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As an undergrad student, how should I ask a professor for an opportunity to do research with them?

I was wondering what I should do in this situation as an undergraduate student:

About a month ago, I applied for and did not get into a program that allows first-year students to work on research projects that professors put forward, with the intention of introducing students to research, which included a research stipend, housing, etc.

I was very interested in the professors topic of research, and was wondering if it would be okay for me to ask the professor for the opportunity to work with him essentially as an unpaid intern, as I would really like the opportunity to learn more about the topic.

Would he view this attempt to do research under him as desperate? Or would he appreciate the opportunity to have an extra research assistant?

I know that the answer would depend on the professor himself, and on my relationship with him, but how do professors in general feel about students coming up to them and asking to be a part of their research?

• research-undergraduate

5 Answers 5

Absolutely, with no qualifications, approach the researcher and ask what it would take to do research in his/her lab. As a first-year undergraduate student, it's very likely that you don't have the knowledge to contribute to the projects. So approach humbly, asking what you can do to prepare yourself. Ask for suggestions for a review paper or a few research reports that would bring you up to speed. Ask if you can attend lab meetings as a fly-on-the-wall to absorb the controversies and decisions being made day-by-day. The very worst possible case is that you're told, "no." If so, you're already there. Next worst is that you invest your time and get only an education out of it. That's not so bad. You'll be positioned very very well for next year.

Personally, I am always happy to talk about possibilities for working in my research group with a student who's interested in the group. The challenge is that most first-year students might not have the background to understand what's going on in the research, so they end up being more "technicians" than researchers.

So I don't think it's a problem for you to discuss the possibility of doing the "internship"; your university may even offer an opportunity to get course credit for it as an "independent study." However, you should be prepared for the possibility that the professor feels you're not quite ready for the work—but he may definitely suggest ways to overcome that deficit.

Here's another option: email or talk to one of the professor's graduate students . By working with the graduate student, you'll be working with the professor anyway.

For context: I'm a computer science PhD student at a large United States research university. At my school, most professors are bombarded with emails and requests from undergraduates (in addition to, of course, PhD and masters students, and postdocs). Indeed, my PhD advisor told me that he/she gets about one email each day from an undergrad requesting research opportunities.

I've worked with roughly 20 undergraduate researchers to some extent. About half of them got in our lab by emailing PhD students, who then recommended him/her to the professor if the undergraduate's resume exceeded a certain bar. The other half emailed the professor directly, but often in those cases, the professor ended up forwarding the undergrad's resume to the PhD students. While I don't have hard statistics on what this is like throughout my entire department (let alone university) I think this is a common strategy that students pursue, and the one I would begin with if I were back in my undergraduate days.

As another positive note, sometimes graduate students' research websites are more up to date than those of the professor's!

It is worth noting that etiquette in approaching a professor to discuss research opportunities can vary by institution. At the university I currently attend it is considered extremely poor form to approach a professor out of the blue and ask them if they have any opportunities for research. This includes professors you are taking a course with -- rather, it is expected that you will work with your advisor to go through established channels to find research opportunities.

At my undergraduate institution this was not the case, and reaching out to professors to discuss research opportunities was strongly encouraged. I suggest discussing this with your academic advisor and seeing what he/she thinks just to be on the safe side.

• I am curious why this is a poor in your institution? Is it because of the culture of the country where you live? Please elaborate –  Cedric Martens Commented Sep 9, 2019 at 22:28
• It's just part of the culture and processes of the institution. I believe the intention is both to avoid the embarrassment of a student getting "rejected" by the professor for being unqualified to do research, as well as to protect a professor's time by ensuring that any research applicant has been "vetted" by their advisor to being a possible good fit. –  Byte Lab Commented Sep 12, 2019 at 17:02

There are basically two strategies to get a research opportunity in university. By excellence or by motivation. For both situations, you have to find a way to show your excellence or your motivation to the professor. Working as an intern for him is a good idea. It gives the professor an opportunity to know more about you. If you are excellent enough, the professor will ask you about your plan in the future (to see if you're going to pursuit a PhD, probably with him), show his interest in you or even offer you research position in this team.

• 3 This is not particularly useful advice. I am interested in students who are motivated more than insisting on academic excellence! –  aeismail Commented May 4, 2014 at 22:45
• 8 the professor will approach you if you are excellent enough — [citation needed] –  JeffE Commented May 5, 2014 at 1:00

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Research Opportunities

In keeping with its mission as a research university, NYU strives, whenever possible, to include undergraduates in the production of knowledge. Since creativity and original work can take different forms in different fields, research is defined in its broadest sense, encompassing artistic and professional activities, as well as more traditional academic inquiry into the humanities, social sciences, and natural sciences. Research extends and enhances classroom learning by enabling students to work one-on-one with faculty members (and, in some areas, also with highly trained postdoctoral fellows and graduate students). In addition to strengthening a student's resume and graduate or professional school applications, such experiences expand understanding of a discipline, engender productive mentoring relationships, and encourage the development of analytic and communication skills that are useful in any profession.

Research varies widely in nature, context, and extent both within and across undergraduate schools at NYU, ranging from research requirements in individual credit-bearing courses to independent study courses and honors theses or projects.

Below are just a few examples of the ways in which undergraduate students can get involved in the research happening at New York University:

• College of Arts and Science Research
• Gallatin Research Scholar Program
• Social Work Research
• Steinhardt Research
• Stern Research
• Tandon Research

A glimpse into undergraduate research at Duke

For 53% of undergraduate students , research is a core component of their Duke experience.

As an R1 institution, the University spends at least $50 million on research annually and awards at least 70 research doctorates per year in any academic field.

Duke provides students with many pathways to become involved with research on campus across STEM fields and the humanities. The Chronicle spoke with four students who reflected on their experiences navigating the undergraduate research scene.

Research at Duke, by the numbers

In the 2022-23 academic year, the University surpassed $1.39 billion in total research expenditures, submitting 5,925 proposals and 11,390 publications. Through Duke’s Office for Translation & Commercialization, 15 startups and 325 new invention disclosures were launched, resulting in 104 issued patents.

“Our scholars and researchers continue to build new understandings of the human condition and enrich our future through their creative output,” wrote Jennifer Lodge, vice president for research & innovation, in a statement accompanying the 2022-23 OR&I Annual Report. 

Many of the University’s research and learning centers also received major awards and grants this year.

In 2023, the University received $10 million from Beth Schiff, Trinity ‘81 and Law School ‘85, and Jim Schiff, Trinity ‘81, to advance initiatives and labs in the humanities. Duke was awarded another $10 million by the Margolis Family Foundation to support the work of the Margolis Institute for Health Policy .

This month, the University received a $30 million award to support a historic faculty hiring initiative for promoting research in artificial intelligence and computing.

The School of Medicine also received more than $551 million in federal funding from the National Institute of Health in 2023, the seventh-largest sum awarded to an academic medical center. For 20 of the last 23 years, the University placed among the top 10-highest NIH-funded medical institutions in the nation.

Supporting student research

Many of Duke’s undergraduate research opportunities are administered through the Undergraduate Research Support Office led by director Jessica Harrell.

To help navigate Duke’s research scene, the URS Office acts as a starting point by bridging students with faculty, organizations and campus partners. It serves as a hub of information that guides students to initiatives like Muser , while providing extensive funding opportunities ranging from independent study grants to summer fellowships.

“We have increased the number of students we provided funding support to over the last year, and that is likely indicative of an increase in the number of students that are engaging in research,” Harrell wrote in an Aug. 16 email to The Chronicle.

Harrell emphasized that these resources are open to all Duke students on a first-come, first-served basis, regardless of whether they have prior research experience.

For students who want to discuss research experiences with their peers, the URS Student Advisory Council — an undergraduate committee — serves as a liaison between the URS Office and students. The council meets monthly to discuss the best ways to promote research among students, such as by tabling on campus.

“The advisory council is a collection of students from different walks of life, different grades and different research experiences that provide a holistic view of how to get involved in research at Duke,” said senior Rani Jones, a URS Student Advisory Council member. 

Harrell added that she has noticed a recent increase in undergraduate engagement beyond traditional STEM-related fields.

“We are seeing more exciting engagement in undergraduate research in the arts and humanities disciplines, and we rolled out a new arm of our Summer Undergraduate Research Fellowship program this summer for students interested in engaging in arts and humanities and social science research,” Harrell wrote.

This observation goes against the tide of a nationwide decline in humanities enrollment, a trend similarly faced by Duke within the last decade.

A look into Duke’s summer facilities updates

Duke students eligible to receive durham county library cards, rebuilding the blue devils: transforming duke football with the transfer portal.

Harrell noted that the URS Office is brainstorming ways to assess the success of undergraduate research. Tactics include administering surveys, quantifying the number of students in various disciplines and tracking the number of students pursuing an honors thesis.

Navigating research opportunities

For many Duke students, research has been an integral part of their undergraduate experience. 

Rose Naderi, Trinity ‘24, was a member of the Duke Identity & Diversity Lab for over two years while completing an independent study and honors thesis, where she investigated how language impacts children’s understanding of social groups as they age. Outside of the lab, she participated in a Bass Connections team that provided social support to antepartum patients at Duke Hospital and surveyed the effectiveness of social support methods.

Naderi, who is now pursuing a master’s degree, believes that Duke has set her up for success for future research. In particular, she said she feels prepared to present her future research and break it down in terms that can be understood by a broader audience.

She also identified mentorship as a key component of her research experience. 

“Dr. [Sarah] Gaither, [Nicholas J. and Theresa M. Leonardy associate professor] and my graduate student mentors have influenced my research career so much and have been so inspiring to me to even want to pursue a thesis and master’s [degree],” Naderi said.

However, she believes that undergraduate research experiences at Duke are not equally accessible to students, viewing some students as benefiting from prior connections and research experiences.

Junior Karina Lu has had extensive research experience at Duke, from studying Tibetan dialects to considering “historic corollaries” for imagining “future space settlements” and their governance.

As a history and French & Francophone studies major, Lu considered her only avenues for conducting research to be applying for a Bass Connections team — which emphasizes interdisciplinary research — or asking a professor if she can join their lab.

Lu appreciates that the culture surrounding undergraduate research at Duke does not feel competitive, but views it as more difficult for humanities students to find research targeted to their specific area of study.

“Duke doesn’t advertise a lot of the more granular research opportunities, and I had to go seeking for them, such as talking with the [directors of academic engagement] and my humanities professors,” she said.

To help students find opportunities, Lu suggested that the University explain research opportunities during first-year orientation and at events such as Sophomore Spark.

Senior Allie Brown, a URS Student Advisory Council member, noted that the council is available to answer any questions students have about getting involved in research.

Lu believes having an open mind is an important trait for students interested in pursuing research at Duke.

“Doing research is an exhausting thing that you have to balance with your schoolwork and your extracurriculars,” she said. “But it can be extremely rewarding and eye-opening if you find something you are passionate about.”

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Andrew Bae is a Trinity junior and an editor-at-large of The Chronicle's 120th volume.

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• Research Opportunities

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

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

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

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

Some common formats of research experiences for undergraduates include:

Course-based Research

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

Research Assistantships

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

Research Programs

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

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

Thesis Research

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

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

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

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

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

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

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

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HSURV Abstract Books

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

• 2024 HSURV Abstract Book  (AMGEN, BLISS, CSB, DUBSP, FUEL, HIP, KRANIUM, MCB SCION, PRIMO, PRISE, SEAS REU, SHARP, SPUDS, SURF, SURGH)
• 2023 HSURV Abstract Book (PRISE, BLISS, PRIMO, SHARP, SURGH, SPUDS)
• 2022 HSURV Abstract Book (PRISE, BLISS, PRIMO, SHARP, SURGH, SPUDS)
• 2021 HSURV Abstract Book (PRISE, BLISS, PRIMO, SHARP, SURGH, SPUDS)
• 2020 HSURV Abstract Book  (PRISE, BLISS, PRIMO, SHARP, SURGH)
• 2019 HSURV Abstract Book  (PRISE, BLISS, PRIMO, SHARP, SURGH)
• 2018 HSURV Abstract Book  (PRISE, BLISS, PRIMO, SHARP, SURGH)
• 2017 HSURV Abstract Book  (PRISE, BLISS, PRIMO, SHARP, SURGH, PCER)
• 2016 HSURV Abstract Book  (PRISE, BLISS, PRIMO, SHARP, SURGH)
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• 2012 HSURV Abstract Book  (PRISE, BLISS, PRIMO)
• 2011 PRISE Abstract Book
• 2010 PRISE Abstract Book
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Undergraduate Research Opportunities Database

Our database is a great resource in helping students find exciting undergraduate research opportunities at Penn State.

To get the best results, we recommend that you select all of the research areas that interest you. We also recommend that you conduct multiple searches.

Campus – Select the campus(es) where you would be interested in participating in research. Depending on the time of year when you are using the database, consider whether your location changes. For example, do you spend your summers closer to a different campus than where you regularly attend school?

Research Area – Select the area(s) of research that interest you most, keeping in mind that research is often interdisciplinary so it might be appropriate to select more than one area. For example, if you are interested in health you might want to search for opportunities in the physical sciences, life sciences, and nursing and health sciences, because these research areas could all be relevant to your interest in health.

Position Type – Select the position type(s) that are most appealing to you. If you prefer whether you earn credit versus being paid, be sure to narrow down the search results using this field.

Note : You may not receive academic credit and be paid for the same research experience in a given semester.

• “Work Study” is only available to students who have received a federal work-study (FWS) award . You can verify if you have an FWS award by visiting LionPATH and reviewing your "Financial Aid Summary.” If you do not have a federal work-study award, your mentor can also inquire with the Office of Student Aid - 814-865-6301 - to determine if you are eligible to be awarded one.

Mentors interested in creating an account or posting an opportunity should visit the Posting Undergraduate Research Opportunities section.  

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Q&A: Undergraduate admissions in the wake of the 2023 Supreme Court ruling

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Earlier today, MIT Admissions  released demographic data about the undergraduate Class of 2028, the first class of students admitted after the Supreme Court’s decision in  Students for Fair Admissions (SFFA) v. Harvard that banned the consideration of race in undergraduate admissions. As Dean of Admissions and Student Financial Services Stu Schmill ’86  anticipated in a blog post last June, the court’s decision has resulted in a decline in the proportion of enrolling first-year students who are members of historically under-represented racial and ethnic groups.

MIT News spoke with Schmill about this change, why diversity matters for the MIT education, and what happens next; Schmill also wrote a  personal reflection on the MIT Admissions blog .

Q:  What is the impact of the Supreme Court’s decision on MIT’s Class of 2028?

A: Last June, the Supreme Court ruled that colleges and universities that receive federal funding may no longer consider race in undergraduate admissions decisions. As I explained in a blog post at the time , we expected that this would result in fewer students from historically underrepresented racial and ethnic groups enrolling at MIT. That’s what has happened.

As a baseline, in recent years  around 25% of our enrolling undergraduate students have identified as Black, Hispanic, and/or Native American and Pacific Islander. For the incoming Class of 2028, that number is about 16%. (For comparison, federal data show that 45% of K-12 students in American public schools are classified as members of these groups.)

While this is a substantial change in the demographic composition of the Class of 2028 compared with recent years, I want to be clear that it does not bring any aggregate change in the quantifiable characteristics we use to predict academic success at MIT, such as performance in high school or scores on standardized tests. By these measures, this cohort is no more or less prepared to excel in our curriculum than other recent classes that were more broadly diverse.

I emphasize this essential fact because many people have told me over the years that MIT ought to care only about academic excellence, not diversity. But every student we admit, from any background, is already   located at the far-right end of the distribution of academic excellence. In my time as dean, we have considered only applicants who meet our extremely high threshold of academic readiness  . Recognizing the substantial educational benefits of diversity , we then worked to assemble from that highly qualified group a class that reflected both breadth and excellence in its collective interests, aptitudes, and experiences.

The evidence of our success in achieving both academic excellence and broad diversity is in our outcomes, both on and beyond our campus. In recent years, as MIT has grown more diverse, collective academic performance has improved, as have retention and graduation rates, which are now at all-time highs for students from all backgrounds. At the same time, according to data from the American Society for Engineering Education , over the last 10 years MIT has graduated more engineers from historically underrepresented racial and ethnic groups than any other private college or university (and almost all public universities) in the United States, while at the same time being widely regarded as the world’s leading STEM institution and an important engine of innovation . These simultaneous achievements by our community represent a synthesis of — not a tension between — diversity and excellence.

Q:  Why does diversity matter in an MIT education?

A: I am convinced, from empirical data and personal experience, that the MIT education is strongest when our student body is, above a high bar of academic excellence, broadly diverse.

Any MIT alum can tell you that they learned as much from their peers as their professors; certainly that was as true for me as a Course 2 [mechanical engineering major] in the 1980s as it is for my advisees today. When you bring together people with different ideas and experiences who share common interests, aptitudes, and match for MIT’s mission, they contribute their individual talents to collective excellence.

We also need this diversity in order to attract the very best students. As MIT has become more diverse, more of the most talented students in the country from all backgrounds have chosen to enroll at MIT — and they specifically tell us in surveys that attending a diverse institution is important to them and that they value this quality in their MIT experience.

It should not really be surprising that today’s students prefer a diverse campus community: They come from the most multiracial, multiethnic, multicultural generation of Americans that has ever existed. So another reason we care about diversity is that it makes us the strongest magnet of talent for the next generation of scientists, engineers, and knowledge-creators.

Q:  Why did MIT need to consider race in the past to achieve diverse classes?

A: As we argued in an amicus brief in the SFFA  case, the educational benefits of diversity are well established.  Empirical evidence demonstrates that what matters for creativity and innovation is having highly qualified people with a wide variety of experiences and backgrounds working together as a team to generate new solutions to hard problems.

Unfortunately, there remains persistent and profound racial inequality in American K-12 education, and it is most pronounced in STEM. This means that carrying the diversity of American public schools forward into higher ed is difficult from the word go.

Let’s start with these troubling facts: According to federal data , among public high schools where 75% or more of students are Black and/or Hispanic:

• nearly two-thirds do not offer calculus;
• more than half do not offer any form of computer science; and
• nearly half do not offer any form of physics.

Research shows that students who do not have the opportunity to build a strong foundation in math and science in high school are much less likely to succeed in graduating with a degree in STEM. Meanwhile, research from Stanford University’s Educational Opportunity Project shows that school segregation — which is strongly associated with achievement gaps — has steadily increased since the early 1990s . By some measures , school segregation now approaches levels not seen since Brown v. Board of Education  70 years ago.

In the everyday work of the MIT Admissions office, we see firsthand the startling extent of ongoing educational inequality in the U.S.: Whether we are out on the road or at home reading applications, we can see differences in opportunity from state to state, district to district, school to school, and even sometimes within schools.

We have tried to help close these gaps by directing prospective students toward free resources   to help them better prepare for college-level STEM work, whether at MIT or anywhere else. In my blog post today, I talk about MIT’s long history of broadening access to educational opportunity to students from all backgrounds. I believe MIT can, will, and must do even more to open the aperture of opportunity in the future.

Q:  What does all this mean?

A: Well, before the SFFA  decision we were able to use race as one factor among many to identify well-prepared students who emerged from the unequal K-12 educational environment. We could see that these students met our high academic standards of excellence, were well-matched to our education, and would thrive at MIT.

Following the SFFA  decision, we are unable to use race in the same way, and that change is reflected in the outcome for the Class of 2028. Indeed, we did not solicit race or ethnicity information from applicants this year, so we don’t have data on the applicant pool. But I have no doubt that we left out many well-qualified, well-matched applicants from historically under-represented backgrounds who in the past we would have admitted — and who would have excelled.

I want to emphasize that this change in the composition of our incoming class is not due to our  reinstated testing requirement . In fact, the class we admitted last year under the testing requirement had the highest proportion of students from historically underrepresented racial and ethnic backgrounds in MIT history, because universal testing helped us  identify objectively well-qualified students who lacked other avenues to demonstrate their preparation. As I  explained at the time , standardized tests are certainly imperfect, but they are, in important respects, less unequal than other things we can consider.

We will continue to use the tests to help identify students who could not otherwise demonstrate their preparation for our education; however, the SFFA decision limits our ability to select, from among the well-qualified pool of applicants, a class that purposefully draws from a broad range of backgrounds.

Q:  Where does MIT go from here?

A: Given the clear educational benefits , we still consider many kinds of diversity : prospective fields of study and areas of research, extracurricular activities and accomplishments, as well as economic, geographic, and educational background — just not race.

After the decision, we responded with expanded recruitment and financial aid initiatives designed to improve access to MIT for students from all backgrounds. These efforts include a new targeted outreach program to identify and encourage students in rural America to apply to MIT. They also include a new policy under which most families earning less than $75,000 a year pay nothing to attend — the kind of clear commitment that has been shown to lower barriers. It also allowed us to quintuple the number of students we match through QuestBridge , a national talent search program for high-achieving, low-income students of all backgrounds, and represents a continued commitment from MIT leadership to keeping our education affordable for everyone through the $165 million that we devote annually to undergraduate financial aid.

Clearly, we still need to do more to ensure MIT remains a destination for the best talent from all backgrounds. My team has been meeting with faculty, student, and administrative leadership to gather ideas on what we might do going forward. And in her community message today, President Kornbluth underscored her commitment to making an MIT education accessible to those “whose talent and potential have been masked or limited” by structural and social factors, as was the charge of the Task Force on Educational Opportunity chaired by former MIT president Paul Gray back in 1968. Through this ongoing work, we seek to find the best path forward for the Institute of today and for future generations.

To be clear, there is no quick and easy “hack” to solve for racial inequality. But MIT does not shrink from hard problems in science or in society, and we will do what we can, within the bounds of the law, to continue to deliver an exceptionally rigorous and inclusive educational experience that our current, former, and future students can be proud of.

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Funding Curiosity

UROP connects BU undergraduate students with funded, faculty-mentored research experiences.

Any undergraduate student enrolled full-time at Boston University is eligible to apply for UROP funding.

Featured Students

What Does Research With UROP Look Like?

Leela Munsiff (CAS) is a Linguistcs major who conducted research with Professor Kate Lindsey from the Department of Linguistics on a project titled, Changing Attitudes on Multilingualism in Limol, Papua New Guinea. Check out how she got involved in research and her advice for you!

What will you research?

• Clinical Psychology
• Business strategy
• Computer Science
• Forced Displacement
• Psychology and Statistics

Why Mentor?

Anna Henchman

“Whenever I had a question specific to the topic I was working on, Professor Henchman always had an answer, or she would point me in the direction of a book that would allow me to think further about the problem at hand. Furthermore, Professor Henchman helped me establish connections with other members of the BU faculty when she felt that their area of expertise would be a valuable addition to my research.” Brett Driben, CAS

Ready to Apply?

All full-time undergraduate Boston University students are eligible to apply for UROP funding.

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UROP has a variety of special awards for which applicants may be considered.

Take Part in a Research Cocurricular

The UROP office hosts two cocurriculars -HUB CC280 Building a Research Community complements and enriches a student's UROP research experience by providing opportunities to foster interdisciplinary discourse with other researchers. HUB CC195 Exploring Research Opportunities provides students with an introduction to research at BU.

UROP has allowed me to delve into research that extends beyond domestic borders and understand how others view the world. Not only have I grown as a researcher, but I have explored ideas surrounding the human connection that will extend beyond my time at Boston University

Hailey Hart-Thompson

CAS Independent; COM Film & TV

Serving as a faculty mentor benefitted me immensely…it gave me new perspective on my research and how to present to a wider, non-specialist audience. I would absolutely encourage any faculty member to participate in UROP.

Carrie J. Preston

Professor, CAS English

Undergraduate Research Opportunities

Office of undergraduate education.

PairMe, hosted by UROP, is a dynamic platform dedicated to connecting students with research opportunities and mentors in their field of interest. It is a centralized hub where undergraduates can explore various research projects thereby networking with faculty members or graduate students, and gain valuable hands-on experience in academic research.

Our site streamlines the process of finding research opportunities by providing a user-friendly interface where students can browse, filter, and apply to projects based on their academic interests and expertise. With this site, undergraduates can take their academic journey to the next level by engaging in meaningful research experiences that contribute to their personal and professional growth. 

Fall Research Kickoff

Wednesday, august 21, 5:30 - 6:30 pm, clough 211.

Join UROP to kick off the fall semester with pizza! If you're a returning undergraduate researcher or looking to get involved in research, stop by, grab a slice, and chat.

Spring 2025 PURA Salary Award

Information session: thursday, august 29 at 5:30 pm in clough (culc) 102, application deadline: monday, september 16 by 5 pm et.

President's Undergraduate Research Awards (PURA) Salary Awards offer $1,500 to undergraduate students who are conducting research under the supervision and mentorship of a Georgia Tech or Georgia Tech Research Institute faculty member. The proposal consists of a 2 parts: a 2-page project description and a 1-page statement of mentor/mentee expectations.

Writing a PURA Salary Award proposal will help you better understand and explain your research. And if your proposal is funded, you can list this on your resume or CV.

For helpful advice on how to write a strong PURA Salary Award proposal, come to our information session on Thursday, August 29 at 5:30 pm in Clough (CULC) 102. We'll walk through the application instructions, share tips, and give you insights into what reviewers are looking for when evaluating proposals.

As an undergraduate at one of the foremost institutions in the nation, there are many reasons to delve into research. Undergraduate research sparks critical thinking and creativity. By engaging in research and scholarship, students actively contribute to discovery and deepen their understanding within and beyond the classroom. Research is the innate pursuit of progress and service and the catalyst of innovation. We work to enhance it.

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Welcome to UCI!

UROP invites all new freshmen and transfer students to attend a Discover Research presentation or visit our information table at SPOP this summer to learn about how undergraduate students from ALL majors can engage in faculty-mentored research and creative activities at UCI.

What is UROP?

The Undergraduate Research Opportunities Program (UROP), housed within the Office of the Vice Provost of Teaching and Learning, assists undergraduate students from ANY academic discipline to find research and creative on-campus opportunities with UCI faculty, or off-campus opportunities with industrial partners, national labs, and other universities. We also provide grants to support UCI faculty-mentored undergraduate research projects and creative activities during the academic year and summer.

Getting Started

 New to UROP?  It’s easy to get started by doing the following:

1. Attend a Workshop or watch the workshop recordings  to learn about your options.  Then use these tools to help you choose:

• How to Get Involved in Research Worksheet
• Faculty Profile System and Google Scholar
• Sample Faculty Email and Guide to Emailing Faculty Video

2. Review the UROP Opportunities webpage

3. Stop by Drop-In Hours or come to the office  if you have specific questions.

Meet with an Advisor

Ready to get started, student researcher of the month.

Fill out a survey to be considered for a future UROP student spotlight

Ruby Lapeyre

Ruby Lapeyre, a Music Theatre major, has found that research has given her the opportunity to put into practice parts of theatre she had learned about in her classes. “I want to be a jack-of-all-trades in theatre and with my hands-on research I get to try my hand at everything. I’ve now directed, performed, prop designed, set designed, all because of my research.” Ruby has demonstrated her passion for undergraduate research by serving as a 2023–2024 UROP Ambassador.

What advice would you give to a student interested in pursuing a faculty-mentored undergraduate research project or creative activity?

“If you have something that interests you, a passion or a question, just dive into it and apply!”

Faculty Mentor of the Month

Fill out a survey to be considered for a future UROP faculty spotlight

Professor Cynthia Bassham

Drama professor Cynthia Bassham has always been interested in mentoring students with research and creative projects, saying that “it’s important to learn skills in a classroom setting, but then they need a practical application. This is where the work is integrated.”

What do you look for and what are your expectations of undergraduates you select to conduct research under your guidance?

“Students need to be proactive, self-motivated, and passionate.”

What recommendations and advice would you give students embarking on undergraduate research or creative projects?

“Start small and dream big. And stay determined.”

Last Published 8/22/24

Undergraduate Research Opportunity Center

Our mission at UROC is to increase faculty-led undergraduate research, scholarship, and creative work on campus. UROC student fellows progress through training in research or creative skills to designing a project with a faculty mentor which culminates in contributions to their field of study.

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Research Opportunities Database

We maintain a database of research opportunities located on campus and the surrounding Seattle area that are actively recruiting UW undergraduates.

Read this Before Using the Database:

The database is accessible to uw students and staff with a uw netid. if it is your first time using the database, you will need to create an expo account using the link below. new opportunities are added all year-round..

• Mentors interested in posting an opportunity to the database can find more information here .

This is not a comprehensive list of all the research opportunities available for UW undergraduates!

• The database is made up of opportunities submitted to us by research mentors, but not all mentors choose to post their opportunities. Some research mentors prefer that undergraduates meet with them to explore potential research topics together. Additionally, some departments may have lists of opportunities that are not posted on this database.

How to Use the Database:

Identify what kind of research is currently happening..

• Look through the postings to see examples of current research projects and think about what kind of research you may be interested in doing. While many of the opportunities are STEM-related, know that inquiry in the arts and humanities is active and thriving! Students interested in arts and humanities research should meet with a Office of Undergraduate Research advisor to learn more about how to get involved in these fields.

Recognize that the database is a great starting point for students beginning their search, but that majority of students find their research positions outside of the database.

Don’t do this:

Don’t send an email to every faculty member in your major/area of interest..

• You want to find the opportunity that is right for you, not just  any  opportunity. The more specific and tailored your email is, the more success you will have connecting with potential faculty mentors. Also keep in mind that much of the research on campus is interdisciplinary (i.e. it crosses degree and subject areas), so interesting opportunities may exist outside of your major.

Don’t give up.

• Many students are not successful in their first attempts to find a research position. Talk to our advisors for help in improving your application. They can help you approach faculty effectively, revise your resume, and refine your search strategies.

You’re ready!

Search the database

Not finding what you’re looking for? Come in for advising to talk through some strategies on how you can keep moving forward!

Learn more!

How to Reach Out to a Mentor Guide

Check out the How to Reach Out to a Mentor Guide to learn tips & tricks when sending an email to a mentor.

Let your curiosity lead the way:

Apply Today

• Arts & Sciences
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2024 Midstates Consortium Undergraduate Research Symposium in Physical Sciences, Mathematics and Computer Sciences

This is a call for applications to the 2024 Midstates Consortium  Undergraduate Research Symposium in the Physical Sciences, Mathematics and Computer Sciences . 

The 2024 version of this long running symposium will be held at Washington University on  November 15th and 16th . The symposium features high quality undergraduate research presentations. Entry is selected (based on the application) and the symposium typically has around 120-130 attendees, the majority of whom are undergraduate researchers, the rest being faculty from various schools within the consortium  (Wash. U, University of Chicago, Lawrence University, and Beloit, Carthage, Colorado, Grinnell, Gustavus Adolphus, Hope, Knox, Macalester and St. Olaf colleges). Apart from the keynote and award lectures (which start off the symposium) all presenters will be undergraduate students.

Undergraduate Research students are encouraged to submit an application to present either in oral or poster form. The application form can be found at:  https://www.mathsciconsortium.org/uncategorized/dates-of-2024-undergraduate-research-symposia/

The deadline for applications is Saturday September 27th 2024 .

Header photo by Roman Mager on Unsplash .

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Undergraduate   /   Research Opportunities Summer Research Programs

All of the summer research programs on this page are well established and typically include a stipend.

Application due dates are early (from November to February) and enrollment is fairly competitive. Be sure to start your applications early.

Although some program names may imply a required specialization, many programs are interdisciplinary and accept students from a wide range of backgrounds. 

Program details change frequently so be sure to double check each program's website for more information.

For more information and general advice, consider participating in our Peer Advising in Research program, where you can talk to experienced undergraduate researchers in various fields.

Jump to a Section

Northwestern Summer Research Programs

Non-northwestern summer research programs, study abroad summer research programs.

These programs are open to any eligible college undergraduate. Some Northwestern students have enrolled in these programs, but most Northwestern students doing summer research at NU go through a more informal process of approaching individual professors .

Paid Research Opportunities at NU Physical Sciences-Oncology Center

The NU Physical Sciences-Oncology Center is funded by the National Cancer Institute and uses physical sciences-based approaches to understand the molecular changes leading to cancer. The 8-week program includes hands-on laboratory research, weekly seminars in tumor biology, and two two-day workshops.

Materials Research Science and Engineering Center (MRSEC)

Applicants work under a Center faculty on an available project that best matches the student’s research interests. Research topics include polymers and polymer nanocomposites, multifunctional metal oxides, nanowires and molecular electronics, biologically relevant materials, art conservation, device fabrication, and computational modeling. This is an REU program.

Summer Research Opportunity (SROP)

The mission of SROP has been to increase diversity among students pursuing graduate education and to provide a valuable academic research experience for many students who might not otherwise have access to such opportunities. Each student selected to participate in the program will work with a faculty member in the student's area of interest. An Early Admission Decision Program exists, and course credit is available.

Continuing Umbrella of Research Experience (CURE)

CURE gives underserved college students the opportunity to work alongside top cancer researchers at the Lurie Comprehensive Research Center in downtown Chicago.

McCormick Summer Research Awards

McCormick recognizes and encourages excellence in undergraduate research by holding a competition for awards of up to $5,000 each for qualifying undergraduate summer research.

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The details and application requirements for summer research programs change frequently. Please contact the McCormick Office of Undergraduate Engineering to learn about current opportunities for summer research outside of Northwestern.

You can also take advantage of McCormick's  Peer Advising in Research  program to get more information about recent student experiences doing summer research. 

DAAD (Germany) - Research Internships in Science and Engineering (RISE)

RISE is a summer internship program for undergraduate students from the United States, Canada, and the UK, in the fields of biology, chemistry, physics, earth sciences and engineering to do research in top universities/institutions across Germany. DAAD provides various kinds of scholarships to intern and do research in Germany. Most of the scholarships are for summer period, but some allow three-month or year-long internships. Check eligibility requirements carefully.

The ThinkSwiss Research Scholarships

A scholarship offered through a program facilitated by the Swiss Embassy. Undergraduates and graduate applicants across the US compete for 15 research scholarships, to help support their research at a Swiss university. Applicants need to be accepted to a laboratory/research center in Switzerland prior to their application.

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Contact Info

Wesley Burghardt Associate Dean for Undergraduate Engineering

McCormick Office of Undergraduate Engineering Phone: 847-491-7379 Fax: 847-491-5341 Email Undergraduate Engineering

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Undergraduate Research Opportunities

Undergraduates are an essential part of our leading-edge research. There are many ways to contribute to impactful research early in your career, from summer programs to paid research positions with faculty.

Year Long Research

• Clare Boothe Luce Research Scholars an ISUR-affiliated program supporting undergraduate women in research and teaching in science, mathematics, and engineering. Eight scholars are selected and funded each year.
• C3SR-Undergraduate Research in Artificial Intelligence is an IBM-Illinois and ISUR partnership funding undergraduate AI and cognitive computing research, from theory to practical application while working with a C3SR faculty mentor.
• The National Center for Supercomputing Applications (NCSA) SPIN is an academic internship program for undergraduate students to participate in supercomputing, visualization, data analytics, and similar fields with five weekly paid hours.

Semester Long Research

• CS Job Portal is our department's employment opportunities with course assistant and undergraduate research positions.
• PURE (Promoting Undergraduate Research in Engineering) is a student-run research program connecting first-year and second-year students with graduate student mentors to jump-start their research careers. 

Summer Research

• The National Center for Supercomputing Applications (NCSA) INCLUSION program is a 10-week program for students from underrepresented communities to work in pairs with mentors on research aimed toward social impact based around open-source software development.
• Summer Research Program for Undergraduates (SRP)  students work on state-of-the-art research with university faculty while attending professional development programs aimed at making students strong researchers and graduate school candidates
• Mind in Vitro Undergraduate Summer Research Program undergraduate researchers work with faculty mentors and graduate students on projects related to Mind in Vitro while participating in the Illinois summer research program networking, socials, lunches, and seminars.

Mentorship Opportunities

Showcase Opportunities

• Engineering Research Fair is hosted by Grainger Engineering every semester for researchers to share their work and labs and for companies recruiting researchers.
• Undergraduate Research Symposium is a yearly campus-wide research symposium for undergraduate researchers to present the results of their research and gain experience presenting work to a wider audience.

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Research and Creative Practice at UW-Madison

Research and creative practice can help undergraduates explore academic paths, get hands-on experience relevant to graduate/professional school, consider career paths, and become eligible for scholarships and grants. Most of all it is a way to develop and follow your curiosity as a scholar and growing academic.

There are several paths for undergraduates to get involved in research or creative practice at UW. URS is just one specific way. Click here for more information on other paths.

Learn more about the URS Scholar experience by viewing this recent URS Scholar video, produced in spring 2021. The video features five Undergraduate Research Scholars representing a variety of research and creative practice placements. Time to cue the music and let some of our Scholars speak for themselves…

The URS Program

The Undergraduate Research Scholars (URS) program is a high-impact practice (HIP) at the University of Wisconsin-Madison.  The program facilitates learning both the skills of your field and acquiring an interdisciplinary perspective on research, and creative practices. URS is also for those that are interested in developing critical thinking skills, communication skills, and growing as an informed well-rounded scholar.

URS is dedicated to enhancing the academic experience of UW-Madison students by providing first- and second-year undergraduates, and transfer students in their first year at UW with opportunities to earn credit for participating in research and creative practice with UW-Madison faculty and staff.

URS was created with the Wisconsin Idea and the university’s mission – to create, integrate, transfer, and apply knowledge – in mind.

The program includes two main components:

Partnerships between Mentors and Scholars. Scholars are matched with a Mentor from the UW-Madison faculty or staff for a year long research or creative practice project. Mentors facilitate Scholar education by giving them hands on experience and skill development in a particular field. Scholars also receive peer mentorship from two Fellows who are upper-level students with experience in research or creative practice.

Weekly seminars. Scholars take a weekly seminar facilitated by URS Fellows. Seminars are small classes where Scholars engage with a variety of topics related to the implications of research and creative practice in the world. Scholars also develop critical thinking, writing, and research presentation skills.

URS is made up of three important communities:

The Communities of URS

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Scholars are first- and second- year students or transfer students in their first year at UW. They attend weekly seminars every Wednesday, and participate in a mentored research or creative practice project. For more information about Scholars, click here .

Fellows are upper-level students who lead Wednesday seminars for Scholars, and build class plans & syllabi with the supervision of the URS staff. Fellows are hired by the URS program and trained as peer mentors. They often serve as the first point of contact for Scholars as they navigate their research and creative practice experiences. For more information about fellowing, click here .

Mentors are UW-affiliated faculty and staff (i.e. professors, Principal Investigators, senior scientists…) from any discipline who offer year-long research or creative practice projects for Scholar participation. Mentors provide hands-on introductory education to their field of practice. To learn more about mentoring, click here .

Mission Statement

• We bring together first- and second- year undergraduates, and transfer students with faculty and staff to enhance the university’s mission of research and creative endeavor
• We help to create a diverse and inclusive scholarly community.
• We develop leadership through peer mentoring
• We assist students in planning challenging post-baccalaureate opportunities

Main navigation

Research postings.

Below is a list of open undergraduate research opportunities.  Please also be aware that these are not the only available opportunities for undergraduates to get involved in research.   If none of the postings below are a good fit for you, please read our Steps to Get Started in Undergraduate Research  page. 

If you have missed the deadline for a posting, consider reaching out to the listed faculty member to see if opportunities to work with them are still available.  

If you are a PI interested in posting an undergraduate research position to this page, please complete our  research position form . Please allow 3-4 days for the position to be posted.  If you have questions about completing the form or your posting, please contact [email protected] .

Recent Research Postings

Characterizing novel fibroblast growth factor receptor (fgfr) alterations found in cancer patients, metabolic and epigenetic studies in obesity and axonal injury, spinal cord ischemia after aortic repair, development and function of cortical interneurons, ecological significance of plant-microbe interactions, perinatal research positions at nationwide children’s hospital, classrooms to commercialization, cancer and immunology research positions, defining streptococcal adhesion mechanisms, treatment strategies for duchenne muscular dystrophy and cardiomyopathy.

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Now accepting

National endowment for the humanities summer stipends (funding opportunity number: 20240918-ft) .

The National Endowment for the Humanities (NEH) Division of Research Programs is now accepting applications for the Summer Stipends program. The purpose of this program is to stimulate new research and publication in the humanities with a focus on projects the are either in early-stage research or late-stage writing phases. The NEH proposes to award 100 projects for the 2024 cycle and each project will be awarded $8000. The project timeline is 2 months with the requirement that the time is spent in consecutive months to complete the project. New in 2024: The program limits eligibility to applicants who have not previously held an NEH award in any of its programs for individuals. Institutions may nominate only one faculty member at this deadline. 

The applicant should be nominated by the institution. To be considered for nomination, we invite you to submit your completed proposals to Dr. Vidya Ganapathy on or before September 4 5 p.m. ET . The RFA and details on the application packet can be found here . For questions please reach out to Vidya Ganapathy. 

The deadline for submission of application to NEH is September 18, 2024 11:59 p.m. ET. The summer stipend program does not require the applicant to submit a budget and letters of recommendation while encouraged is not required.  

Facilitating Research at Primarily Undergraduate Institutions

( nsf 14-579 ).

The Research in Undergraduate Institutions (RUI) and Research Opportunity Awards (ROA) funding opportunities support research by faculty members at predominantly undergraduate institutions (PUIs). RUI proposals support PUI faculty in research that engages them in their professional field(s), builds capacity for research at their home institution, and supports the integration of research and undergraduate education. ROAs similarly support PUI faculty research, but these awards typically allow faculty to work as visiting scientists at research-intensive organizations where they collaborate with other NSF-supported investigators. All NSF directorates may support RUI and ROA funding activities. Prospective PIs should contact disciplinary program officers to identify specific NSF programs and to determine the feasibility and timing of RUI/ROA requests. General RUI/ROA points of contact are available through the website https://www.nsf.gov/crssprgm/rui_roa/contacts.jsp . RUI may also provide support for research instrumentation or other research tools depending on the availability of relevant funding opportunities in individual NSF divisions. (PUIs can also apply for instrument funding through NSF’s Major Research Instrumentation (MRI) program (https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5260) , which accepts proposals to obtain shared scientific and engineering instrumentation for research and research training. See the MRI solicitation for program-specific requirements.). RUI awards for faculty research projects will typically be for a period of 3 years. In recent years, the annual award size of individual investigator RUI projects has ranged between $75,000 and several hundred thousand dollars, although some awards are higher. Awards for collaborative proposals may be at a higher level, depending on the number of faculty and participants involved. Typical ROA awards are for up to $80,000 for periods of two to 12 months, although the amount varies depending on the type of request and duration.

Proposals are accepted anytime with full proposals due by 5 p.m. submitter's local time. Submission deadlines may also vary by program and proposals must meet program-specific requirements to be considered for review. PIs should contact cognizant program officers for guidance.

Grants Calendar provides an updated list of all active grant opportunities (Available via Google Drive; Please reach out to [email protected] ).

UT Research Programs

Academic and research units.

If you’re looking to narrow down your research interests and identify a field of study that appeals to you, the main university list of colleges, schools, departments and other academic units can help you find a program.

The Office of the Vice President for Research provides a list of research units , and also highlights the ongoing work at UT’s research centers.

Campus-wide programs

The Office of Undergraduate Research houses the Research Mentorship and Apprenticeship Program , which provides a cohort of 10–15 students with professional development and research presentation experience, funding to support their activity as research assistants, and assistance connecting with a faculty mentor if they do not already have one.

Students in any college can participate in the Bridging Disciplines Programs , a set of 16 different interdisciplinary certificate programs for undergraduates. BDP s allow you to develop an interdisciplinary specialization that complements your major and combines coursework, internships, and research experiences. BDP advisors can help you identify research experiences and connect you with a faculty mentor.

The McNair Scholars Program seeks to train a new generation of researchers. The program provides participants with many research-related resources, including mentorship about preparing for graduate school, research and travel funding, and the Summer Research Institute.

Dell Med seeks ambitious, innovative individuals to collaborate with faculty and staff on efforts tied to the school’s work in health care transformation. For those who aspire to be a healthcare leader, join the Health Leadership Apprentice ( HLA ) Program .

The University Leadership Network is a nationally recognized incentive-based scholarship program. ULN ’s mission is to encourage and support students to graduate in four years and become leaders through professional and experiential learning opportunities that advance their education, communities, and lives. Students in ULN engage in experiential learning, including undergraduate research.

Discipline-specific programs

The University of Texas at Austin is home to a variety of programs that focus on helping undergraduates find research opportunities within specific fields of study.

• The College of Liberal Arts ( COLA ) provides information about undergraduate research opportunities in the liberal arts, including projects hosted by Psychology, Linguistics, Spanish & Portuguese, the Population Research Center, and many other liberal arts units. COLA also offers many undergraduate research scholarship opportunities, including the Undergraduate Research Apprenticeship Program .
• Within the College of Liberal Arts, the Initiative for Digital Humanities involves students in research via research internships and URAP opportunities .
• The College of Natural Sciences provides numerous resources and sources of funding for undergraduate research , including the TEJAS Award and Louis Stokes Alliance for Minority Participation Summer Research Academy ( LSAMP ). CNS houses the Freshman Research Initiative , which connects incoming students with research streams. Currently enrolled students can apply to join a research stream through the Accelerated Research Initiative . CNS also hosts the Women in Natural Sciences program, which fosters the involvement of women in research.
• Various undergraduate research opportunities exist within the Cockrell School of Engineering , including paid and volunteer research positions and for-credit research programs. The Mechanical Engineering department provides information on ongoing research opportunities. Engineering students can also prepare for research via other programs for engaging in research , including the Equal Opportunity in Engineering Program ( EOE ) and Engineering Student Life ( ESL ).
• The McCombs Undergraduate Research Assistant program provides opportunities for undergraduate business students to assist faculty research objectives.
• The Jackson School of Geosciences has opportunities for undergraduate and graduate student researchers. Students can apply to take part in the Jackson Scholars Program .
• The School of Nursing showcases possible projects for undergraduate involvement in research.
• The Department of Psychology provides resources for students participating in and conducting research.
• The Department of Communication Sciences and Disorders welcomes inquiries from undergraduates interested in working in faculty labs on research projects.
• The Department of Linguistics houses several labs that regularly involve undergraduates in research.
• The Department of Astronomy spotlights recent undergraduate projects and ongoing projects welcoming undergraduate involvement.
• Each summer, a number of UT labs and units host summer research programs , some of which are open to UT undergraduates.

Student organizations

Several student organizations around campus provide opportunities for students with similar interests to discuss their work and promote involvement in undergraduate research.

The Senate of College Councils works to advocate for student research on campus in a variety of ways, including co-sponsorship of Research Week.

Other research-oriented student groups at UT maintain up-to-date contact information at Hornslink .

Research support

The Office of Research Support and Compliance provides information about research training and ethics, particularly with respect to biosafety and human and animal research.

Research Units that Work with Undergraduates

The following is a partial list of research units that have been open to working with undergraduate researchers in the past:

Interdisciplinary

• IC2 Institute

Architecture

• Center for Sustainable Development
• Real Estate Finance and Investment Center

Communication

• Annette Strauss Institute for Civic Life
• Voces Oral History Project
• Texas Education Research Center

Engineering

• Applied Research Laboratories
• ARiSE: Advanced Research in Software Engineering

Geosciences

• Institute for Geophysics

Liberal Arts

• Harry Ransom Humanities Research Center
• Teresa Lozano Long Institute of Latin American Studies
• The Delville Lab
• Imaging Research Center

Natural Sciences

• Brackenridge Field Laboratory
• Center for Relativity

Social Work

• Center for Social Work Research

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Research opportunities during the year?

Are there research opportunities available to undergrads (inc first years) for during the school year? I'm looking to get involved with some cs or data science research and wondering the best way to go about it.

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