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Journal of Student Research

Journal of Student Research (JSR) is an Academic, Multidisciplinary, and Faculty-reviewed Journal (Houston, Texas) devoted to the Rapid Dissemination of Current Research Published by High School Edition , Undergraduate and Graduate students.

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The journal seeks articles that are novel, integrative, and accessible to a broad audience, including an array of disciplines. The content of the journal ranges from Applied research to Theoretical research. In general, papers on all topics are welcome to submit. The journal uses an automated process from manuscript submission to publication. Manuscript submission, peer review, and publication are all handled online, and the journal automates all clerical steps during peer review.

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Students strive to be successful at publications, and with JSR, authors aspiring to publish will receive scholarly feedback after the reviews of their submissions are received. This feedback will help authors identify areas of improvement to their submission and help them better understand the process to be successful at publication. Once published, we strive to provide a global platform for our authors to showcase their work.

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This journal provides access to its published content on the principle that making research freely available to the public supports a greater global exchange of knowledge. Learn more about  Open Access .

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The Essential Guide to Doing Your Research Project

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Examples of Student Research Projects

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Undergraduate student research opportunities.

CONDUCTING UNDERGRADUATE RESEARCH HELPS STUDENTS EXPLORE THEIR INTERESTS, GAIN EXPERIENCE AND DEVELOP SKILLS.

Digital humanities students create a database of African-American silent films ― and inspire a museum exhibit. Environmental science students survey the impact of oil drilling on a neighborhood and share results at a public forum. Biology students conduct field research in French Polynesia and publish their results in a scientific journal. At UCLA, undergraduates have the opportunity to work on original research not only in the STEM sciences, but in the humanities, arts and social sciences. Two on-campus centers help match faculty and students for research opportunities.

The Undergraduate Research Center for Humanities, Arts, and Social Sciences works to serve students and faculty in the humanities, arts, social science and behavioral science disciplines. The center promotes, develops and celebrates undergraduate student research with the overall goal of enhancing undergraduate education and preparing students for careers in all areas.

The Undergraduate Research Center for Sciences works to serve students and faculty in the life and physical sciences, engineering and mathematics. The center focuses on increasing the retention of science majors in all disciplines, as well as preparing students for academic and research careers.

UCLA Undergraduate Research

Continue to Research Center — Humanities, Arts, and Social Sciences Continue to Research Center — Sciences

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• v.81; 2022 Sep

Undergraduate students' involvement in research: Values, benefits, barriers and recommendations

• Yusuff Adebayo Adebisi

a Faculty of Pharmacy, University of Ibadan, Ibadan, Nigeria

b Global Health Focus, Abuja, Nigeria

Developing, maintaining, and sustaining undergraduate research initiatives can benefit academic institutions, faculty mentors, and students. As the world evolves, more research is required to advance knowledge and innovation in all fields. This implies that students must be prepared for today's knowledge-driven world. Research in the medical and health sciences has stalled in many developing countries, where a dual burden of communicable and noncommunicable diseases is prevalent. In this article, I discuss the values and benefits of undergraduate healthcare students participating in research and scientific publishing, as well as the challenges they face. I also make recommendations to encourage undergraduates to get involved in research. The potential of undergraduate research has not yet been fully realized. Undergraduate research's main objectives are to teach students how to do research and to help them acquire skills that they can use beyond the academic environment. Undergraduate research will complement rather than conflict with university education and should go beyond the mandatory terminal year thesis and must cover the entire course of their studies. The key to successful undergraduate research participation is for students to see and understand the importance of rigor, academic integrity, and responsible research conduct. This means academic institutions should carefully plan research programs, activities, and courses for students. Building capacity in research has a long-term impact on valuable learning outcomes as undergraduate students prepare for professional service. Stakeholders and educational authorities must invest in strengthening undergraduate involvement in research.

1. Introduction

As the world evolves, the need for research grows, and it remains a factor of key importance in creating a knowledge-driven economy and supporting development initiatives as well as driving innovations across all fields [ 1 ]. It is becoming more and more important to increase undergraduate student involvement in research [ 2 ]. Academic institutions, faculty mentors, and students can all benefit from developing, maintaining, and sustaining undergraduate research initiatives. By integrating research into their academic courses and giving them a strong academic foundation, students can strengthen their autonomous critical thinking abilities as well as their oral and written communication skills, among others. As students are ready for professional service, the research process affects important learning goals that have a lasting impact. All students should be prepared for the contemporary knowledge-driven world because, today, doing research is not just for academics but also for individuals and institutions interested in knowledge creation and advancement.

The advancement and innovation of all fields, including the health sciences and related areas, depends on research [ 3 ]. Society can benefit greatly from health-related research [ 4 ], which can provide vital insights into disease trends and risk factors, treatment outcomes or public health interventions, care patterns, costs and usage of healthcare services, and more. By doing research to find solutions to problems that are currently unknown, we can close knowledge gaps and change the way healthcare professionals work as well as how we respond to public health issues. With the increase in health concerns ravaging the world [ [5] , [6] , [7] ], it is clear that research is indispensable – whether it be tackling diseases of poverty, performing clinical trials, responding to the rise of chronic diseases, improving access to medicines, increasing vaccines uptake, containing local epidemics, developing innovation in treatment plans, or ensuring that marginalized populations have access to HIV care treatments, among others. This suggests that there is a pressing need to advance knowledge creation and utilization, and that gathering local, grassroots data at all levels of healthcare is important.

Research in the medical and health sciences has seen a downturn in many developing countries [ 8 ], where a double burden of communicable and non-communicable diseases is highly prevalent. The development of undergraduate health sciences students' research capacity is a key intervention to address this issue. With the support of faculties, it is possible for undergraduate students to learn about and participate actively in research. In this article, I discuss the values and benefits of undergraduate healthcare students' involvement in research and scientific publishing, as well as the challenges they face. I also provide recommendations to advance undergraduates’ involvement in research.

2. Values and benefits of undergraduate research

Involving undergraduate students in research should go beyond the mandatory terminal year thesis and must cover the entire course of their studies. There are myriads of benefits to involving (healthcare) students in research and scientific publishing at the undergraduate level. Research is a methodical process of investigation that includes data collection and analysis, the recording of significant information, and subsequent analysis and interpretation of that information in accordance with the protocols defined by specific academic and professional disciplines [ 9 ]. This implies that conducting research is an important way to improve students’ ability to think critically and solve problems, both of which are essential throughout their career as healthcare professionals. Critical thinking abilities have been linked to better patient outcomes, higher patient care quality, and improved safety outcomes [ 10 ]. While problem-solving focuses on identifying and resolving issues, critical thinking entails asking insightful questions and critiquing solutions. Early exposure of healthcare students to the value of research is a critical strategy for increasing their interest in and attitude toward it. Table 1 highlights the achievements of some students that engaged in research as undergraduates.

Examples of students that got involved in research as undergraduate and their achievements.

The elements required for professional competency in the health fields are covered in healthcare student curricula. This includes understanding of the fundamental theories and literature in the field of study, as well as knowledge of the terminology or technical language specific to health sciences. Incorporating research methodology and the hypothesis-driven scientific process can help to build on this foundation while also stimulating independent critical thinking. By involving undergraduate students in research, they can build trust in the scientific process. Besides that, independent thinking can give an undergraduate student the confidence to draw their own conclusions based on available evidence. No doubt that undergraduate students who took part in research projects will have greater thought independence, a stronger intrinsic motivation to learn, and a more active role in their learning. As a result, as undergraduates prepare for their respective professions, the research process has a very positive impact on their practice.

Students who participate in research may have the chance to develop the advanced writing abilities needed for science publishing and communication [ 11 ]. Even though healthcare students write a lot throughout their time in college, many still struggle to write in a way that is considered acceptable. This is due to the fact that students frequently plagiarize in writing assignments since there is usually little to no formal training on academic writing, and some institutions pay less attention to this. It has also become more challenging for students to express themselves in their own words during academic assessments as a result of the encouragement to memorize academic information verbatim by some teachers. Writing is difficult, but it is a skill that can be honed. Improving students' writing skills is much easier if proper attention is paid to strengthening their capacity for and involvement in the academic research process. This will be useful to them throughout their career, whether they choose to be academic or not.

Investing in academic writing skills among students, particularly in developing countries, is critical for improving scientific outputs on health issues confronting the region. It is not enough to know how to conduct research; academic writing is also important. Additionally, it is crucial for academic institutions to encourage students to present their research work at scientific conferences, which are frequently restricted to postgraduate students. This gives them the chance to collaborate more frequently with faculty members while also giving them another learning opportunity and boosting their confidence and presentation skills. Students who make significant contributions to the intellectual aspect of a research should not be relegated to acknowledgement section of the paper but should be included as co-authors. Furthermore, students should not be denied first authorship because of power dynamics. This will definitely improve students’ attitude towards research.

Through research, students can observe how the theories and concepts they have learned are applied. The active learning aspect of research allows students to connect with their own interests, which is not possible in a passive learning setting. If a research culture and thought process are instilled in healthcare students as they progress through the academic institution in a more systematic, logical, and integrated manner, it will be easier for them to understand what they are learning and will promote active participation in class. This is due to the fact that students who conduct research will be able to understand the research process and how scientists think and work on problems; learn about different lab techniques (as needed); develop skills in data analysis and interpretation; and be able to integrate theory and practice. Further, undergraduates should be involved in research as early as possible because it allows them to identify, develop, and nurture their interests while being open-minded to other areas. This will make choosing and transitioning into research area of choice much easier for them as they pursue postgraduate studies. Because of the high-level of interest and fundamental knowledge gained through undergraduate research participation, it will be possible to increase the enthusiasm, completion rates, and quality of academic research at the postgraduate level. Besides that, undergraduate research allows students to decide whether or not they want to pursue a career in research.

Due to the opportunity for students to pursue their individual interests, research experiences have been linked to a boost in students' motivation to learn [ 12 ]. This means undergraduates will have the chance to take more control over their own learning experiences and have their intellectual curiosity piqued by research. Student-faculty research mentoring relationships frequently develop over time. In contrast to what is possible in the classroom, students form a distinct type of interaction with their research mentor. Most of the time, the interaction is more intense and lasts longer. It frequently serves as the foundation for lifelong friendships and career guidance. When students are looking for jobs or graduate schools, faculty research mentors are an excellent source of recommendations and advice. Additionally, students gain experience working in a research team, which typically involves group work, stronger relationships with colleagues and faculty members, and the development of communication skills. All of which are qualities that employers are increasingly looking for. The key to successful undergraduate research participation is for students to see and understand the importance of rigor, academic integrity, and responsible research conduct. This means academic institutions should carefully plan research programs, activities, and courses for students.

One of the most significant benefits of student research participation is the possibility of publishing articles in peer-reviewed journals. This will also give students early exposure to the process and concept of scientific publishing. Students who submit their manuscript to a reputable journal for publication can also benefit from peer review, which allows them to improve their paper and learn more from the reviewers’ comments. Also, undergraduate students who are exposed to the scientific publishing process early on will be less likely to become victims of predatory journals. Students with publishing experience may be inspired and motivated to pursue a career in research. Having publication allows students to improve their resumes and graduate school applications. Publishing counts as research experience and demonstrates that undergraduate students who have published are enthusiastic about research. As an active learning process, research requires students to frame questions, devise a strategy for testing their hypotheses, analyze data, and write clearly to report their findings, among other things. The research experiences, skills, and knowledge students acquire at the undergraduate level will better prepare them for many of their future endeavors, including careers and postgraduate study. In addition to exposing students to conducting original/primary research, it is important to engage them in secondary research activities including writing reviews, correspondence, commentary, viewpoints, book chapters, and more. Secondary research improves students' writing abilities and thought processes, enables the construction of intelligent arguments, enhances their capacity to use scientific databases to find evidence, and teaches them how to engage in constructive criticism, among others.

While the benefits of undergraduate research to students have been highlighted in the preceding paragraphs, academic institutions can also benefit from engaging undergraduates in research [ 13 ]. Teams conducting research benefit from the enthusiasm and energy of curious undergraduate students. They frequently keep asking for more tasks to complete since they are eager to learn. Undergraduate students often pose inquiries that can be quite perceptive and, perhaps rather unintentionally, alter the way advisors approach research problems and better improve the quality of scientific output from such institutions. In contrast to how faculty research mentors interact with graduate students and other senior team members, undergraduate researchers need responses to inquiries in unique ways, which usually facilitate an opportunity for multidirectional intense learning.

Furthermore, undergraduate students' contributions to peer-reviewed publications and local, regional, national, or international research presentations at conferences and other scientific gatherings will benefit the university or institution's visibility in the scientific community and attract more funding. Students can actively contribute to scientific knowledge provided they are motivated and have the necessary research knowledge and abilities. I serve as a practical example. At the undergraduate level, I published more than 50 articles (including both primary and secondary research) in peer-reviewed journals on a diverse range of public health issues, including the COVID-19 pandemic. While still an undergraduate, I received research and travel grants and presented scientific papers both locally and internationally. This captured the attention of the media, and many undergraduates are now inspired to participate in research more than ever. With the right support systems in place, undergraduates' contributions to scientific literature can be valuable, benefiting not only the student but also the academic institution and society. Imagine a university where students receive the assistance they require to develop their capacity for scientific publishing and research. Such an institution would contribute more to science and knowledge creation, raising their profile in the process. Undergraduate research initiatives are an untapped gold mine if they are nurtured, funded, and supported adequately.

3. Barriers and challenges facing involvement of undergraduate students in research

Healthcare undergraduates interested in research face a number of challenges that have been documented in academic literature. In this section, I conducted a rapid unsystematic review of primary studies and used Table 2 to summarize the challenges and barriers facing undergraduate research identified in randomly selected academic papers.

Barriers and challenges facing healthcare students’ involvement in research.

The rapid review of the fifteen (15) original studies in Table 2 revealed the major barriers and challenges limiting undergraduate student involvement in research across different countries. The findings of the reviewed studies were clearly similar. The key barriers and challenges to undergraduate involvement in research can be divided into three categories: a significant lack of knowledge and skills to participate in research; little to no faculty support, mentorship, funding and motivation for undergraduates to participate in research; and structural barriers limiting student involvement in research such as lack of time due to the loaded curriculum, dearth of research facilities as well as lack of major plans and strategies for undergraduate research.

4. Recommendations

There is an urgent need for stakeholders all over the world to look into the issues and devise tailored strategies to increase the involvement of (healthcare) students in research. Here are my eight (8) recommendations to advance the involvement of undergraduate students in research:

• 1. Research methods and processes should be taught to students as early as their second year of college. Even though some universities only cover research methodologies in the final year, it is essential to include more content on scientific writing and research methods as a mandatory course throughout the whole academic program. Undergraduate teaching curricula and approaches should promote inquiry-based learning. All professional classes' academic curricula might include regular discussions of new advances in the medical and health sciences, and the academic departments might be tasked with organizing these conversations. Long-term, this practice would foster a research aptitude in undergraduate students since opportunity like these would stimulate their minds.
• 2. As part of academic program, students should be evaluated for their interest in research and assigned suitable researchers to serve as their research mentors. Faculty research mentors must also be compensated. Lecturers do not receive credit for mentoring students for publications or research projects. Credit points should be awarded for each peer-reviewed publication attributed to such mentorship to encourage faculty-student research collaboration and motivate them to serve as research mentors for undergraduates. Mandatory structured mentorship programs are desperately needed.
• 3. During the undergraduate program, students should have the opportunity to participate in more research trainings, internships, and placements locally and internationally. This will contribute significantly to students' research skills and experience.
• 4. Students should be encouraged to publish at least two papers, either primary or secondary research, in peer-reviewed journals before graduation. Besides that, the final year thesis must be published and must be on a topic with the potential to make or drive impact.
• 5. Encourage undergraduate students to participate in scientific meetings, conferences, and seminars and to present their research, project, ideas or innovation in such gathering. Funding should be provided for undergraduate research conferences so that students can share their work, learn from the experiences of others, and improve institutional collaboration. This is a worthwhile investment towards advancing knowledge creation and utilization.
• 6. Existing undergraduate journals (e.g., International Journal of Medical Students), student research capacity building initiatives (e.g., Global Health Focus), undergraduate research funding initiatives, and other efforts aimed at promoting student involvement in research should be supported in order to provide more opportunities for students to participate in research.
• 7. A platform should be established to celebrate, provide incentives, and awards to undergraduates who contribute to the advancement of scientific knowledge. More students will be inspired to participate in research as a result of this. Funding (e.g., travel grant, research grant, etc.) should be made more accessible to students that have demonstrated remarkable passion for knowledge creation.
• 8. More research should be conducted across academic institutions to better understand the local barriers that prevent undergraduates from participating in research.

5. Conclusion

Undergraduate research is a treasure trove that has yet to be fully tapped. The primary goal of undergraduate research is to teach students how to conduct research and to develop necessary skills that can be applied outside of the academic setting. Bolstering undergraduate research will complement, rather than conflict with, university education. There is an urgent need to develop global and local initiatives as well as strengthen current initiatives to further encourage undergraduate students to participate in research and scientific publishing.

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• CAREER COLUMN
• 14 November 2018

How to make undergraduate research worthwhile

• Shaun Khoo 0

Shaun Khoo is a postdoc at the Center for Studies in Behavioral Neurobiology at Concordia University in Montreal, Canada, where he studies the neural mechanisms underlying appetitive motivation in rats.

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One of the things that excited me about taking up a Canadian postdoctoral position was that, for the first time, I would get a chance to work with and mentor enthusiastic undergraduate researchers. I looked forward to the chance to gain mentorship skills while helping out future scientists, and maybe, eventually, freeing up some of my own time.

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doi: https://doi.org/10.1038/d41586-018-07427-5

This is an article from the Nature Careers Community, a place for Nature readers to share their professional experiences and advice. Guest posts are encouraged. You can get in touch with the editor at [email protected].

Klowak, J., Elsharawi, R., Whyte, R., Costa, A. & Riva, J. Can. Med. Educ. J. 9 , e4–e13 (2018).

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A student’s guide to undergraduate research

• Share This: Share A student’s guide to undergraduate research on Facebook Share A student’s guide to undergraduate research on LinkedIn Share A student’s guide to undergraduate research on X

Originally written by Shiwei Wang for Nature journal in March 2019.

Participating in original research during your undergraduate studies can greatly expand your learning experience. However, finding the project can be a challenging task, so here’s a short but comprehensive guide that can help you get the most out of an undergraduate research opportunity.

Choose the right lab

Learn to think like a scientist. A lot of people start their undergraduate research by glancing at the faculty list and e-mailing multiple professors whose work seems interesting. Although this might get you a position somewhere, it is not the most effective approach. Before looking at labs, dive into the science to find out which areas fascinate you. Read a lot, go to talks, and talk to your professors not just about their classes, but about science in general as well.

Subscribe to e-mail newsletters from journals such as Nature and Science. Try to read research highlights and science news regularly. Podcasts and articles by, for example, Nature, Science, Scientific American or Quanta can also be interesting sources of information. Follow academics, journals and universities on Twitter. Start your undergraduate research by learning more about science, thinking like a scientist and working out what you love.

Look for questions, not subjects. You might have chosen a major to study, but don’t let this limit your search for research labs. Modern labs are interdisciplinary and very different from what you do in undergrad labs. Instead of limiting your search to your department, try to look at labs in all related departments. Choose labs on the basis of the questions they’re trying to answer.

Mentoring is as important as research. Contact group members to learn about your prospective laboratory’s environment. Are the group members close? Is the lab friendly or competitive and condescending? Is the lab head hands-off or hands-on? The size of the group is also important. If you join a small group, you’ll have a higher chance of being mentored directly by your principal investigator, whereas in a big group, you are more likely to be mentored by a postdoctoral researcher or graduate student.

Reach out with confidence. Once you’ve determined that the research programme interests you and the group dynamic is healthy, send the principal investigator an e-mail. Make sure to explain why you’re interested in working in the lab and that you have spoken to other lab members. Be patient if they don’t reply. If you don’t receive a response after a week or so, send a second e-mail or reach out in other ways, such as by asking group members to enquire for you.

Get the most out of the experience

Start your research with reading, and keep on reading. Usually, the principal investigator will assign you a mentor and a project. Ask for literature to read: learning about the state of the field and why the work is important will help you to push the project forward. Read about your field as well as other, totally unrelated fields. As an undergraduate, you have the freedom to change your major and your future plans. Make sure to strike a balance between reading and conducting experiments. It’s hard to do both at the same time, but it will make you a better scientist.

Set specific goals for yourself and let your mentors know. Think about what you want from your research and how much time you are willing to put in. Besides learning the techniques, do you want to learn how to analyse results and design experiments? Do you want to learn how to write proposals by applying for undergraduate research grants? Do you want to improve your presentation skills by going to conferences? Do you want to potentially finish a project for publication? Working out what you want to achieve will help you to direct your time effectively.

Research takes time. Don’t blame yourself if experiments don’t work or the project is not moving forward as fast as you expected. Science is about failing and trying again. Getting used to and coping with frustration is part of the learning curve of research.

Find a healthy balance. University is already a lot of work, and research will only take up more time. When planning your schedule, try to allocate large blocks of time (whole afternoons or individual days) to research. Rushing through a procedure could be unsafe and will often produce useless results. Always plan extra time for experiments. Consider working less in the lab during exam weeks so you don’t get overwhelmed. Talk to your mentor about your schedule and feelings regularly, so that you can arrange experiments at times that suit you, and you can keep on top of your mental health.

Find financial support. If you wish to do research at your own institution over the summer, your institution might offer funding to cover your expenses. If you want to go to another university, you can apply for funding from that institution’s undergraduate research programme, or from foundations, companies or academic societies. For example, the US National Science Foundation offers a Research Experiences for Undergraduates programme. Universities, foundations and academic societies might also offer grants to cover your travel expense to various conferences. Don’t let money limit what you want to do. Talk to senior students or professors, or search online to find all the opportunities!

Always think about the big picture. Your undergraduate research doesn’t define what you’re going to do after your degree. Keep reading and taking classes outside your comfort zone. Explore and learn as much as possible. Working out what you love is the best preparation you can get for the rest of your career.

Read the full article on the Nature website.

To find a research opportunity at Johns Hopkins University, visit the Hopkins Office of Undergraduate Research website .

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• Emily's Handouts

• The Eckles Prize for First Year Research Excellence This annual prize recognizes students who produce a research project in their first year that demonstrates significant and meaningful use of library services and collections at the George Washington University.
• GW Undergraduate Review Established in 2016, the GW Undergraduate Review is the premier publication of research from undergraduate students at The George Washington University. Our mission is to promote undergraduate research on GW's campus through events, workshops, and the publication of a student peer-reviewed journal.​ The GWUR is student-run and supported by the Office of the Vice Provost for Research.
• The Globe The Globe is the only Undergraduate Journal in International Affairs at the George Washington University (GW). Jointly sponsored by the International Affairs Society (IAS) and the Elliott School of International Affairs, The Globe publishes an annual issue every Spring Semester to showcase the ideas, perspectives, and research of GW Students interested in Security, Human Rights, Development, and other sub-fields of IA.
• Publish and Present Student Work A list of undergraduate publications, curated by the Center for Undergraduate Fellowships and Research at GWU.

Here is a comprehensive list of journals that publish student research and writing, maintained by the Council on Undergraduate Research . See below for direct links to select titles.

• Girl Studies: An Interdisciplinary Journal for Undergraduate Research Girls Studies: An Interdisciplinary Journal for Undergraduate Research publishes the work of undergraduate students on topics such as the socialization of female adolescents, gender expectations, identity, body image, the impact of media on girls, and girl empowerment. Submissions of an interdisciplinary nature as well as from across the disciplines--for example, from Sociology, History, Literature, Cultural Studies, Education, Art, and Feminist Theory (to name a few)-- are welcomed.
• International Journal of Undergraduate Research and Creative Activities A peer-reviewed, open-access journal dedicated to the publication of outstanding scholarship by undergraduates and their mentors from academic institutions of higher learning. The Journal accepts submissions of research articles, fiction, poetry, photography, videos, and other creative works from undergraduate students in all academic disciplines.
• Journal of Student Research Journal of Student Research is an electronic, academic, multidisciplinary peer-reviewed journal.
• Queen City Writers We seek thought-provoking pieces from any disciplinary perspective that explore questions and problems related to writing, rhetoric, reading, literacy broadly conceived, popular culture and media, community discourses, and multimodal and digital composing. We expect that the work will be informed by critical conversations relevant to the topic–that is, composers should incorporate timely, pertinent research to support claims. In addition, we welcome projects that experiment with form, voice, style, and delivery.
• Stanford Undergraduate Research Journal The Stanford Undergraduate Research Journal (SURJ) is an annual peer-reviewed publication of research articles written primarily by Stanford undergraduates, but also by well-qualified students at other institutions, from all academic fields.
• Inquiries Inquiries, formerly Student Pulse, is an online open-access academic journal focused on publishing the work of university students from around the world in a wide range of academic disciplines.
• Undergraduate Journal of Service Learning and Community Based Research The Undergraduate Journal of Service Learning and Community-Based Research adds to the increasing number of scholarly journals that invite undergraduates to pursue their own intellectual projects. We seek undergraduate contributions to the burgeoning academic conversation on service learning and community-based research. The Undergraduate Journal of Service Learning and Community-Based Research is open to undergraduate students in the U.S. and across the globe in all subject areas. All submissions will undergo a rigorous review process.
• Young Scholars in Writing Young Scholars in Writing: Undergraduate Research in Writing and Rhetoric (YSW), a peer-reviewed journal for undergraduates, was founded in 2003 by Laurie Grobman and Candace Spigelman at Penn State Berks. YSW is the first international undergraduate research journal in rhetoric and writing studies and has garnered a national reputation.
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31 Research Opportunities + Internships for High Schoolers in 2024

What’s covered:.

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

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

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

Research Opportunities and Internships for High School Students 

1. memorial sloan kettering human oncology and pathogenesis program.

Application Deadline: February 9

Location: New York, NY

Duration: Eight weeks (June 27 – August 22)

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

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

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

2. Rockefeller University Summer Science Research Program  

Application Deadline: January 5 

Duration: Seven weeks (June 24 – August 8) 

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

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

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

3. Lumiere Research Scholar Program

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

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

Duration: Options range from 12 weeks to 1 year

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

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

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

4. Research Science Institute (RSI)

Application Deadline: December 13 

Location: Cambridge, MA

Duration: Five weeks (June 23 – August 3) 

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

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

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

Application Deadline: March 6

Duration: 10  weeks (June 3 – August 9)

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

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

6. Simons Summer Research Program

Application Deadline: February 7

Location: Stony Brook, NY

Duration: Five weeks (July 1 – August 9) 

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

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

7. SPARK Summer Mentorship Program

Application Deadline: N/A

Location: Greater Seattle area

Duration: 8-10 weeks 

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

8. MDI Biological Laboratory – Biomedical Bootcamp 2024

Application Deadline: March 18 

Location: Bar Harbor, ME

Duration: One week (July 15 – 19) 

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

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

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

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

Application Deadline: February 14  

Location: Boston, MA

Duration: Six weeks (June 30 – August 9)  

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

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

Application Deadline: March 31 

Location: Philadelphia, PA

Duration: Four weeks (July 15 – August 8) 

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

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

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

Application Deadline: April 1, 2024

Location: San Francisco, CA

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

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

12. NASA OSTEM Internship

Application Deadline: February 2

Location: Varies

Duration: Varies

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

13. New-York Historical Society Student Historian Internship Program

Application Deadline: April 7

Duration: July 9 – August 15

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

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

14. Adler Planetarium Summer High School Internship  

Application Deadline: March 1

Location: Chicago, IL

Duration: Six weeks (July 8 – August 14)

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

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

Application Deadline: TBA for 2025 program

Duration: Eight weeks  

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

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

16. Brookfield Zoo King Conservation Science Scholars Program

Application Deadline: Rolling admission 

Location: Brookfield, IL

Duration: N/A

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

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

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

Application Deadline: March 8

Duration: One year (August to June) 

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

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

18. Anson L. Clark Scholars Program

Application Deadline:   February 15

Location: Lubbock, TX

Duration: Seven weeks (June 16 – August 1) 

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

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

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

19. UChicago Data Science Institute Summer Lab Program  

Application Deadline: January 16 

Duration: Eight weeks (June 10 – August 2)

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

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

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

Application Deadline: March 24

Location: Austin, TX

Duration: Five weeks (June 10 – July 17) 

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

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

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

Location: Jupiter, FL

Duration: Six weeks (June 17 – July 26) 

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

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

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

22. Lincoln Park Zoo Malott Family Zoo Intern Program

Application Deadline: March 11 

Duration: Seven weeks (June 24 – August 9) 

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

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

23. The Scripps Research High School Internship Program  

Application Deadline: April 19

Location: La Jolla, CA

Duration: Seven weeks  

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

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

24. QuarkNet Summer Research Program  

Application Deadline: January 31

Location: DuPage County, IL

Duration: Seven weeks (June 17 – August 2) 

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

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

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

25. RISE Environmentor Internship

Location: Far Rockaway, NY

Duration: Six weeks (July 1 – August 15)

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

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

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

Application Deadline: February 24

Location: Stanford, CA

Duration: Eight weeks (June 10 – August 1)

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

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

27. Secondary Student Training Program

Application Deadline: February 16

Location: Iowa City, IA

Duration: June 19 – July 26

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

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

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

28. Young Scholars Summer STEMM Research Program

Location: Urbana, IL

Duration: Six weeks (June 20 – August 2)

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

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

29. Summer Science Program (SSP)

Duration: Varies depending on location and field of focus

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

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

30. The Jackson Laboratory Summer Student Program

Application Deadline: January 29

Location: Bar Harbor, ME, and Farmington, CT

Duration: 10 weeks (June 1 – August 10)

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

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

31. Fred Hutch Summer High School Internship Program

Application Deadline: March 31

Location: Seattle, WA

Duration: Eight weeks (June 24 – August 16) 

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

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

How to Find Research Opportunities in High School 

Define your area of interest .

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

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

Talk to People in Your Immediate Circle 

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

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

Reach Out to Local Institutions and Laboratories 

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

Cast a Wide Net 

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

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

How Will Doing Research Impact Your College Chances? 

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

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

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

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

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

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

Disclaimer: This post includes content sponsored by Lumiere Education.

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Student Research Assistant - Student Hourly

Position overview, job description.

• Data verification (50%)
• Assist with preparing reports, making presentations, and technical writing (20%)
• Other duties as assigned (20%)
• Assist with literature review (10%)

Required Qualifications

• Strong verbal and writing skills for effective communication as demonstrated by application materials
• Experience researching and learning new skills quickly to address specific project challenges.
• Proficiency in Excel and Word.
• Currently enrolled as a student in good standing,
• During the semester term of the appointment, the student hourly must be enrolled in no fewer than 6 credit hours. For summer periods the student hourly must: 1) have been enrolled in no less than 6 hours in the past spring semester or 2) be pre-enrolled in the upcoming fall semester in no less than 6 hours or 3) be enrolled in summer session or 4) be admitted to study in the upcoming fall semester. Student Hourlies may be undergraduate or graduate students. (Exceptions granted for GRA/GTA/GA appointments DO NOT apply to Student Hourly appointments).

Preferred Qualifications

• Experience in working with large datasets

Additional Candidate Instructions

Contact information to applicants, advertised salary range, work schedule, anticipated start date, search jobs, posting information.

• Posting ID:  28801BR
• Department:  Civil/Environ/Arch Engineering
• Primary Campus:  University of Kansas Lawrence Campus
• Reg/Temp:  Temporary
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Student Research Assistant

Title: Student Research Assistant Employee Classification: Student Help Regular Division Name: Academic Affairs Department: Milner Library

Job Summary

Milner Library and the Julia N. Visor Center are partnering to develop and facilitate a series of workshops to provide a third space outside the classroom for student to explore and examine AI applications for personal, educational, and professional growth and knowledge acquisition. Workshops will be designed to address inequities in AI technology and unpack critical perspectives on the use and application of these technologies. Through integrating institutional expertise as well as external scholars, the scope of workshop content will foreground privacy, racism, exclusion, and environmental sustainability. We are seeking a graduate student to help develop and facilitate these workshops during the 2024/2025 academic year. Additionally, this position will assist with outreach, promotion, and coordination of programming events. This is a grant funded position which will end after 150 hours of work is complete. The proposed start date is August, 2024, and ends May, 2025. Faculty collaborators are María Tudela, Grace Allbaugh, and Dr. Keenan Wimbley. PhD and Master’s students from any humanities, arts, or social science disciplines are eligible to apply. The Graduate student will: o work with team to design an outreach plan; o Collaborate to create marketing materials; o Meet with the planning team – María, Grace, and Dr. Wimbley; o Collaborate to create the series content; o Communicate with presenters and speakers; o Brainstorm incentives and attention-getting activities to encourage attendance; o Other event planning as necessary such as contacting speakers.

$20.00/hour

Preferred Qualifications

- Some teaching and public speaking experience; - Curiosity for AI and the uses and implementation in higher education; - A degree-seeking graduate student at ISU - Detail-oriented - Proficiency in MS Excel, Google Sheets, or other spreadsheet software - Ability to follow written, technical, and oral instructions and procedures - Maintain a stable work schedule

Monday - Friday between the hours of 8 am - 4:30 pm, during the Fall 2024 and Spring 2025 semesters. The position will end after 150 hours of work is complete.

Functional Expectations

Must be able to complete the following with or without reasonable accommodations: 1. Effectively communicate on a daily basis

Proposed Starting Date

August 2024

Required Applicant Documents

Resume, Cover Letter and Work Availability

Please Note : These documents are required to be submitted online in order to complete the application process. Please have these documents ready prior to clicking on "Apply"

Contact Information for Applicants

Maria Tudela [email protected]

Important Information for Applicants

This position is subject to a criminal background investigation and if applicable, an employment history review, based on University Policy 3.1.30 and any offer of employment is contingent upon you passing a satisfactory criminal background investigation and/or an employment history review. You may not begin work until the criminal background investigation results have been received and cleared by Human Resources.

In addition, all appointments are contingent upon proof of eligibility for employment at Illinois State University to perform the required duties described above on your scheduled start date. The Immigration and Control Act of 1986, Public Law 99-603, requires all new employees to file an I-9 in person and no later than three days from the beginning of employment. This may be accomplished within the department or through Human Resources. A list of the types of documentation you will be expected to provide is available at https://www.uscis.gov/i-9-central/form-i-9-acceptable-documents. Failure to comply with this law will result in cancellation of your appointment. Illinois State University, as your employer, is required by federal law to ensure proper tax withholding from wages and to ensure that the required reporting of employee wages, withholding, and employment taxes is accurate. For this reason, every employee must have a valid Social Security Number registered with the University at the time of employment and/or as soon after as possible, but no later than 45 days from the start date. Failure to comply with this law may result in cancellation of your appointment. Illinois State University student employees are restricted to no more than 28 hours per week of on-campus employment for all positions held. International students are restricted by their visa status to no more than 20 hours per week of on-campus employment when the university is in session but may work more when the university is not in session. International students should contact the Office of International Studies and Programs for guidance if they have questions concerning employment restrictions.

Illinois State University is an Equal Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, or status as a protected veteran.

If you are an individual with a disability and need a reasonable accommodation under the Americans with Disabilities Act (ADA) or other state or federal law you may request an accommodation by contacting the Office of Equal Opportunity and Access at (309) 438-3383 . The Office of Equal Opportunity and Access will hold any confidential information you provide in confidence.

If you are having difficulty accessing the system, please call Human Resources at (309) 438-8311 .

Application Opened: 08/20/2024 04:20 PM CST Application Closes: 09/03/2024 11:55 PM CST

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Materials science student seeks to improve health care

Yuxin wang's research focuses on nanomaterials in medical applications.

At the University of Cincinnati, innovation is a pillar of education, something that drew doctoral candidate Yuxin Wang to continue her studies here.

Under the guidance of Professor Donglu Shi, Wang is researching how nanomaterials can be used in medical drug delivery and diagnostics to improve health care outcomes. Recently, she was named Graduate Student Engineer of the Month by the College of Engineering and Applied Science. 

Why did you choose UC? What drew you here?

Yuxin Wang is a doctoral candidate at the University of Cincinnati

I chose the University of Cincinnati's PhD program in Materials Science and Engineering because its curriculum is designed to provide industry-relevant and interdisciplinary education, which aligns perfectly with my career goals and research interests. Additionally, UC's strong emphasis on innovation and collaboration attracted me to this vibrant academic community. It turns out that I made a great decision to study at the College of Engineering and Applied Science . Now I am working with people from multiple areas over the world. 

Why did you choose your field of study?

During my undergraduate studies, I participated in several research projects focused on biomedical metallic materials. These experiences ignited my passion for exploring and developing new high-performance materials for biomedical use. I am particularly interested in how advanced materials can improve health care and potentially change lives. This passion has shaped my career goal of becoming a researcher dedicated to advancing scientific research in the field of biomedical materials. 

Briefly describe your research work. Why does it inspire you?

My research focuses on developing a system to assess the biotoxicity of nanomaterials used in medical applications. Nanomaterials have unique properties that make them valuable in drug delivery and diagnostics, but there is a gap between their development and their practical application. Many medical and clinical researchers only consider older and widely approved materials, leaving these novel materials without the chance to show their unique properties. The different standards between industries and ways of thinking led to challenging collaborations. I am inspired by the challenge of the real-world application for new materials. My goal is to create a reliable system to analyze the biosafety level of new materials and reveal the mechanism of biotoxicity caused by different properties to improve designs of new materials. 

What are some of the most impactful experiences during your time at UC?

One of the most impactful experiences during my time at UC has been participating in interdisciplinary research projects that have allowed me to collaborate with people from various fields. The collaboration has broadened my perspective and enhanced my problem-solving skills. Additionally, attending conferences, including the Materials Research Society and the Materials Science and Technology meetings. Presenting my research have been invaluable experiences, helping me to connect with other researchers and receive feedback on my work. 

What are a few of your accomplishments of which you are most proud?

One accomplishment I am proud of is publishing my research in reputable scientific journals. Most importantly, I believe the work I do is meaningful and will push the development of the field. I am also proud of mentoring new graduate students and undergraduate students in our lab by helping them develop their research skills and encourage their passion for science. 

When do you expect to graduate? What are your plans after earning your degree?

I expect to graduate in the summer of 2025. After earning my degree, I plan to continue my research as a postdoctoral fellow, focusing on advancing materials science in biomedical applications. 

Featured image at top: A health care professional stands in the hallway of a hospital. Photo/pixabay

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During this summer’s Bowers Undergraduate Research Experience, Joyce Yang ’27, a computer science major, worked with Cornell’s EmPRISE Lab to develop a robotic system to transfer a patient from a bed to a wheelchair.

Summer program gives undergraduates a taste of research life

By louis dipietro cornell ann s. bowers college of computing and information science..

Research takes time.

“On top of classes and extracurricular commitments, I often struggle to find enough time for research during the semester,” said James Kim ’25, a computer science and math major.

But this summer, thanks to the  Bowers Undergraduate Research Experience (BURE) , Kim, along with 60 of his undergraduate peers from the Cornell Ann S. Bowers College of Computing and Information Science, can give research the time it requires. In the process, Kim is discovering a career path. Working alongside  Amy Kuceyeski , adjunct associate professor of statistics and data science and professor of mathematics in radiology and of mathematics in neuroscience in the Feil Family Brain and Mind Research Institute at Weill Cornell Medicine, Kim uses machine learning models to analyze brain scans and predict the onset of various neurological disorders. He plans to pursue a doctoral degree in computer science, with a focus on artificial intelligence, neuroscience and health care.

Kabir Samsi ’26, a computer science major and music minor, spent his summer working in a Cornell lab as part of the Bowers Undergraduate Research Experience.

“What I was able to get done over two months during the semester, I got done in maybe a week or two here during the summer,” Kim said. “BURE has been extremely worthwhile. The mentorship and the support have been priceless.”

Hosted by the Cornell Bowers CIS and encompassing Cornell’s Ithaca campus and Cornell Tech in New York City, BURE is a 10-week summer program where Cornell undergraduates are paired with one of nearly 40 faculty mentors and their doctoral students to tackle a specific research project. BURE students work full time for an hourly wage or a research stipend. Open to all Cornell Bowers CIS undergraduates, the program is meant to give undergraduate students a preview of the open, free-form nature of research so that they can decide whether pursuing a doctoral degree is the right choice, said  Adrian Sampson , associate professor of computer science and a BURE mentor. 

“If students are at all considering a career in research, it does not make sense to immediately apply to a Ph.D. program without doing any,” said Sampson, who is mentoring six undergraduate students in his  Computer Architecture and Programming Abstractions (CAPRA) lab this summer. “By the end of the summer, I hope students get a sense of whether this is something they want to do long term. Maybe they like research, or they don’t. There’s no shame in either direction.” 

BURE student Joyce Yang ’27 is working with the  EmPRISE Lab , directed by  Tapomayukh Bhattacharjee , assistant professor of computer science, to develop a robotic system that can safely transfer a care recipient from a bed to a wheelchair. While there has been limited research on this topic, human transferring is one of caregivers’ most challenging daily tasks, making her work all the more meaningful, Yang said. 

“With research, I think it’s fun that you never really know when you’re going to be done with a project, and that it can go as far as you’d like it to go,” said Yang, a computer science major. “There’s a possibility of discovering or inventing something that’s novel, and, especially with robotics, something that could truly have a positive impact in people’s lives.”

Along with research opportunities, BURE offers a series of weekly talks from mentors about life as a researcher, and regular social events throughout the summer. At BURE’s conclusion, participating students showcase their work during a research symposium.

BURE has given Kabir Samsi ’26 the time and experience to decide what he’d like to do after his undergraduate studies, he said.

“The experience has been fantastic,” said Samsi, a computer science major and music minor who is working in Sampson’s CAPRA Lab on a project related to packet scheduling, a model for improving the way computer systems handle flows of data. “I think it's hugely inspired me to want to continue a path of research.”

New this summer is  BURE Next , run by the Cornell Bowers CIS’s Office of Diversity, Equity, Inclusion, and Belonging. It was created to encourage research opportunities for undergraduate students from underrepresented groups everywhere – not just at Cornell; anyone can apply. Four students are participating in BURE Next this summer.

BURE is offered every summer, and Cornell Bowers CIS students can apply via the  college’s website .

Louis DiPietro is a writer for the Cornell Ann S. Bowers College of Computing and Information Science.

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Science students embrace research opportunities through annual ASSURE program

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August 20, 2024 : By Ryan Klinker - Office of Communications & Public Engagement

Taking six weeks out of their summer break, students and faculty from Liberty University’s Department of Biology & Chemistry engaged in research as part of the department’s ASSURE program, an annual summer intensive that introduces many students to the practices and skills of research.

ASSURE stands for Acquiring Skills for Students Underrepresented in Research Experience and includes students from historically underrepresented demographic groups in the sciences (such as women, some ethnic groups, and first-generation college students). Groups of two to three undergraduate students are assigned to a professor for six weeks to conduct new or existing studies and receive valuable mentoring.

“The ASSURE program is intentionally designed to enrich our students’ education experience, and for many in the program, this is their first venture into research,” said Dr. Heidi DiFrancesca, dean of the School of Health Sciences . “Throughout this experience, students are reinforcing their understanding of the content they’ve been learning in the classroom while also developing an indispensable skill set — critical thinking, problem solving, collaboration, and communication — that will help them to be successful both during their time here at LU and in their chosen professions.”

This summer marked the fourth year of the program, consisting of 24 students (21 undergraduate and three graduate) with 10 faculty members. The groups conducted research across a wide variety of disciplines, including biology, ecology, organic chemistry, forensics, anatomy, and more.

Nathaniel Williams, a junior biomedical sciences student, worked under Professor of Chemistry Dr. Alan Fulp to explore the body’s endocannabinoid system, a cell-signaling system that regulates and balances many bodily functions. His group’s research focused on developing a molecular compound that can combat inhibitors in the system and reduce inflammation and pain.

“We wanted to see how far we could take things and how much we could help people by activating these receptors,” Williams said. “There are natural chemicals in the eyes that are constantly being broken down by inhibitors, so we wanted to see if we could stop the inhibitors and let the chemicals do what they need to do and activate the receptors.”

“I’d love to have published research before I go, and I love chemistry, and the ASSURE program allowed me to work toward that. I know the professors here very well, and they’re very friendly, and I wanted to take advantage of this unique opportunity that I otherwise wouldn’t have had. It was a great six weeks.”

Senior forensic science student Alyssa Spillar had spent part of the spring semester working under Director of Forensic Science Dr. J. Thomas McClintock and Instructor of Biology Kristin Mossé but said the summer research she did through ASSURE was a new, exciting experience. Spillar was able to continue with DNA research from the historical Hillsman House in Rice, Va., where McClintock and students have been studying blood samples since 2018 to corroborate that the building served as a Union field hospital during the last major Civil War battle fought in Virginia. A table once used in the house was recently acquired, presenting the group with more samples to study.

“The goal of the project was to generate DNA profiles from the presumably 160-year-old bloodstains on the table using typical DNA lab procedure,” Spillar said.

She said being involved in the project through the summer brought additional experiences she didn’t have in the spring.

“I applied to the ASSURE program because I love research and the more research experience I can get, the better. I really loved being in a lab or doing research for eight hours a day. It was such an immersive experience.”

ASSURE is funded by a grant from Liberty’s  Office of Sponsored Programs & Research and supported by the Office of the Provost.

“The Office of Sponsored Programs & Research is passionate about supporting student research at Liberty University,” grants administrator Emily Stevens said. “As a Christian university, we want to empower students to grow into credible investigators and experts in their fields by supporting the pursuit of knowledge.”

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Ginny L. Clements Breast Cancer Research Institute

Celebrating the prolific work of the Partnership for Native American Cancer Prevention

NACP thrives at reducing cancer burden, increasing health equity and expanding Native American investigator numbers 

More than 20 years ago, researchers from the University of Arizona Cancer Center and Northern Arizona University joined forces to build a dream program for Native Americans—one that reduces their cancer burden, increases cancer health equity and expands the number of Native American cancer investigators through research and community engagement.   

Originally named the Native American Cancer Research Partnership and later renamed as the Partnership for Native American Cancer Prevention , their program has been growing since 2002 under continuous funding by the National Cancer Institute’s Comprehensive Partnerships to Advance Cancer Health Equity.   

Yet, despite the program’s inroads, American Indian and Alaska Native students are still the single most underrepresented racial group in population size in the biomedical and health sciences, according to a recent publication from NACP researchers. NACP’s work defies this statistic, having invested in 367 Native American trainees, while 237 students earned 341 degrees during the program’s existence. They reached trainees from 45 tribal nations, including 12 of the 22 federally recognized tribes in Arizona and at least 33 other tribal nations beyond Arizona.  

“I'm old enough to remember when we could count on maybe two hands the number of native researchers that we had, and just to know that that number has really grown is exciting,” said Francine C. Gachupin, PhD, MPH, professor in the University of Arizona College of Medicine – Tucson, Department of Family and Community Medicine. “To know that we have a program that has contributed in some way to the success and the ability of these Native American researchers to do their work validates why we have a program like NACP.”  

Now for the first time, both NACP principal investigators are also Native American: Gachupin, who is a tribal member of the Pueblo of Jemez in New Mexico and Regents Professor Jani Ingram , who is Diné, commonly known as Navajo, in analytical and environmental chemistry at NAU.  

“I think a large bulk of the credit goes to the National Cancer Institute for making this mechanism available over time,” Gachupin said. “I think NACP demonstrates that you really do need to have continued support to see outcomes that take a lot longer than you would think. NACP is now in our 20th year, and that's how long it's taken for us to see our students matriculate from an undergraduate level to an early-stage investigator level.”  

Gachupin said that working together while in Tucson and Flagstaff, more than 250 miles apart, requires a strong team with extraordinary communication skills.  

“We are in constant communication to make sure that we're all on the same page with any major decisions,” Gachupin said. “We are a big team, yet we respect each other's experiences and expertise and make sure we gather everybody's input to optimize the direction of NACP.”  

Changing cancer outcomes for Native Americans  

Gachupin said that cancer health disparities are very real for Native American people. They are diagnosed at much later stages, their five-year cancer survival rate is not as positive, and they tend to get diagnosed at much younger ages.  

“Through different publications and all that we're learning, we're hoping that we give credence to these disparities as we make recommendations for addressing them,” Gachupin said.  

Ingram said that it is critical for NACP to work in partnership with the Native American communities to understand their concerns and develop projects and programs together with those communities so they can be successful.   

“Our Native American communities have unique characteristics, so approaches that may work for other communities may not necessarily work for the communities we serve,” Ingram said.  

Training researchers  

NACP also works with research teams who are new to working with tribal communities.   

“Doing research with tribal communities is very different than doing research with any other community because tribes are sovereign, meaning that they set their own rules and regulations for how things are to happen,” Gachupin said. “Many investigators have never encountered that the tribes own the data. They have always worked in an institution where the institution owns the data, and so it's a very different dynamic.”  

Gachupin said that training researchers in how to conduct research with a nation that sets its own parameters, called memorandums of understanding, requires a steep learning curve for many investigators. NACP invests in long-term training of research teams. As their work grows based on their experience working with communities, they learn to modify and adapt their research to benefit nations.  

“These projects really do allow us to help mentor these research teams to understand what it means to do respectful, transparent, beneficial research with tribal communities,” Gachupin said.  

Training students  

In 2021, the National Science Foundation ranked the University of Arizona first nationally for doctoral degrees awarded to Native Americans. NACP leaders believe that building a successful environment for Native American students starts with a personal invitation through networking, institutional databases and instructor referrals.  

“Many of these students are away from home for their first time. They don't know anyone, and they don't know the systems. Everything's so expensive, and so it really is very intimidating,” Gachupin said. “Just knowing that somebody cares about them makes all the difference. And we have an extraordinarily strong referral network at both NAU and U of A.”  

Gachupin said that the University of Arizona has a Native American Student Association, and in health sciences, there are programs specific to nursing, pharmacy, medical and public health students.   

“There are these social networks so they can be part of a group that has commonalities, that they can not only study with, but also do things together with, and so we try to get them in touch with these different resources, including financial aid and housing,” Gachupin said. “We work very closely with a lot of these resources to make sure that students aren't falling through the cracks.”  

Tyrel Terrill Yazzie , a Navajo student, who graduated with his master’s from the University of Arizona, participated in the Postbaccalaureate Research Education Program called PREP@UAZ.  

“I think NACP is important because of the resources and community support it provides to Native American students,” he said. “My mentor, Dr. Ronald Heimark , assisted me with advice on what educational opportunities to consider and helped me gain skills within the laboratory. Dr. Margaret Briehl , Dr. Dirk De Heer , NACP NAU Research Education core lead, and Jennifer Daw , Navajo, NACP pre-doctoral student, assisted me with advice and support, which helped me navigate throughout the semester.”  

Developing early-stage health care leaders  

To continue to guide their careers after graduation, NACP has a resource called GUIDeS, which stands for Guiding U54 Investigator Development to Sustainability for investigators and junior investigators.  

In GUIDeS, investigators are mentored through a rigorous process of designing a cancer research project and identifying potential funding opportunities. They participate in grant development workshops, mentorship, biostatistics support services, and training in time management and research communication skills.  

Postdoctoral researcher  Nicole Jimenez , PhD,  BIO5 Institute   postdoctoral research associate in the Herbs-Kralovetz lab and department of obstetrics and gynecology, said her mentor and principal investigator suggested she meet with the GUIDeS group who would support her aspirations to pursue cancer research with a focus on health equity.  

“My participation in writing accountability groups and GUIDeS has been invaluable to my career development but also fosters building lasting relationships with research and community members who have similar research and societal interests,” Jimenez said.   

Melissa Herbst-Kralovetz , PhD, professor of basic medical sciences in the  University of Arizona College of Medicine – Phoenix  and director of the Translational Women’s Health Research Program on the medical campus, is also one of the multiple principal investigators of NACP from the Cancer Center.  

“ Dr. Herbst-Kralovetz has been instrumental in my career development during my postdoctoral training,” Jimenez said. “I have also had close collaborative relationships with Drs. Naomi Lee and Greg Caporaso at Northern Arizona University and Dr. David Garcia at University of Arizona – Tucson. Being mentored by different faculty from other Arizona institutions has been enlightening as I begin the next phase of my academic career.”  

Early-stage health care leader Jennifer Erdrich , MD, MPH, Turtle Mountain Chippewa, is one of five Native American oncologists in the United States, and a surgeon with ties to NACP. Last year, Erdrich was awarded a $1.3 million Mentored Clinical Scientist Research Career Development Award from the National Cancer Institute to study the effectiveness of lifestyle interventions in Native American patients with obesity-related solid tumor cancers who are preparing for surgery.  

Erdrich is a U of A Cancer Center member, assistant professor in the U of A College of Medicine – Tucson Department of Surgery and surgical oncologist in the Division of General Surgery who specializes in melanoma, sarcoma, and breast cancers. She also provides general surgical oncology care to tribal populations throughout Southern Arizona.   

“When she's doing her clinical practice, she's doing surgery on cancer, but then in her research time, she's working out in tribal communities, starting research projects trying to promote a healthy lifestyle—to really prevent risk for cancer and other chronic diseases,” Gachupin said.   

Another important early-stage leader is Jonathan Credo , MD, PhD, Navajo, who was mentored through NACP for 14 years and attended both NAU and the University of Arizona. He is in his post-graduate year in internal medicine and psychiatry residency at the University of California, Davis School of Medicine.   

Gachupin said that Credo is interested in environmental exposures to cancer risks and is a provider who takes time to work in the field or in a community to address NACP’s topic areas for Native Americans.  

“I think NACP is important because it provides an opportunity for Native American and Alaska Native students to excel and be exposed to opportunities that they otherwise probably would not have,” Credo said. “Not only that, NACP provides support and environment that allows students to grow as well as a safe space. NACP and Dr. Ingram quite literally gave me the opportunity of a lifetime and gave me my life.”  

Ryan Stiffarm , a San Carlos Apache student who was an undergraduate and received his Master of Science degree at the University of Arizona, was recently admitted to University of Arizona College of Medicine -– Tucson Medical School to become a physician. He started with NACP four years ago.   

“I think it is important to expose Indigenous students to lab bench research, especially when that research topic directly affects those students and their families,” Stiffarm said. “My mentor, Dr. Ron Heimark, NACP U of A GUIDeS core lead, led me through lab protocols step-by-step. He also gave me confidence to know that I could run these experiments independently. Dr. Jennifer Bea , NACP U of A Research Education core lead and Dr. Margaret Briehl , former NACP U of A contact multiple principal investigator, also held weekly sessions with NACP students for professional development and to learn more about how specific cancers affect Indigenous populations. They were all integral in my journey.”  

Developing subsequent leaders  

For the NACP leadership team, strategically discovering leadership successors and mentoring them into these leadership roles is another key to success.  

“We call it shadowing,” Gachupin said. “We're identifying people who are going to take over some of these leadership roles in the future. That allows them to really learn and to be in a safe space where what they're contributing is valued, but they don't have the pressure of being the voice that's going to speak on the issue.”  

Ingram said that mentorship is critical for folks at all levels. She spends many hours working with NACP students, staff and faculty.   

“I was mentored through NACP in research, student activities and leadership which was so very helpful for my development as a leader for NACP,” said Ingram. “It is wonderful to have mentors that are available to help you throughout your career—not just for a short amount of time.”  

In 2012, Bea , PhD, Cancer Prevention and Control Program co-leader, and Shared Resources director, Behavioral Measurement and Interventions , associate professor in Health Promotion Sciences, started at NACP by working on a pilot program in collaboration with de Heer , PhD, MPH, associate professor in the NAU Department of Physical Therapy and Athletic Training.  

“Working with NACP provided me with a large number of faculty mentors and community advisers across the state,” Bea said. “I specifically wanted to develop greater cultural competency and wrote it into my career development plan.”  

Bea said that NACP provided room for her to grow into community-engaged research when her background was in bench work and clinical research.   

“I gained a deep appreciation for cancer health disparities and continue to work in that vein today,” Bea said. “It also sparked a passion for diversifying the workforce to enable higher quality and culturally relevant care and research in our underserved communities.”   

The NACP team submitted a competitive renewal and are awaiting word on continued funding. All are hopeful that NCI will continue to invest in this important and impactful program. The team said they are appreciative of the ongoing institutional support received from both U of A and NAU over the years.  

Federal College Work-Study Program

About work-study.

New York Tech participates in the federally sponsored Federal College Work-Study Program (FCWS). This program provides part-time jobs to students with financial needs while enrolled at New York Tech. Money earned through work-study is paid directly to students during their school year and does not have to be paid back. The work-study award amount is the maximum amount that can be earned for that school year.

A Federal Work-Study job is different from other jobs for the following two reasons:

• The hours are flexible to ensure that students have enough time to study.
• When students apply for financial aid for the following year, the money the student earned through this program is excluded from the federal calculation determining the Estimated Family Contribution (EFC) amount used to determine financial need.

Students should complete the  Free Application for Federal Student Aid (FAFSA)  by the March 1 priority date and indicate a desire to participate in the Federal College Work Study Program on the FAFSA application. The  Office of Financial Aid  will determine a student’s eligibility based on demonstrated financial need and availability of federal funds.

If a student is eligible and would like to participate in the Federal College Work-Study Program, they must accept the offer of assistance and contact the  Office of Student Employment . If a student fails to contact the Office of Student Employment by the first week in October for the fall semester, or the first week in February for the spring semester, there is a risk that the college work-study award may be canceled. Funds are limited and there is usually a waiting list of students who would like to obtain positions. Jobs are available both on and off campus and could include community service work. Once students are assigned a job, they will receive a paycheck for the hours they’ve worked. If a student does not work enough hours, they may not earn all of the funds that have been awarded.

Please be aware that the amount of FCWS indicated on the financial aid package is not deducted from the student’s tuition bill, but rather reflects the amount of money available for the student to earn under the program. It is the student’s responsibility to obtain a job through the  Office of Student Employment . Renewal is dependent upon continued demonstration of financial need, availability of federal funds, and maintenance of the minimum academic standards established by New York Tech. Students are required to file the FAFSA and indicate a desire to participate each year for continued determination of eligibility.

Finding a Part-Time Work-Study Job

If you have been awarded Federal Work-Study (FWS), and have accepted your FWS award, the next step is to find a part-time job on- or off-campus.

Step 1: Log Into Handshake

If you have never logged in before, your username is your New York Tech email address (ex: [email protected]) and your password is your seven-digit student ID number. These can be changed once you’ve logged in.

Step 2: Find Type Of Job

Click on the “Job Search” button on the menu bar located at the top of the webpage. Under position type, select the type of job you would like to apply for. If you are unsure, you can select both options and search for a job that interests you:

• FWS-On Campus: This job would be located in a department on one of the New York campuses.
• FWS-CSI (Community Service Internship): This job would be located at a nonprofit organization, and would give you the opportunity to work in your field of interest.

Step 3: Get Job Details

Once you find a job that interests you, click on the job to view more specifics. Take a look at the job description to see what things you may be asked to do at the job. Be sure to look at the hours per week and qualifications to make sure you meet the requirements.

Step 4: Apply For Job

If you meet the job qualifications and would like to apply for that position, contact the supervisor listed in the “Applicant Instructions” section to set up an interview time. The Applicant Instructions section will also list what you may be required to submit, such as a cover letter and/or resume.

Step 5: You’ve Got The Job? Great! Fill Out Paperwork

After you have applied, you will be contacted if you were selected for an interview. If you are offered the job your next step is to fill out  Student Employment Paperwork  before starting work. This paperwork can be downloaded or picked up from the Office of Student Employment. All forms MUST be completed by the student and signed by your supervisor.

Step 6: Submit Paperwork

Bring your completed, signed forms to the Office of Student Employment, along with the proper IDs listed on the I-9, before you start working.

Step 7: Start Working

Once your paperwork is completed, submitted, and approved you may start working!

Your paperwork will be processed and you will receive an email within a few days with instructions on how to complete timesheets. You will gain access to your timesheets a few days after receiving this email.

During the school year, you are able to work up to 20 hours per week. During school breaks and summer, you are able to work up to 35 hours per week. Once you have earned all the money you have been awarded, you must stop working.

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Home / News / University News / FSU aims to be No. 1 research university with lowest student debt

FSU aims to be No. 1 research university with lowest student debt

As college students across the nation consider taking out loans as they head back to campus for another school year, Florida State University has set its sights on becoming the best public research university in the country for graduating students with little or no debt.

President Richard McCullough said it’s an audacious goal but an attainable one.

FSU is already among the Top 12 public research universities when it comes to low student debt, he said, and the university could be No. 1 in the next couple of years.

“I think it’s really important that we not only deliver an amazing education to our students, but we also do it in a way that’s the lowest cost,” said McCullough, noting that FSU has one of the lowest tuitions in the country.

He said that when students graduate with debt, “it makes it harder to get your life started. That’s the last thing we want to saddle our students with and burden them with.”

Helping to spearhead the university’s multifaceted strategy to support students’ financial wellness is Associate Provost and Dean of Undergraduate Studies Joe O’Shea.

“We want to graduate our students with the lowest debt possible among public research universities in this country,” O’Shea said. “It’s a goal we’re already very close to achieving.”

Currently, about 32% of FSU undergraduates graduate with some debt, with an average of $14,500 — a figure that has been decreasing each year. This puts FSU well below the national average of $29,400 in student loan debt at graduation.

O’Shea said that while student loans can play an important role in financing education, FSU is focused on preventing excessive debt that could negatively impact students’ futures.

“We are committed to doing everything possible to make sure our students thrive during their time at FSU and can launch successfully when they graduate,” he said. “Part of that commitment is their financial wellness and ensuring they have the resources they need to continue at FSU and engage fully in their education.”

In fact, 86.3% of full-time undergraduates received some form of non-loan student financial aid during the 2022-2023 academic year.

Florida has among the lowest public university tuition in the country, making FSU among the most affordable in the country for a world-class educational experience, according to O’Shea. Florida State has not raised the price of tuition for the past 11 years.

“This is part of FSU’s commitment to making sure our education is as accessible as possible,” he said.

FSU students graduate on time, which helps minimize debt by reducing the time students spend accumulating expenses. The university has one of the highest four-year graduation rates in the country — 75% of FSU’s students graduate in four years.

“Our students are not staying for five or six years and accumulating debt. Our focus on timely graduation is a key part of our strategy,” O’Shea said.

FSU’s efforts to minimize student debt are rooted in a strategy that includes financial education, increased scholarship funding and innovative support programs. O’Shea highlighted several key components of the approach:

Expanded scholarships and grants

Through the support of alumni, donors and legislative backing, FSU has significantly increased the amount of scholarship dollars available to students. FSU distributed more than $105 million in scholarships last year.

“We’ve been able to bring the average debt levels down incrementally for each graduating class,” O’Shea said. “This is thanks to the incredible generosity of our donors and the strong institutional and legislative support.”

Notable examples include significant gifts for first-generation students, women in STEM and other scholarship programs.

“It really is such a beautiful approach in which so many people who care about FSU and about students are coming together to make sure that our students have what they need to thrive during their time in college and beyond,” O’Shea said.

Financial literacy education

Recognizing the importance of financial education, FSU has launched initiatives such as the Unconquered by Debt Program. This program, led by Joe Calhoun, former chair of FSU’s economics department, provides outreach and peer education to help students understand finances, student loans, credit, budgeting and long-term financial planning.

Targeted support for vulnerable students

Programs like CARE , or the Center for Academic Retention and Enhancement, offer scholarships and holistic support for first-generation and Pell-eligible students. Recently, FSU introduced the Quest Scholars and Illuminate programs, which provide annual scholarships and $2,000 enrichment funds to support experiential learning opportunities like study abroad and internships.

Paid internships and work opportunities

Programs like InternFSU and InternFSU:TLH partner with university departments and local businesses to provide paid internships. The university also employs hundreds of students in roles like peer mentors and learning assistants.

Reducing textbook costs

University Libraries has adopted free open educational resources to reduce the financial burden of textbooks.

Retention and persistence grants

To ensure students can continue their education without interruption, FSU has established funds to support students facing financial challenges.

“We’ve been able to help hundreds of students stay at FSU when they were facing the choice of not continuing due to financial difficulties,” O’Shea said.

O’Shea noted that while recent federal complications disrupted this year’s financial aid process, FSU remains committed to its long-term goals.

“We’re in it for the long game,” he said. “This will forever be important.”

The success of these initiatives is heavily reliant on the contributions of FSU’s community of donors and legislative allies, O’Shea said.

“With continued partnership and support, we can achieve this goal and ensure that our graduates can launch their careers with as little debt as possible,” he said.

While the full impact of these initiatives may take years to fully materialize in the data, O’Shea said FSU is committed to continually improving its support for students’ financial well-being.

“The return on an FSU education is far more than just financial,” O’Shea said. “We are empowering our students to excel across all their roles — as employees, neighbors, citizens and friends. Our communities depend on the kind of educational experience we provide.”