurological diseases including traumatic brain injury, brain cancer, and dementia for which there is a significant lack of effective treatment options. These nanoparticles typically consist of a small core that acts as a scaffold to carry imaging agents for tracking nanoparticle localization in the body through various imaging modalities such as magnetic resonance and fluorescence imaging, therapeutic moieties for treatment, and targeting agents for binding cell surface receptors expressed in target tissue. However, the translation of nanomedicine into clinical use has been hindered by complicated nanoparticle designs that make reproducible synthesis and scale-up difficult. Therefore, a goal of the Kievit lab is to develop simplified synthesis strategies for multifunctional nanoparticles to improve their translatability.

The student working with Dr. Kievit will be introduced to nanoparticle drug delivery vehicles as well as various mechanisms to gain entry into the brain through shared relevant literature before they arrive on campus. By the end of the first week on campus, the student will be trained on the nanoparticle synthesis and characterization strategies for the type of nanoparticles they will be working with such as magnetic and polymeric nanoparticles that can be imaged using both MRI and fluorescence imaging. Once this is complete, the student should be able to formulate a hypothesis on how to achieve the project goal as well as methods to test this hypothesis. Advanced students will also learn how to image the nanoparticles using our 9.4T MRI and fluorescence microscopes. During the middle of the summer, the student will use their developed skills to test their hypothesis by generating and interpreting characterization and imaging results. During the final third of the summer the student will reformulate their hypothesis based on their preliminary results and use their methods to re-test this hypothesis (search and re-search!). During this project, the student is expected to gain an understanding of the limitations of neurological disease treatment and how nanoparticle engineering strategies can be used to overcome these limitations. The student will get hands-on experience in nanoparticle synthesis strategies, characterization methods, and use of different imaging systems. The student will also get the experience of processing, analyzing, and interpreting experimental data, as well as data presentation in written and oral form.

Dr. Fanben Meng, Dr. Wei Niu, Dr. Yinsheng Guo Mechanical and Materials Engineering, Chemical & Biomolecular Engineering, Chemistry

Ultra-High-Throughput Microdroplet Screening for Protein Biologics Discovery

Protein biologics, e.g., antibodies and enzymes, are in high demand in applications ranging from affinity reagents in biomedical research and therapy to biocatalysts for the manufacturing of small-molecule drugs. The ability to quickly identify a protein of the desirable functionality is often limited by the throughput of the screening method. Three labs across the UNL campus work collaboratively on a project to develop and apply an ultra-high-throughput microdroplet method using lab-on-chip devices. This research team includes Dr. Wei Niu in Chemical and Biomolecular Engineering Department (protein engineering), Dr. Fanben Meng in Mechanical and Materials Engineering Department (microfluidic devices), and Dr. Yinsheng Guo in Chemistry Department (optical detections). 

REU students on this project work as a team with individual tasks that are integrated into the overall project goal. The student in Dr. Niu’s lab focuses on the construction of protein mutant library and the characterization of potential hits obtained from the droplet screening. The student in Dr. Meng’s lab works on the fabrication of microfluidic chips and the generation of microdroplets. The student in Dr. Guo’s lab is responsible for the optical detection and the isolation of hits. The students further work together to complete successful screening experiments. The team meets weekly for project updates and troubleshooting. Besides knowledge of the biomedical research field, REU students on this project also gain valuable experiences on research collaboration and build skills needed in a team environment.

Dr. Nitesh Nama Mechanical and Materials Engineering

Ultrasound-Propelled Microswimmers for Manipulation of Synthetic Objects within Blood Vessels

The ability to move synthetic objects precisely within blood vessels can open exciting avenues for several applications in biomedicine and healthcare. Given the small size of blood vessels, an important requirement for achieving these functionalities is the ability to precisely direct a “microswimmer” in a controlled and tunable manner. The student will leverage computational approaches to devise novel acoustics-based propulsion approaches, that can enable controlled, tunable motion at microscales. The main research questions are the following: (1) What are the acoustic forces that govern the motion of a microswimmer? and (2) How can the operational parameters of the acoustic field (e.g., frequency, power) be optimized to achieve a desired motion of microswimmers to reach a specific target site? 

Prior to arriving on campus, the student working with Dr. Nama will be provided with relevant literature and COMSOL software training. At the end of week 1, the student will be able to able perform preliminary simulations on the forces experienced by microswimmers under acoustic actuation and integrate this data to design preliminary microswimmer trajectories. In weeks 2-4, the student will receive extensive training on MATLAB concerning basic programming and plotting techniques. This training will also enable the student to plot their results and prepare their final presentation. Subsequent three weeks will focus on studying the effects of acoustic frequency and power by conducting several simulations for different frequencies. The last three weeks will be used to compare the computational data against the available experimental data, and design and test novel microswimmer designs.

Dr. Carl Nelson Mechanical and Materials Engineering

Robotic Technology for Next-Generation Minimally Invasive Surgery

Robotic tools are becoming a standard fixture in medicine, and particularly in surgery, where they can help enhance dexterity and visualization in minimally invasive approaches. Inserted, in-vivo robots (like miniature surgeon arms inside the abdomen) can have particularly high functionality. However, the small electric motors that typically drive these surgical robots are problematic: they take up too much space for too little force and speed capability, and electrical connections multiply the possible failure modes and reduce reliability.

Dr. Nelson’s lab is developing strategies for actuator integration and modularity to increase functionality and reliability of these surgical robots while dramatically lowering cost. The specific research purpose of this project is to investigate the efficacy of different actuator and linkage layouts to maximize robot functionality and reliability. The REU student will perform hands-on testing of prototype robot components (beginning in week 1) and collect data (beginning in week 2) on their performance. As (s)he gains familiarity with the project, the participant will progress to computer-aided design (by week 4) and simulation and prototype fabrication (by week 6) of his/her own original designs and/or modifications to existing designs. It is expected that along the way, (s)he will learn and apply principles of robot kinematics and dynamics, biomaterials selection, and engineering design methodology, along with somewhat lighter exposure to anatomy/physiology and computer science.

Dr. Angela Pannier Biological Systems Engineering

DNA-Loaded Nanocarriers for Enhanced Oral Gene Delivery and Vaccination

Oral gene delivery offers a promising strategy for gene-based therapy. It is non-invasive, convenient, and can be used for both local and systemic gene production. This includes treating gastrointestinal diseases and using DNA delivery for vaccination. However, nonviral methods face challenges in protecting DNA and promoting uptake by intestinal cells, resulting in low transgene expression. To address this, we are developing DNA-loaded OMV nanocarriers (DNA-OMV NCs) derived from gut bacteria. 

The student working with Dr. Pannier will create methods to produce DNA-OMV NCs and evaluate their abilities to protect DNA cargo, and mediate transfection. Prior to arriving on campus, the student will read relevant background literature and receive web-based training materials to expediate lab work once they arrive. During the first week, the student will begin with training on specific assays, including mammalian and cell culture and OMV isolation. Over the course of the summer they will also learn how to prepare plasmid DNA, load plasmid DNA into OMVs, and then deliver DNA-loaded OMVs to both intestinal epithelial cells and macrophages. The student will be responsible for determining and testing optimization parameters to maximize DNA loading to achieve high levels of transfection with low toxicity. These findings will guide our design of OMVs as oral gene delivery carriers. At the end of the summer the student will present their work, and have the opportunity to prepare an abstract for the BMES meeting.

Dr. Ryan Pedrigi Mechanical and Materials Engineering

Ultrasound as a Mechanotherapy for Heart Disease and Stroke

Atherosclerosis is the fundamental pathology in heart disease and ischemic stroke characterized by the accumulation of fat and immune cells in the inner lining of arteries. An interesting feature of this disease is that these fatty plaques tend to form in regions of arteries that experience certain mechanical interactions between blood flow and the endothelial cells that sit at the inner lining of arteries. The ability to deliver beneficial mechanical stimuli to endothelial cells in these artery regions could be therapeutic. We are currently studying the use of ultrasound for this purpose and ultimately aim to develop a new therapy for atherosclerosis using this technology. This project will work on characterizing the biological response of endothelial cells to ultrasound. 

During weeks 1-2, the student working with Dr. Pedrigi will learn about ultrasound and become proficient using traditional and custom-made ultrasound transducers. During weeks 3-4, the student will become proficient with basic cell culture techniques. During weeks 5-7, the student will perform experiments with endothelial cells exposed to ultrasound and learn about immunostaining and microscopy. For the remainder of the summer, the student will evaluate the biological response of endothelial cells to a range of ultrasound regimens.

Dr. Benjamin Riggan Electrical and Computer Engineering

Domain Adaptative Computer Vision Algorithms for Biomedical Image Analysis

Computer vision (CV) and image processing techniques are advanced methods for biomedical image analysis with applications in lesion detection and segmentation, clustering, tracking, and identification across multiple imaging modalities (e.g., X-ray, Computed Tomography, and Functional Magnetic Resonance Imaging). The project is multidisciplinary and will expose the REU student to principles from physics, biomedical engineering, signal processing, and computer science, while gaining experience with biomedical sensors, devices, data, and algorithms. 

Prior to arriving on campus, the student working with Dr. Riggan will have user accounts created on the lab’s high performance computing environment and receive essential training and resources to access data effectively and safely. By the end of the first week on campus, the REU student will be introduced to project specific sensors, sensor phenomenology, and sensor data. In weeks 2-4, the student will complete a semi-automated data curation process using our AI-enabled data annotation tools and will sketch out design principles for CV algorithms, such as physical characteristics, texture, and other patterns of interests. In weeks 5-7, they will create a new CV algorithm to detect, cluster, track, or identify anomalies in biomedical imagery. Then, students will develop their data analysis plans in collaboration with graduate students. In weeks 8-10, they will finalize algorithm designs, execute their data analysis plans, and prepare and present their work at the REU symposium.

Dr. Rebecca Wachs Biological Systems Engineering

Biomaterials and Therapeutics to Prevent Low Back Pain

Low back pain, recognized as a widespread clinical problem, is one source of orthopedic pain resulting from degeneration and innervation of the intervertebral disc [14, 15]. Prevention of nerve growth into the intervertebral disc and reduction of painful stimuli has the potential to prevent disc-associated low back pain independent of disc degeneration. Our lab develops natural biomaterial scaffolds to prevent undesired nerve growth and reduce nerve stimulation. This project will work on developing and characterizing these natural material scaffolds and drug delivery devices to treat low back pain. 

Over the course of the first two weeks, the REU student will learn basic lab techniques such as how to isolate natural scaffolds, how to make decellularization chemicals, and how to decellularize tissue. During weeks three and four, the student will learn cell culture techniques and assays for analysis. For the remainder of the summer, the student will culture various cell types including nucleus pulposus cells, macrophages, and/or stem cells in the decellularized tissue matrices to determine effects of the matrix on cell phenotype and protein production. At the end of the summer the student will present their work at the UNL Research Symposium, and if results warrant, prepare an abstract or paper for a peer-reviewed conference.

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Pathway Programs

Summer internship program.

Applications for the 2024 cohort of the Summer Internship Program (SIP) are closed. We will open to accept applications for the 2025 cohort on November 1, 2024 .

2025 SIP will take place from Sunday, May 25 th – Saturday, August 2 nd .

Program Overview

The Summer Internship Program (SIP) provides experience in biomedical and/or public health research to current undergraduate students from all backgrounds -  including  students from racial/ethnic groups underrepresented in science and medicine, students from low-income/underserved backgrounds, and students with disabilities. The program provides research exposure for those interested in potential careers in science, medicine, and public health.

Participants gain both theoretical knowledge and practical skills in research, scientific experimentation, and other scholarly investigations under the close guidance of faculty or research mentors. SIP students take part in a range of professional and career development activities, networking events, and research discussions. Students also can present their work in oral or poster format at the conclusion of the program. In addition, SIP students often go on to present their summer research at national conferences throughout the year.

The program runs approximately ten weeks and student stipends range from $3,000 - $5,500. Housing is provided at no cost to participants.

Overall, SIP interns can expect an experience similar to that of a first-year graduate student who does a three-month rotation in a laboratory. SIP interns become acquainted with their lab’s scope exploration and investigative techniques. Before arrival, each SIP intern receives several papers related to their specific research project. Interns are assigned their own lab project, and the goal of the project and its relationship to other work in the area will be discussed. Participants also receive training in the techniques necessary to conduct their research activity. The projects that SIP students take on provide students a sense of ownership of their work. Besides daily interactions with others at the lab or project site, most teams have a more formal meeting once or twice a week to discuss research problems, work progress and developments reported in the scientific literature. While the focus of each research site varies, all are composed of highly dedicated mentors who are fully devoted to the professional development, advancement, and success of our SIP scholars.

This summer internship program requires a full-time commitment. It is not permissible to take academic classes or hold other employment during the internship. Students are required to participate for the full period of the program.

The Complete Application

There are multiple divisions of SIP, each providing a unique experience. Applying is free, there is no cost to the applicant. To apply to a SIP division, you will need:

• Two letters of recommendation (faculty and/or research mentors preferred)
• Transcripts for each undergraduate institution attended (transcripts can be unofficial)
• Current CV or resume
• Personal Statement*
• ( CSM-SIP applicants only ) Proof of family income

*The personal statement should be no longer than 1.5 pages, single-spaced using at least an 11-point font. There is no particular prompt for personal statements, but we encourage you to tell us more about yourself. For example: why you want or need to do summer research; the career goal(s) you have in mind; why you're motivated or interested in this type of career; what traits make you a good fit for a potential career in research; any past research experience (hypothesis? what you did/did it work? what you learned about this topic or yourself); and what kind of mentoring you would most benefit from during this experience at Hopkins.

The deadline to apply is 11:59pm on  February 1, 2024 . SIP divisions will inform applicants of admissions decisions by March 15th of the year that they are applying, though some divisions release decisions earlier than that date. For more information, contact us at  [email protected] .

webinar Information Session

A Live Webinar event was held Saturday December 9th, 2023 from 2:00 - 3:30 PM EST on information about our Undergraduate STEMM programs at Johns Hopkins, for Summer 2024.

Summer Internship Program Opportunities

There are 15 distinct research opportunities available under the SIP umbrella. Each branch of the Summer Internship Program is administered separately and supports different stipend levels, with some additional tailoring of program content to fit each division’s focus.  You may apply to up to three divisions.

Basic Science Institute (BSI-SIP)

BSIP-SIP  in the Dean-funded “umbrella program” of the Summer Internship Program divisions, incorporating opportunities research in all our basic science departments: Biological Chemistry; Biomedical Engineering; Biophysics and Biophysical Chemistry; Chemistry/Biology interface; Cell Biology; Molecular Biology and Genetics; Molecular and Comparative Pathobiology; Neuroscience; Pharmacology and Molecular Sciences; and Physiology. 

Past BSI-SIP Scholars have participated in a broad array of projects from molecular and cellular analysis of the aquaporin water channels, molecular genetic basis of Down syndrome, genomics, neurobiology of disease, applications of polymeric biomaterials to drug delivery, gene therapy, and tissue engineering. 

On top of an experience filled with substantive hands-on research, program activities include one-on-one mentorship from current graduate student mentors, journal club participation, and a range of professional development workshops and seminars on topics that include preparation for graduate studies and navigation of scientific careers. The program concludes with presentations by BSI-SIP scholars at a closing research symposium.

In addition to the opportunities mentioned above, BSI-SIP has affiliated sub-programs focused on neuroscience and/or translational research. Students participating in these programs will be invited to BSI-SIP programming and housed with BSI-SIP students, while also enjoying some additional field-specific programming:

NeuroSIP and KavliSIP

Summer interns in the  NeuroSIP  program are hosted in laboratories of the  primary faculty  of the Department of Neuroscience.  Please see the departmental website  for brief descriptions of the projects of previous NeuroSIP interns.  KavliSIP  summer interns are hosted in the laboratories of the Kavli Neuroscience Discovery Institute at Johns Hopkins (Kavli NDI). Kavli NDI bridges neuroscience, physics, data science, computational neuroscience and engineering to solve the mysteries of the brain. KavliSIP supports summer internships for undergraduate students considering graduate studies in neuroscience, engineering, data science and related areas. In addition to general SIP programming, KavliSIP and NeuroSIP students enjoy neuroscience-focused programming and other content designed to help them delve deeper into this exciting field of study.

Summer Undergraduate Research Experience (SURE)

Summer interns in the SURE program will join labs at the Brady Urological Institute at Johns Hopkins to perform research in prostate cancer, bladder cancer, and kidney cancer. As basic research labs within a clinical department, students will be involved in research that can directly impact how patients are treated, known as “translational research.” In addition to their research experience and SIP programming, interns will also have the option to interact with clinicians, including opportunities to shadow Urologists in the operating room, Medical Oncologists in clinic, and explore other basic, translational, and clinical research careers and observe how clinical observations can influence research being done at the bench. The SURE program was founded to provide research opportunities to undergraduate researchers in an academic environment that would not typically be available to them with the hope to provide an avenue to achieve their goals or dreams. The program strongly encourages applications from students who are first-generation college students, come from disadvantaged economical statuses, and students from racial and ethnic groups historically underrepresented in science.

BSI-SIP, SURE, NeuroSIP and KavliSIP eligibility

All  BSI-SIP  applicants must have a demonstrated interest in the pursuit of graduate study toward a PhD or MD-PhD degree. BSI-SIP applicants must have completed at least two years of college by the start of the summer program. BSI-SIP is open to US citizens, permanent residents, and international students currently enrolled in college in the United States.

SURE scholars should have an interest in cancer and/or urology-related research, and have some curiosity about in the intersection of clinical care and benchwork (commonly referred to as translational research). SURE applicants must have completed at least two years of college by the start of the summer program and must be US citizens or permanent residents to apply.

The  NeuroSIP  and KavliSIP  programs prefer candidates on the PhD track, without an interest in pursuing clinical medicine. Students applying to NeuroSIP or KavliSIP must have completed at least one year of college by the start of the program and must be US citizens or permanent residents to apply.

Students interested in being considered for SURE, NeuroSIP or KavliSIP must choose BSI-SIP on their application and then select the SURE, NeuroSIP and/or KavliSIP options when they appear. You will still be considered for the BSI-SIP parent program as well.

Careers in Science and Medicine (CSM-SIP)

The  Careers in Science and Medicine Summer Internship Program  is the undergraduate component of the Johns Hopkins  Initiative for Careers in Science and Medicine . The CSM Initiative seeks to partner with scholars from low-income and educationally under-resourced backgrounds to help them build the accomplishments, skills, network, and support necessary to achieve advanced careers in biomedical research, clinical medicine, public health, nursing, and/or STEM professions. Scholars spend 10 weeks conducting high level research with a faculty mentor, and receiving guidance on financial planning, graduate school applications, and career exploration while enjoying lunches and other events with faculty specializing in a wide variety of science and health related areas of study.

In addition  to the opportunities described above in the parent program, CSM-SIP has an affiliated sub-program that allows students to do research in labs affiliated with the Molecular Microbiology and Immunology (MMI) department in the Bloomberg School of Public Health. Summer Interns in CSM-SIP-MMI can expect to work on projects ranging from characterizing mechanisms of host-pathogen responses, to examining malarial life-stages for therapeutic development, including analysis of viral evolution leading to epidemics and pandemics, and therapeutic development exploiting antibodies and conjugate vaccines. Centering around immunology, immunological responses to pathogens, and the basic characterization of microbes, research in the MMI department bridges many disciplines and aims to prepare students for futures as physicians, clinical researchers, and other STEM public health and research professions. CSM-SIP-MMI interns work with MMI faculty, post-docs, and graduate students and receive additional mentoring from MMI faculty.

CSM-SIP and CSM-SIP-MMI Eligibility To be considered low-income for our program,  your household or family income must be under 200% of the federal poverty limit ,  which is defined in part by the number of members in the household . We require applicants upload the first 2 pages of their family’s 2021 or 2022 tax return in order to verify you meet income guidelines (feel free to remove social security numbers when you upload) or two consecutive pay stubs. If providing tax returns or pay stubs is prohibitive, please contact us at  [email protected] .

Eligible scholars must also be educationally under-resourced , and can meet this eligibility requirement by fitting any ONE of the following criteria: (a) first-generation college student, or (b) from a single-parent household, or (c) attended (or would have attended, based on where you lived) a high school where the majority of students are from low-income households, or (d) have a diagnosed physical, mental, or learning-related disability. There are additional ways to meet this eligibility; to discuss, please contact the SIP team at  [email protected] . 

Students also must have completed at least one year of college by the start of the summer program and be a U.S. citizen or permanent resident to qualify.

Students interested in being considered for the CM-SIP-MMI sub-program must choose CSM-SIP on their application and then select the MMI option when it appears. 

Diversity Summer Internship Program at the Bloomberg School of Public Health (DSIP)

This program , through the Johns Hopkins Bloomberg School of Public Health, a leading international authority on public health, is dedicated to protecting health and saving lives. Every day, the School works to keep millions around the world safe from illness and injury by pioneering new research, deploying its knowledge and expertise in the field, and educating tomorrow’s scientists and practitioners in the global defense of human life. At the Bloomberg School of Public Health, you will be mentored by some of the world’s leading authorities on public health issues. Some of our major research initiatives are in these areas: improving the health of women and children; identifying determinants of behavior and developing communication programs to promote healthy lifestyles; protecting our nation from bioterrorism; preventing and controlling AIDS; reducing the incidence and severity of injuries; elucidating the causes and treatment for mental disorders; preventing chronic diseases (heart diseases, stroke, cancer, diabetes); improving the health of adolescents; preventing and treating substance abuse; assessing the effect of environmental toxins on human health; making water safe and available for the world’s population; assessing the health needs of disadvantaged populations (rural, urban, refugees, US ethnic groups); and developing methods to better understand, manage and finance health care. Your research opportunity may take place in a laboratory, health department, clinic, office, or in a community setting.

DSIP Eligibility

Students must have completed two years of college by the start of the summer program and be a U.S. citizen or permanent resident to apply. Preference is given to students who have one or two years of undergraduate study remaining and seniors who have applied to a graduate program in the Bloomberg School of Public Health.

Generation Tomorrow: Summer Health Disparity Scholars (GT-SIP)

Generation Tomorrow and the Johns Hopkins Center for AIDS Research (CFAR) are pleased to host  Generation Tomorrow: Summer Health Disparity Scholars . The program is intended for undergraduate students interested in HIV and/or hepatitis C virus (HCV) health disparities and their intersection with substance use (addiction and overdose), violence, mental health, and the social determinants of health. The program will offer mentorship and training in HIV/HCV education, testing, and counseling; health disparities, cultural competence, and harm reduction. Through a lecture series, the program will also explore the intersection of HIV and/or HCV health disparities with the areas defined above. This program will have a special focus on undergraduate students interested in nursing, public health, science, and medicine. The program will consist of the following components:

• Intensive HIV and HCV testing and counseling training
• Biweekly lecture series
• Health disparities related research (clinical, health services, biomedical) with a designated faculty mentor
• Community-based outreach

GT-SIP Eligibility

The Generation Tomorrow division has a special focus on undergraduate students interested in nursing, public health, science, and medicine. Students must have completed at least one year of college by the start of the summer program and be a U.S. citizen or permanent resident to apply.

Genomics & Society Mentorship Program (GMSP)

Established in 1995, the mission of the Berman Institute of Bioethics is to “identify and address key ethical issues in science, clinical care, and public health, locally and globally.” The Berman Institute trains and mentors future leaders in bioethics through programs such as the undergraduate minor in bioethics, the Master of Bioethics Program, the Ph.D. concentration in bioethics and health policy, and the Johns Hopkins-Fogarty African Bioethics Training Program. The goal of the Genomics and Society Mentorship Program (GSMP) is to broaden the diversity of Ethical, Legal and Social Implication (ELSI) researchers in the interest of equity, ultimately enriching ELSI scholarship by giving trainees opportunities to learn skills, be exposed to the range of possible training and career options in ELSI research, and with the guidance of a faculty mentor, work on issues in genomics and society. Summer trainees will be offered two types of formal, didactic research education opportunities: the first is a workshop/seminar designed specifically for them and their cohort; and the second is the opportunity to take foundational courses in the Berman Institute’s existing Summer Institute. These are in addition to those activities available to all SIP students, such as weekly journal club and the bimonthly seminars and professional development sessions. By the end of summer, students will be expected to be able to identify morally relevant issues in science, medicine, research and public health, and to engage in sound reasoning about those issues. Participants will develop these core skills through exposure to foundational bioethics methodologies, the application of those skills and methodologies to important historical and contemporary cases, and to participants’ own interests. Following the summer internship, the program will continue, remotely, until the following summer, with quarterly cohort meetings and mentorship and career development opportunities.

GSMP Eligibility

Applicants must be full-time college students, who will have completed at least one full year of collegiate study by the start of the program. Recent college graduates are not eligible to apply. Applicants must be U.S. citizens or permanent residents.

Institute for Cell Engineering (ICE)- The Foundation for Advanced Research in the Medical Services Internships (FARMS)

Opportunities in the Institute for Cell Engineering (ICE) on one of our four program areas: Vascular Biology, Stem Cell Biology, Immunology or Neuroregeneration. Program participants may participate in a broad array of projects from computational biology, gene regulatory networks, immune system development, lymphoid malignancies, molecular and cellular mechanisms of oxygen regulation, molecular and cellular signals controlling neurodegeneration, neurogenesis, single cell biology, stem cell modeling, gene and stem cell therapies, MRI cell tracking techniques, or stem cell engineering. The rich environment and guidance by our faculty helps prepare students for successful careers as independent research scientists. Interns are expected to participate in all student related activities in ICE, conduct research and write a small progress report at the end of their internship or present their work in a poster session at the end of the program. This is a ten-week program that includes housing and a stipend.

FARMS Eligibility

Students must have completed two years of college by the start of the summer program and be a U.S. citizen or permanent resident to apply. The FARMS program is looking for at least a 3.8 GPA and focusing on students that do not have access to in-depth research at their current institution.

Institute for Computational Medicine (ICM)

Founded in 2005, the mission of the Institute for Computational Medicine is to develop mechanistic computational models of disease, personalize these models using data from individual patients, and apply them to improve disease diagnosis and treatment. ICM researchers work in four different application areas. Computational Molecular Medicine seeks to understand the function of highly interconnected molecular networks in health and disease. This knowledge is applied to enhance discovery of molecular disease networks, detection of disease, discrimination among disease subtypes, prediction of clinical outcomes, and characterization of disease progression. Computational Physiological Medicine seeks to develop highly integrative mechanistic models of biological systems in disease, spanning from the levels of cells to tissues and organs. These models are personalized using patient data and apply them to improve disease diagnosis and treatment. Computational Anatomy is an interdisciplinary area of research focused on quantitative analysis of variability in biological shapes in health and disease. It is applied to imaging data to develop anatomic biomarkers for disease diagnosis. Computational Healthcare analyzes large-scale data sets from the electronic health record to discover new ways of improving individualized patient care. 

The twenty ICM core faculty are appointed in departments of the Whiting School of Engineering, School of Medicine, and the Bloomberg School of Public Health. Our interdisciplinary labs offer students the opportunity to work with faculty in these four different research areas. Opportunities exist to work on computational, as well as combined computational and experimental/clinical studies. At the end of the summer, the student will present their work at a university-wide poster session. This internship provides a unique opportunity to gain research experience in the emerging discipline of computational medicine and would be of great benefit to those interested in pursuing graduate research in this area or in attending medical school.

ICM Eligibility

The Institute for Computational Medicine is dedicated to providing opportunities to students that are underrepresented in STEM. This internship is in partnership with the Johns Hopkins Vivien Thomas Scholars Initiative and will have a special focus on students currently attending an HBCU or MSI. Please  click here  to see the complete list of eligible universities and colleges.

Students must have completed at least one year of college by the start of the summer program and be a U.S. citizen or permanent resident to apply. Students majoring in computer science, engineering, mathematics, chemistry, biology and/or biophysics are eligible. While not required, we seek candidates with some combination of experiences in scientific or academic research (C++/Python/*nix/databases, software engineering, object-oriented programming, and/or collaborative development).

Institute for NanoBioTechnology - Nanotechnology for Biology and Bioengineering Research Experience for Undergraduates (INBT-REU)

The INBT  has a unique model for training researchers at the interface of nanoscience, engineering, biology, and medicine to uncover new knowledge and create innovative technologies. Our laboratories are interdisciplinary and offer students research opportunities in both the physical sciences/engineering and biological sciences/medicine. We recruit students from many undergraduate majors including biology, bioengineering, biomedical engineering, biophysics, cell biology, chemistry, chemical engineering, material science and engineering, and physics. Students in the program are co-advised by faculty and senior lab personnel, and work on current graduate level projects in various research areas such as nanotechnology, biomaterials, nanoparticles, microfabrication, tissue engineering, stem cells, drug delivery, particle synthesis, lab-on-chip devices, and cancer research.

During the program, students conduct research, attend educational and professional development seminars, and participate in social activities. At the end of the summer participants create a PowerPoint and poster of their research to present to the INBT community and at a university-wide symposium. The program’s goal is to give undergraduates a true perspective of graduate research with the hope that the experience will inspire pursuits of a PhD. The sponsor, National Science Foundation, provides housing, travel, and a stipend. 

INBT-REU Eligibility

Students must have completed one year of college (i.e., freshman) and be a U.S. citizen or Permanent Resident to apply.

The Johns Hopkins NeuroHIV Comorbidities Scholars Program (JHNeurophytes)

The  Johns Hopkins NeuroHIV Comorbidities Scholars Program (JHNeurophytes)  aims to recruit and train highly qualified first or second year undergraduate students in STEM degree programs from across the nation with special emphasis on those who reside in regions where the incidence/prevalence of HIV/AIDS infection is high or has newly appeared. 

For 10 weeks during the summer, on a multi-year basis, trainees will have the opportunity at JHU to learn about and/or engage in leading edge hands-on basic, translational, clinical or computational research in a vast array of specialties including: HIV-neuropathogenesis; stress/inflammation and HIV cognition, neuroHIV and CNS reservoir, neuroHIV and drug abuse, neuroHIV and comorbidities of aging, analytical concepts in Big Data, bioinformatics, and computational neuroscience. By program completion, successful undergraduate trainees will have completed several oral podium and poster presentations at scientific conferences on and off of campus, and made contributions toward scientific publications. Combined with a program of professional development and mentorship sessions, our trainees will have gained, developed and strengthened their science: -skills, -identity, and -self-efficacy to succeed in an academic research or clinician-research career pathway. Our long-term goal is to strengthen pathways to the biomedical workforce focused on research and clinical care at the interface of HIV-neurologic dysfunction and associated comorbidities. Additionally, alumni will have developed competencies to address ongoing and emerging threats to human health and well-being.

JHNeurophytes Eligibility: Students eligible for the program must be U.S. citizens or legal residents who will be accepted into or are enrolled in a nationally accredited college or university by the beginning of the program (graduating high school seniors, 1 st or 2 nd year undergraduates). To promote a diverse pool of applicants and selected scholars, we strongly encourage individuals from the following groups to apply: students who are underrepresented in STEM, female students, students who identify as LGBTQ+, first-generation college students, students with a disability, or students from an economically disadvantaged background, as described in  Notice of NIH's Interest in Diversity.

Johns Hopkins Neuroscience Scholars Program (JHNSP)

The  Neuroscience Scholars Program  focuses on providing mentorship along with a high quality research experience for undergraduates from underrepresented and/or deaf or hard-of-hearing (D/HH) backgrounds that are interested in pursuing research-based PhD or MD/PhD programs in the neurosciences. JHNSP will help students navigate two critical transition periods: from high school to college, and from college to graduate school. Participants also enjoy yearlong contact with our community of mentors and colleagues. 

For 10 weeks during the summer, trainees will have the opportunity at JHU to learn about and/or engage in leading edge hands-on basic, translational, clinical or computational research in a vast array of specialties including: neuropathogenesis of disease; neuroinflammation, neurological basis of mental health, drug abuse and cognitive impairments, CNS biochemistry, analytical concepts in Big Data, bioinformatics, and computational neuroscience, and more. By program completion, successful undergraduate trainees will have completed several oral podium and poster presentations at scientific conferences on and off of campus, and made contributions toward scientific publications. Combined with a program of professional development and mentorship sessions, our trainees will have gained, developed and strengthened their science: -skills, -identity, and -self-efficacy to succeed in an academic research or clinician-research career pathway. Our long-term goal is to strengthen pathways to the biomedical workforce to increase diversity of thought and insight, as well as support our scholars’ long-term engagement in neuroscience research. Additionally, alumni will have developed competencies to address ongoing and emerging threats to human health and well-being.

JHNSP Eligibility: Students eligible for the program must be U.S. citizens or legal residents who will be accepted into or are enrolled in a nationally accredited college or university by the beginning of the program (graduating high school seniors, 1 st or 2 nd year undergraduates). To promote a diverse pool of applicants and selected scholars, we strongly encourage individuals from the following groups to apply: students who are underrepresented in STEM, female students, students who identify as LGBTQ+, first-generation college students, students who are deaf/hard of hearing or with another disability, or students from an economically disadvantaged background, as described in  Notice of NIH's Interest in Diversity.

Johns Hopkins Summer Undergraduate Program in Kidney Science (SUPerKS)

Kidney researchers and physicians are critically needed to address the skyrocketing burden of kidney disease, and the racial disparities that are associated with it, with African American persons developing severe forms at rates 3-4 times higher than those in other racial groups. The S ummer U ndergraduate P rogram in K idney S cience (SUPerKS) provides talented students the unique opportunity to explore research and physician-scientist careers in the kidney field with exposure to the practice of medicine. During the summer internship, students will work under the mentorship of esteemed faculty on cutting-edge research projects to unravel how the kidney functions in health and goes awry in kidney disease. Research projects span from the basic science of kidney genes to studying kidney function in genetically engineered mice, or cell models; clinical and epidemiological studies of kidney disease; studying biomarkers in human cohorts; tissue engineering; to developing biosensors or nanotechnologies that specifically interrogate kidney physiology and disease mechanisms. As a key aspect of the program that helps demonstrate translation of the research work, a clinical experience is provided, where students round with kidney doctors (nephrologists), meet patients, and discuss diagnoses and treatment plans. In addition to the research and clinical experiences, students participate in a weekly journal club, presenting research articles to their peers and members of the faculty. Students also attend a seminar series featuring faculty members from Johns Hopkins, providing time to interact with faculty members and hear different perspectives about research, clinical practice, and career development. At the end of the summer, students present their work in a poster session with other kidney programs around the country. We hope that through these activities students will gain first-hand knowledge of research and academic medicine, and ultimately pursue careers in the kidney sciences.

SUPerks Eligibility: 

• At least one year of college
• 1 semester of general chemistry and biology (or AP equivalents) 
• At least 18 years old
• official college transcripts, GPA should be greater than 3.0
• 2 letters of recommendation, 
• a personal statement describing career goals, specific research interests, prior research experiences, and biographical and demographic information.

To apply, please email Paul Welling [email protected] to request an application.

Pulmonary and Critical Care Medicine (PCCM)

Students in the Pulmonary and Critical Care Medicine (PCCM) division work on specific research projects under the supervision of an assigned mentor. Projects span a broad range of research, from the basic science of endothelial or epithelial cell biology to asthma epidemiology. In addition to the research experience, students participate in a weekly journal club during which they present primary research articles to their peers and members of the faculty. Students also attend a seminar series featuring faculty members from Johns Hopkins and the NIH. This forum provides students with the opportunity to interact with faculty members and hear different perspectives on issues related to career development. Students interested in clinical medicine are given the opportunity to “round” with the Johns Hopkins Medicine residents, providing a glimpse of life in clinical medicine as a resident at an academic institution. At the end of the summer, students present their work in a poster session. We hope that through these activities students will gain first-hand knowledge of research and academic medicine, and ultimately pursue careers in the biomedical sciences.

PCCM Eligibility

Students must have completed one year of college by the start of the summer program (i.e., freshman) and be a U.S. citizen or Permanent Resident to apply.

Rosetta Commons Research Experience for Undergraduates (Rosetta REU)

The Rosetta Commons REU program  is a cyberlinked program in computational biomolecular structure and design. The Rosetta Commons software library includes algorithms for computational modeling and analysis of protein structures, which has enabled notable scientific advances in computational biology, including de novo protein design, enzyme design, ligand docking and structure prediction of biological macromolecules and macromolecular complexes. Participants in this program are placed in laboratories around the United States and even abroad. The program begins with students spending one week together at Rosetta Code School where they learn the inner details of the Rosetta code and community coding environment. Students spend the next eight weeks at their host laboratory conducting hands-on research in a molecular modeling and design project, developing new algorithms and discovering new science. In the final week students present their research in a poster and connect with Rosetta developers from around the world at the Rosetta Conference.

The sponsor, National Science Foundation, provides housing, travel, a sustenance allowance, and a stipend. 

Rosetta REU Eligibility

Current sophomores or juniors majoring in computer science, engineering, mathematics, chemistry, biology and/or biophysics are eligible. While not required, we seek candidates with some combination of experiences in scientific or academic research, C++/Python/*nix/databases, software engineering, object-oriented programming, and/or collaborative development. 

Partner Programs

As summer research programs are increasingly competitive, it is advisable to apply to several summer opportunities. We have partnerships with the following non-JHU summer programs that permit you to do your summer research at Johns Hopkins:

• The Leadership Alliance Leadership Alliance is consortium of 20+ leading research institution around the country. Their Summer Research – Early Identification Program (SR-EIP) is geared towards students who want to pursue PhDs or MD-PhDs.
• EntryPoint! EntryPoint! identifies and recruits students with apparent and non-apparent disabilities studying in science, engineering, mathematics or computer science for outstanding internship and co-op opportunities.
• NIDDK STEP-UP This program funds students for summer research internships at the institution of their choice.
• MCHC/RISE-UP Though not directly under the SIP umbrella, the Maternal Child Health Careers/Research Initiatives for Student Enhancement - Undergraduate Program (MCHC/RISE-UP) allows students with an interest in public health and to do research at Johns Hopkins through the Kennedy Krieger Institute.

Summer Undergraduate Research Fellowship (SURF) in Gynecology & Obstetrics (GYN/OB) Program (returning in 2025)

The SURF GYN/OB Program at Johns Hopkins offers rising junior and senior undergraduate students from across the country with interest in pursuing a career as a physician-scientist, the opportunity to work closely with faculty and leadership in the Department of Gynecology and Obstetrics at Johns Hopkins Hospital. This program is designed for students to gain the valuable, necessary skillsets in preparation for a career as a physician-scientist by: 1) shadowing in the clinic, wards, and operating rooms and 2) conducting research on a project that focuses on a subspeciality of Women’s Health. Additionally, SURF fellows will attend lectures and workshops aimed at enhancing preparedness for medical school.

SURF GYN/OB Eligibility:

Rising juniors and seniors in good academic standing with interest in OBGYN career as a physician-scientist. 

For more information, contact  [email protected]  

Looking for a year-round opportunity for clinical research?

Clinical trials core internship program (oto-ctc ip).

Program Overview:

The Department of Otolaryngology, Head and Neck Surgery: Clinical Trials Core Internship Program (OTO-CTC IP) provides experience in everything related to clinical research/trials including regulatory, data management and patient-facing clinical experience. There are also opportunities for limited work in the lab. This role is available year-round, and flexible to student schedules.

Students in this role will gain experience in clinical trials design and execution from start-up to close out. Under the guidance of faculty and staff, students will be able to take an active role in data input, patient screening, patient observation, reporting outcomes to the IRB and FDA, and basic laboratory responsibilities. In addition, students can meet with the director of the clinical trials core for professional development and/or Pre-med mentoring.

Complete application:

Applying is free, there is no cost to the applicant. To apply, email Internship Program Coordinator Jordan Smith using [email protected] or [email protected] with the following information:

-a CV or resume

- your ideal timeline for the internship

-the school where you are currently enrolled

• Summer Undergraduate Research Programs

Albert Einstein College of Medicine  - Bronx, N.Y. Summer Undergraduate Research Program

Augusta University  - Augusta, Ga. Summer Student Training and Research (STAR)

Baylor College of Medicine  - Houston, Texas Summer Medical and Research Training Program (SMART)

Boston University School of Medicine  - Boston, Mass. Summer Training as Research Scholars (STaRS)

Brigham and Women's Hospital (in collaboration with Harvard-affiliated hospitals) - Boston, Mass. Harvard Summer Research Program in Kidney Medicine

Case Western Reserve University  - Cleveland, Ohio Summer Undergraduate Research in Pharmacology

Children's Hospital Research Foundation of Cincinnati  - Cincinnati, Ohio Division of Developmental Biology  Undergraduate Summer Student Program

City of Hope National Medical Center and Beckman Research Institute  -Duarte, Calif. Eugene and Ruth Roberts Summer Student Academy

Committee on Institutional Cooperation  - Champaign, Ill. Summer Research Opportunities Program

Creighton University - Omaha, Neb. Undergraduate Biomedical Research Training Program

Drexel University College of Medicine  - Philadelphia, Penn. Biomedical Graduate Studies-Summer Undergraduate Research Fellowship

Georgia State University, Neuroscience Institute  - Atlanta, Ga. B&B Summer Scholars Program

Gerstner Sloan-Kettering Graduate School  - New York, N.Y. Summer Undergraduate Research Program

Gundersen Health System La Crosse, Wisc. Student Summer Research Fellowship

Harvard Medical School  - Boston, Mass. Summer Honors Undergraduate Research Program (SHURP)

Hofstra North Shore/LIJ School of Medicine  - Manhasset, N.Y. Feinstein Institute for Medical Research Student Intern Program  

Johns Hopkins University School of Medicine  - Baltimore, Md. Summer Internship Program (SIP)

Keck Graduate Institute  - Claremont, Calif. Summer Undergraduate Research Experience (SURE)

Louisiana State Health Sciences Center.  Shreveport Department of Pharmacology, Toxicology and Neuroscience  - Shreveport, La. Summer Undergraduate Pharmacology Experience in Research Program (SUPER)

Loyola University Chicago, Stritch School of Medicine   - Chicago, Ill.

• Undergraduate Summer Research Program, Department of Microbiology & Immunology 
• Summer Undergraduate Research Program, Department of Molecular Pharmacology and Therapeutics 

MaineHealth Institute for Research - Scarborough, Maine Summer Undergraduate Research Program - MaineHealth Institute for Research

Massachusetts General Hospital Center for Diversity and Inclusion  - Boston, Mass. Summer Research Trainee Program

Mayo Clinic  - Rochester, Minn. Summer Undergraduate Research Fellowship

Medical College of Wisconsin  - Milwaukee, Wisc.

• Summer Program for Undergraduate Research
• Summer Enrichment Programs

Medical University of South Carolina  - Charleston, S.C. Summer Undergraduate Research Program

Memorial Sloan-Kettering Cancer Center  - New York, N.Y. Medical Student Summer Fellowship Research Program

Minneapolis Heart Institute Foundation  - Minneapolis, Minn. Summer Research Internships in Clinical Cardiology

Mount Sinai School of Medicine  - New York, N.Y. Summer Undergraduate Research Program

New York University School of Medicine  - New York, N.Y. Summer Undergraduate Research Program

Northwestern University Feinberg School of Medicine  - Evanston, Ill.

• Summer Research Opportunity Program
• Cancer-Focused Undergraduate Research Experience (CURE)
• Pre-Med Undergraduate Intern Program

Ohio State University Medical Center  - Columbus, Ohio SUCCESS Summer Undergraduate Course Creating Excellence in Scientific Study

Oregon Health and Science University  - Portland, Ore. Graduate Studies Program

Penn State University, College of Medicine  - Hershey, Pa.

• SURIP – Summer Undergraduate Research Internship Program
• STEP-UP - Short-Term Educational Program for Underrepresented Persons
• SURF – American Heart Association Summer Undergraduate Research Fellowship

Stanford University School of Medicine  - Stanford, Calif. Stanford Summer Research Program (SSRP)/Amgen Scholars Stanford CARE Scholars  

Texas A&M University College of Medicine  - Bryan, Texas Summer Undergraduate Research Program

Texas Tech University Health Sciences Center Graduate School of Biomedical Sciences   - Lubbock, Texas Summer Accelerated Biomedical Research (SABR) Program

Thomas Jefferson University  - Philadelphia, Penn. Summer Undergraduate Research Program

Tufts University  - Boston, Mass. Graduate School of Biomedical Sciences Summer Research Program

University of Alabama at Birmingham  - Birmingham, Ala. Summer Research Programs for Undergraduates

University at Buffalo (SUNY) School of Medicine and Biomedical Sciences  - Buffalo, N.Y. Summer Undergraduate Research Experience (SURE)

University of California, Los Angeles  - Los Angeles, Calif. Summer Programs for Undergraduate Research

University of California, San Diego  - La Jolla, Calif. Summer Undergraduate Research Fellowship (SURF) Program

University of California, San Francisco  - San Francisco, Calif. Summer Research Training Program

University of Chicago  - Chicago. Ill.

• The Leadership Alliance & The University of Chicago Summer Research Early Identification Program
• The Pritzker School of Medicine Experience in Research (PSOMER)

University of Cincinnati College of Medicine  - Cincinnati, Ohio Summer Undergraduate Research Fellowships (SURF)

University of Colorado Health Sciences Center  - Denver, Colo. Graduate Experience for Multicultural Students (GEMS)

University of Connecticut Health Center  - Farmington, Conn. Undergraduate Summer Research

University of Georgia, Biomedical and Health Sciences Institute  - Athens, Ga. Summer Undergraduate Fellows

University of Illinois at Chicago  - Chicago, Ill. Summer Research Opportunities Program (SROP)  

University of Iowa Roy J. and Lucille A. Carver College of Medicine  - Iowa City, Iowa Summer Undergraduate Research Programs

University of Kansas  - Lawrence, Kan. Summer Undergraduate Research Programs

University of Kentucky  - Lexington, Ky. NSF-REU: Summer Program in the Biomedical Sciences

University of Louisville - Ky. Undergraduate Summer Program in Cardiovascular Research for those from Under-Represented or Under-Served Populations

University of Maryland  - Baltimore, Md. Office of Student Research

University of Massachusetts Medical School  - Worcester, Mass. Summer Undergraduate Research Program

University of Medicine and Dentistry of New Jersey Robert Wood Johnson Medical School and Rutgers University  - New Brunswick, N.J. Undergraduate Summer Research

University of Michigan  - Ann Arbor, Mich.

• Frankel Cardiovascular Center Summer Fellowship Program
• UM-SMART Undergrad Summer Program
• Michigan Summer Undergraduate Research Experience: Diabetes & Metabolic Diseases (M-SURE)

University of Michigan Medical School, Rogel Cancer Center - Ann Arbor, MI Cancer Research Internship Program (CaRSIP)

University of Minnesota  - Twin Cities, Minn. Life Sciences Summer Undergraduate Research Programs (LSSURP)

University of Mississippi  - Jackson, Miss. Summer Undergraduate Research Experience (SURE)

University of Nebraska - Lincoln  - Lincoln, Neb. Undergraduate Summer Research Program

University of Nebraska Medical Center  - Omaha, Neb. Summer Undergraduate Research

University of New Mexico School of Medicine  - Albuquerque, N.M. Undergraduate Pipeline Network Summer Research Program

University of Oklahoma Health Sciences Center  - Oklahoma City, Okla.

• Native American Center for Health Research Summer Undergraduate Research Experience
• Summer Undergraduate Research Experience
• Stephenson Cancer Center Summer Undergraduate Program

University of Pennsylvania  - Philadelphia, Penn.

• Summer Undergraduate Internship Program (SUIP)
• Undergraduate Clinical Scholars Program

University of Pittsburgh School of Medicine  - Pittsburgh, Pa.

• Premedical Academic Enrichment Program
• MIDAS summer Research Opportunity
• Undergraduate Summer Research Opportunities
• Training and Experimentation in Computational Biology

University of Rochester School of Medicine and Dentistry  - Rochester, N.Y.

• Strong Children’s Research Center Summer Program
• Summer Scholars Program

University of Texas Graduate School of Biomedical Sciences at Houston  - Houston, Texas Summer Undergraduate Research Program

University of Texas MD Anderson Cancer Center  - Smithville, Texas Summer Program in Cancer Research

University of Texas Medical Branch  - Galveston, Texas Neuroscience Summer Undergraduate Research Program

University of Texas School of Medicine at San Antonio  - San Antonio, Texas

• GSBS Summer Undergraduate Research Programs
• Greehey CCRI Donald G McEwen, Memorial Summer Undergraduate Research & High School Program

University of Texas Southwestern Medical Center  - Dallas, Texas Summer Undergraduate Research Fellowship (SURF)

University of Utah  - Salt Lake City, Utah Native American Summer Research Internship (NARI)

University of Virginia School of Medicine  - Charlottesville, Va.

• Minority Health International Research Training Program (MHIRT)
• Summer Research Internship Program

University of Wisconsin  - Madison, Wisc. Integrated Biological Sciences Summer Research Program

Vanderbilt University  - Nashville, Tenn. Vanderbilt Summer Science Academy

Virginia Commonwealth University  - Richmond, Va. Summer Research in Microbiology, Infectious Diseases and Public Health Epidemiology (MIDPH) 

Wake Forest University  - Winston-Salem, N.C.

• Summer Research Opportunities Program
• Wake Forest University Biomedical Engineering REU Summer Program

Washington University  - St. Louis, Mo.

• AMGEN Scholars Program
• Leadership Alliance
• Pediatric Student Research Program

Wayne State University School of Medicine  - Detroit, Mich. Summer Research Programs

Weill Cornell/Rockefeller/Sloan-Kettering  - New York, N.Y.

• Gateways to the Laboratory Summer Program
• Travelers Summer Research Fellowship Program

West Virginia University - Morgantown, WV

• Biomedical Sciences Summer Research Experience for Underrepresented Students

Yale School of Medicine  - New Haven, Conn.

• NIH-NIDDK/KUH Yale Summer Research Fellowship for Undergraduate Students
• BioMed Summer Undergraduate Research Fellowship

Summer Programs of Affiliate GREAT Group Members

The bylaws of the GREAT Group allow the Steering Committee to appoint individuals from non-AAMC member institutions as affiliate members of the GREAT Group. Individuals from the following programs have been appointed affiliate members:

National Institutes of Health  - Bethesda, Md. Summer Internship Program in Biomedical Research

• Medical Education
• Residency & Fellowship
• Research & Technology

Summer Research

Make Your Summers Count

The Summer Undergraduate Research in Engineering (SURE) program provides summer research opportunities for U-M undergraduates; the Rackham Summer Research Opportunity Program (SROP) serves undergraduates from outside U-M.

Apply for a Summer Research Program

You are welcome to contact faculty if you have additional, specific questions regarding these projects. After your application is received (in late January), you will be contacted and asked to list your top three projects, in order of preference. You are also welcome to list these preferences on your application.

BME Guidelines:

Successful applicants will be selected by the projects’ listed faculty mentors. There is no requirement to contact the faculty mentor of your desired project(s) prior to being selected, but you may reach out to them with specific questions regarding the project if you desire. The number of positions awarded is dependent on SURE/SROP program allocations to the BME department (typically 6-8 each year). 

Upcoming BME projects will be listed starting in November; the application period runs through late January.

Projects are added as they become available. Please check back for updated listings.

2024 BME Projects:

Bme project #1: antibiotic resistance & drug combination discovery.

Faculty Mentor:  Sriram Chandrasekaran, Ph.D.,  [email protected] Prerequisites:  Familiarity with MATLAB programming. Basic knowledge of microbiology and genetics. Knowledge of machine learning is a plus. Project Description:  The focus of this project is to understand antibiotic resistance and design novel drug treatments. 100,000 people die and a million others are sickened by antibiotic resistant bacteria in the United States every year. There is an urgent need to develop high-throughput approaches to screen promising drugs to counter antibiotic-resistance. The student will apply computer algorithms developed in our lab to identify potent antibiotic combinations for treating drug resistant microbial infections. Research Mode:  Hybrid

BME Project #2: Cancer metabolism & precision medicine

Faculty Mentor:  Sriram Chandrasekaran, Ph.D.,  [email protected] Prerequisites:  Familiarity with MATLAB or Python. Basic knowledge of biochemistry, molecular biology, and genetics. Experience working with big-data (genomics, transcriptomics) is a plus. Project Description:  This project involves the application of computer models to simulate the metabolic properties of tumors. The computer models will be built using genomics, metabolomics and transcriptomics data from various types of cancer cell lines. By understanding the unique metabolic properties of each cell type, we can design drugs that target specific tumors. Further, knowledge of these differences will be used to design synergistic drug combinations tailored to each patient. Research Mode:  Hybrid

BME Project #3: Guiding people with visual impairment with non-visual information

Faculty Mentor:  James Weiland, PhD.,  [email protected] Prerequisites:  None. Project Description: This project involves creating and testing novel wearable system to aid people with visual impairment. The research involves evaluating how best to provide non-visual information. The wearable system can give verbal and vibrotactile cues to orient then move towards a goal. The research will involve development of software and hardware. Research Mode:  In lab

BME Project #4: Engineering Wellness: A Qualitative Study to Support Undergraduate Engineering Student Well-Being Through Curriculum Development

Faculty Mentor:  Karin Jensen, Ph.D.,  [email protected] Prerequisites:  None. Project Description:  This research explores the experiences of undergraduate engineering students with regards to stress and engineering culture. Specifically, this project focuses on the development and improvement of a required first-year engineering course (ENGR 100). Our instructional team created a BME-based section of this class that was piloted in the fall semester of 2023 as ENGR100.520: Engineering Wellness.

The main objective of ENGR 100 is to introduce first-year students to the design thinking process and help them learn how to communicate in a technical setting. With a focus on wellness, our section explores research and technologies that support both mental health and physical health. In addition to lectures, discussion, and lab, students work with a team to analyze and iterate on a commercially available at-home biosensor (e.g., Fitbit smartwatch, Garmin running watch, Muse meditation headband, etc.).

After our first semester teaching the course, we have many ideas for improving future implementations of section 520. To expand on these thoughts and identify new ideas, we plan to conduct focus groups with first-year engineering students and one-on-one interviews with undergraduate engineers at the University of Michigan. We will analyze this data to better understand student perceptions and experiences with an engineering culture of stress. Next, we will synthesize our results with prior research to determine aspects of wellness that faculty and staff can support in the classroom. The findings of this analysis will be applied in future implementations of ENGR100.520.

All interviews and focus groups (called just “interviews” from here forward) will be conducted by the doctoral candidate mentor. The SURE student will transcribe these interviews and keep notes or other related memos for the mentor. They will also help their mentor analyze interviews through organization of qualitative data and assistance with creating a codebook for transcripts. We expect to use thematic analysis during this process. The SURE student will be responsible for communicating progress in both verbal and written formats to the graduate student mentor. Finally, we hope to improve student wellness in the engineering classroom (ENGR100.520) through curriculum updates, policy change, culture shifts, and other implementations of our results. Research Mode:  In person (in the lab); Remote/Online, Hybrid

BME Project #5: Modulating myeloid cell phenotypes with immunomodulatory nanoparticles

Faculty Mentor:  Lonnie Shea, Ph.D.,  [email protected] Prerequisites:  Willingness to assist with surgery, extensively handle mice, use needles, and perform dissection and necropsy procedures. Project Description:  Idiopathic pulmonary fibrosis (IPF) is a devastating lung disease with a <50% 5-year survival rate. It is characterized by progressive deposition of excessive extracellular matrix proteins in the lungs (i.e., scarring) due to a dysfunctional wound healing response. The cause of IPF remains unknown and there is no cure and few treatments that slow progression. A key mechanism of IPF disease is the accumulation of dysregulated lung macrophages that promote fibrosis. While healthy lung macrophages are seeded in the lung during embryonic development, IPF macrophages are largely derived from circulating monocytes. We know that depleting these disease-causing macrophages from the lung can treat IPF in mice. However, macrophage depletion is not a viable strategy in the clinic because it causes significant side effects, especially dangerous immunosuppression. Previously, we developed immunomodulatory nanoparticles that are preferentially phagocytosed (internalized) by circulating monocytes and macrophages in the bloodstream. The particles cause immune cells to reduce inflammatory behaviors and acquire a pro-regenerative function instead. We have previously demonstrated that in cancer, these particles can reduce tumor size and prevent metastasis in mice. In spinal cord injury, the particles can improve mobility of injured mice by reducing inflammation. In IPF mouse models, we hypothesize that the particles will be phanocytosed by circulating IPF monocytes and prevent them from turning into fibrosis-causing macrophages in the lungs. Preliminary data suggests the particles reduce lung fibrosis in mice, supporting our hypothesis. This project is the first application of our nanoparticles in lung injury and addresses an urgent clinical need for improved IPF therapies. Research Mode:  In person (in the lab)

BME Project #6: Biomimetic Apoptotic Particles for Macrophage-driven Bone Regeneration

Faculty Mentor:  Brendon M. Baker, Ph.D.,  [email protected] Prerequisites:  General lab experience, lab notebooking, cell and tissue culture, familiarity with MATLAB. Project Description:  Improper osseous wound healing due to disease, injury related trauma, and tumor resection, among other causes, can lead to impaired function, pain, reduced quality of life, and substantial costs to individuals. Often overlooked, one of the first steps in bone wound repair is cell death and subsequent apoptotic (dead/dying) cell clearance, called efferocytosis, by macrophages. In this project, a biomaterial-based imitation of efferocytosis will be investigated as a promising strategy to modulate and enhance bone regeneration. Students involved in this project will gain expertise in tissue engineering, including mammalian cell culture, biomaterials, and biological image analysis. Research Mode:  In lab

BME Project #7: Synthetic biomaterials to direct therapeutic angiogenesis

Faculty Mentor:  Brendon M. Baker, Ph.D.,  [email protected] Prerequisites:  General lab experience, lab notebooking, cell and tissue culture, familiarity with MATLAB. Project Description:  Angiogenesis is a complex morphogenetic process that involves intimate interactions between migrating multicellular endothelial structures and their extracellular milieu. To investigate how microenvironmental cues regulate angiogenesis, we develop in vitro organotypic models that reduce the complexity of the native microenvironment and enable mechanistic insight into how soluble and physical extracellular matrix cues regulate this dynamic process. The focus of this project is to build a synthetic material that promotes angiogenesis without the need for exogenous soluble cues or growth factor gradients. This implantable biomaterial in the longer term will be applied to disease or injury settings to restore vascular function or for the creation of vascularized tissue grafts. Students involved in this project will gain expertise in biomaterials, microphysiologic modeling, and biological image analysis. Research Mode:  In lab

BME Project #8: Immuno-metabolic Sensor for Detection of Type1 Diabetes

Faculty Mentor:  Lonnie Shea, Ph.D., [email protected] Prerequisites:  Coding background in R/Python/MATLAB or strong wet lab experience. Project Description:  The goal of the project is to develop a immuno-metabolic sensor which can predict the onset of diabetes early enough for therapeutic intervention. We are using an implantable biomaterial scaffold made of poly-caprolactone as a sensor for Type 1 Diabetes onset. This involves in-vivo animal work where the scaffold is implanted subcutaneously and then explanted at different timepoints during the course of onset of Type 1 Diabetes. Single cell Sequencing and metabolomics of the scaffolds will be performed and then computational techniques will be used to detect immune cell and metabolite related biomarker for early prediction of onset of Type 1 Diabetes. Research Mode:  In person (in the lab)

BME Project #9: Building Synthetic Receptors To Detect Disease

Faculty Mentor:  Aaron Morris, Ph.D., [email protected] Prerequisites:  None. Project Description:  Synthetic receptor systems are transforming healthcare in a multitude of ways, including development of cancer therapeutics (CAR-T cells) and treating infectious disease. Synthetic receptors allow scientists to modify cells with novel, bioorthogonal functionality and enable us to create cells that recognize new targets. This project will focus on making these receptors using molecular cloning techniques and integrating these receptors into cells. Techniques we will use include: cell culture, DNA purification, gene delivery, molecular cloning, and flow cytometry. Research Mode:  In person (In the lab)

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2019 DukeREP Cohort

The 2024 DukeREP student application is open! Click here to learn more about the application.

Duke Research in Engineering Program (DukeREP) is a 7-week summer program hosted by the Biomedical Engineering Department (BME) for high school students with an interest in science and engineering. DukeREP’s mission is to increase diversity in STEM fields. Our program introduces students from diverse backgrounds to scientific research in hopes of inspiring them to pursue academic and professional careers in STEM.

DukeREP eligibility criteria:

• Be a rising junior or rising senior in high school in Summer 2024
• Be 16 years of age or older

While priority is given to Durham Public School students, we accept applications from all eligible high school students in North Carolina .

Students from underrepresented groups in STEM or from economically disadvantaged backgrounds are especially encouraged to apply. We are unfortunately not able to provide accommodations for students outside of NC.

Program Specifics:

• Students work on research projects in Duke BME labs**
• Students participate in weekly social activities and seminars that include college advising, professional skills development, and talks by professors and professionals in engineering
• No cost to apply or attend
• Students receive a stipend
• A GoPass is provided for transportation
• Lunch is provided daily

**DukeREP Summer 2024 will be held in person. This is subject to change. For the latest updates, visit our COVID-19 Updates page.

Impo rtant Dates:

• Application release date: November 2023
• Student Application deadline: February 11th 2024
• Teacher Recommendation Form deadline: February 16th 2024
• Decision notification: April
• Program Dates: June 10-July 26, 2024

Visit the Apply page for application instructions. 

For more information, visit our FAQ page or email us questions at [email protected].

Want to learn more about DukeREP before applying? We will be hosting info sessions for interested students on January 11th and January 24th at 7PM EST on Zoom . Click to register for the info session and receive the Zoom link!

Want to receive email notifications about DukeREP’s Summer 2024 program? Join our mailing list by filling out this form .

January 19, 2023

DukeREP Summer 2023 application now open!

January 18, 2022

DukeREP Summer 2022 application now open!

January 25, 2021

DukeREP Summer 2021 application now open!

January 4, 2021

DukeREP is going virtual! Summer 2021 program details to be announced soon.

March 30, 2020

DukeREP Summer 2020 cancelled. Please visit our COVID-19 updates page for details.

March 15, 2020

DukeREP Summer 2020 application deadline extended to April 1st, 2020 at 5PM. Please visit our COVID-19 updates page for details.

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• Whiting School of Engineering
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• Johns Hopkins Biomedical Engineering

Pre-college

The immersive summer program for education, enrichment, and distinction (ispeed) in biomedical engineering, johns hopkins biomedical engineering’s ispeed program is a residential, four-week summer program for talented high-school students who are passionate about exploring concepts in biomedical engineering. you’ll explore the challenges and opportunities of studying at a leading academic institution, immerse yourself in the exciting world of engineering, and solve real-world problems alongside leaders in the field..

Jump start your future in BME Hear from our students and faculty

Hopkins bme students in the news.

Read the Johns Hopkins University privacy statement here .

Biomedical Engineering

College of engineering, undergraduate research experience.

Undergraduate research opportunities allow students to apply their classroom knowledge to real life cutting-edge biomedical engineering projects. Students are advised to do research not as an attempt to boost the appearance of their resumé, but to meet their curiosity and creativity and further their engineering skills. To be successful, students must proactively identify their own interest areas and search for matching faculty mentors.

Doing research involves serious commitment and considerable stress on the schedule.  Students are therefore discouraged from engaging in research until after the freshman year.  This would allow them to acclimate to the rigorous academic load and to take classes that lay a groundwork for research skills.

The research may take place during the academic year or summer. Students may perform research either as a paid Research Assistant if funding is available, or for earning course units through the registration of 42-x00 Biomedical Engineering Research Project or 39-500 CIT Honors Thesis if eligible. Nine (9) units of research, may be counted as a restricted elective course toward the BME additional major.

Summer Research

Both Carnegie Mellon University (through the  SURF  program) and Biomedical Engineering Department (see below) have established competitive funding mechanisms for supporting students who are interested in performing research during the summer. Some advisors may also support summer research through their research grants.  While a student may choose to earn course units from summer research, this would preclude the financial support and incur a summer tuition .

Quick Links

Summer undergraduate research program, undergraduate travel assistance program, tips for current students interested in pursuing research, summer undergraduate research abstracts.

• 2021 BME-SURP Abstracts
• 2020 BME-SURP Abstracts
• 2019 BME-SURP-CarnegieHeart Abstracts
• 2018 BME-SURP-CarnegieHeart Abstracts
• 2017 BME-SURP-CarnegieHeart Abstracts
• 2016 BME-SURP-CarnegieHeart Abstracts
• 2015 BME-SURP-CarnegieHeart Abstracts
• 2013 BME-SURP Abstracts
• 2012 BME-SURP Abstracts

Biomedical Engineering Summer Undergraduate Research Program (BME-SURP)

This program allows students to spend a ten-week period on a project that combines translational research and clinical exposure at a local medical center. Hundreds of students have participated in BME-SURP since its introduction in 1980. The experience has played a major role in helping students choose their career paths and obtain positions in industry or academia.

Eligibility:  The BME-SURP is intended only for CMU students who have completed their sophomore year and are officially registered as an additional major in Biomedical Engineering.  

Matching Procedure:  BME Department first matches each applicant tentatively with one or more potential mentors based on indicated mutual interest. The mentor may further select from the student candidates for interview, then submit his/her preferences to the BME Department, which makes a final matching decision.  Switching mentors is not permitted once a student has accepted a position.  Due to limited financial resources, there is no guarantee that all applicants will receive an offer.

Research Conference:  A Research Conference is held at the end of the summer, when each student will present his/her research in an oral presentation. Participation is mandatory in order for the student to receive the final paycheck.

Online Application

Biomedical Engineering Undergraduate Travel Assistance Program

The purpose of this program is to promote career development of BME undergraduate students by supporting travel activities associated with academic visibility on a national or international platform.

Eligibility: The program is  ONLY  intended for students who have declared an additional major in Biomedical Engineering. The trip must be related to research in biomedical engineering, and must be associated with significant honor or visibility, such as presentation at a major national conference or receiving a major award.

Students who conducted research with CMU BME faculty (including adjunct faculty) will be eligible to receive the full travel award, while those students who conducted research with faculty outside of CMU who are not affiliated with the CMU Department of Biomedical Engineering will be eligible to receive 50% of the full travel award. Students who conducted research with non-CMU faculty as part of an exchange program will be eligible to receive the full travel award. Students seeking support should include a statement of endorsement from their research supervisor.

Students should also seek assistance from their other major department, as well as the  University Research Office

Undergraduate Travel Assistance Application

• Learn about the identified faculty members using the links on  Faculty Directory . Develop and understanding of the ongoing research projects.
• Send an email to professor(s) of interest. The message should describe coursework, relevant skills, and research experiences. Also indicate the number of available hours per week and their distribution.
• If the professor declines the application, ask about any preparations needed for future consideration. Note that the qualification varies among the professors and projects. In addition, opportunities may be created after a professor meets a strong student.
• Arrange a meeting if the professor appears interested. Discuss the expectation and consider shadowing a graduate student or attending a group meeting. Determine if the lab environment is compatible with personal preferences, keeping in mind that personality match can be as important as research topics.
• In order to receive a grade for 42-x00, a research proposal of two to three pages must be submitted to the  Associate Department Head  within the first three weeks of classes. This proposal must contain the nature of the project, the number of units, and the criteria for grading are to be determined between the student and the research advisor. In addition, a summary of two to three pages must be submitted to the Associate Department Head by the First Friday of final exams.
• Promising summer projects may be continued in the following academic year. Students are encouraged to discuss with the advisor the possibility of developing an abstract for submission to a national conference such as the BMES Annual Meeting , which carries multiple strong career benefits. See also the Travel Assistance Program below.

Revised 2/11/2020

ADMINISTRATION

Summer research programs

Mit offers a variety of summer research opportunities for current undergraduate students interested in enhancing their education and developing their research skills to become competitive graduate applicants.  .

Below is a selection of programs and research opportunities geared toward undergraduate students. For non-MIT programs, please visit  PathwaysToScience.org  for a searchable database of 650+ summer research programs in all STEM disciplines.

Broad Institute Summer Research Program (BSRP)

The Broad Summer Research Program (BSRP), funded by the National Human Genome Research Institute, is a national program designed for undergraduate students who have a commitment to research and an interest in genomics.  The program has a strong record of success in helping students to nurture their passion for research and succeed in graduate school and scientific careers.

Please visit the  Broad Summer Research Program  website for further details.

CCHF Chemistry Summer Undergraduate Research Program (CSURP)

The Center for Selective C-H Functionalization (CCHF) Chemistry Summer Undergraduate Research Program (CSURP) provides an opportunity for undergraduate students with a strong interest in the chemical sciences to conduct supervised research with a faculty mentor, graduate students, and postdocs within the Center’s extensive network.

Please visit the CSURP website for further details.

Center for Energy Efficient Electronics Science Summer Research Program (E 3 S REU)

E 3 S REU is a 9-week summer residential program that offers rising juniors or seniors in Bachelor of Science or Engineering programs the opportunity to conduct research in the laboratories of E 3 S faculty. Participants of this competitive merit-based program undertake cutting edge electrical engineering, material science, physics and chemistry research projects.

Please visit the  E 3 S REU  website for further details.

Materials Science and Engineering Center (MSREC)

The Materials Science and Engineering Center collaborates with the Materials Processing Center to offer a nine-week summer research internship program. The objective of the program is to provide undergraduates with an opportunity to immerse themselves in exciting materials research as part of a team of graduate students and postdoctoral associates under the leadership of MSREC faculty.

Please visit the  MSREC  website for further details.

Harvard-MIT Health Sciences and Technology Summer Institute in Biomedical Optics

The HST Summer Institute offers a unique opportunity for outstanding undergraduate college students considering a career in biomedical engineering and medical science. This highly competitive program offers a hands-on research experience in a scientific community internationally recognized for its leadership and commitment to excellence.

Please visit the  HST Summer Institute  website for further details.

Lincoln Labs Summer Research Program

Each summer, the Laboratory offers undergraduate and graduate students the unique opportunity to gain hands-on experience in a leading-edge research environment. Program participants contribute to projects and gain experience that complements their courses of study. In recent summers, we’ve hired more than 200 students representing top universities.

Please visit the  Lincoln Labs Summer Research Program  website for further details.

MIT Summer Research Program-Bio (MSRP-Bio)

10-week research-intensive summer training program to advanced non-MIT sophomore and junior science majors who have an interest in a research career.

Please visit the  MSRP Bio  website for further details.

MIT Summer Research Program (MSRP) – General

This nine-week, fully funded summer program brings together a talented pool of underrepresented minorities and underserved students to engage in on-campus research led by dedicated MIT faculty members, postdoctoral fellows, and graduate students. It is an invaluable experience for any student considering further graduate education.

Please visit the  MIT Summer Research Program  website for further details.

MIT-Woods Hole Oceanographic Institute (WHOI) Summer Student Fellow Program

A research project is at the heart of the Summer Student Fellowship program. All Fellows are expected to work on a project selected in collaboration with their sponsor(s) that will provide meaningful results in one summer’s work. Project topics span the vast spectrum of research in ocean sciences and engineering conducted in WHOI’s science departments and the Woods Hole Field Station of the U. S. Geological Survey (USGS).

Please visit the  MIT-WHOI Summer Student Fellow Program  website for further details.

Philosophy in an Inclusive Key Summer Institutes (PIKSI)

Philosophy in an Inclusive Key Summer Institutes are designed to encourage undergraduates from underrepresented groups to consider future study of philosophy. Undergraduates and recent graduates from underrepresented groups such as women, African Americans, Chicano/as and Latino/as, Native Americans, Asian Americans, Paci c Islanders, LGBTs, economically disadvantaged communities, and people with disabilities are urged to apply.

Please visit the PIKSI website for further details.

Research Experiences for Undergraduates at the MIT Haystack Observatory

Haystack Observatory invites undergraduate science, engineering, and computer science students to apply for summer research positions. Support is provided by the National Science Foundation’s Research Experiences for Undergraduates program. Women, minorities, and students with disabilities are encouraged to apply.

Please visit the  REU at the MIT Haystack Observatory  website for further details.

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Academics   /   Undergraduate Study   /   Research Opportunities Summer Research Grants in BME

Summer undergraduate research awards.

The Biomedical Engineering Department is providing support for undergraduate research in the Summer of 2024.  Awards of $4750 will be extended on a competitive basis.

These grants will support BME students in immersive, full-time, 9-week summer research experiences within BME faculty labs.  The award money is allocated for student support and not toward research expenses. To encourage deep involvement in research, supported students will be expected to extend their research experience into the following academic year by enrolling in one or more BME 499 and continuing their research.  Students are expected to be involved in the lab from June 9–August 9 (9 weeks).

The online application is available here .  You must submit a summer undergraduate research proposal and have the support of a BME faculty member.  

Acceptance for this program will be rolling so you are encouraged to submit your application early. We expect applications to close by April 1, 2024.

You may submit the same undergraduate research proposal for a Northwestern Undergraduate Research Grant (URG) and/or a McCormick Summer Research Award and are encouraged to do so.

Michael Jaharis Undergraduate Research Fellowship

Supported by a generous gift from the Jaharis Family Foundation, there is additional support for one undergraduate student to engage in summer research as the Michael Jaharis Undergraduate Research Fellow.  Applications are welcome across the range of pharmaceutical sciences including, but not limited to: cell and viral based therapeutics, immunoengineering, regulatory science, and advances in gene and drug delivery.  Financial support is $4700 for 9 weeks of research and is intended to support the student and not be used for research expenses.

Applications are through the same system as for the BME SURA program.  Please mention in your application that you would like to be considered for the Michael Jaharis Undergraduate Research Fellowship.

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Cancer Research Summer NSF REU Program

The department offers a summer Research Experience for Undergraduates (REU), sponsored by the National Science Foundation , for students, not currently enrolled at The University of Texas at Austin, to spend 10 weeks at UT Austin BME from May to August.

The name of the program is the BME Community of Undergraduate Research Scholars, or BME CUReS. The theme of the REU is cancer research with a focus on community engagement.

Visit BME CUReS Cancer REU site for more information and to apply .

As required by the NSF, current UT BME students are not eligible to apply for this REU. Search for another REU site . 

Research Opportunities for Current Students

Over 80% of our graduating seniors report that they have participated in on-campus or off-campus research for at least one semester.

On-Campus Research

BME students are provided with opportunities to network with graduate students and advised to discuss research positions with professors in BME. The advising office offers workshops in partnership with the BME Graduate-Undergraduate Research Union (GURU) student organization that matches students with opportunities in research.

Students have the option to earn course credit for on-campus research ( BME 177, 277, or 377 ).

Off-Campus Research

Students who are interested in a career in research and development are strongly encouraged to participate in off-campus Research Experiences for Undergraduates (REU) programs. The advising office offers lists of biomedical-related National Science Foundation (NSF) REU programs, among the hundreds of REUs made possible by the NSF  and other sponsors such as the National Institutes of Health (NIH) , and the UT MD Anderson Cancer Center .

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Biomedical Engineering

Carnegie Mellon’s  Department of Biomedical Engineering  (BME) seeks to transform healthcare for all by providing impactful, enabling, and inclusive education and research at the intersection of quantitative engineering and biomedicine.

Transforming healthcare

Undergraduate.

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• Master of Science in Artificial Intelligence Engineering - Biomedical Engineering (MS in AIE-BME)
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• Doctor of Philosophy in Biomedical Engineering
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BME graduates go on to...

• Allegheny General Hospital
• General Electric
• Johnson and Johnson
• U.S. Food and Drug Administration
• University of Pittsburgh Medical Center (UPMC)
• Boston University
• Carnegie Mellon University
• Georgia Institute of Technology
• Harvard University
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Research areas

Biomaterials and nanotechnology

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Cardiopulmonary engineering

Cell and tissue engineering

Computational biomedical engineering

Medical devices and robotics

Neural engineering

Duke Preparing Research scholars In bioMEdical sciences (PRIME) Postbaccalaureate Research Education Program (PREP) is a National Institutes of Health (NIH) funded program that offers a paid, immersive research experience at Duke University Medical School. Participants will conduct research in state-of-the-art facilities under the guidance of experienced mentors who are leading investigators in their field.

This one-year program also provides comprehensive professional development programming designed to strengthen professional skills crucial for success in research and graduate school. This experience is designed to prepare individuals for admission into a biomedical sciences PhD program.

Duke PRIME-PREP provides focused research training opportunities for students from backgrounds historically underrepresented in science and medicine. In this NIH-funded program, we work closely with recent post-baccalaureate students to provide them with the skills necessary to excel in graduate training programs in the life sciences. Our goal is to equip those with the desire and motivation to become the next generation of life science researchers with the credentials required to achieve this.

VCU College of Engineering News

A summer of discovery: Students explore research careers through several REU site at the VCU College of Engineering

Every successful engineer starts as an inexperienced undergraduate. Their journey begins with an idea and, propelled by curiosity, those embers of interest can become a lifelong passion for exploration. Research Experiences for Undergraduates (REU) provide opportunity for inquisitive minds looking to build an early foundation of technical experience and applied knowledge. They also give undergraduates who are undecided about their educational path a first look at a career in research.

Students who participate engage in hands-on lab work accompanied by classroom education, seminars and workshops that cover technical and soft skills. Research paper writing, research ethics and effective presentation techniques are some topics meant to develop undergraduates professionally and personally. This experiential learning is directed by the VCU College of Engineering’s experienced faculty and industry professionals.

At the VCU College of Engineering, over fifty students participated in one of several summer REU programs. View photos from the REU Summer Symposium on the VCU College of Engineering’s Flickr and read a sampling of the different programs available to students below.

Build Back Better Summer REU for Student Success

Reu site in pharmaceutical engineering, end-user programming for cyber-physical systems, mechanobiology at vcu, reu site in magnetics, commonwealth cyber initiative, central virginia node.

Learning the theoretical concepts behind pharmaceutical drug manufacturing, students engaged in experimental work related to the design and development of processes to synthesize, monitor and verify small molecule, protein and nanoparticle bioactive compounds. These items are important throughout the process of medication manufacturing and provide real-world experiences in problem solving, communication and teamwork within and between faculty laboratories.

This REU was funded by the Department of Commerce Build Back Better Regional Challenge award to the VCU and coordinated by Nastassja Lewinski, Ph.D. , chemical and life science engineering associate professor. Focused on developing women and students from underrepresented groups in STEM, the program aimed to give students a broad perspective on the many applications of chemical and life science engineering.

The program’s participants were:

• Jeremy Barber, New Mexico Institute of Mining and Technology
• Annika Bogstad, University of Arizona
• Ngoc Doan, University of New Mexico
• Tayona Hurley Burgess, Virginia State University
• Rayna Jones, Virginia State University
• Nabil Mouhajir, George Mason University
• Amanda Richardson, University of South Florida

“I learned a lot from my graduate student mentor, Kaitlin Kay, as well as other students and faculty from the Department of Chemical and Life Science Engineering,” said Hurley Burgess. “Of particular interest to me was work around process analytical technologies (PATs) and their applications. I was introduced to PATs in the lab and they relate directly to my own research on UV-Vis spectroscopy, which measures the absorption of light in the UV and visible spectrums.”

The pharmaceutical industry is in need of talented engineers to solve the health challenges of the future. Developing this multidisciplinary workforce is the main objective of VCU’s REU Site in Pharmaceutical Engineering. Students learn laboratory research techniques in tandem with co-curricular activities to enhance their career potential. This NSF-funded REU recruits students with limited opportunities for STEM research or who are from underrepresented communities within STEM.

Organized by Thomas Roper, Ph.D. , and Sandro R. da Rocha, Ph.D. , the co-directors of the Pharmaceutical Engineering REU program, students receive additional benefits from the experience of faculty who are part of The Center for Pharmaceutical Engineering and Sciences at VCU. The center hosts the United States’ only Ph.D. in pharmaceutical engineering , with over 30 students enrolled since its inception.

The program’s 2024 participants were:

• Grace Guimond, Virginia Commonwealth University
• Natalie Mueller, Virginia Commonwealth University
• Grayson Ramsey, Virginia Tech 

For students without computer programming experience, the REU for End-User Programming for Cyber-Physical Systems (CPS) tasked undergraduates with software development. Robotics and home automation appliances are examples of CPS and encompass a range of technology that respond to and control items in our physical environment.

Students from underrepresented groups within computer science and institutions without research-intensive programs are chosen for the program in order to give them opportunities to develop their skills. The program was funded by the National Science Foundation (NSF) and organized by Kostadin Damevski, Ph.D. , computer science associate professor.

Before arriving at the VCU College of Engineering, students selected a project proposed by faculty mentors. These groups progressed together, working with their chosen mentor to complete the projects in small groups. Undergraduates spent many hours in the lab to produce meaningful results by the end of the program.

“I decided on the summer REU at the VCU College of Engineering because the interesting research addressed real world problems,” said Bobby Zita. “My project focused on developing a machine learning model to promote inclusivity in open-source software projects, an issue I find super important. I learned how research isn’t necessarily a direct process. A few times over the course of my research, we had to change our approach or adapt based on our findings. I also learned a lot of technical skills that will help me succeed in graduate school.”

Zita’s project, Study of Conversational Derailment on GitHub, examined historical data from toxic conversations on GitHub, a computer code repository. Students derived a pattern from the data and developed an algorithm based on GPT-4 to proactively detect heated conversations that may violate GitHub’s code of conduct.

• Wonder Akpabio, University of Maryland Baltimore County
• Steven Bui, North Carolina State University
• WanXiang Chen, University of Buffalo
• Rebekah Copeland, Eastern Mennonite University
• Josh Makela, James Madison University
• Zachery Nolan, University of Memphis
• Christian Novalski, Virginia Commonwealth University
• Vaishnavi Ranganathan, Carnegie Mellon University
• Isabella Villarreal, Texas A&M International University
• Robert Zita, Elmhurst University

Engineering and life science intersect within the mechanobiology discipline. This REU provides opportunities for undergraduates to enhance their scientific literacy and communication, preparing them for graduate study or careers in research.

Funded by the NSF and organized by Rebecca Heise, Ph.D. , the Inez A. Caudill, Jr. Distinguished Professor and Chair of the Department of Biomedical Engineering, and Priscilla Hwang, Ph.D. , Biomedical Engineering Assistant Professor, students participate in research projects to learn research skills in the areas of microfluidics, mechanotransduction pathway analysis, functional tissue engineering, cell-material interactions and cancer cell biophysics. They also learn the basic scientific method, statistics skills, research ethics and the workings of collaborative biomedical research laboratories. 

Research projects themselves involve experimental and computational approaches to mechanobiology problems in the areas of cell-extracellular matrix (ECM) interactions, cell and organ mechanics, tissue engineering, cellular senescence and orthopedic regenerative medicine. 

Participating in this program gives undergraduates the chance to share their research at a national level through peer-reviewed publications and presentations at meetings like the Biomedical Engineering Society conference.

To provide students with a better understanding of mechanobiology , an invited scholar seminar brought several industry experts to the VCU College of Engineering. They shared their innovative research and the career path they took to arrive where they are today.

• Johnathan Hancock, Reynolds Community College
• Gweneth Hogan, Saint Louis University 
• Munir Murad, University of Pittsburgh
• Kyle Newman, North Carolina State University/UNC at Chapel Hill
• Grace Panek, Iowa State University
• Jenna Sadowski, William & Mary
• Natalie Schulz, Georgia Institute of Technology
• Morgan Summerlin, Georgia Institute of Technology
• Grace Tully, George Fox University
• Lydia Williams, James Madison University
• Brooke Wunderler, University of Maryland- College Park

This unique program is the only magnetics REU in the United States . Students learn the application of magnetics principles in a variety of practical and cutting-edge research scenarios. From employing voltage control of skyrmions that can be used to build synapses for neural networks to development of transcranial magnetic stimulation coils for brain therapy, a variety of detailed topics are presented for participants to examine.

Undergraduates also spend time at the National Institute of Standards and Technology, Harvard University and Commonwealth Center for Advanced Manufacturing. The site visits allow students to conduct additional experimentation ranging from neutron diffraction to brain stimulation. To gain insight into how the technology they employ is used, REU students also visited Micron Technologies for insight into nanofabrication facilities currently used in the computer industry. 

Funded by the NSF, the site is managed by Ravi Hadimani, Ph.D. , mechanical and nuclear engineering associate professor. He is also director of the Biomagnetics Laboratory at the VCU College of Engineering.

Continued involvement in the IEEE Magnetics Society and American Institute of Physics is encouraged, so students may continue learning beyond the REU program. The REU Site in Magnetics seeks to train a diverse group of students in both research and professional skill sets.

• Maira Azam, Virginia Commonwealth University 
• Abdullah Mohamed, Virginia Commonwealth University
• Andrew Chernesky,Virginia Commonwealth University
• Colin Guilbault, Virginia Commonwealth University
• Brock Lodato, Virginia Commonwealth University
• Turab Rizvi, Virginia Commonwealth University
• Ellie Sabalewski, Virginia Commonwealth University
• Samantha Smith, Virginia Commonwealth University
• Erin Sprouse, Virginia Commonwealth University
• Quinton Tittle, Virginia Union University 

“Being able to ask questions is an important part of the lab experience for me,” said Smith. “Talking to and forming relationships with people you may not directly work with really enriches the learning experience. It can be intimidating for someone who’s just starting out, but it’s part of the process. Working in a lab to gain valuable experience and interacting with individuals outside of my chemical engineering major made me happy.”

Students had the choice of three REU programs, hosted in part at VCU, and funded by the Commonwealth Cyber Initiative Central Virginia Node (CCI-CVN). 

The Soil Moisture Sensing with Wireless Signals participant leveraged the propagation characteristics of wireless signals under the soil, which change based on the amount of water, to develop a low-cost moisture sensor using the channel state information of WiFi signals and machine learning models. It was organized by Eyuphan Bulut, Ph.D. , computer science associate professor.

This program’s participant was Micah Kinney, Virginia Commonwealth University.

“Finding out what I truly love about research is one of the best things about this experience,” said Kinney. “Having the time to solve problems and think of new methods for my experiments is great!”

Magnetic devices used in deep brain stimulation, also used at the REU Site in Magnetics, that are connected to a computer network are subject to the same threat of cyber attack as any other connected device. The Intentional Electromagnetic Interference in Brain Stimulation Devices REU tasked students to research techniques to protect this medical technology, and the patients who use it, from outside influence. Ravi Hadimani, Ph.D. was the program organizer.

This program’s participants were:

• Kai Feng, Virginia Commonwealth University
• Akshita Ramesh, Virginia Commonwealth University

“It’s fascinating to see the potential intersections of biomagnetics and computer science/computer engineering,” said Ramesh. “I have really enjoyed my REU experience. It has given me a huge opportunity to delve into topics I never thought I’d be able to do work with, especially as a computer engineer.”

Optimizing large-scale computations is difficult with current technology because of the complexity involved. Students of the CCI CVN REU, titled An Exploration of Classical and Quantum Approaches to Solving Optimization Problems, explored the application of Quantum Annealing on D-Wave computers and the Quantum Approximate Optimization Algorithm on an IBM Quantum simulator to solve optimization problems that could have future applications for security and autonomous systems. Jayasimha Atulasimha, Ph.D. , Engineering Foundation Professor with the Department of Mechanical and Nuclear Engineering organized this REU and his Ph.D. students Aniruddha Chakraborty and Md Fahim Chowdhury mentored REU students, helping them with formulating the problem and IBM’s Qiskit programming.

• Hugo Davalos, Virginia Commonwealth University
• Hussein Elshowaya, Virginia Commonwealth University
• Kennedy Martin, Virginia Commonwealth University

The opportunity to collaborate with a diverse team of individuals from various backgrounds, disciplines and majors is what excited me most about this opportunity,” said Martin. “Having not done research before, the experience was incredibly eye-opening. I was happy with my team and our ability to work with and rely on one another. It’s been invaluable to leverage each other’s strengths throughout the REU. This experience enhanced my research skills and gave me deeper insight into the research field as a whole.”

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Applying to the Biological Engineering PhD program

Thank you for your interest in MIT BE – we want to receive your application! This page explains the application process and provides information specific to our program that you may use to strengthen your application. Our evaluation process begins with your electronic application folder and proceeds through an on-site interview.

We believe that our diverse, welcoming, and collaborative community fosters the most effective environment for training students to conduct world-class research. To maintain and further strengthen our culture, we depend on continuing to receive applications representing a broad range of academic and personal backgrounds. From 2019-2022, we invited applicants from 64 different undergraduate institutions holding and expecting bachelors degrees in many different disciplines to interview for admission. Of applicants invited to interview from 2019-2022, about 52% self-identified as female, and more than 18% self-identified as underrepresented minorities (as defined by MIT). Many students join the program immediately after completing their undergraduate studies, while others have already received advanced degrees or acquired post-baccalaureate professional experience.

The guidance below is intended to help prospective students understand the aspects of academic preparation and experience that poise applicants for success in our program and how to present this information effectively in their application materials. This guidance is not intended to describe any “ideal” application profile or minimum standards for admission (no quantitative standards exist). Every complete application received is reviewed holistically by BE faculty.

Application to MIT BE is competitive, with fewer than 10% of applicants receiving an offer to interview each year (we offer admission to the majority of interviewees). Applicants holding international undergraduate degrees may apply, and such applicants received about 3% of the interview offers made from 2019-2022. Interview offers are communicated asynchronously to applicants in January and February each year.

Evaluation of applications for PhD study in BE particularly focuses on:

• Evidence of strong academic preparation and demonstrated interest in both a quantitative discipline and a biological discipline
• Evidence of aptitude for and experience/accomplishment in scientific or engineering research
• Explanation of interest in pursuing a career that leverages PhD-level training in Biological Engineering under the guidance of MIT BE faculty advisors

Academic preparation. Success in the challenging coursework and research components of the MIT BE PhD program requires a strong academic background in both biology and quantitative engineering or science. While many successful applicants hold undergraduate engineering degrees and have completed substantial coursework in biology, there are many different ways to demonstrate the academic preparation needed. Applicants whose principal degree is quantitative, computational, engineering, or in the physical sciences can bolster their training in biology by taking core biology courses like biochemistry, genetics, and cell biology. Applicants whose principal degree is in a life science field can acquire quantitative training in courses beyond calculus, biostatistics, and programming/informatics such as differential equations, linear algebra, and advanced courses in probability, statistics, analysis, and computer science.

Understanding that every applicant’s personal and college experience is unique and that grading practices differ, BE has no minimum grade point average (GPA) requirement. We strongly consider the factors other than GPA described on this page in our admissions process. However, most applicants receiving an interview offer have a GPA in the A range (>3.6 on an A = 4.0 scale), and from 2019-2022 the median GPA of interviewees was 3.94. Many applicants with high GPAs do not receive interview invitations, and applicants with GPAs below the A range may be competitive for admission in our holistic evaluation process given other extraordinary aspects of their academic record, experiences, and achievements detailed in their application materials.

Applicant statement. This application component is a free-form opportunity to introduce yourself in writing to the admissions committee, explain your interest in Biological Engineering at MIT, and contextualize other application components including your academic record, research experience, and letters of recommendation. The admissions committee wants to hear why PhD-level training in Biological Engineering under the mentorship of MIT BE faculty is right for you, which research groups you may be interested in joining, how you have prepared to receive PhD training, and how this training may power your aspirations for the future. The MIT BE Communications Lab CommKit has additional content on writing statements of purpose . While not a particular focus of our evaluation, the statement is an opportunity to directly demonstrate your writing skills and attention to detail.

Letters of recommendation provide crucial evidence of research aptitude in successful applications. The most impactful support letters come from your faculty research supervisor(s) who know you well and have substantial experience advising PhD students. Support letters from other research supervisors, academic advisors, or course instructors may also be included. You can find general guidance (not specific to applications to study in the BE PhD program) on requesting letters of recommendation and on support letter content from the Biological Engineering Communication Lab.

To apply , go to the online application and create a user id and password. You do not need to complete the entire application in one sitting. You may begin the application, save it, and return to it at a later time using your user ID and password.

Applicants are encouraged to submit their applications ahead of the deadline and are responsible for ensuring that all admissions credentials are submitted on time. Your application will not be reviewed until all materials have been received. There is no separate application for financial support; all admitted applicants are offered a full support package.

The BE Department does not require the standardized Graduate Record Examination (GRE) test as part of our application process, but will consider scores if provided by the applicant.

To apply follow these steps.

1. Fill out the online application by 23:59, EST, December 15.

You will be providing the following information:

• Field(s) of interest
• Personal information/addresses
• International student data
• Three or more names and email addresses of letter writers
• Scanned copies of your College Transcripts
• For international students, scanned copies of your IELTS scores
• Academic preparation and research/work experience
• Applicant statement
• Credit card payment of $90 (Information on requesting a fee waiver is here )

2. Arrange for submission of the following (official reports only):

Scanned PDF transcripts and IELTS scores are considered unofficial documents but are sufficient for review purposes. Official documents are required before an admissions decision can be made. Please have any test scores electronically transmitted to MIT Admissions and mail official copies of your transcript(s) to:

MIT Department of Biological Engineering

77 Massachusetts Avenue, Bldg. 16-267

Cambridge, MA 02139

For international students:

IELTS scores should also be electronically sent directly to MIT.

• To register for a test, visit the IETLS website.
• IELTS does not require a code. Please write “Department of Biological Engineering, Massachusetts Institute of Technology”. No address is required as scores are reported electronically.
• If you are an international student, you should take the IELTS test by November 15. The Department of Biological Engineering does not waive this requirement.

The IELTS is waived for applicants who are citizens of Australia, Canada, India, Ireland, New Zealand, Nigeria, Singapore, or the United Kingdom, or for applicants who have or will earn a BS degree at a US university.

A Summer of Success: 17 Major Funded Graduate Fellowships in Duke BME

Highly competitive national awards will help new and returning BME graduate students and post-docs conduct exciting research

Graduate students and researchers in Duke Biomedical Engineering had a successful summer 2024, garnering prestigious national awards and funding opportunities to support their impressive research.

Among the new major funded awards were 11 National Science Foundation Graduate Research Fellowships , two National Institutes of Health Diversity Supplement Awards as well as a National Institutes of Health-Kirschstein F31 Grant , National Defense Science & Engineering Graduate Fellowship , Howard Hughes Medical Institute Gilliam Fellowship and Society of Neuroscience Trainee Professional Development Award .

“We are thrilled to celebrate the success of our community,” said Sharon Gerecht , the Paul M. Gross Distinguished Professor and incoming department chair. “Duke BME is home to some of the most impressive graduate students and postdoctoral fellows in the country, and I’m glad they are receiving recognition for their important and exciting research.”

NSF Graduate Research Fellowship

Eleven incoming and current graduate students received this incredibly competitive fellowship from the National Science Foundation. The NSF GRF program funds just 15 percent of applicants and supports the most outstanding future researchers whose projects exhibit the highest potential in science and technology.

Fellows receive a three-year stipend, coverage of tuition and fees, and access to professional development opportunities.

Duke BME’s newest NSF graduate fellows are, clockwise from top left:

• Jorik Stoop , advised by Amanda Randles
• Marianne Voigt , advised by Lou DeFrate
• Parker Esswein , advised by Sharon Gerecht
• Mary Jia , advised by Emma Chory
• Kathryn Lazar , advised by Joel Collier and Ashutosh Chilkoti
• Claudia Wong , advised by Sharon Gerecht
• Emma Whitehead , advised by Tatiana Segura
• Owen Traubert , advised by Eva Naumann
• Katherine Tang , advised by Sharon Gerecht
• Chloe Markey , advised by Daniel Reker

Not pictured: Noah Campbell , advised by Tatiana Segura

National Institutes of Health-Kirschstein F31 Grant

Kevin Shores

A graduate student in the Truskey Lab, Shores received the prestigious Ruth L. Kirschstein Predoctoral Individual National Research Service Award, also known as a F31 grant, from the National Institutes of Health (NIH). The award supports promising graduate students develop into productive, independent research scientists by providing financial support and mentored research training as they conduct research for their dissertation.

National Defense Science & Engineering Graduate Fellowship

Emily Warren

Warren, a graduate student in the Gerecht Lab, received a fellowship from the National Defense Science and Engineering Graduate (NDSEG) Fellowship program—a highly competitive award granted to just 4,700 of more than 70,000 applicants.

Howard Hughes Medical Institute Gilliam Fellowship

Amanda Barretto

A graduate student in the Musah Lab, Barretto received a fellowship from the Howard Hughes Medical Institute’s (HHMI) Gilliam Fellows Program. The fellowship recognizes students who are committed to advancing equity and inclusion in science and provides them with support as they move through their scientific career. The program also provides support for thesis advisors to advance their mentorship skills to ensure they have the skills to develop more inclusive and supportive training environments.

National Institutes of Health Diversity Supplement Award

Colton McGarraugh (left) and Anthony DiSpirito

These graduate students in the Yao Lab each received an NIH award to support and promote diversity in health-related research programs.

Society of Neuroscience Trainee Professional Development Award

A post-doctoral fellow working with Warren Grill and Angel Peterchev, Yu received a 2024 Trainee Professional Development Award (TPDA) from the Society for Neuroscience. This award recognizes postdoctoral scholars who have demonstrated scientific merit and excellence in research and will be awarded to Yu during the annual Society for Neuroscience meeting in October 2024.

Yi Xue Receives NIH Award, $1.9M to Maximize Research Potential in Optics

• by Matt Marcure
• August 28, 2024

Assistant Professor of Biomedical Engineering Yi Xue has received a Maximizing Investigators' Research Award, or MIRA, from the National Institute of General Medical Sciences, part of the National Institutes of Health.

The award celebrates early-career researchers whose work shows outstanding potential to enhance understanding of biological processes and establish the groundwork for advancements in disease diagnosis, treatment and prevention. It also enables researchers to focus on realizing scientific breakthroughs by providing financial stability and flexibility with grants.

Over the next five years, MIRA will support Xue's research program to develop novel microscopy techniques to improve deep tissue imaging in living organisms with a nearly $2 million grant.

"Securing this NIH award marks a pivotal moment in my early career," said Xue, who joined the College of Engineering in 2022. "The stability and flexibility it provides are unparalleled, allowing me to fully concentrate on advancing my research program."

Currently, deep tissue imaging struggles due to the variable refractive index of tissues. Xue and her team of researchers in the Computational Optics for Biomedical Imaging Lab will work to jointly develop innovative hardware capable of high-speed, high-efficiency light modulation that corrects for light scattering and deep-learning algorithms that can reduce the computational complexity of deep tissue scans.

The new technology promises to accelerate insights into neuronal activity deep in the brain, immune responses and cancer metastasis. To explore these advancements, Xue will collaborate with colleagues from the Comprehensive Cancer Center and Alzheimer's Disease Center, both at UC Davis Health.

"This award empowers us to embark on a high-risk, high-reward journey to develop innovative imaging techniques that can achieve previously unattainable depths in microscopic imaging," Xue said. "I am confident that we will be able to push the boundaries of what is possible in this field, making groundbreaking contributions that were once beyond reach."

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Bachelor of Science Biomedical Engineering

The biomedical engineering program at Missouri S&T is designed to prepare students for engineering careers in the health and life-sciences field. The two tracks focus on biomanufacturing and on biomaterials and can be customized to accommodate students preparing for medical school. The interdisciplinary program will equip graduates with the knowledge and skills required to excel in career paths in biotechnology, biomedical device development, pharmaceutical manufacturing, and healthcare management.   

For the bachelor of science degree in biomedical engineering a minimum of 129 credit hours is required. These requirements are in addition to credit received for algebra, trigonometry and basic ROTC courses. An average of at least two grade points per credit hour (equivalent to a grade of C) must be attained. At least two grade points per credit hour must also be attained in all courses taken in biomedical engineering (BME), chemical engineering (Chem Eng), and materials science and engineering (MS&E).

Each student's program of study must contain a minimum of 21 credit hours of course work in general education and must be chosen according to the following rules:

• All students are required to take one American history course, one economics course, one humanities course, and  ENGLISH 1120 . The history course is to be selected from  HISTORY 1200 ,  HISTORY 1300 ,  HISTORY 1310 , or  POL SCI 1200 . The economics course may be either  ECON 1100  or  ECON 1200 . The humanities course must be selected and meet the requirements as specified under "Engineering Degree Requirements" published in the current undergraduate catalog.
• Depth requirement. Three credit hours must be taken in humanities or social sciences at the 2000 level or above and must be selected from the approved list. This course must have as a prerequisite one of the humanities or social sciences courses already taken. Foreign language courses numbered 1180 will be considered to satisfy this requirement. Students may receive humanities credit for foreign language courses in their native tongue only if the course is at the 3000 level or above. All courses taken to satisfy the depth requirement must be taken after graduating from high school.
• The remaining courses are to be chosen and meet the requirements as specified under "Engineering Degree Requirements" published in the current undergraduate catalog and may include one communications course in addition to  ENGLISH 1120 .
• Any specific departmental requirements in the general studies area must be satisfied and meet the requirements as specified under "Engineering Degree Requirements" published in the current undergraduate catalog.The prerequisites for the upper level course must be completed with a passing grade. 
• Special topics, special problems, and honors seminars are allowed only by petition to and approval by the student's department chairman.
• Biomedical engineering and chemical engineering majors are encouraged to take the fundamentals of engineering exam prior to graduation.  It is the first step toward becoming a registered professional engineer. 
• Students pursuing a pre-med minor should consider taking BIO SCI 1113 and BIO SCI 1219 (4 cr. hr.) in year 1, which will count as a track elective. ECON 1100 or ECON 1200 can be taken in a later semester.

Biomedical Engineering Biomanufacturing Track

Note:  The minimum number of hours required for a degree in biomedical engineering is 129.

A grade of "C" or better is required in  CHEM ENG 2100  &  CHEM ENG 2110  in order to enroll in Chem Eng 3120 .

Communications emphasized course (See bachelor of science degree, general education communications requirement).

A minimum of 9 cr. hr. from BIO SCI 1113 and BIO SCI 1219, or BIO SCI 2223, or BIO SCI 3783, or BIO SCI 4353, or BIO SCI 4373, or CHEM 2220 and CHEM 2229, or CHEM ENG 3131, or CHEM ENG 3141, or CHEM ENG 4110, or BME 5100, or BME 5200, or BME 4099, or any class from the approved list published on the Chemical Engineering web site. Only 3 cr. hr. of BME 4099 may be used.  

MATH 1208 or MATH 1210 and MATH 1211 may be substituted for MATH 1214. MATH 1221 may be substituted for MATH 1215.

Biomedical Engineering Biomaterials Track

A minimum of 12 cr. hr. of track electives. At least 3 must be selected from CHEM ENG 5250 or MS&E 4810 or MS&E 5810 or ELEC ENG 2100 and ELEC ENG 2101 or ELEC ENG 2200 and ELEC ENG 2201 or BME 4099. The remaining 9 cr. hr. may be from that list or BIO SCI 1113 and BIO SCI 1219 or BIO SCI 4383 or BIO SCI 4666 or BIO SCI 5533 or CHEM 2219 or CHEM 2229. Only 3 cr. hr. of  BME 4099 may be used.  

3                     

MATH 1208 or MATH 1210 and MATH 1211 may be substituted for MATH 1214. MATH 1221 may be substituted for MATH 1215.                

BME 2001 Special Topics (LAB 0.0 and LEC 0.0)

This course is designed to give the department an opportunity to test a new course. Variable titles.

BME 3001 Special Topics (LAB 0.0 and LEC 0.0)

BME 3100 Fundamentals of Transport in Biomedical Engineering (LEC 4.0)

This course covers the fundamentals of momentum, energy, and mass transport with an emphasis on the applications in biology and biotechnology. General differential equations for momentum, energy, and mass transfer are presented and solved for a variety of biomedical engineering problems. Prerequisites: A grade of "C" or better in Math 3304 and either Chem Eng 2110 or Cer Eng 3230.

BME 4000 Special Problems (IND 0.0-6.0)

Problems or readings on specific subjects or projects in the department. Consent of instructor required. Prerequisites: Permission of the instructor.

BME 4001 Special Topics (LAB 0.0 and LEC 0.0)

BME 4091 Biomedical Engineering Design I (LEC 3.0)

Design considerations for biomedical engineering manufacturing and biomaterials design emphasizing traditional engineering design concepts and engineering economic analysis. Prerequisites: Preceded or accompanied by English 3560 and either Chem Eng 5250 or MS&E 5310.

BME 4097 Biomedical Engineering Design II (LEC 3.0)

Application of engineering design principles to the solution of a biomedical engineering problem. Communication emphasized course. Prerequisites: BME 4091.

BME 4099 Undergraduate Research (IND 0.0-6.0)

Designed for the undergraduate student who wishes to engage in research. Not for graduate credit. Not more than six hours allowed for graduation credit. Subject and credit to be arranged with the instructor. Prerequisites: Consent of instructor required.

BME 4100 Biomedical Polymers and Metals (LEC 3.0)

The structure of polymers and metals and their use in bio-applications with emphasis on how the structures influence processing, mechanical properties, and corrosion. Prerequisites: Chem Eng 3210.

BME 5001 Special Topics (LAB 0.0 and LEC 0.0)

BME 5100 Drug and Gene Delivery Systems (LEC 3.0)

Overview of drug and gene delivery systems, rational design for their applications with an emphasis on structure-property-function relationships. Three major parts: polymers and nanoparticles as drug and gene carriers; strategies to deliver drugs and genes; in vitro and in vivo techniques of assessment and validation. Prerequisites: Chem 2210 and Bio Sci 2213.

BME 5200 Materials as Hard Tissue Devices (LEC 3.0)

The structure-property relationships of materials employed as medical devices, as well as the bone, cartilage, and ligament that they are designed to replace. The behavior of materials in the physiological environment, the tailoring of that behavior as a response to both bulk and surface properties, and the future of hard tissue medical devices. Prerequisites: BME 4100 or MS&E 5210.

BME 5300 Vaccine Manufacturing (LEC 3.0)

The development, manufacturing, and approval process of vaccines are covered. Vaccines that use attenuated or inactivated viruses, viral components and mRNA as the active ingredient are discussed. The manufacturing process includes the making of the active ingredient, vaccine formulation and delivery. The class includes three remote lab experiments. Prerequisites: Senior standing in an engineering discipline, physics, chemistry, or biology.

BME 5311 Integrity and Ethics in Bioengineering (LEC 1.0)

Study of ethical, social, and legal issues that arise in biotechnology and pharmaceutical industries and in biomedical research. Emphasis on professional attitudes and standard practices. Prerequisites: Senior or graduate standing.

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NIH prize challenge recognizes undergraduate biomedical engineers for innovative medical device designs

The National Institutes of Health (NIH) and the higher education non-profit VentureWell have selected 11 winners and five honorable mentions in the  Design by Biomedical Undergraduate Teams (DEBUT) Challenge , who are set to receive prizes totaling $160,000. The awards will be presented to the winning teams on Oct. 25, 2024, during the annual Biomedical Engineering Society conference in Baltimore.

Now in its 13th year, the annual DEBUT Challenge calls on teams of undergraduate students to identify healthcare problems and develop technological solutions. This unique partnership supports innovation and entrepreneurship training for students at a critical stage early in their careers.

“This year's competition drew tremendous student innovation from all DEBUT Challenge entrants,” said Bruce J. Tromberg, Ph.D., director of NIH's National Institute of Biomedical Imaging and Bioengineering (NIBIB). “We congratulate all the participants and their mentors on the impressive engineering designs and their passion for addressing compelling healthcare problems. DEBUT demonstrates the power of interdisciplinary teams coming together to deliver solutions to benefit patients.”  

The innovative designs receiving NIBIB-sponsored awards include a system for monitoring post-operative bleeding in urologic cases, a real-time imaging probe of the ear canal to examine the health of middle ear structures and a device to aid cesarean section delivery during impacted fetal head complications.

Additional winners include the recipients of the prize sponsored by NIH's Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD). The winning team developed a powered lower limb prosthetic that provides assistive movement at the knee joint to promote a more natural walking gait and support in standing and climbing stairs .

“Assistive and rehabilitative technologies such as the low-cost, adaptable, bionic knee developed by this year’s winning team can improve the quality of life for people with physical disabilities,” said Theresa Hayes Cruz, Ph.D., NICHD.

This year’s challenge included submissions from 85 teams, consisting of 362 students from 24 U.S. states. Along with the NIBIB, NICHD and VentureWell, five NIH partners supported the challenge this year with unique prizes: the NIH Office of AIDS Research (OAR), the National Institute on Minority Health and Health Disparities (NIMHD), the National Cancer Institute (NCI), the National Institute of Nursing Research (NINR) and the National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK). 

The 11 winning projects are:

NIBIB “Steven H. Krosnick” First Prize ($20,000): UroFlo: An automated and intuitive UTI and blood clot prevention device, Rice University, Houston

UroFlo is an adaptive, automated, intuitive continuous bladder irrigation system to improve post-operative assessment of hematuria (blood in the urine). UroFlo incorporates a spectral sensor to quantify hematuria, adjusts inflow rate automatically and quantifies waste bag outflow rate. A web-based, remotely accessible user interface consolidates data and alerts clinical staff to issues, such as abnormal flow rates, severe hematuria or the need to make a bag replacement.

NIBIB Second Prize ($15,000): OCTAVE: Optical coherence tomography and vibrometry endoscope,   University of California, Riverside

OCTAVE is an endoscopic optical coherence tomography imaging probe that is capable of high-resolution, real-time, functional imaging of the middle ear structures. OCTAVE addresses a critical challenge in hearing loss detection by providing the capacity to image inner ear structures with high enough resolution to reveal specific sites of damage to the tympanic membrane. 

NIBIB Third Prize ($10,000): Cesarean Delivery Glove, Northwestern University, Evanston, Illinois

The Cesarean Delivery Glove (CDG) is a cost-effective, reusable device that allows a single operator to safely and effectively resolve impaction of the fetal head within the mother’s pelvis during the cesarean section procedure. The CDG extends an obstetrician’s reach to provide sufficient force for extraction while minimizing risk of trauma to mother and baby.  

NIH OAR Technologies for HIV/AIDS Prevention and Care Prize ($15,000): Infusion Pump Mobile Application, Loyola University Chicago 

The Infusion Pump Mobile Application integrates seamlessly with the Baxter Novum IQ infusion pump to ensure accurate and efficient drug infusion in the intensive care unit environment. The app provides patient verification, barcode integration, delivery confirmation, real-time infusion progress monitoring, alert and alarm notifications and direct medication order transmission. Intravenous (IV) infusions can potentially be used for HIV treatment, including antiretrovirals and broadly neutralizing antibodies.

NIMHD Healthcare Technologies for Low-Resource Settings Prize ($15,000): NanoLIST, Cornell University, Ithaca, New York 

NanoLIST is a rapid, low-cost test kit that utilizes gold nanoparticles to detect when a person’s saliva sample contains an elevated lead concentration. The test kit produces a result within 30 seconds. Its self-contained format is designed so a test can be safely performed without supervision by a clinician and for easy disposal.

NCI Technologies for Cancer Prevention, Diagnosis, or Treatment Prize ($15,000): ColoTech: A ‘pro-diagnostic’ for the early detection of colorectal dysplastic and cancerous tissue, Stanford University, Palo Alto, California

ColoTech is a novel, cost-effective screening tool for abnormal (dysplastic) cells and could aid in earlier colorectal cancer detection. ColoTech’s highly sensitive approach uses a probe ingested by the patient that changes chemical composition upon contact with abnormal or cancerous tissue and could be an alternative to colonoscopy.

National Center for Medical Rehabilitation Research, NICHD Rehabilitative and Assistive Technologies Prize ($15,000): U-Build Bionic Knee: Transfemoral powered prosthetic, University of Utah, Salt Lake City

The U-Build Bionic Knee is a low-cost, powered lower-extremity prosthesis designed to improve mobility and quality of life for individuals with lower-extremity amputation. The device generates assistive power at the knee joint, enabling ambulation on level ground, uneven terrain, and positive-power activities like sit-to-stand movement and stair ascent. 

NINR Technologies to Empower Nurses in Community Settings Prize ($15,000): IV pole redesign, Virginia Polytechnic Institute   and State University, Blacksburg

Intravenous (IV) poles are a staple of healthcare operations, but their current design makes visualizing medications difficult. IV Pole Redesign was built in collaboration with nurses and incorporates a tiered and angled hook rake top, an offset pole portion, a spider base, a line organizer, and wheels that improve mobility across threshold transitions. 

NIDDK Kidney Technology Development Prize ($15,000): NephroGuard, Clemson University, South Carolina

NephroGuard is a real-time diagnostic device to quickly detect onset of acute kidney injury in patients following cardiac surgery. NephroGuard uses an electrochemical sensor to detect a biomarker that has been shown to detect kidney injury within hours rather than days. 

VentureWell Venture Prize ($15,000): Knee-sy Does It: Your therapy automation solution, Stevens Institute of Technology, Hoboken, New Jersey

Knee-sy Does It is a novel stretching device designed to replicate physical therapy treatment at home for patients suffering from knee osteoarthritis or recovering from knee surgery. Knee-sy Does It delivers a combination of dynamic and static stretches in a sequence similar to that which a physical therapist might administer in practice. 

VentureWell Design Excellence Prize ($5,000): Malleous: A novel suction-retractor instrument to increase efficiency and effectiveness in the operating room, University of Pittsburgh

Malleous is a surgical instrument combining suction and ribbon retraction tools in one device while maintaining the retractor's malleable and bendable properties. By reducing the need to pause during surgery, the Malleous device reduces surgery duration, which has the potential to increase surgeons’ efficiency and reduce the risk of complications.

Learn more about the projects.

About the National Institute of Biomedical Imaging and Bioengineering (NIBIB): NIBIB’s mission is to engineer the future of health by leading the development and accelerating the application of biomedical technologies. The Institute is committed to integrating engineering and physical science with biology and medicine to advance our understanding of disease and its prevention, detection, diagnosis, and treatment. NIBIB supports emerging technology research and development within its internal laboratories and through grants, collaborations, and training. More information is available at the NIBIB website .

About the National Institutes of Health (NIH): The National Institutes of Health, the nation's medical research agency, includes 27 Institutes and Centers and is a component of the U.S. Department of Health and Human Services. NIH is the primary federal agency conducting and supporting basic, clinical, and translational medical research, and is investigating the causes, treatments, and cures for both common and rare diseases. For more information about NIH and its programs, visit  https://www.nih.gov .

RIT offers new master’s degrees in chemical engineering, biomedical engineering, and project management

Courses designed to give credit for prior related education and allows remote learning.

Scott Hamilton/RIT Photography

RIT has added three new master’s degrees to its portfolio: chemical engineering, biomedical engineering, and project management. Students pursuing graduate degrees are able to combine advanced coursework with hands-on opportunities in laboratories alongside faculty-researchers.

RIT is offering three new master’s degrees designed to meet industry needs.

Chemical engineering and biomedical engineering programs in the Kate Gleason College of Engineering will include new master’s degrees as part of the engineering portfolio this year to meet demands in increasing renewable energies, personalized healthcare technologies, and diagnostic system improvements.

National trends indicate a growing need for graduates with the combined skills in engineering and in the chemical and biological sciences, engineering processes, and ‘smart’ technologies.

The graduate programs will have a mix of students from the established undergraduate programs, as well as new-to-RIT students from regional, national, and international chemical engineering programs seeking advanced degrees. With the flexibility of the degree program, the department also is seeing interest and enrollments from students from other science disciplines such as physics , said Patricia Taboada-Serrano , Graduate Programs Director.

“This will be achieved through a bridge program designed to provide the appropriate engineering background required for successful completion of an advanced degree in chemical engineering,” she said.

A dozen students have been accepted for the new program and will begin chemical engineering courses this fall. There are also eight BS/MS students enrolled in the program who are completing undergraduate work.

There will be several emphasis areas: chemical and mechanical engineering applications; microelectronic focus on semiconductors, photovoltaics, microfabrication; microsystems and quantum level systems; materials science; and advanced mathematics and simulation.

“The strength of our program is the design of its curriculum, as we are able to provide depth in content and advanced skills in one year of studies in the case of full-time students,” said Taboada-Serrano, associate professor of chemical engineering. “The timeline of the completion of the graduate degree enables our MS graduates to rejoin the workforce quickly if they delayed or interrupted careers to obtain a graduate degree. The compactness of our curriculum also enables working professionals to pursue our MS degree and complete it in two to three years.”

Similar to chemical engineering, the biomedical engineering program has grown substantially since it began 10 years ago. Today, 15 students in biomedical engineering (BME) are being integrated into graduate study through the BS/MS options. There are five new students in the stand alone master's program . It is a one-year, course-based program that features a Capstone design sequence.

Biomedical engineers combine knowledge of engineering with biology, anatomy, and physiology to create devices and systems to address the need for sophisticated diagnostic and therapeutic equipment and solutions.

In addition to the advanced engineering degrees, 10 RIT students this semester are the first to enroll in classes for a project management master’s degree .

The 30-credit degree is approved for both in-person and online delivery.

Project management is a process for managing the successful execution of new initiatives within an organization for the sake of expanding the breadth of capabilities, services, and products offered.

“You can use this discipline in almost any field,” said Peter Boyd , senior lecturer and graduate programs director for RIT’s School of Individualized Study , which is overseeing the program. “It’s akin to software engineering in that you could work in numerous industries, from IT to construction to aviation or health care.”

“Project management is a growing discipline. There’s a growing demand in a wide range of industries,” Boyd said.

A  RITx MicroMasters in Project Management, offered by SOIS on the edX.org platform, is an additional pathway into the program that allows students to earn RIT course credit at a reduced cost, that can be applied toward the requirements for the MS in project management. 

RIT’s master’s degree in project management differs from others across the country because he said RIT developed a curriculum “that is responsive to a wide range of student academic and professional needs, employs non-traditional teaching models that place a greater emphasis on project-based learning, and similar active learning experiences.” RIT’s degree also promotes strong student/faculty mentor-mentee relationships and brings project management to industries that would benefit from it but have otherwise not traditionally embraced the discipline.

The degree program allows students to customize their courses for their degrees, providing a natural path of interdisciplinary study. This allows students the ability to better specialize to their specific interests, giving them a competitive edge in their field of interest and making them more valuable to an employer.

Of the 10 courses required to earn the MS degree, four are elective, so students may use advanced certificates or other courses already offered at RIT. The remaining six classes focus on the core topics of the project management discipline and align with the standards set by the Project Management Institute, the governing body for the field.  

One of those students is Dana Harp, who is taking the classes online from her home in Lewes, Del. She does clinical research remotely for Pfizer.

She received her edX project management MicroMasters in 2020 and transferred those credits toward a project management advanced certificate with RIT in 2021. She took a couple of years off from education and was pleasantly surprised when she learned RIT now offers a master’s in project management.

“I was always interested in getting my master’s degree,” Harp said. “My company has a great program to reimburse for education, so I have the opportunity to continue learning without having to pay for it all myself. And it will definitely open up more opportunities for promotion by having that degree. It will give me a leg up for the trajectory I want to be on. This is going to help me moving forward.”

Harp hopes to receive her master’s degree in the spring or next fall, and she’s excited to be one of the first students receiving the RIT degree.

“I’m lucky all of my earlier classes transferred over, and it’s really cool to see that some of the professors I’ve had in previous classes are teaching in this program as well,” she said. “I think it’s going to be really fun.”

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