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Preparing for Summer Research Programs: A Step-by-Step Guide

By Eric Eng

Summer research programs are valuable opportunities for students to gain hands-on experience, explore their interests, and enhance their academic and professional credentials. This step-by-step guide will provide you with the essential information and guidance to prepare for and make the most of these programs.

Understanding Summer Research Programs

Summer research programs offer students the chance to engage in cutting-edge research projects under the mentorship of experienced faculty and researchers. These programs provide a unique platform for students to delve deeper into their fields of interest and contribute to advancements in various disciplines.

Participating in a summer research program can have significant benefits for students. It offers an opportunity to gain hands-on research experience, explore potential career paths, build valuable relationships with mentors and peers, enhance critical thinking and problem-solving skills, and improve graduate school application prospects.

Summer research programs come in various types, catering to students’ diverse interests and academic levels. Some common categories include:

• STEM (Science, Technology, Engineering, and Mathematics) programs: These programs focus on research in the fields of science, technology, engineering, and mathematics. Students get to work on projects involving cutting-edge technologies, conduct experiments, and contribute to scientific advancements.
• Humanities and social sciences programs: These programs cater to students interested in fields such as history, literature, philosophy, sociology, and psychology. Students engage in research projects that explore various aspects of human culture, society, and behavior.
• Medical and health-related programs: These programs allow students to conduct research in the medical and health sciences. Students work alongside healthcare professionals and researchers to investigate diseases, develop new treatments, and contribute to the improvement of healthcare practices.
• Environmental and sustainability programs: These programs focus on research related to the environment, conservation, and sustainable practices. Students engage in projects that aim to address environmental challenges, develop sustainable solutions, and promote a greener future.

Each type of summer research program offers unique opportunities for students to gain valuable knowledge and skills in their respective fields. Whether conducting experiments in a laboratory, analyzing data, or conducting interviews and surveys, students get hands-on experience that goes beyond what they learn in the classroom.

Furthermore, research programs often allow students to work closely with experienced faculty members and researchers. This mentorship allows students to learn from experts in their fields, receive guidance and feedback on their research projects, and develop important professional connections.

Engaging in summer research can also help students explore potential career paths. By immersing themselves in a specific field of research, students can gain insights into the day-to-day work of professionals in that field. This firsthand experience can help them make informed decisions about their future career goals and aspirations.

Moreover, participating in research programs can enhance critical thinking and problem-solving skills. Research projects often require students to think analytically, evaluate evidence, and develop creative solutions to complex problems. These skills are not only valuable in academia but also in various professional settings.

Lastly, research programs can significantly improve a student’s graduate school application prospects. Admissions committees value research experience, as it demonstrates a student’s commitment to their field of study and ability to contribute to the academic community. Having a summer research program on one’s resume can make a student stand out among other applicants.

Summer research programs offer students unique opportunities to engage in cutting-edge research, gain hands-on experience, explore potential career paths, build valuable relationships, enhance critical thinking skills, and improve graduate school application prospects. With various types of programs available, students can find one that aligns with their interests and academic goals, allowing them to make the most of their summer break.

Initial Preparation for Summer Research Programs

Embarking on a summer research program can be an exciting and rewarding experience. However, engaging in some initial preparation is crucial before diving into this journey. This preparation involves assessing your interests, skills, and goals and setting clear research objectives for the program.

Assessing Your Interests and Skills

One of the first steps in preparing for a summer research program is reflecting on your interests and skills. Take some time to consider the subjects or areas that truly ignite your passion and curiosity. Are you drawn to the world of biology, chemistry, physics, or perhaps social sciences? Identifying your areas of interest will help you find a program that aligns with your academic and professional aspirations.

Moreover, assessing your knowledge and skills in these areas is equally important. Reflect on any relevant coursework or projects you have completed in the past. Have you excelled in a particular subject or demonstrated exceptional skills in a specific area? By recognizing your strengths, you can seek a research program to further develop and apply these skills.

Setting Your Research Goals

Once you have identified your interests and assessed your skills, it is time to set clear research goals for the summer program. Consider what specific topics, projects, or areas you would like to explore further. Are you intrigued by the potential of genetic research, environmental sustainability, or the impact of technology on society? By defining your research goals, you will be able to make the most of your time in the program and maximize your learning experience.

Setting research goals also involves considering the broader implications of your work. How does your research contribute to the existing body of knowledge in your chosen field? Are there any real-world applications or potential benefits that can arise from your research? By thinking about these aspects, you can ensure that your research program is intellectually stimulating and has practical significance.

Additionally, it is essential to consider the feasibility of your research goals within the timeframe of the summer program. Are your goals realistic and achievable within the given time constraints? It is crucial to strike a balance between ambitious aspirations and practicality to make the most of your research experience.

Preparing for a summer research program involves assessing your interests, skills, and goals and setting clear research objectives. By reflecting on these aspects, you can find a program that aligns with your academic and professional aspirations and make the most of your summer research experience.

Searching for the Right Program

Choosing the right summer research program can be crucial in your academic and professional journey. It is important to consider several factors before making a decision. These factors can greatly influence your experience and the opportunities that come your way.

Factors to Consider in Choosing a Program

When selecting a summer research program, several factors should be taken into account:

• Program focus and alignment with your interests: Choosing a program that aligns with your academic and research interests is essential. Consider the program’s focus and the specific areas of study it offers. This will ensure that you are engaged and motivated throughout the program.
• Duration and dates of the program: The duration and dates of the program are crucial factors to consider. Evaluate whether the program fits well within your schedule and allows you enough time to fully immerse yourself in the research project.
• Location and accessibility: The location of the program can greatly impact your overall experience. Consider whether you prefer a program close to home or if you are open to exploring new places. Additionally, think about the accessibility of the location and the resources available to support your research.
• Eligibility criteria and requirements: Make sure to carefully review each program’s eligibility criteria and requirements. Some programs may have specific prerequisites or restrictions you need to meet to apply.
• Availability of mentorship and support: Mentorship and support can play a crucial role in your research journey. Look for programs that offer mentorship opportunities and provide a supportive environment where you can learn and grow.

Utilizing Online Resources for Program Search

The internet provides extensive resources to aid your search for the ideal summer research program. Websites such as Research Gate , National Science Foundation (NSF), and specific institution websites offer comprehensive databases of available programs. These platforms allow you to explore a wide range of options and gather detailed information about each program.

When utilizing online resources, it is important to use search filters effectively. Narrow your options by filtering programs based on your interests, location preferences, and eligibility criteria. This will help you find programs that best fit your needs and goals.

Take the time to read program descriptions and reviews. Program descriptions provide valuable insights into the program’s focus, structure, and goals. Reviews from past participants can better understand the overall experience and the level of support provided.

Remember, finding the right program requires careful consideration and research. By exploring different options and evaluating the factors that matter to you, you can make an informed decision that will enhance your academic and professional growth.

Application Process for Summer Research Programs

Are you interested in participating in a summer research program? These programs offer a unique opportunity to engage in hands-on research and gain valuable experience in your field of interest. However, before you embark on this exciting journey, you must go through the application process. Let’s take a closer look at what it entails.

Preparing Your Application Materials

When applying for summer research programs, you will typically need to submit various materials to showcase your qualifications. These may include:

• A well-crafted resume or curriculum vitae (CV) that highlights your academic achievements, research experience, and relevant skills. Make sure to tailor it to the specific program you are applying to.
• A compelling statement of purpose or research proposal that clearly articulates your research interests, goals, and how the program aligns with your academic and career aspirations. This is your chance to demonstrate your passion and enthusiasm for the subject matter.
• Official transcripts from your previous academic institutions. These provide evidence of your academic performance and can help the selection committee assess your suitability for the program.
• Letters of recommendation from professors, mentors, or professionals who can speak to your abilities, work ethic, and potential for success in a research setting. Choose individuals who know you well and can provide strong endorsements of your qualifications.

It is crucial to start the application process early and give yourself ample time to gather all the necessary documents. Rushing through this stage can lead to mistakes or omissions that may negatively impact your chances of acceptance. Take the time to carefully review each requirement and ensure that your application materials are complete and polished.

Tips for Writing a Successful Application

Now that you have a clear understanding of the application materials required let’s explore some tips to help you craft a standout application:

• Clearly communicate your research interests and goals in your statement of purpose or research proposal. Explain why you are passionate about the subject matter and how participating in the program will contribute to your academic and career development.
• Show your passion and enthusiasm for the subject matter. Let your genuine interest shine through in your writing, and convey why you are excited about the opportunity to engage in research during the summer.
• Highlight any previous research experience or related projects you have been involved in. Discuss the skills you gained, the methodologies you used, and the outcomes or findings of your work. This demonstrates your ability to contribute meaningfully to the program.
• Articulate your academic achievements and relevant coursework. Showcase your intellectual curiosity, dedication to learning, and ability to excel in your academic pursuits. This can help the selection committee gauge your preparedness for the program.
• Secure strong letters of recommendation from professors or mentors who can speak to your abilities, work ethic, and potential for success in a research setting. These letters should provide concrete examples of your skills, accomplishments, and potential as a researcher.

Remember, the application process is competitive, and the selection committee will be looking for candidates who demonstrate a genuine passion for research, strong academic abilities, and the potential to contribute meaningfully to the program. By following these tips and putting in the effort to create a compelling application, you can enhance your chances of acceptance into a summer research program.

Preparing for the Interview

Common interview questions and how to answer them.

You may be invited for an interview once you have successfully submitted your application. Here are some common interview questions you may encounter:

• Tell us about yourself and why you are interested in this research program.
• What specific research experiences and skills make you a strong candidate for this program?
• Describe a challenging research project you have worked on and how you overcame obstacles.
• What are your long-term career goals, and how will this research program contribute to their attainment?

Prepare thoughtful and concise responses to these questions, emphasizing your passion for research, relevant experiences, and a clear vision for your future academic and professional path.

Following this step-by-step guide will prepare you to embark on your summer research program journey. Remember to stay proactive, take advantage of available resources, and make the most of every opportunity that comes your way. Good luck!

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MIT Summer Research Program - MIT Office of Graduate Education

The MIT Summer Research Program (MSRP) seeks to promote the value of graduate education; to improve the research enterprise through increased diversity; and to prepare and recruit the best and brightest for graduate education at MIT.

Students who participate in this program will be better prepared and motivated to pursue advanced degrees, thereby helping to sustain a rich talent pool in critical areas of research and innovation..

2022 MSRP Highlight Reel

Watch a video of the 2022 MSRP Cohort

Learn more about MSRP from those who have participated in last year’s cohort.

Program Features

• Weekly seminars on issues directly related to the academic, personal, and professional growth of interns
• Social outings (boat cruise, visits to Boston area)
• Preparation of an abstract, research paper, and graduate school statement of purpose
• Poster presentation at the end of the program

More Information

Learn about faculty, research groups, and potential research projects for summer 2023 here!

Undergraduate Summer Research Programs

The Genetics Department partners with the Stanford Summer Research Program (SSRP) to bring undergraduate students to campus every summer for a research-intensive residential program. 

The Genomics SSRP scholars are offered a fully-funded 8-week summer research program, where they work in laboratories affiliated with the Genetics department and receive training in a wide variety of research techniques. In turn, scholars become a part of both the SSRP cohort and our broader Stanford Genetics community. Beyond research experience, this summer program helps prepare its scholars for applying to PhD programs by addressing the career, academic, and personal needs of each student.

The Genomics SSRP program especially encourages applications from students who come from low income families, those who are first generation college students, and others whose backgrounds and experiences would bring diverse perspectives (broadly defined) to the field of Genomics.

Program activities conducted with SSRP

The goal of this program is to provide talented undergraduates in STEM a valuable research opportunity in genomics to help prepare them to apply to PhD programs, regardless of previous research experience. We achieve this through the following steps: 

8 weeks of full-time research in conjunction with a faculty mentor and a primary lab mentor (e.g. current PhD student, postdoctoral fellow, and/or staff scientist) 

Peer mentorship by current graduate students, including social events.

Workshops on networking, career development, and the PhD or MD/PhD admissions process. 


A final oral and poster presentation of scholars’ research to the Stanford Biosciences community sponsored by SSRP.

How to Apply

Interested students should submit their application through the Stanford Summer Research Program (SSRP) application portal and clearly express their interest in participating in Genomics research. Genomics-specific scholars are selected during the general SSRP review process.

Applications open in November and are due in February each year. See SSRP Criteria and Application Requirements for more information, as well as the SSRP Frequently Asked Questions page.

2019 cohort of Stanford Summer Research Program scholars.

Hands-On Experience

World-Class Research

Field Trips and Events

Stanford institutes of medicine summer research program, program description.

The Stanford Institutes of Medicine Summer Research Program (SIMR) is an eight-week program in which high school students with a broad range of experiences, interests and backgrounds are invited to perform basic research with Stanford faculty, postdoctoral fellows, students and researchers on a medically-oriented project. The goals of the program include increasing interest in biological sciences and medicine in high school students and helping students to understand how scientific research is performed.

ELIGIBILITY REQUIREMENTS  

ALL 3 of the following requirements must be met (no exceptions):

1) Students must currently be juniors or seniors at the time of application (as of the spring of 2024).  Students must be in the graduating class of 2024 or 2025.

2) Students must also be  16 years old or older  by the start of the program.

3)  Students must currently be living in and attending school in the U.S. AND must be  U.S. citizens or permanent residents  with a green card in order to apply.

Important Note:  Please read the MISSION link on the lefthand panel.  The selection process will heavily favor local (Bay Area) students. Please visit the FAQ for more information.  Also, students must be able to start the program on June 10, 2024.  

SUMMER 2024 UPDATE:

• The current plans are to have an in-person program for the summer of 2024.  
• Summer 2024 Program Dates:  June 10- August 1, 2024 (8 weeks)
• The online application and program information document will be available on our website on Wednesday, Dec. 20th, 2023 (at 5pm PST) .  Applications will be due Saturday, February 24th, 2024.

SIMR Student at the Bench

• Summer Research Programs

Harvard offers many ways to participate in research during the summer.

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Summer Research Opportunities at Harvard (SROH)

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

Other Summer Programs

Harvard programs, harvard-amgen scholars program.

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

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

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

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

The Harvard John A. Paulson School of Engineering and Applied Sciences (SEAS) Research Experience for Undergraduates (REU) is a 10-week program that introduces undergraduates to bioengineering, materials research, nanoscience, and engineering while providing a coordinated, educational, and dynamic research community that inspires them to seek a graduate degree. REU research opportunities are arranged in conjunction with the Materials Research Science and Engineering Center (MRSEC), the Center for Nanoscale Systems (CNS), the Wyss Institute for Biologically Inspired Engineering , as well as other Harvard-based engineering and science entities. Professional development workshops, faculty seminars on research and ethics, and community activities are integrated into the program. Students receive a stipend and housing.

Center for Astrophysics Solar Research Experience for Undergraduates Program

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

Harvard Forest Summer Research Program in Ecology

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

Program for Research in Markets & Organizations

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

Programs at Harvard Medical School 

Summer honors undergraduate research program at harvard medical school.

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

Systems Biology Summer Internship Program

The 10-week Systems Biology Summer Internship Program enables interns to work on research projects spanning many scientific fields including systems biology, biophysics, bioinformatics, genomics, applied mathematics, and computation. Participants learn a range of cutting-edge techniques in the exciting and dynamic research environment of the FAS Center for Systems Biology and the Department of Systems Biology at Harvard Medical School. Participants must be US citizens or permanent residents. Individuals from underrepresented minority and economically disadvantaged groups are especially encouraged to apply.

Cell Biology Research Scholars Program

The Cell Biology Research Scholars Program provides a 10-week full-time research opportunity to undergraduate students with a passion for scientific discovery and fundamental biology. Students will be hosted by faculty investigators to work on cutting-edge research projects and participate in training workshops and mentoring activities in preparation for a productive scientific research career. A stipend is provided, but scholars are responsible for travel, housing, and meals.

Biological Chemistry and Molecular Pharmacology Summer Scholars Program

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

Summer Undergraduate Program in Immunology at Harvard Medical School

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

Summer Institute in Biomedical Informatics at Harvard Medical School

Summer Institute in Biomedical Informatics , now entering its 15th year, is a nine-week full-time extensive research opportunity with a curriculum including didactic lectures, clinical case studies, a mentored research project, and presentation of findings. The program is for undergraduates with quantitative interests and skills who aspire to contribute to translational advances in biomedicine with a future PhD or research-oriented MD or MD/PhD. A stipend, housing, and a travel allowance are provided. If you are an undergraduate with a strong quantitative background and interested in innovation and methodological rigor in your approach to scientific inquiry in biomedicine or in the translation of computational methods to engineering/software applications in medicine, this is the summer program for you!

The Four Directions Summer Research Program

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

Newborn Medicine Summer Student Research Program

The Newborn Medicine Summer Student Research Program is sponsored by the Harvard Program in Neonatology for students interested in clinical aspects and research in Newborn Medicine. During the 8–12-week program, students are guided by faculty and fellow mentors from the program with the goal of providing undergraduate and medical school students with intensive clinical and laboratory research. As part of the program, the students will have the opportunity to observe newborn care in the hospital nurseries, clinics, and neonatal intensive care units. Partial funding is available for students participating in the program.

Harvard Summer Research Program in Kidney Medicine

Based at Harvard Medical School, the Harvard Summer Research Program in Kidney Medicine is an eight-week research-intensive experience that provides undergraduates interested in science or medicine an introduction to nephrology, and an overview of basic and clinical science. At the end of the program, students will have the opportunity to present their research at a national student symposium. Stipend and housing are provided. Research experience is preferred but not required. US citizenship or permanent residency is required.

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

Summer program in biological sciences in public health.

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

Summer Program in Epidemiology

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

Multidisciplinary International Research Training (MIRT) Program

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

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

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

Programs at Harvard’s Affiliated Hospitals

Summer research trainee program at massachusetts general hospital .

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

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

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

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

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

Brigham Research Institute Undergraduate Research Summer Internship Program 

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

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Office of Undergraduate Research

Summer Research Programs

Undergraduate Research & Prestigious Scholarships

Developing a personal statement for summer research.

Before apply for summer research position, there are a few items that you should be reviewed.

• To share your interest and enthusiasm for the specific work you are applying to do
• To demonstrate what you can contribute to the program to which you are applying
• To state the specific lab you want to work in and why
• To state your professional goals and what or how you hope to contribute to this program

First Steps:

• Read the personal statement question carefully and analyze what it is asking for
• Visualize your audience: will this be read by a scientist? A physician? An administrator?
• Make yourself as desirable to the selector as possible while being honest about yourself

The Basics:

• Your research interests as they relate to the work you are applying for
• Year of study and current major, related academic and career goals, impressive academic credentials

Experience in the Field:

• Any special connection to this work such as prior experience or family background
• Something unique about your research interests or an idea that fuels your own research interests.

Your Proposed Contributions to the Program and Benefits of the Program to You:

• Personal qualities that would benefit the program, demonstrated through examples
• What you can do for them; what you seek to gain from the opportunity
• How this specific work fits into your academic and research goals

Writing and Mechanics: ~ The correct usage conveys your attention to detail

• Use strong word choices, particularly verbs and adjectives
• Use the more powerful “I am,” rather than “I have always been”
• Make positive statements: “I have experience in…” not “I don’t have experience in x, but do have…”
• Craft clear, engaging opening and closing sentences
• Check that the opening statement is supported in the body and consistent with the closing statement
• Organize the statement so it flows from sentence to sentence and paragraph to paragraph
• Proofread for grammar, spelling, paragraph breaks, and correct punctuation

Ask Yourself:

• Does this statement show my interest in this specific program, or could it be sent to any program?
• Does this statement describe me specifically, or could any good student in my field use this?

Additional Suggestions:

• Reread the personal statement multiple times out loud for clarity, logic, and flow
• Have someone else read the statement. Visit the UMBC Writing Center .
• Share your finished personal statement with the faculty member writing your recommendations
• Limit the statement to one and a half to two pages with at least one and a half spacing
• Include a header with your name on each page, which will be numbered as well
• Restating the question / topic, Rewriting your transcript or resume
• Clichés such as “to make the world a better place”; instead, explain exactly how such a lofty goal will be achieved
• Providing unrelated information, e.g., explaining when you learned you were not interested in computers
• Using phrases like “this opportunity will be fun and interesting for me”; focus on what you can contribute
• Any background earlier than high school

How to write a Personal Statement

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UCLA Graduate Programs

Summer Programs for Undergraduate Research (SPUR)

Program purpose.

The UCLA Summer Programs for Undergraduate Research (SPUR) offer upper division undergraduate students with outstanding academic potential the opportunity to work closely with faculty mentors on research projects.  The programs are designed for students who wish to learn more about the graduate school experience and possibly pursue an academic career in teaching and research.  Opportunities are available in virtually all academic fields (e.g., arts, humanities, social sciences, life sciences, health sciences, physical sciences, etc.).

Student participants in many SPUR programs will work with a faculty mentor with special expertise and interests matched, as closely as possible, to the student’s research interests and career goals. Most, but not all, SPUR programs pair students with a faculty mentor.  Students will either assist the faculty member in an ongoing research project or work collaboratively with the mentor in designing a new project of mutual interest.

Most SPUR programs feature seminars on:

• writing and research skills
• strategies for enhancing success in applying to graduate school
• graduate school funding opportunities
• opportunities for informal discussion with UCLA graduate students
• academic career opportunities
• cultural and educational activities

For further details about specific programs, please refer to the  UCLA Summer Programs for Undergraduate and Graduate Research Booklet .

As a condition of acceptance into the program, program participants will be asked after their departure to update information on their educational and career activities. This tracking is done solely to evaluate the effectiveness of the program. It is critical that we be able to conduct this long-term evaluation in order to maintain continuing funding for the programs. The information collected remains strictly confidential.

Please check with your respective summer program of interest about whether it will be conducted remotely or in-person.

2024 Program Dates

Most programs run eight weeks, from June 2024 to August 2024. Some programs in the sciences, technological, engineering and mathematics fields run 10 weeks, from June 2024 to September 2024.  One program in the humanities and social sciences runs six weeks, from June 2024 to August 2024.

The tentative dates for SPUR 2024 are June 23 to August 17 (8-week programs) and June 23 to August 30 (10-week programs).

All application materials and supporting documents must be  received by March 31, 2024 unless otherwise stated in the program description.  Preference will be given to applications that are completed by the program’s deadline. Notification of decisions will be made by the end of May 2024.  Please contact the individual program coordinators for questions regarding the application and application deadline.

Programs interested in being added to the those included in SPUR (or those on hiatus and seeking to resume inclusion) must reach out to RaShawna Williams, SPUR Program Representative, at  [email protected]  by March 31, 2024. We do our best to include all requests, but cannot guarantee participation.

Participating Programs

There are multiple programs participating with UCLA SPUR. Below are brief summaries of each program. The summaries include the specific program components, eligibility requirements and length of the summer program. Please view the  chart of participating summer programs at UCLA  for a quick reference of programs and their related academic fields.

Please click on the links to learn about each program. You will be able to apply to a maximum of two (first choice and second choice) in our online application.

Amgen Scholars Program

Application Deadline: February 1, 2024

The Amgen Scholars Program is a national program to increase learning and networking opportunities for students committed to pursuing a career in science or engineering. Students interested in summer research in any area of biomedical science, chemistry, bioengineering or chemical engineering are encouraged to apply. Students will be paired with a UCLA faculty mentor if the student does not already have one. Program typically includes stipend; housing; meals; 2-day biotechnology in Los Angeles; luncheons with faculty; workshops; seminars and poster presentations.

• For undergraduates enrolled in four-year colleges and universities in the U.S., Puerto Rico and other U.S. territories.
• For sophomores (with 4 quarters or 3 semesters of college experience), juniors and non-graduating seniors (who are returning in the fall to continue their undergraduate experience).
• Must have a cumulative G.P.A. of 3.2 or above.
• Must be interested in pursuing a Ph.D. or M.D./Ph.D.
• 10 weeks (all participants must be able to attend the program for its entire duration. Be sure to check your fall term start date before applying).
• If you have questions, please contact Kim Mendez at [email protected].

Bioscience Scholars Program

Application Deadline: TBD

The Bioscience Scholars Program (formerly known as SPUR LABS) provides a rigorous eight or ten-week research training experience for undergraduates with interests in a broad range of bioscience disciplines– —from molecules to organisms and from basic to translational science. Exceptional research training, integrated with professional development activities, will prepare students to succeed in leading Ph.D. and M.D./Ph.D. programs. The program aims to contribute to diversity, inclusion, and the elimination of barriers to participation in bioscience research careers and is designed for students participating in honors research programs that foster transition to doctoral programs (e.g., Minority Access to Research Careers, MARC). Participants receive a stipend & food allowance of $4,000 for 8 weeks or $5,000 for 10 weeks. Participants will be matched with an appropriate faculty member based on research interests. There are over 400 faculty mentors in ten bioscience research areas.

A complete application includes the submission of the online application form as well as all supplementary materials, including two letters of recommendation and a personal statement that describes your bioscience research interests and any research experience, including how these interests and experiences have shaped your personal and professional goals, and how Bioscience Scholars Program would help you meet these goals. See Bioscience Scholars Program website for full details of supplementary application materials.

Selection criteria: academic preparation and achievement; leadership potential; relevance of research interests and experience; potential for the program to help the applicant achieve his/her career goals; and potential to contribute to the diversity and excellence of the bioscience research enterprise.

• U.S. citizen, U.S. permanent resident, or AB 540
• Prior to beginning the program, completion of at least two years of undergraduate study
• Participants may not be UCLA students; UCLA students should consider other summer research opportunities such as CARE SEM or Amgen Scholars
• Minimum cumulative G.P.A. of 3.0
• Intention to pursue a Ph.D. or M.D./Ph.D. in a bioscience field and not admitted or enrolled in a graduate program (M.S. or Ph.D.) at the time the program begins

For additional information see Bioscience Scholars Program website or contact the Program Directors, Drs. Gregory Payne and Diana Azurdia at [email protected] .

B.I.G. Summer (Bruins In Genomics) 8-week Summer Research Program for Masters and Undergraduate Students

Application Deadline: March 1, 2024

Bruins-in-Genomics (B.I.G. Summer) is an 8-week full-time immersion program for undergraduates interested in learning how to read and analyze genes and genomes. Through this program students will have the opportunity to experience graduate-level coursework, and learn the latest cutting-edge research, tools and methods used by leading scientists to solve real-world problems.

Applicants must be:

• A U.S. citizen, permanent resident, or F-1 visa holder
• Be a rising junior or senior
• have a GPA of 3.0 or higher
• have some familiarity with at least one programming language (e.g. python, pearl, R, Java, MAT-LAB, C++, etc.); preferably have taken bioinformatics or biostatistics courses

Students interested in applying should only do so here.

For more information:

Email: [email protected]

Brain Research Institute Summer Undergraduate Research Experience (BRI-SURE)

The UCLA Brain Research Institute (BRI) sponsors a summer undergraduate research experience (BRI-SURE) pathway program for students currently participating in the Minority Access to Research Careers (MARC) and other honors research programs whose goal is to increase diversity. This program solicits applications from students from universities and colleges across the nation. BRI-SURE Pathway is an 8-week, intensive summer research-training program for exceptional students interested in pursuing research careers in Neuroscience or Physiology. The program is designed to provide a rigorous, in-depth research experience to prepare participants for top-quality Ph.D. and M.D./Ph.D. graduate programs. The BRI-SURE residential program offers a summer stipend. The BRI-SURE non-residential program does not offer a summer stipend. Although we anticipate an on-campus summer experience, we may have to resort to an online-only Summer Research Experience for 2022.

• Applicants must be in good academic standing with a minimum GPA of 3.0;
• Applicants must submit the following: 1) UCLA SPUR Online application form, 2) Academic transcript, 3) Personal statement (limit to 1000 words) that describes your past, present or future leadership in and commitment to research and diversity in science, 4) Summary of prior research, if any (limit to 1000 words), 5) Two letters of recommendation from science faculty, and 6) Paragraph (500 words or less) summarizing your interest in neuroscience or physiology;
• In a separate file, applicants need to rank in order of preference, the top three research training areas: Neuroendocrinology, Sex Differences, and Reproduction; Neural Repair; Neural Microcircuits; Neurobehavioral Genetics; Molecular and Cellular Neurobiology; or Molecular, Cellular and Integrative Physiology;
• Submit additional application materials directly to [email protected]

To learn more about how to apply to this program, please contact Dr. Gina Poe (Program Director) at [email protected]

California State University (CSU) Sally Casanova Pre-Doctoral Scholars Program

Application Deadline: Contact the program representative for your campus’ CSU Sally Casanova Pre-Doctoral Scholars Program

This program is restricted to undergraduate and master’s-level students in the California State University Sally Casanova Pre-Doctoral Program. The Program is designed to increase the pool of potential university faculty by supporting the doctoral aspirations of CSU students who have experienced economic and educational disadvantages. Each of the selected CSU Sally Casanova pre-doctoral scholars works closely during the academic year with a CSU faculty sponsor to develop an overall plan leading ultimately to enrollment in a doctoral program. Each of these plans is tailored to specific goals and educational objectives of the student. The Program places special emphasis on increasing the number of CSU students who enter doctoral programs at one of the University of California institutions. Summer Program includes: stipend, on-campus housing or housing allowance, meal allowance, funds toward roundtrip transportation cost, GRE test preparation, workshops and oral presentations.

• Open to all current CSU Sally Casanova Pre-Doctoral Scholars, both graduate and undergraduate.
• 8 week program.
• CSU Scholars complete only the UCLA SPUR online application after they have approval from the UCLA SPUR Coordinator; do not submit supplemental materials.
• To become a CSU Sally Casanova Pre-Doctoral Scholar, please contact the program representative on your CSU campus.

Community College Field Biology Alliance

Application Deadline: February 16, 2024

This is an 8-month research internship designed for community college students. Student interns are assigned a graduate and undergraduate research mentor and meet remotely on the first Saturday of each month from May to June to design a field biology-based research project. In July we travel as a group to a remote field station for 7 days to enact the planned intern research projects. The program culminates with student research presentations in December.

Eligibility Requirements:

• Full-time community college student.
• Interest in environmental science, ecology, animal behavior, botany, and similar fields.
• Ability to attend all monthly meetings and field excursion (all expenses covered by the program).

For more information and to apply, please visit the Community College Field Biology Alliance website . If you have any questions, please email them Amanda Robin (Program Director) at [email protected].

Cultivating Interest in Research Careers (CIRC)

Application Deadline: March 18, 2024

The Cultivating Interest in Research Careers (CIRC) program is a partnership between University of California, Los Angeles (UCLA) and Charles R. Drew University of Medicine and Science (CDU). The program starts with a ten-week summer research program at UCLA, AND extends into a year-long continuum. The goal of CIRC is to provide community college students underrepresented​ in medicine and science (UIMS), such as African American, Latinx, Native American, Pacific​ Islander, disabled and socioeconomically disadvantaged students, with hands-on exposure and training in scientific research aligned with the scientific mission of the NHLBI.

The CIRC program will provide these community college students with educational workshops, near-peer mentoring, and skills to help them transfer to a 4-year college or university and ultimately be prepared to pursue a health profession or scientific research career.

• A current high school senior who has taken at least a semester of community college classes and plans on transferring to a community college in the Fall,
• OR Current community college student attending a community college in Los Angeles County (Must have at least a year of classes to complete before transferring to a four-year college or university) attending a community college in Los Angeles County
• Qualify as a student from an underrepresented group as defined by either A OR B:

A) Identify as a member of one of the following racial/ethnic groups:

• Black or African American
• Hispanic or Latinx
• American Indian or Alaska Native
• Native Hawaiian or other Pacific Islander

B) Have a disadvantaged family background, defined as either 1 OR 2 below :

• having been or currently being homeless, were or currently are in the foster care system, were eligible for the Federal Free and Reduced Lunch Program for two or more years, have/had no parents or legal guardians who completed a bachelor’s degree (e.g., “First-Generation”),
• were or currently are eligible for Federal Pell grants, received support from the Special Supplemental Nutrition Program for Women, Infants and Children coming from an educational environment such as that found in certain rural or inner-city environments that has demonstrably and directly inhibited the individual from obtaining the knowledge, skills, and abilities necessary to develop and participate in a research career.

C) US citizen or permanent resident

D) Have taken at least one college course in the general domains listed below and have composite grade point average of 3.2 or above in this coursework:

• Oral Communication
• Written Communication
• Critical Thinking
• Mathematics/Quantitative Reasoning.
• Must be able to attend the entire duration of the program.

To learn more information please visit the program website or email Humberto Sanchez, BA, Program manager CDU, [email protected] .

The Diversity Project

The Diversity Project is a 10-week* research-intensive summer program funded by the UC-HBCU initiative and the National Science Foundation focused on increasing participation of underrepresented minority students in marine and evolutionary biology. Through fieldwork and laboratory training, students will learn an integrative approach towards the study of the ecology and biodiversity of coral reef ecosystems at the Gump South Pacific Research Station on the island of Mo’orea, French Polynesia.  TDP complements student-centered fieldwork and laboratory research with mentoring on career development, ranging from successfully applying to graduate school to choosing a career. TDP faculty also work with students to publish their research and to present their work at national and international meetings. Some funding dedicated to students from Hispanic Serving Institutions (HSIs) and Historically Black Colleges and Universities (HBCUs). *Note: This year’s program begins Monday, June 5, 2023.

Requirements:

• Current sophomore or junior standing, or non-graduating seniors
• Great attitude and willingness to learn SCUBA diving

To learn more information please see program website .  To request The Diversity Project application, please contact Program Director, Dr. Paul Barber ( [email protected] ).

HBCU: Evolutionary Medicine – Pathways to PhDs

The HBCU: Evolutionary Medicine-Pathways to PhDs program is open to undergraduate juniors and seniors from HBCUs.  Participants will work on Evolutionary Medicine topics at UCLA.  Evolutionary Medicine is the study of how evolutionary and ecological principles affect medicine and medical applications, and how medical and clinical problems generate new research questions and ideas in evolution.  Evolutionary medicine is fast emerging as an important new field in the biomedical sciences.  Representing an interdisciplinary subject that combines ecology and evolutionary biology, anthropology, psychology, zoology, systems biology and microbiology with medicine, the field of evolutionary medicine has the potential to transform the way biomedical researches and doctors examine medical questions, conduct biomedical research, and treat patience.  Summer interns will work closely with a principal investigator (PI) from UCLA’s Ecology and Evolutionary Biology Department and a PI from the David Geffen School of Medicine.  Application requirements:

• Undergraduate juniors and seniors from HBCUs to work on Evolutionary Medicine topics at UCLA.
• Send all application materials to Dr. Pamela Yeh at [email protected]

Maximizing Access to Research Careers (MARC) U*STAR Program

The Maximizing Access to Research Careers (MARC) U*STAR Program is a two-year, NIH-funded, undergraduate honors program that seeks to increase the number of biomedical scientists from diverse backgrounds that significantly impact health-related research. The program specifically seeks to strengthen the skills and research training of students from groups traditionally underrepresented in the biomedical sciences. This program is appropriate for students interested in pursuing a PhD or dual PhD degree upon completion of their baccalaureate degree.

The MARC Program offers research training, financial support, mentoring, networking opportunities and academic preparation for strong and motivated students. The UCLA MARC program is one of the longest-standing MARC programs at Research I universities across the nation, and graduates from the program have embarked on highly successful careers.

• 3.2 GPA at the time of application; borderline GPAs also encouraged to apply
• Junior or senior standing (completed 90 or more units) by the time that the student will begin as a MARC trainee, AND have two years remaining at UCLA at the start of the program
• Citizen or permanent resident of the United States

To learn more about eligibility, program requirements, and scholarship/funding please refer to the MARC website . Additionally, the online application and other details about the application process will be hosted on the MARC website . For any additional questions, please contact Larone Ellison ( [email protected] ).

Mellon Mays Undergraduate Fellowship Writing and Research Training Program

Application deadline: March 15, 2024

*Deadline may be extended as needed.

The Mellon Mays Undergraduate Fellowship Writing and Research Training Program at UCLA is an intensive writing and research program for 20 current Mellon Mays Fellows from participating Mellon Mays colleges and universities. Fellows participate in a rigorous scholarly writing and research methodology course, individual and group mentoring sessions, workshops, events, and a final research colloquium. The program also includes on-campus housing and a meal allowance.

• Applicants must be current Mellon Mays Undergraduate Fellows at their colleges or universities
• For rising juniors (first-year MMUF students) or seniors (second-year MMUF students)
• Please note that students will NOT be paired directly with a faculty mentor but will take an intensive writing and research course.  Students will NOT take a GRE preparation course as part of the program.
• Admission to the program is rolling; applicants are advised to apply early due to limited space.  Applications will be considered after the deadline only if space is available.
• A complete application includes the submission of the online application form, as well as a brief research statement, a description of summer research goals, and a statement from the student’s MMUF coordinator. See the program website for full details of supplementary application materials.

To learn more about this program, please visit the program website or contact the Undergraduate Research Center– Humanities, Arts, and Social Sciences at [email protected] .

Summer Training for Excellence in Education Research (STEER)

Application Deadline:  TBD

The Summer Training for Excellence in Education Research (STEER) program has been a successful staple of the Graduate School of Education and Information Studies (GSE&IS) at the University of California Los Angeles (UCLA). Through participation in the program, Historically Black College and University (HBCU) students and faculty, and GSE&IS faculty share in a research apprenticeship experience that has contributed to STEER students’ admittance to some of our nation’s finest graduate programs including the UC system. In the proposed effort, our aims are to continue to: (1) Develop relationships between the UCs and HBCUs, (2) Prepare students for UC graduate application, and (3) Prepare and mentor a cohort of tremendously talented students to conduct educational research in competitive UC programs and beyond.

All applicants must refer to the STEER website for the most up-to-date information regarding the application process.  Additionally, the online application and other details about the application process will be hosted on the STEER website.

• Eligibility is extended to upperclassmen and recent undergraduates from Historically Black Colleges and Universities (HBCUs)
• Open to all disciplines, however training will be in Education research.  Applicants are expected to be seriously interested in pursuing a Ph.D. in Education.
• Major GPA of 3.0

For additional information, see STEER program website or contact the Program Coordinator, Brande M.Otis, at [email protected] .  The Program Co-Directors are Dr. Robert Cooper and Dr. Kimberley Gomez.

University of California Leadership Excellence through Advanced Degrees (UC LEADS) 2nd Summer

This program is restricted to current University of California undergraduate students in the UC system-wide UC LEADS Program. In line with the goals of the two-year program, the 2nd summer research program seeks to develop the students by providing research and educational experiences to further prepare them to assume positions of leadership in academia, industry, government and public service. UC LEADS students who are considering UCLA for graduate studies/PhD should seriously consider applying to UCLA’s summer program as a way to familiarize themselves with the campus and to network with potential mentors. The UCLA UC LEADS Summer Program includes: GRE test preparation, workshops and seminars, and the opportunity to present summer research findings at the end of summer symposium/poster session.

• Academic Level: Open to 2nd-Summer UC LEADS students (those from other UC campuses who have completed their first year in the program).
• Open to Depts/Disciplines: Open to all departments and disciplines in Science, Engineering & Math.
• It is the UC LEADS scholar’s responsibility to secure a commitment from the UCLA faculty host BEFORE applying to the program. Questions about the process should be addressed to the student’s UC CAMPUS UC LEADS Coordinator.
• UC LEADS Scholars complete only the UCLA SPUR online application after they have summer placement confirmation from the UCLA UC LEADS Coordinator. Scholars do NOT need to submit supplemental materials with their applications.

UCLA-HSI Superior Opportunities for Maximizing Access to Neuroscience (SOMA)

The SOMA-Neuroscience program supports a deeper Hispanic/LatinX participation in neuroscience, and ultimately the pursuit of a neuroscience doctoral degree. Each summer, we will select and invite a small group of interested students (3-7 students annually) from our partner Hispanic-Serving Institutions, or HSIs, for an 8-week summer immersive, in-person experience at UCLA to do research in a host laboratory. Open to undergraduate students.

The requirements for acceptance into the program include:

• Must be student at a Hispanic-Serving Institution (HSI) institution.
• A major in one of the natural sciences, including Psychology
• A minimum GPA of 3.0
• Academic transcript
• Curriculum Vitae
• Two letters of recommendation from science faculty
• Summary of prior research, if any (500 words or less)
• Summary of interest in neuroscience (1000 words or less)

To learn more about this program please visit the website or contact the program director, Dr. Alicia Izquierdo ( [email protected] ) and Larone Ellison ( [email protected] ).

UCLA-HBCU Neuroscience Pathways Program

The UCLA-HBCU Neuroscience Pathways program is open to undergraduate students that attend historically black colleges and universities (HBCUs) in the United States. The goals of this program are: 1) to increase the impact on students and faculty at both HBCU partner institutions and UCLA and, 2) to incentivize quality mentorship of the interns in our UCLA host labs. We will engage in active research and teaching partnerships that accompany students before and beyond the 8-week internship at UCLA.

A group of interested students, selected jointly by the HBCU partner institutions and UCLA will be invited to spend 8 weeks at UCLA doing research in an appropriate host laboratory. Ideally, the research at UCLA will be commensurate with the experience at the HBCU partner institution. We will engage in active research and teaching partnerships that accompany students before and beyond the 8-week internship at UCLA of mentorship in the lab. Interns will be mentored and trained by the faculty members who run the respective labs. Additionally, we will host one “chaperone” HBCU faculty member per year to accompany the student for the first week of the internship- which is intended to foster both scientific collaboration and quality mentoring. To incentivize graduate studies at UCLA for HBCU interns, the BRI will offer a full 5-year stipend annually for at least one student, annually, who applies for and is accepted by the NSIDP. Furthermore, we will conduct outcome studies and publish them in a peer-reviewed journal, similar to other BRI outreach efforts. In short, we will take an innovative and holistic approach by providing not only a summer opportunity but by following the student before and after through online tools.

• 8-week program
• Applicants must submit the following: 1) UCLA SPUR Online application form, 2) letters of intent
• Letters of Intent due by December 14, 2022. Please send to Larone Ellison ( [email protected] ).
• If you will have a delay with any supplemental application material, contact Dr. Ketema Paul or Larone Ellison and inform them of the delay.
• To learn more about this program, please contact Dr. Ketema Paul ( [email protected] ) or Larone Ellison ( [email protected] ).

UCLA Neuroscience Scholars Program (NeuroScholars)

The UCLA Neuroscience Scholars program is a 10-week intensive summer research training experience for exceptional UCLA sophomore and junior undergraduates that are committed to pursuing a graduate degree in neuroscience. Neuroscience Scholars will be paired with a UCLA faculty mentor based on their research interests. Students will conduct discovery research in the laboratories of their faculty mentors. The program also includes: on-campus housing, $5000 stipend, journal clubs, lunches with faculty, career development workshops, seminars, and poster presentations.

• For sophomore and junior undergraduates in Neuroscience, Physiological Sciences, Psychobiology and other neurobiology-related fields.
• Must have a cumulative G.P.A. of 3.2 or above
• Must be able to devote full-time effort over the entire duration of the 10 week program
• Previous research experience is preferred
• Applicants must submit must submit 1) UCLA SPUR online application, 2) personal statement summarizing your neuroscience research interests (limit 1000 words), 3) list of 3-5 neuroscience faculty mentors that you would like to work with, 3) summary of prior research, if any (limit 1000 words), 4) two letters of recommendation from science faculty, 5) resume/CV, 6) academic transcript

To learn more about this program, please contact Program Directors Dr. Jeff Donlea & Dr. Elaine Hsiao;  [email protected]

UCLA Public Health Scholars Training Program

Application deadline: January 31, 2o24

*Applications for summer 2024 cohort open November 1, 2024 and close January 31, 2024.

The UCLA Public Health Scholars Training Program provides undergraduate students the opportunity to explore the field of public health through hands-on training, structured workshops, group excursions, and leadership and professional development. Located in Los Angeles, the program offers scholars the opportunity to train at UCLA, to explore public health in one of the most diverse counties in the US, and to experience the city’s vibrant culture. We work with community The UCLA Public Health Scholars Training Program provides undergraduate students the opportunity to explore the field of public health through hands-on training, structured workshops, group excursions, and leadership and professional development. Located in Los Angeles, the program offers scholars the opportunity to train at UCLA, to explore public health in one of the most diverse counties in the US, and to experience the city’s vibrant culture. We work with community-based organizations, health systems, and government agencies to offer field placement opportunities for scholars that focus on health equity.

• Must be a U.S. citizen, national, or resident (DACA recipients eligible) Must attend an institution in the U.S. or in a US territory.
• Must be authorized to work in the U.S. Must possess an interest in exploring a career in the field of public health by the start of the program
• Applicants must be: Community college graduates or transfers to four-year institutions OR In a four-year institution and have completed at least two years of undergraduate education (regardless of credit standing) by the start of the program OR Recent college graduates (Fall or Winter 2024 or Spring 2024) who have not enrolled in a graduate program by the start of the program.
• Interest in exploring a career in the field of public health
• Open to all majors/disciplines
• Ability to be present in LA and participate in program activities from June 21 – August 14, 2024
• Willingness to attend social and volunteer events on evenings and occasional weekends
• Willingness to stay engaged with program for alumni tracking, professional development opportunities, maintaining contact with cohort, and participate in recruitment for the 2025 cohort
• Successful submission of all application materials
• There is no GPA requirement

Additional criteria outlined in the application and website. For questions, please contact [email protected] .

Diversity in Vision Science Undergraduate Summer Research Program

Application deadline: April 15, 2024

This research experience is a full-time, 8-week immersive research experience in vision science at the Stein Eye Institute, University of California Los Angeles (UCLA). This program is designed to increase the diversity of undergraduates in vision science through dedicated faculty mentorship, hands-on research training/interactive learning, and career development opportunities. The program is open to undergraduate students with disadvantages backgrounds in the Greater Los Angeles Area in 2024.

Students will have the opportunity to learn and work on an original research project in laboratories with research focuses including but not limited to:

1. Understanding of vision and ophthalmology research and their importance in advancing the understanding of the visual pathways, developing novel therapeutic in various eye diseases, including glaucoma, degenerative retinal disorders, and corneal diseases.

2. Understanding the use of various state of art technology in stem cell biology and regenerative medicine in ophthalmology.

Students learn how to be a scientist in weekly lab meetings and will have the opportunity to present their findings at a UCLA scientific poster session as well as at their home institution. Additionally, students will engage in social activities and career development workshops with other summer research students on UCLA campus, thereby expanding their science community and faculty/peer network.

• Express an intention to pursue a Ph.D. or M.D./Ph.D. (or other professional joint degree) in a bioscience field.
• Should not admitted or enrolled in a graduate program (M.S. or Ph.D.) at the time the program begins.
• Minimum cumulative G.P.A. of 3.0. preferred
• Reside in the Los Angeles area.

To apply to the program, please send the following to [email protected] :

• Transcript (unofficial is acceptable)
• Personal statement: up to 1 page providing your interests in vision research and how your participation can add to diversity to vision research.
• Two brief letters of support (Professors can send these directly to [email protected]).

For questions or additional information, please contact [email protected].

For Further Information Contact

Please contact the Program Director of the individual summer program. Contact information for each of the SPUR programs can be found in the program description.

You may also contact the Diversity, Inclusion, and Admissions office at [email protected] .  You may also find program information in the UCLA Summer Programs for Undergraduate and Graduate Research Booklet .

How To Apply

You must submit an Online Application & Support Materials . Please make sure you submit a complete application by sending all pertinent supporting materials via mail or private carrier.

Additional Opportunities

Other Summer Programs for Undergraduate Research at UCLA.

Creating Connections Consortium

Connections to transform higher education.

Guide to Undergraduate Summer Research

Presented at the C3 Summit 2015, November 14, Bates College

Conducting research as an undergraduate gives you the chance to apply what you’ve learned, challenge yourself, work independently, and contribute to new knowledge. Summer research, in which you work full-time on a project, also lets you experience the life of a scholar, which is especially important if you are considering graduate study.

The C3 Undergraduate Fellowship Program is one of many programs that offer summer research opportunities for undergraduate students. This guide lists some of the questions to consider, as well as programs in addition to C3’s Undergraduate Fellowships for which you may be eligible.

Thinking about research? Consider these questions:

• Why do you want to undertake research? How does summer research relate to your undergraduate academic program? Your post-graduate plans?
• What type of research do you want to undertake? Do you want to work with another scholar as their research assistant? Do you want to develop and undertake your own research project? Do you have the research skills and academic preparation for the project? What do you hope to gain?
• What is your research question?
• Where is the best place to undertake your research? At your home institution? At another university? At a different type of research institution such as a think tank or a museum?
• Who is the best person to serve as a research advisor, and how can you line that up?
• How much will your research cost? What do you need? Do you need to be paid so you will not need to take another job? Do you need money for travel, supplies, texts, data sets, equipment, or subject reimbursement?
• How can you secure funding for your project? Is funding available through your home institution’s undergraduate research office, community engagement office, of career development office? Can you secure support through a faculty member’s grant? Through an outside funding program?

Advising and financial support for your research

• Okay , you’ve answered all these questions and you are ready to move forward. Time is essential: Give yourself as much time as possible to develop be best possible proposal.
• Consult with a faculty member about your project, both its design and avenues for funding. Take advantage of advising your college may offer through undergraduate research office.
• Secure a research advisor who is willing to work with you. Each research mentoring relationship is different, so student and advisor need to have a clear understanding of the role played by the advisor as well as the advisor’s expectations for the student researcher.
• Develop a project with specific research questions grounded in solid methodology and understanding existing scholarship on the topic.
• Be mindful of research ethics and your responsibilities as a researcher. Take a research ethics training course (available online or through your college). Does your research involve human subjects? Understand your Institutional Review Board requirements.
• Find funding. Study funding opportunities (like C3’s Undergraduate Fellowships) and make sure the goals of the funder align with your research goals.
• Prepare a proposal for funding that is clear and well written, with a defined scope of research (don’t undertake a project in one summer that really requires a Ph.D. dissertation!), a feasible plan, a timetable, and your understanding of the existing scholarship. Have your essay reviewed by your advisor or your writing center.
• Do not leave your request for a faculty letter of recommendation or a transcript until the last minute.
• Make sure you’ve clearly understood the funding program’s application requirements. Submit everything that is required but don’t add superfluous materials. Observe page limits and make the deadline !

Summer research opportunities on university campuses

To maximize you chances and choice in getting a summer research experience, apply to as many relevant summer research programs as possible.

This is a non-exhaustive list. Please help us keep this list up-to-date by reporting errors, missing links, and programs that are not listed, by using the Contact Us page.

* Denotes programs where you can apply as a C3 Undergraduate Fellow

• CalTech Summer Undergraduate Research Fellowships (SURF)
• * Columbia University: Summer Research Program (SRP)
• Committee on Institutional Cooperation (CIC) SROP  – 15 universities
• Leadership Alliance – 22 universities, some are STEM only
• MIT Summer Research Program
• National Science Foundation Research Experiences for Undergraduates
• Northwestern University Summer Research Opportunity Program (SROP)
• Ohio State University: Arts & Humanities Development
• Purdue University: Summer Research Opportunities Program (SROP)
• Rutgers English Diversity Institute (REDI)
• Schomburg-Mellon Humanities Summer Institute
• Stanford University Summer Research Early Identification Program
• University of California, Irvine Summer Undergraduate Research Fellowship
• *   University of Chicago Summer Research Early Identification Program (SR-EIP)
• University of Chicago Leadership Alliance 
• University of Louisville (KY) Summer Research Opportunity Program
• University of Maryland College Park Summer Research Initiative (SRI)
• * University of Michigan Humanities Emerging Research Scholars Program (MICHHERS)
• University of Michigan Summer Research Opportunity Program (SROP)
• University of North Carolina Chapel Hill: 
Moore Undergraduate Research Apprentice Program (MURAP)
• University of Texas at Austin: Research Experience for Undergraduates Program
• University of Texas at San Antonio: The African American Literatures and Cultures Institute
• Yale University’s Summer Undergraduate Research Fellowship (SURF)

> Program description > Who can apply? > How can I apply? > Guide to undergraduate summer research

> C3 Undergraduate Fellows 2022 > C3 Undergraduate Fellows 2021 > C3 Undergraduate Fellows 2020 > C3 Undergraduate Fellows 2019 > C3 Undergraduate Fellows 2018 > C3 Undergraduate Fellows 2017 > C3 Undergraduate Fellows 2016 > C3 Undergraduate Fellows 2015 > C3 Undergraduate Fellows 2014 > C3 Undergraduate Fellows 2013

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Summer research opportunities prepare undergraduates for future research and careers

Research opportunities — common at most universities for graduate students — often are scarce for undergraduates. At UNC Charlotte, the OUR (Office of Undergraduate Research) Summer Research Scholar Program matches more than 100 qualified rising sophomores, juniors and seniors annually with paid summer research opportunities led by faculty researchers from disciplines across the University.

“Undergraduate students have an exceptional opportunity to experience and learn foundational research processes through hands-on projects designed to build new knowledge and skills, and one-to-one mentoring,” said Erin Banks , assistant dean for undergraduate research. “Forty percent of our participants pursue graduate education, and they are able to directly apply the lessons from this initial experience to future scholarly or professional roles.”

Summer research experiences culminate in a symposium where students present the details of their projects. Among the students and faculty mentors that participated in the OUR Summer Research program in 2021 are:

PUBLIC HEALTH SCIENCES

Student researchers Catherine Luba and Mahita Sadula worked alongside associate professor Monika Sawhney to explore the impact of the COVID-19 pandemic on the health and well-being of health care professionals.

Dr. Sawhney: “I’m convinced that a little investment in research for undergraduate students goes a long way. It’s essential to create and offer these opportunities, thus preparing students for their careers. I’m proud to have this unique opportunity in training future generations of professional researchers.”

Catherine Luba, junior, psychology major and biology minor: This research appealed to me because my goal is to work in the medical field as a physician, physician associate or other position. To learn more about how the COVID-19 pandemic affected the mental health and well-being of health care professionals intrigued me. This project combined both of my interests.”

Mahita Sadula, junior, biology and sociology majors, concentration in medical sociology: “I was surprised to learn about the various resources available to undergraduate student researchers. I gained access to library resources, databases and software tools. Through hands-on research experience I was able to realize the specific field of work that interests me and the research topics I plan to explore in the future.”

DATA SCIENCE

Student researcher Manav Majumdar worked closely with Doug Hague , executive director and professor of practice for the School of Data Science, to analyze the performance of hundreds of high school cross country distance runners to predict their individual performance in the upcoming season and how it may impact teams’ placement at a forthcoming state championship.

Dr. Hague: Our sports analytics research team is working to show students that data and analytics is a core component of research, and that they can blend their passion with research to accomplish both fun and interesting things. We are still digging into all the “whys” of the results; it’s fascinating to see this work evolve and continue.”

Manav Majumdar, sophomore, business analytics and computer science major:

“A mentor who could directly assist me with new additions to research was key to my understanding. Dr. Hague always had a lesson to take away. The skill of creating an API (Application Programming Interface) will forever stay with me.”

SPECIAL EDUCATION AND CHILD DEVELOPMENT

A research team led by Associate Professor of Gifted Education Cindy Gilson deciphered a qualitative analysis research study to understand how school districts across 12 North Carolina counties addressed the academic, social and emotional needs of gifted high schoolers. Student researcher Josie Peplinski compiled demographic data, coded and summarized differentiation practices, checked the team’s coding and contributed to its manuscript.

Dr. Gilson: “ Research is an essential life skill and human right that all students should learn and practice in an authentic and intellectually stimulating real-world context. The OUR program helps undergraduate students develop self-efficacy for research, which has the potential to open doors to advanced studies, graduate school or future research positions.”

Josie Peplinksi, senior, political science major, minors in history and secondary education: “Research positions are an ideal way to build skills like communication and collaboration; this opportunity helps students build connections with brilliant professors and community members. My experience has made me confident in conducting my own research in the future.“

PHYSICS & OPTICAL SCIENCE

Professor Susan Trammel and student researcher Maddie Kern set out to develop a new processing method — called light-assisted drying — to dehydrate vaccines for long-term dry storage to reduce or eliminate the need for cold storage.

Dr. Trammel: “I enjoy helping undergraduate students define their career and education goals. Working in a research lab provides hands-on skills, and experience understanding the research process and technical writing practice. The experience is valuable whether students plan to attend graduate school or work in industry.”

Maddie Kern, senior, physics major, minors in mathematics and art history: “Dr. Trammel was receptive to ideas and let me take charge of my research but she was also direct about setting goals. Best of all was working under the guidance of another woman in physics who really cares about the success of her students.”

ENGINEERING TECHNOLOGY AND CONSTRUCTION MANAGEMENT

Student researcher Janaat Ejaz , alongside assistant professors Nicole Barclay and Michael Smith , addressed the problem of aging water infrastructure in North Carolina and related flooding risks. They developed data-driven models for predicting water infrastructure conditions and identified vulnerable pipelines. Janaat reviewed related research articles, and collected and processed data for building the digital models.

Dr. Smith: “Students learn through hands-on experience. This provides a way to help train, recruit and, hopefully, retain talented students for graduate school.”

Dr. Barclay: “My own undergraduate research opportunity helped shape my career path, so I believe it is my responsibility to offer and facilitate the same for current and future undergraduate students.”

Janaat Ejaz, senior, double major in geography and computer science with concentrations, respectively, in GI science and technology, and bioinformatics: “I learned to effectively communicate my ideas and to analyze and critique the work of others and myself. The guidance, feedback and support I received from my mentors has helped me prepare for graduate school and my career.”

BIOINFORMATICS & GENOMICS

Josephine Leugers and Research Assistant Professor Robert Reid worked to develop hypotheses about human health connections and predictions from genomic information that is embedded in 30 million-plus PubMed publications. Josephine’s role was to code (the programming language) Python to pull and analyze relevant data.

Dr. Reid: “We need talented, highly motivated people to aid in research. Having undergraduates participate gives me a chance to introduce students to graduate school opportunities and encourage them to pursue further studies that will have an impact on human health.”

Josephine Leugers, senior, mathematics major/statistics concentration, history minor : “There’s often a disconnect between a subject as it’s taught in class and what it’s like to work in that field. Undergraduate research is a great way to find out if you’re going to enjoy a job before you graduate.”

Student researcher Jett Naisang , under the direction of Victor Zitian Chen, associate professor of international management, and doctoral student Holly Holladay, reviewed existing literature about consumer research and its methodologies; her particular role was to extract information to help identify measurement consistencies and inconsistencies in the data.

Dr. Chen: “Systematic review is a necessary skill for scholars at any stage of their career and is the foundation for a scholar to understand state-of-the-art knowledge. It’s also among the most accessible techniques for starting scholarly experiences.”

Jett Naisaing, sophomore, business administration major: “Summer research helps to strengthen research skills and prepare students for future projects. This was a good fit for me because it was similar to my major; I learned to research more efficiently and strengthened my business skills.”

Nia Mills and her mentor Tamara Williams , assistant professor of dance, focused on the ways dancers have used dance as a tool to bring awareness to social issues and inflict societal or political change.

Dr. Williams: “ Research provides students with opportunities for a deeper and diverse understanding of the field they are studying. In this instance, investigations help to spark further interest and provide a means of motivation to discover more about people and their contributions to society.”

Nia Mills, junior, dance major, concentration in dance education: “I never thought I would be interested in research but being a part of this program opened my eyes to a new avenue in the dance world. I learned how extensive research can be and also how rewarding and eye-opening it is. It opens up an entire world of never-ending knowledge.”

Maximizing Your Summer Research Experience​

Last Updated on June 7, 2023 by Laura Turner

Although undergraduate research experience is challenging to obtain for many students, it has arguably become a soft requirement for both health professional schools and research-based graduate programs. Even more challenging, however, is maximizing your experience once you accomplish the first step of joining a research team. In this article, we discuss some insights on how to create a meaningful summer research experience for those who have been accepted into a structured summer research program – sharing insights from a current medical student, a Ph.D. candidate, and the director of the National Institutes of Health Amgen Scholars summer research program .

Set your goals early with your mentors and principal investigator

Before beginning your summer research experience, it is crucial to reflect on what your research, career, and personal goals are to effectively shape your pathway through your research opportunity. Within the first few conversations with your research team, you should establish what your goals are and make sure they align with the group’s expectations for you. For example, you may be looking to present your research at a conference or contribute to a formal manuscript/report. On the contrary, you may be looking to gain exposure to a new topic that you hope to study further without investing significant time into creating posters and papers. Regardless of what camp you fit in, having a candid discussion about these aims in advance prevents conflict later down the line and ensures a more meaningful experience.

Whether you are a first-time researcher or already have research experience, you may want to attend a health professional or research-based graduate program. Letting your mentors know of these goals will allow them to shape the advice they give and the way they structure your experience. Additionally, informing supervisors that you are thinking of asking them for a letter of recommendation before the conclusion of your research is also important. It allows for more careful recognition of your qualities in a direct work environment and, thus, a stronger endorsement of your candidacy.

Finally, you may have other summer commitments while conducting research, such as volunteering, employment, and vacation. These other obligations should be clearly established with the research team in advance so that they can plan your research workload around your capacity. Some institutions strongly discourage these side obligations so you can get the most out of your summer opportunity.

Taking advantage of the institutional network at your summer research experience 

Although being a productive researcher is certainly a priority during the summer, it is arguably just as crucial to expand your network. Doing so can lead to longitudinal career path guidance, valuable advice around applying to graduate programs, and post-graduation career opportunities.

It is important to recognize that your network extends far beyond your primary research mentor as soon as you begin your research experience! Start by speaking to the staff and leadership of your program. As they will naturally be well-connected with the research community at your institution, they are particularly well-equipped to match you with mentors whose career paths may match up with your goals. Additionally, they can provide you with advice on networking strategies. It is important to branch out by seeking advice and guidance from researchers outside your immediate colleagues. Often, talking to people in other disciplines may help you better identify career development opportunities and understand the various career pathways.

An important strategy for successful networking is the informational interview. Informational interviews can help you explore a wide range of career opportunities, and their primary objective is to seek career-related information, not a job. A typical informational interview may take 20-30 minutes and can take place in person, via email, or virtually. During the interview, your role is to ask questions that will help gain insights into their career and professional journey. Therefore, the focus should be on your interviewee’s position, background, career trajectory, and advice. Your interviewee may also be able to put you in touch with other professionals who could provide further guidance on your career goals. Conducting informational interviews even at your home institution can lead to the development of meaningful relationships and new opportunities! We present some resources on informational interviewing and networking, courtesy of the NIH Office of Intramural Training and Education, at the end of the article.

Although our discussion around networking might sound intimidating at first, networking is easier than it seems. The start to great relationships can be based on a cold email, a conversation after a lecture, or even a chat in your institution’s cafeteria! You might be better at networking than you think. In fact, speaking to your friends and family on its own is networking- all you need to do now is change the angle of your discussions slightly to meet your professional goals.

Taking advantage of the non-research related opportunities at your institution

You don’t have to only do research in the summer! Regardless of what your intended career path is, there will likely be opportunities for you to broaden your experience. Having an effective plan for how you want to tackle those opportunities will be important.

When you get started, you may gain access to internal educational resources such as self-paced courses, career development modules, and/or technical workshops. Take advantage of these resources, as the benefits may extend beyond your time as a summer student. For example, one of the authors (SZ) took a self-paced data analysis course that was free and open to people with an institutional log-in. Additionally, he met with education support staff to learn about various funding mechanisms for pre-doctoral students and other opportunities like scholarships. While doing so, he was able to ask a career development professional to critique his CV. Finally, you can learn a lot by engaging in departmental events and activities. For example, you may be able to join departmental meetings or retreats where research ideas are brainstormed and evaluated. SZ joined departmental meetings and discussions on study proposals that helped his critical evaluation and feedback skills.

For those who are exploring healthcare careers, there may be opportunities to shadow a variety of specialties at your institution (and not just your primary mentor). Shadowing in a research environment may be an especially useful and unique opportunity as you decide whether an academic medicine career might be right for you. Additionally, other, more non-conventional clinical experiences might be interesting to you as well. For example, you may have the opportunity to attend Grand Rounds, where you can see research (and that of your team!) applied to patient care. A valuable experience I had in a clinical research internship was taking part in antimicrobial stewardship rounds, where I spoke to physicians across the hospital about appropriate and safe antibiotic use. These are just some examples of interesting clinical opportunities you can participate in while at your research internship – talk to your research mentor and program leadership about how to take part in them or create your own, depending on your interests! More likely than not, your mentors will give you the time and space to pursue these opportunities.

Your host institution may organize career panel talks or workshops for early-career researchers. Career talks are a good opportunity to understand how the panelists have progressed through their own careers and what advice they may share for people interested in pursuing similar careers. Career workshops are also a good opportunity to learn about navigating, searching, and applying in a “hands-on” manner. Usually, such career events are specific to an industry/discipline, however, many perspectives and career-building skills are transferable. So, even if these events are not exactly a match for your interests, you can gain a lot of insight and skills by listening to how early career researchers developed their careers.

Every summer research experience is unique, so work with mentors on a plan that will address what is most important to you as a future researcher.

Enjoying the program, community, and the city you are in

As SZ and I learned, becoming friends with your program colleagues is a life-changing experience. Throughout the summer (and beyond), your peers will be your greatest support system. Additionally, they may also have many of the same career aspirations and interests as you and could even be your future colleagues and collaborators! With that said, it is just as important to have fun with your new friends this summer! To do so, taking advantage of the city you’re in will be crucial.

In your first week of the program, you should speak to your mentors and program leadership about available unique activities to do in your city that might be hard to do elsewhere! These activities with your cohort can help build lasting connections with your colleagues. With colleagues, SZ and I organized visits to state parks, cultural fairs, and sports games which were welcomed opportunities to get to know each other outside the lab. You may also want to join organizations in your institution, and the city you live in that revolve around your passions. Whether it be sports, music, hiking, or video games- there will probably be something for you! I was able to join a volleyball group while at the NIH and continue to talk to my teammates even to this day. Building a network directly outside of research can make the summer more fun in its own ways! On a more serious note, your institution and city might have a medical school, graduate school, or summer career fairs. SZ and I quickly became aware of these opportunities upon arrival to our summer research program, allowing us to gain significant information about our intended career paths.

Burnout and resilience

We all do our best work when we are feeling well, both physically and mentally. The COVID-19 pandemic, global turmoil, and national crises have increased the stress and anxiety we are all experiencing. It is important to use the available resources to manage your stress and cultivate mental/physical health and well-being. Take advantage of wellness events and opportunities offered by your host institution. These can range from small group discussions on managing stress to larger affinity groups that meet for social activities. Journaling, trying new hobbies, and exercising are flexible ways to stay mentally and physically well. One-on-one counseling sessions can also be helpful for more specific advice and guidance on managing stress, anxiety, and depression. Ultimately, you should take advantage of wellness resources that work best for you. While summer research experiences are exciting and busy, they can also be challenging and overwhelming. Taking advantage of the resources available will help you deal more effectively with such challenges and can lead to a more successful and satisfying training experience. At the end of the article are some helpful resources, courtesy of the NIH, to get you started.

Conclusions

In summary, partaking in a summer research program is an excellent experience for any undergraduate student, regardless of future career path! To have the most meaningful experience possible, it is important to approach your experience with a strategy. We hope that our guidance will be helpful as you continue to reach your research and career goals!

National Institutes of Health Resources

Becoming a resilient scientist series.

Mental Health & Well-Being of Biomedical Researchers Series 2023

Informational Interviews

Informational Interviews fact sheet

NIH Office of Intramural Training & Education Careers Blog

• Wellness posts
• Resilience posts

Vineeth Amba is a third-year medical student at Rutgers Robert Wood Johnson Medical School.

Shahriar Zamani is a Ph.D. candidate at Cambridge University.

Dr. Ulrike Klenke is the Director of the AMGEN Scholars at the NIH Program & the Scientific Program Manager at the Office of Intramural Training & Education, NIH.

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Duke Summer Research Opportunity Program (SROP)

The Duke University Summer Research Opportunity Program (SROP) is a 10-week training program designed to give motivated undergraduate students hands-on experience in graduate-level biomedical research. We welcome applicants from around the United States who are seriously considering joining a Ph.D. graduate program after completing their undergraduate degree. Students from underrepresented groups are strongly encouraged to apply.

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• Pathways to Graduate School: Summer Research Program

Eligibility Requirements

• U of M sophomore, junior, or senior (enrolled in at least one semester after the summer program)
• completed at least 45 credits by the end of previous fall semester
• must have a minimum cumulative GPA of 3.0

not a previous Pathways participant

Program Details

+ program structure.

Research: This is a full-time research opportunity of 35 hours of research a week. Depending on the discipline and the faculty mentor, scholars will either participate in an established research project or will create and develop their own research project with the faculty mentor.

Seminars: In addition to conducting research, Pathways scholars are required to attend 4 hours of seminars a week focusing on research skill development, graduate school preparation, and personal development. Find a sample syllabus here.

Cohort-based Model: Through social and networking opportunities with a cohort, scholars develop a network of supportive colleagues and program staff throughout the summer and beyond.

+ Program Goals

Pathways is directed by four goals:

• to encourage undergraduate students to give graduate education serious consideration following completion of their undergraduate studies;
• to provide talented students with faculty mentors who will introduce them to the methodology of the chosen discipline by involving them in research and scholarly activities;
• to create an environment in which the participant and the faculty mentor will be able to assess realistically the student’s potential for and interest in graduate studies; and
• to provide a sense of community among the students and an opportunity to develop the networking skills important to building professional bonds within the community.

To work towards these goals, the Pathways program focuses on three principal components (Faculty Mentorship, Graduate School Preparation, Research Skill Development) in the course of the ten-week period.

+ Application Process

Steps to apply.

Complete the online application. The application includes the following:

• Demographic information, academic information, research interests, and faculty mentor information.
• Ask for two letters of recommendation from faculty, academic advisors, or anyone who is familiar with and can speak to your academic interests and performance. You'll enter their names and email addresses on the application form. *** For letter writers, please write a brief letter speaking to how you know the applicant, their ability to participate in an intensive research experience, and their potential benefit from participating in a cohort-based graduate school preparation program. Please submit your letter in a PDF format named [LastName of Applicant_2024LOR] by email to [email protected] .
• Why you wish to participate in this research program and any background that supports your request to participate (i.e. research experiences, coursework, internships, etc.)
• How your participation in this program would contribute to diverse and underserved communities in academia
• State the research topics that interest you and that you would like to pursue in this program
• Describe your post-graduate goals and your plan to achieve them (i.e. graduate school, ideal employment, etc.)
• Save the essay as a PDF with the following file name: Lastname_Firstname_2024_Pathways_Statement
• Upload your U of M transcript (can be unofficial) to the online application.

Application Review Process

Applications will be reviewed by OUR staff and Admissions staff throughout March, with select candidates contacted for interviews in late March. The 30-minute interview process is another step to identify the strongest candidates, not a guarantee of acceptance. Notification of selection (through email) is early April.

+ Funding Details

Each participant will receive a $6,000 stipend for personal and research expenses. An additional research stipend is assigned to the faculty mentor for use by the student.

The personal stipend is received in installments over the ten-week period into the scholar's student account and is tied to competion of program requirements.

+ Ending Requirements

Students are required to complete their final paper, final presentation, an exit interview and an evaluation of the program prior to receiving their final stipend check.

Poster Presentation: At the conclusion of the program, each participant will prepare a poster and oral presentation to be shared with other students, faculty, administrators, and family members at the campus-wide Summer Undergraduate Research Symposium.

Final Paper: Each student must submit a final research paper according to discipline norms by the end of the program

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Open Access

Ten simple rules for students navigating summer research experiences for undergraduates (REU) programs: From application to program completion

Roles Conceptualization, Investigation, Methodology, Writing – original draft, Writing – review & editing

Affiliations Caltech, Student-Faculty Programs, Pasadena, California, United States of America, Azusa Pacific University, Azusa, California, United States of America

Affiliation Stanford Biosciences Grant Writing Academy, Stanford University, Stanford, California, United States of America

Roles Conceptualization, Investigation, Writing – review & editing

Affiliations Office of Graduate Education, Stanford University, Stanford, California, United States of America, Engineering Undergraduate Research Office, Purdue University, West Lafayette, Indiana, United States of America

* E-mail: [email protected]

Affiliations Office of Graduate Education, Stanford University, Stanford, California, United States of America, School of Medicine Human Resources Group Justice, Equity, Diversity, and Inclusion, Stanford University, Stanford, California, United States of America

• Maria Manzanares, 
• Courtney Peña, 
• Kayla C. Kobak, 
• Miranda B. Stratton

Published: November 9, 2023

• https://doi.org/10.1371/journal.pcbi.1011573
• Reader Comments

For many emerging scientists, research experiences for undergraduates (REU) programs are an important gateway to graduate school and a career in science, technology, engineering, and mathematics (STEM). REUs provide guided mentorship and learning experiences in a summer-long program where students develop research skills, build scientific knowledge, and strengthen their scientific identity. While the benefits of REUs are abundant, the process is not always easy to navigate, especially for students who come from first-generation and/or low-income (FLI) backgrounds. This paper provides two-fold guidance for undergraduate students interested in participating in REUs. Rules 1 to 5 focus on demystifying the application process from beginning to end, and Rules 6 to 10 guide students who are on the other side of the application process. Thus, this paper will be most helpful for undergraduate students who are either considering applying for an REU or have been accepted into one and want to learn more about what to expect. It can also be a shareable resource for faculty, staff, and mentors who work directly with STEM undergraduates.

Citation: Manzanares M, Peña C, Kobak KC, Stratton MB (2023) Ten simple rules for students navigating summer research experiences for undergraduates (REU) programs: From application to program completion. PLoS Comput Biol 19(11): e1011573. https://doi.org/10.1371/journal.pcbi.1011573

Editor: Russell Schwartz, Carnegie Mellon University, UNITED STATES

Copyright: © 2023 Manzanares et al. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Funding: The authors received no specific funding for this work.

Competing interests: The authors have declared that no competing interests exist.

This is a PLOS Computational Biology Methods paper.

Introduction

Research experiences for undergraduates (REUs), also known as undergraduate research experiences (UREs), are an important part of an early scientist’s development [ 1 – 4 ]. These programs offer valuable opportunities for undergraduates to engage in hands-on scientific research during summer-long programs. Under the guidance of experienced research faculty and their trainees, REU’s provide authentic, practical learning experiences for students like you [ 5 , 6 ] as you develop essential research skills and gain a deeper understanding of the scientific inquiry process.

In addition to research, REUs often include professional development activities such as reading scientific papers, practicing poster presentations, preparing applications for graduate studies, and professional networking with peers and other scientists [ 3 ]. As an aspiring scientist, participating in an REU can serve as a prime steppingstone to science, technology, engineering, and mathematics (STEM) terminal degrees (such as a PhD or MD) [ 3 , 6 – 10 ]. REUs have also been found to offer affirming experiences for students as they consider future careers in science [ 6 , 11 ] and, notably, have been reported as a critical gateway for students from underrepresented/marginalized identity groups into STEM fields [ 1 , 3 , 5 , 7 ].

While the benefits of REUs are well-documented, we understand that navigating through the application, acceptance, and participation stages may require support and guidance. In this paper, we draw on both the existing research on REUs and our own experiences as leaders of summer REUs at Caltech, Stanford School of Medicine, and Purdue Engineering. Our aim is to offer 10 simple rules for navigating summer REUs, from the application stage through the completion of the program. This paper will be most useful if you are interested in applying for an REU (Rules 1 to 5) or preparing to participate in an upcoming summer REU program (Rules 6 to 10). The context of these rules is based on REU programs situated in the United States and may not be relevant for those outside of the US. Additionally, this paper can serve as a shareable resource for faculty, staff, and mentors who work with STEM undergraduates.

Throughout the paper, we refer to S1 File , the “REU Program Packet”, which is a downloadable and interactive resource we created for undergraduate students seeking REUs. The packet can be found in the Supporting information section of this paper.

Rule 1: Explore your research interests

If you are interested in gaining research experience, not knowing where to begin can be overwhelming. Thankfully, numerous resources are available to get you started on the right track towards a STEM research career. Most undergraduate campuses have an undergraduate research office or career center that offers resources both for current students (if you want to stay at your home institution, aka the college or university where you are currently enrolled) or information for visiting undergraduates (for examples, see [ 12 – 15 ]). We also encourage you to explore resources like “Ten simple rules to make the most out of your undergraduate research career” [ 16 ] and “Ten simple rules for getting the most out of a summer laboratory internship” [ 17 ], which we will elaborate on in future rules like Rules 6 to 10. As you explore the research opportunities available to you, reflect on what scientific topics you are interested in and passionate about. Ask yourself the following questions:

• What excites you about science?
• Why do you want to do research?
• What scientific topics capture your interest? These could be topics you have learned about in courses, topics you have heard or read about in the news, or based on your life experience (e.g., you know someone affected by a particular disease).
• What kind of impact do you want your research to have? For example, are you eager to find a cure for a disease or to uncover the inner workings of a natural phenomenon?
• What scientific topics are less exciting or interesting to you? Why?
• If you have had previous research experience, what have you enjoyed/not enjoyed about your experience?

Reflecting on these questions will help you narrow down your research interests and identify the most relevant research topics and REUs for you. However, keep in mind that your journey towards research may not follow a linear path. It’s crucial to keep an open mind and be willing to explore different areas. Engaging in research experiences, especially if you are new to the field, can help you discover the scientific domains that truly resonate with your interests and passions. Seeking guidance from mentors and experienced researchers is invaluable during this exploratory phase. Remember, it’s okay not to know everything at this stage—lean on those who have been where you are to learn about how they got there and see what you can learn from their journey. Once you have reflected on the kind of research you are interested in Rule 1, utilize pages 1 to 4 of S1 File to help you further identify and narrow down your motivations.

Rule 2: Identify your programmatic needs

As you explore potential programs, think about what you would like to get out of your summer research experience and what will help you become a successful scientist. Your scientific identity is one facet of your multidimensional self, and you can nurture it alongside your other social identities. Particularly, personal financial goals and considerations are crucial to the process of choosing an REU. Meeting your basic needs, such as food and housing security, is integral to success in any endeavor. Meeting basic needs may particularly be a concern if you are a student whose identities are underrepresented in STEM or for first-generation/low-income (FLI) students [ 18 ]. To determine what considerations are important for you, we recommend asking yourself the following questions:

• What is my availability, given my academic calendar?
• What are my financial and housing needs?
• ○ If pursuing a hybrid or in-person experience, will I need funding and logistical support for travel, housing, meals, and other needs?
• ○ If pursuing a remote experience, do I have the resources necessary to participate and reach my fullest potential (e.g., stable internet, a computer with high computing power, etc.)?
• Can I leave my current living situation and shift my responsibilities to pursue an opportunity (e.g., apartment leases, job and/or family responsibilities)?
• What are my accessibility-related needs (if any)? Think about what accommodations you currently have at your home institution and what needs still need to be met. This could be related to visible [ 19 ] and invisible disabilities [ 20 ], as well as temporary or acquired disabilities (for more information, see [ 21 ]).
• What additional resources will I need to be successful?

Interests (Rule 1) and needs (Rule 2) are both important in determining which programs will be your best fit (Rule 3) as well as in the creation of your application materials (Rule 4), so be sure to spend some time on this groundwork before moving forward.

Rule 3: Find your programmatic fit

Now that you better understand your interests and needs for the summer, you can start exploring different programs and evaluating how they align with what you hope to gain from the experience. When looking for research programs, use tools such as the National Science Foundation’s REU search tool [ 22 ] and the American Association of Medical College’s Summer Undergraduate Research Programs [ 23 ] to identify programs by field, keywords, or location. You can also search for programs at schools of interest and use tools like Pathways to Science [ 24 ]. You may also search at government labs and/or companies in industry.

If you are an international or undocumented student, please note that some programs have resident restrictions for funding purposes, but many do not. You will need to check the specific requirements of each program. DACA students can find various opportunities through resources such as Summer Research Programs in STEM for Undocumented and DACA Students [ 25 ] and Programs for Undocumented Students [ 26 ]. Peruse the website and connect with office staff to ask questions.

Additionally, reach out to your academic networks including faculty, advisors, and staff to identify what research opportunities exist and when to consider applying for them in your undergraduate career. Conversations with them can be informative and may even result in potential connections. If possible, talk to at least 3 people to have multiple perspectives. These conversations can also be helpful in case your REU application requires a reference letter. Similarly, leverage your peers and friends for program recommendations if they have participated in REUs or have heard about them from conferences, LinkedIn, or from their support networks.

You can even directly contact the faculty you are interested in conducting research with. Some programs will require this as a first step, but many do not. Usually, first contact consists of an email, but you can also suggest an informational interview where you can mention the program you are applying to at their institution and ask about their experience with it. Don’t be afraid to reach out to your faculty networks to facilitate connections with faculty at other institutions: word-of-mouth referrals can go a long way in helping to achieve your goals.

Rule 4: Create an application timeline and materials checklist

Once you have identified which program(s) you are most interested in, use the REU program’s website to collect information on the application process. If you have any outstanding questions regarding needs you identified in Rule 2 that are not addressed on the program’s website, contact program staff for more information. Typically, the program staff is available to address specific questions. You can email, call, or schedule a video conference meeting to get your questions answered. The program may even offer an informational session for prospective applicants where you can learn more about how to be a competitive applicant.

It’s essential to start early when applying to programs, as most summer REUs have applications open from fall to winter and notify students in the spring (for more information, see Rule 5 ). Find out what the application requires and map out all the elements. Generally, an application will ask for an essay of some sort, letter(s) of recommendation, transcripts, or other materials. Use Table A in S1 File , along with Table 1 below, to keep you organized throughout the process. This will help you build an application timeline and materials checklist while helping you stay organized.

• PPT PowerPoint slide
• PNG larger image
• TIFF original image

https://doi.org/10.1371/journal.pcbi.1011573.t001

We encourage you to share your planning table and research program list with a trusted mentor or peer who has experience with REUs. You can also strengthen your application materials by drawing on your network and asking trusted mentors and peers to read and provide feedback on your materials. If you don’t have a mentor, ask a professor or instructor from a class you enjoyed about what they recommend. They might be willing to offer support or guide you in the right direction. The application will likely ask for a letter of recommendation. Generally, you should ask someone who knows you and can speak to your potential. For in-depth guidance on the letter-seeking process, see 10 simple rules for navigating the reference letter seeking process [ 27 ] and 10 simple rules for writing compelling recommendation letters [ 28 ].

Rule 5: Apply and wait and see if you get an offer

It’s time to shoot your shot! Let all your hard work from Rules 1 to 4 shine in your application. Reviewers will be looking for research fit, mentor–mentee match, and program interest. Applying to multiple programs will increase your chances if you maintain quality and intention throughout each application you submit. This includes tailoring your application specifically for each program you apply to and for each question they ask of you (instead of using the same general response for each prompt or essay). For example, ensure that all your application materials reflect the program you are applying to by adding specific reasons why you’re interested in conducting research at that particular institution. Double-check your application materials to avoid submitting the wrong application to an unintended program. Make sure your letter writers also know which programs they are submitting a reference letter to.

If you receive an offer, revisit your needs outlined in Rule 2 and in S1 File . Ask the program staff any follow-up questions regarding funding support, timeline, and expectations. This will help you make an informed decision as you consider your offer(s). If unforeseen barriers arise, do not hesitate to contact program staff or staff at your home institution to request additional help. Though not guaranteed, some programs can be creative with funding, so it doesn’t hurt to ask!

Do not accept more than one program’s offer if you receive more than one acceptance —if you are waiting to hear back from other programs, share this information with the REU staff who offered you a position. They recognize that competitive applicants may face multiple offers and can usually be flexible in their acceptance deadlines. Once you have accepted one program’s offer, follow up with the other offers you received to decline their acceptances.

It’s important to keep in mind that REU programs are extremely competitive, and you might not get accepted on the first try. If you are not accepted into a program, know there is no failure if you gain something from the application experience. Whether it is strengthening your scientific ideas, engaging with your STEM community, or learning more about yourself, there is a lot to build from that will be helpful for your development as a scientist. After all, iteration is essential in the scientific process—so don’t give up!

If you would like feedback on your application, reach out to your support networks, such as faculty advisors, trusted professors, or career counselors to discuss your materials. You may also consider inquiring with REU program staff, though many programs may not offer this type of personalized feedback. Your networks can offer guided feedback and help you craft a stronger, more refined application when you are ready to apply for future research opportunities.

Rule 6: Set expectations with your research mentors—and yourself!

Once you accept the program’s offer, your program of choice will connect you with your faculty research mentor, also known as the principal investigator (PI), and their lab. This early connection can help you learn about current project goals and start conversations with mentors and lab mates. You will be working with this community of scientists throughout the program. Your primary research mentor(s) may be a graduate student (master’s or PhD student), a postdoctoral fellow, or a research staff scientist. Your primary research mentor(s) facilitate day-to-day research training and can help you understand the lab’s unique culture and research culture more broadly. You can also build relationships with others in the lab, even if you are not directly working on a project together. This tiered mentorship can provide near-peer mentoring and help expand your academic and personal network. For more information about how a lab is set up and the people who make up a lab group, see Dr. Kathy Baker’s book At the Bench : A Laboratory Navigator [ 29 ].

As you begin your research experience, keep in mind that building reciprocal relationships is vital to being a successful researcher and collaborator. The impact of mentorship with active and engaged mentors can help you cultivate your confidence and increase your sense of belonging in STEM. Remember that a scientific mentor is slightly different from a scientific advisor. We define a scientific mentor as a scientist, like a faculty research mentor, who has agreed to invest in your personal and professional growth and development, whereas an adviser shares scientific knowledge, provides feedback, and oversees the direction of your research. For more examples of how scientific mentors differ from advisors, see [ 30 , 31 ].

Recognizing the role your faculty mentor and your primary research mentor will play in your scientific growth and development is crucial. Discussing expectations and setting deadlines with your mentor(s) will help set the tone for your REU experience and demonstrate to them that you value their time and energy. Some norms to establish include how frequently you will communicate with one another and your preferred communication styles. Work together to set goals and understand how your work fits into the larger aims of the group. Use the Setting Research Expectations and Goals section of the REU planning packet to co-create research goals and understand each other’s expectations [ 16 ]. Then, revisit these expectations and deadlines throughout the summer to discuss what is going well and what can be improved.

While setting expectations with your research mentor(s), it’s essential to also set expectations with yourself. Be patient with yourself and ask for support when you need it. REUs are an opportunity for you to learn and further develop as a scientist, so don’t expect to know everything immediately. Failure is an integral part of the scientific process, so be kind to yourself and practice a growth mindset [ 32 ] when scientific failures arise. If you join a program that isn’t perfectly aligned with your research goals, think of ways to leverage the experience. Many REU programs may offer research seminars, graduate school preparation, and professional development workshops. Presenting your research at the end of the summer will also help develop your scientific communication skills and help expand your academic network. Use this experience to grow personally and professionally and clarify your long-term goals.

Rule 7: Be Intentional about socializing in and out of the lab

Social ties are important for retention in STEM [ 33 – 35 ], and mentoring can come in many forms, including from people you meet outside the research lab. During the REU, build connections with others in your program and your research lab. REU programs may partner with offices like student clubs, writing centers, and student wellness programs to support your work-life balance during your REU. Use these connections to get to know people throughout the campus community. Reach out and ask people about their experiences in STEM, their career journey, and what the culture is like at their institution, including in their particular program. You can even ask your research mentor(s) to help connect you to current students, especially if you want to pursue a graduate or professional degree. Informal conversations can be just as illuminating as formal ones.

Fig 1 shows the expansive support network that may be available to REU program participants, referred to as scholars. If done with intention, the connections you make during your REU can prove to be academically and socially fruitful in the future. For example, your faculty research mentor can be a reference letter writer for future opportunities, like applications for other REUs, graduate or professional programs (e.g., PhD or MD applications), or scientific funding opportunities [ 27 , 28 ].

It’s important to note that there are many people involved in the undergraduate research process—including your faculty mentor (often referred to as your “PI”) and the person in lab who will be your day-to-day contact (often a graduate student or postdoctoral researcher, referred to here as “Lab mentor”). When taking part in an REU program, you not only receive that in-lab support, but also have external support through the program director and other program staff, and even your cohort mates who are also taking part in the program. More broadly, you can seek support from mentors at your home institution and collaborators in other labs who work on similar research. This map aims to illustrate the support network that every REU student participant, referred to in the network map as “The Scholar,” has to help them succeed in their REU experience and beyond. Illustration developed by Gabriella Castillo.

https://doi.org/10.1371/journal.pcbi.1011573.g001

Rule 8: Grow and practice your scientific communication skills

An important part of being a scientist is communicating your ideas to others [ 36 , 37 ]. You can use your REU experience to practice your science communication skills (see [ 38 ] to learn more about building this skill). While conducting research, you will likely experience a shift in your understanding of science from being a “consumer” to a “producer.” As a student, you have been consuming science (i.e., attending lectures, reading textbooks, studying for quizzes/exams). As a researcher, you will produce science by designing and executing experiments, analyzing data, generating results, and seeking feedback on next steps. As a producer, you will be expected to convey the outcomes of your efforts to others. For example, your lab group may ask you to give research updates in weekly lab meetings or share your findings in an oral or poster presentation. These are important opportunities to practice your scientific communication skills. This can be intimidating at first, but there are helpful strategies that can help ease you into this new role.

As a producer of science, it’s important to understand your “why” in the project. As you conduct your research, practice the QUERY method to help deepen your understanding of your project, where QUERY is an acronym for “ Qu estion, E xperiment, R esults, and Y our Interpretation” [ 39 ]. Use the QUERY method to answer questions like: What are your overarching research questions and hypotheses for this project? How does your research connect to the overarching question and what your lab group investigates? Ask yourself what you hope to learn and how this relates to the broader research community and your future career goals. Refer to the research expectations and goals (Rule 6) you created with your research mentor(s) and update the questions, hypotheses, and aims throughout your research experience, especially as you build out presentation materials. Discussing this with peers (formally and informally) will help you build your communication skills as you answer follow-up questions and receive feedback on expressing those ideas and findings more clearly.

Rule 9: Empower yourself to ask questions and seek support

You are in a new environment and are expected to have questions. It can feel intimidating to ask questions, but now is the time to challenge yourself and seek the information you need to grow as an independent scientist. Growing as a scientist will require you to ask questions like: What does progress look like? What does it mean when your science isn’t working? You won’t have “glowing results” or “positive data” all the time. The nature of your project might not work, but that is okay! It’s all about iteration. If you are present and doing the work, you can learn from “failure,” which is essential in the science community and process.

Employ “mentoring up” techniques [ 40 , 41 ] by taking an active (not passive) role in your mentorship experience. In this practice, mentees “actively engage in and share responsibility for making the relationship beneficial for both mentor and mentee” [ 40 ]. You can “mentor up” by actively getting to know your mentor’s priorities and communication norms for the summer. Additionally, rather than expecting your mentor to do all the scheduling logistics, you can take initiative in setting up meetings, check-ins, and follow-ups. Doing this will demonstrate that you are an active participant in the mentor–mentee relationship and are willing to share the labor in your mentorship experience.

Self-advocacy is a skill you should continually practice in your scientific career and other aspects of your life. This is especially critical if you are a student who belongs to underrepresented or marginalized identity groups, given that the diversity of the STEM workforce is still evolving [ 42 ], and finding support is essential for your success. Though cultural awareness and responsiveness are integral to holistic mentoring practices, not all mentors practice them. You may also face systemic barriers which threaten to impact your success in STEM [ 18 , 43 , 44 ]. In these situations, it can be difficult knowing what type of support you need. Even if you don’t know what to ask for, you can reach out to your lab mentor, PI, and others in your support system who may have a deeper understanding of the issue you are facing. They can provide suggestions and help to brainstorm solutions.

Rule 10: Enjoy the experience and wrap up your REU through reflection

Getting involved in science is exciting, so don’t forget to enjoy what you’re doing! This is a protected time for you to grow and learn as a scientist and as a whole person. Summer research opportunities are a great way to make new friends and allies across disciplines. These experiences can offer opportunities for you to live in a different city, explore local culture, and diversify your goals.

Reflect on your REU with your mentors and yourself as you progress through the program. What have you learned? How have you grown as a scientist? At the end of the program, think about what you liked and what you wished was different. Has this experience impacted your future career goals?

Closing the loop with everyone you met during your REU experience is also essential. You can have an exit conversation with your mentors and peers to think through your experience. Think about your “glows” (highlights from the REU), “grows” (opportunities to further develop as a scientist), and “thank yous” (whom you’d like to extend gratitude for helping you while you were in your REU) as you prepare to meet with your research mentors [ 43 ]. You can also discuss if you can present your research findings from your REU at undergraduate-focused conferences, like the Society for Advancement of Chicanos/Hispanics & Native Americans in Science National Diversity in STEM Conference (SACNAS) [ 45 ], the Annual Biomedical Research Conference for Minoritized Scientists (ABRCMS) [ 46 ], and the National Society of Black Engineers (NSBE) [ 47 ] convention (for more information, see [ 48 ]). Additionally, most research areas have disciplinary-specific conferences offered nationally or regionally. You should talk to your research mentor about what conferences might be applicable to you and the work you have done. Scholarships may be available from these conferences or external sources like Google Conference Scholarships [ 49 ]. Establish ways to stay connected post-experience and continue cultivating the relationship from afar. Ask people: how can we stay connected? Share your contact information (email or LinkedIn) and send a follow-up message after the summer ends to express gratitude for this unique experience.

Finally, now that you’ve completed your REU program, consider offering your support to other students who are navigating the process for the first time. You might be surprised by how much you know!

REUs are a great way to explore scientific curiosity, define career goals and interests, and develop your own identity as a scientist. There are many benefits to this type of research experience and a lot to consider. Ultimately, you want to make this experience your own. Use the rules above and cultivate support systems with trusted mentors and peers to help you make the most of your summer REU program.

Supporting information

S1 file. reu program packet..

The REU program packet is a valuable set of resources to help navigate the REU application process from exploring what research interests you, documenting necessary materials for the application, and tracking your research project goals and weekly commitments once your REU starts (including research experiments and programmatic requirements). Pages 1 through 4 can be used before applying to REU programs to brainstorm what you like about science, what research topics interest you, the strengths you can leverage in a new and unfamiliar environment, and why you are generally interested in research. Pages 5 and 6 can help you understand your programmatic needs and stay organized by documenting application materials and requirements in the provided timeline and checklist. Once accepted into an REU, pages 7 through 10 can be used with your primary research mentors, including your faculty research mentor (the principal investigator or PI for short), to co-create research expectations and research goals for the summer REU program. It also includes a section to discuss how you work best and what support you might need throughout the summer. You can use pages 7 through 10 a few weeks before the program starts or during the first week. After establishing your goals for the research project, pages 11 through 13 are a research timeline template you can use with your research mentors to help break down your research goals into weekly experiments and data analysis. The research timeline template is written for a ten-week program and can be modified based on your REU program length. It also includes a section to document program requirements, if applicable. Pre-filled text in the timeline template suggests tasks you could do to engage in your research project and discussion topics for you and your primary research mentors.

https://doi.org/10.1371/journal.pcbi.1011573.s001

Acknowledgments

We thank Gabriella Castillo for their creative talents and collaboration in developing Fig 1 . Thank you to all the collaborators, mentors, and students who have helped make this publication a reality. We especially would like to thank our thought partners and collaborators from Caltech’s Student-Faculty Programs and the Stanford Summer Research Program (SSRP)-Amgen Scholars Program. To our program alums and former program leaders, you are the heart and driving force behind our work, including this paper. We also thank the CSULA-MORE Programs leaders and alums for their guidance and support. A special thanks to Dr. Carlos G. Gutierrez for his mentorship and support of historically marginalized students in STEM. Our sincerest gratitude to Dr. Latishya Steele, Dr. G. Adam Reeves, Dr. Judith Ned, Dr. Oscar Diaz, Shelly Rasnick, Dr. Terrance Mayes, Samar Fahmy, Dr. Ami Bhatt, Dr. Miriam Goodman, Dr. Crystal Botham, Dr. Amber Moore, Dr. KC Huang, Dr. Michael Snyder, and Dr. Tim Stearns for countless conversations and ideas on how to further advance and support minoritized students in STEM fields through holistic mentoring. Lastly, we would like to thank Anika Green for being an inspiring program director, leader, and mentor.

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• 20. Invisible Disabilities Defined [Internet]. Invisible Disability Project. [cited 2023 Mar 31]. Available from: https://www.invisibledisabilityproject.org/ .
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• 23. Summer Undergraduate Research Programs [Internet]. Association of American Medical Colleges. [cited 2023 Mar 31]. Available from: https://www.aamc.org/career-development/affinity-groups/great/summer-undergrad-research-programs .
• 24. For Undergraduate Students [Internet]. Pathways to Science. [cited 2023 Mar 31]. Available from: https://www.pathwaystoscience.org/Undergrads.aspx .
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• 30. Advising and Mentoring. In: On Being a Scientist: A Guide to Responsible Conduct in Research. Third Edition [Internet]. National Academy of Sciences; 2009 [cited 2023 Mar 31]. Available from: https://www.ncbi.nlm.nih.gov/books/NBK214555/#:~:text=An%20adviser%20oversees%20the%20conduct ,the%20development%20of%20a%20researcher.
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Simons Summer Research Program 2022 Application Essay Guide

Deadline: February 18, 2022

Fee: Free excluding dining costs

All text boxes accept up to 700 characters, which is approximately 100 to 180 words.

Why do you want to participate in the Simons Summer Research Program ? 

Be specific about your aspirations and goals for the upcoming summer. Tell us which Simons faculty mentors/research groups (from the 2022 Simons Program Mentor List ) are of most interest to you.

This is a straightforward question, and hopefully, you already have an idea of what you’d like to say. As the instructions recommend, specificity is key here. Think about what you hope to take away from the experience and how it will help you get closer to achieving your dreams. Take your time reviewing the Mentor List and don’t be afraid to Google someone or something you’re not familiar with.

What are your long-term academic and career aspirations/goals?

Now that you’ve addressed why you want to participate in the Simons Summer Research Program, it’s time to explore the goals you hinted at in your previous response. Don’t try too hard to impress the person reviewing your application, but instead be honest about your vision. If you don’t have specific goals in mind, you can share what kind of impact you want to have on your community, or even the world. 

How do you spend your time outside of class?  

Please briefly describe your 3 most significant interests/activities, including any employment or volunteer experience.

When thinking about “significant” interests, consider which of your extracurricular activities you have invested the most time in and which are most meaningful to you. If you can connect one or two of these interests to your academic goals or research ambitions, by all means do so, but keep in mind that work and volunteer experiences can teach skills, like empathy and cultural context, that are difficult to learn in an academic setting, and they are just as valuable.

What problem or project have you tackled recently? 

Give a specific example that best conveys your problem-solving skills or talents. You may describe problem-solving experiences outside research/ science.

With this question, the people reviewing your application want to get a better sense of how your brain works. Walk your reader through the problem, the brainstorming process, and finding the solution. The problem or project you choose to address is not as important as your summary of the steps you took to solve it, so be sure to spend most of the characters at your disposal describing your thought process.

Briefly summarize any previous research experience (if applicable). 

Please include research-oriented courses you may have taken. Tell us about any computer/mechanical skills you have that may be helpful in a laboratory setting. Be specific about the nature of your research experience(s) and your responsibilities. 

If you have not had any research experience, you can skip this question. If you have, however, in any capacity, this is the time to share your experiences and takeaways. Since you don’t have a lot of room to work with, we encourage you to write down everything that comes to mind, then trim and cut your response until it’s within the character limit.

What scientific discovery or technological advance in the past year or two did you find especially interesting and/or significant?  How did you find out about it and why do you think it is significant?

This is another opportunity for the person reviewing your application to catch a glimpse into your brain. What interests you? Why? How do you pursue knowledge? And what do you deem important? There are no wrong answers, only the opportunity to reveal new information about yourself and your values.

Within the broad discipline in which you propose to do research (biology, chemistry, physics, etc.), what question(s) or problem(s) regarding the physical and/or natural world are you most interested in, or would you most like to see answered?

Close out the writing section of your application with some flair by addressing the big questions. What answers do you hope to find through your research? What problems would you like to solve? What elements of the world are most interesting to you? What keeps you up at night? The options are limitless, so hone in on your particular inclinations and you’ll be on the right track.

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Importance of a Summer Research Program

If you are a premed, you do not want to waste any summers doing nothing. There are many things that you can do in the summer, but very few activities that are more rewarding or beneficial to your medical career than a formal summer research program. If you are not convinced, here are five reasons that demonstrate the importance of a summer research program.

Offers a structured program designed to teach you about research Not all principal investigators (PI) or research mentors are created equal. Some PI’s teach and guide you while others simply use you as free labor. Because of this, many undergraduate researchers do not really learn how to properly conduct research. Summer research programs, however, are specifically designed to teach you how to think scientifically, design experiments, troubleshoot, and solve problems. They can often open your eyes to see what research should actually be like.

Provides formal mentorship and the opportunity to build lasting relationships One of the best things about a summer research program is that you get paired up with a PI or research mentor who has dedicated his or her summer to teaching you about research. The face time that you get with your mentor is incredibly valuable because you can learn a lot about science, a prospective career in medicine, and probably life in general. Developing a good relationship with your mentor also guarantees that you will have a strong letter of recommendation for your future application.

Helps you determine whether you want to do extensive research in the future A summer research program is, in essence, an internship. You do research full time, like a graduate student or a postdoc. Thus, this experience is key when deciding whether you want research to be a significant part of your future career. Those who love their summer research experiences are more inclined to pursue an MD/PhD. Even if they do not work towards an MD/PhD, interested researchers are often more inclined to do significant research as an MD.

Often provides a stipend and/or housing This is especially important if you do not have many research or clinical opportunities near where you normally live. If you are going to dedicate a summer to doing research, you might as well get paid and housed.

Boosts your CV/application

This shouldn’t be your main motivation but participating in a summer research program is a significant experience in the eyes of admissions committees. The more prestigious the research program, the more impressive it is. This is mainly because the best research programs have the best structure, provide the best mentorship, and allow you to make an important contribution to the scientific community.

The deadline for summer research programs varies by program. They can range from the end of fall to the end of winter. If you are interested at all in doing summer research, find a research program that might be a good fit for you. You will most likely have to apply to multiple programs in order to get accepted because many summer research programs are competitive.

Related posts:

• Summer Research Programs For Pre-Meds
• Benefits of Undergraduate Medical Research
• Hot Summer Research Programs For Pre-Meds (Summer 2023)
• How To Write An Undergraduate CV

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Five Reasons Why You Should Apply for a Summer Research Program

STEM and Culture Chronicle

By Annabel Ortiz, former SACNAS Program Manager for American Indian Affairs

As you plan your academic goals for the new quarter/semester, I have a question for you: is participating in a summer research program on your 2017 bucket list? If it did not make the cut, I have five reasons why you should apply to summer research programs. With summer program deadlines rapidly approaching in the months of January and February, all of us at SACNAS encourage you to continue pursuing opportunities that will enhance your skills as a scientist.

Reason #1 — Exposure to science

Participating in summer research can stimulate a scientific interest that might lead you to find the science you are passionate about. You are exposed to many different areas of research that could even inspire new interests. Your summer program can further help you understand the scientific process from beginning an experiment, collecting data, analyzing results, and help you define your scientific view point.

Reason #2 — Access to Resources

As a summer research program participant, you will gain access to resources you did not even know existed! Program directors have a wealth of knowledge about opportunities available to underrepresented students, such as funding opportunities, internships, and fellowships. You will also have opportunities to present your summer research project at national meetings (like 2017 SACNAS!).

Reason #3 — Excellent Networking Opportunity

As you embark on a summer research program, your professional and peer network will grow. Summer programs introduce you to new mentors and potential collaborators. Collaboration is crucial to science and will only help in your career. In addition, networking with your own peers will not only make for an enjoyable summer research experience, but these peers will also become your support network.

Reason #4 — Inspiration

You will be in the presence of peers that are interested in the same science, and educators who will be your mentors and give you that extra push of motivation. These programs create a sense of belonging and could even help you decide on a research career.

Reason #5 — Travel and get paid

Typically, summer research programs are 8 to 10 weeks long. Most summer programs will also pay for your travel, lodging, and even award you a stipend. This is a great opportunity to travel and visit another state for a short period of time.

If you have not already started to look for summer research opportunities, I strongly encourage you to take a look at the SACNAS opportunities webpage. Also speak with your mentors; they will guide you in the right direction. Once you have completed your summer research, send us your abstract for a chance to present at 2017 SACNAS: the National Diversity in STEM Conference in Salt Lake City, Utah October 19–21!

Originally published at sacnas.org .

Written by SACNAS

Dedicated to advancing Chicanos/Hispanics and Native Americans in science. Science, culture, and community in the movement for true diversity in STEM.

Text to speech

Department of Biology

College of humanities and sciences, vcu bridges to the baccalaureate, a summer research program for community college students.

The VCU Bridges to the Baccalaureate (BTB) program is designed for motivated community college students interested in exploring research careers in the biomedical and behavioral sciences. The program is open to students at Brightpoint Community College and Virginia Peninsula Community College only (Reynolds joining summer 2025 pending renewed funding )

The program will equip you with hands-on laboratory skills, provide research experience, and prepare you for success when you transfer to a four-year college or university — and beyond. This program is funded by a grant from the National Institutes of Health.

Through this hands-on scientific research apprenticeship, you will:

• Learn about the process of research: how to analyze data and present your findings
• Work with research faculty on a daily basis and conduct research in VCU laboratories
• Receive one-on-one academic advising and attend workshops on academic success, financial aid, and career development.
• Attend seminars on biomedical and behavioral research
• Present your research at a national scientific conference
• Live, work, and play with people who share your interests
• And, get paid!

Program Schedule

As a BTB scholar, you will live and work on the VCU campus for two consecutive summers pending renewed funding .

Year 1 2024: Biology Boot Camp and Research Internship (10 weeks)

The summer begins with a 1-week biology boot camp. You will develop laboratory, quantitative, and critical-thinking skills and learn to think and work like a scientist.

For the following 9 weeks, you will apply what you learned in the boot camp and work as an intern in a biomedical or behavioral research laboratory. You will learn about responsible conduct in research and how to analyze and present your research findings. Also, you will receive one-on-one academic advising and attend seminars on academic success, financial aid, and career development.

Year 2: Mentored Research Experience (10 weeks) Summer 2025 is pending renewed funding

When you return for the second summer, you will conduct an independent research project under the mentorship of a VCU scientist, receive one-on-one academic advice and career counseling, and attend research seminars. As a Year-2 BTB Scholar, you will serve as a peer mentor for Year-1 BTB scholars. The following fall, you will present a poster on your research at a national scientific conference with other undergraduate researchers from VCU. All expenses will be paid.

The summer program for both Year-1 and Year-2 Scholars concludes with a closing ceremony and research symposium where you will present a poster on your research. Family and friends are invited.

2024 Summer Program

May 27th - August 9th

Applicants must be full-time science or engineering students at Brightpoint or Virginia Peninsula Community Colleges with goals to a 4-yr college and pursue a STEM bachelor's degree. We encourage applications from students from populations that are underrepresented in the biomedical, behavioral, clinical, and social sciences in line with the NIH's interest in diversifying the STEM workforce. 

Application Deadlines

• Priority Deadline: March 15, 2024
• Final Deadline: March 25th, 2024

• Division of Academic Affairs

• Summer Writing and Research Program

The Huskie Academic Success Center’s University Writing Center knows that completing your thesis, dissertation or research is important to you. But sometimes, it can be an isolating and even overwhelming process. The center’s online 2024 Summer Writing and Research Program will help you reach your goals by providing:

• Presentations: 45-minute brown bag sessions on writing, research and aspects of graduate school.
• Writing Groups: A daily writing group to start each day strong, plus smaller groups to maximize your weekly output with accountability partners at a time that works for you.
• Writing Support: Guidance and one-on-one attention from writing consultants who care about your success.
• Collaboration: Opportunities to interact with peers on similar research journeys.

Activities are being offered Monday through Thursday, June 17 to July 31, 2024. The daily schedule includes:

• 9 to 11 a.m. — Starting Strong workgroup.
• 12:45 to 1:30 p.m. —  Brown bag presentation.
• TBD — Small writing groups.

You can attend any or all activities in the virtual Microsoft Teams room . Check out  the program website  for more details, including a list of presentation topics.

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