undergraduate research experience program

An official website of the United States government

Here's how you know

Official websites use .gov A .gov website belongs to an official government organization in the United States.

Secure .gov websites use HTTPS. A lock ( Lock Locked padlock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Research Experiences for Undergraduates (REU)

• REU Program Overview
• Program Solicitation

For Students

• Search for an REU Site
• For Faculty
• REU Contacts
• Research Areas

NSF funds a large number of research opportunities for undergraduate students through its REU Sites program. An REU Site consists of a group of ten or so undergraduates who work in the research programs of the host institution. Each student is associated with a specific research project, where he/she works closely with the faculty and other researchers. Students are granted stipends and, in many cases, assistance with housing and travel. Undergraduate students supported with NSF funds must be citizens or permanent residents of the United States or its possessions. An REU Site may be at either a US or foreign location.

By using the web page, Search for an REU Site , you may examine opportunities in the subject areas supported by various NSF units. Also, you may search by keywords to identify sites in particular research areas or with certain features, such as a particular location.

Summer Undergraduate Research Experience (SURE)

The SURE program is a ten-week summer program during which undergraduate research fellows conduct full-time independent research under the direction of a faculty mentor.

Our summer researchers receive a housing award for residence on the Emory campus and a stipend to support their full-time attention to research training and professional development. Student researchers benefit from hands-on research, mentorship, networking opportunities, and graduate school preparation.

SURE provides an opportunity for students to discuss research and start building their professional network with world-renowned researchers and the best and brightest peers from Emory and other institutions.

SURE students come from all backgrounds and disciplines, including the arts, humanities, social sciences, and sciences.

Eligibility

Both Emory and non-Emory students are eligible to apply for the Natural and Biomedical Sciences Program. Humanities, Arts, and Social Sciences is only open to current Emory College students.

Emory College students must:

• Have a mentor and project identified for the summer.
• NOT be graduating the May prior to the summer or during the summer.
• Be enrolled at Emory the semester following the summer program.
• NOT have participated in SURE previously. This ensures equitable access and diverse participation in each iteration.

Accepted Students

• Program Requirements
• Stipend & Housing

SURE participants will:

• NOT be enrolled in summer courses
• Complete all pre-arrival admittance steps
• Attend and participate fully during the entire program  ( May 29 - August 2, 2024 )
• Dedicate approximately 40 hours/week to their research projects
• Participate in all weekly seminars, workshops, discussion groups, and activities as scheduled
• Present a poster or oral presentation during the SURE symposium

Benefits Students accepted into the SURE Program receive a $3500 stipend. 

Housing Successful applicants are offered campus housing (usually 4BR suites in Clairmont Campus housing). If you reside in the Atlanta area, you are still eligible for campus housing. Participants may choose to live off-campus. However, housing award funds are not transferable. If you are selected to participate and accept to attend the summer research program, you agree to abide by the same Emory College student conduct guidelines that are applicable during the academic year. Violation of these guidelines will result in termination, and referral to other College units for follow-up as warranted.

Please address any specific questions about housing to: Summer Intern Housing Program ( [email protected] ).

May 29, 2024: SURE move in

• August 2, 2024: SURE move out

Why does the program target rising sophomores, juniors and seniors and not first-year students?

Many available projects require students who have completed sophomore-level coursework and beyond. 

Are graduating seniors eligible? 

The program is designed to support students currently enrolled in an undergraduate program. You are not eligible for the summer research program if your bachelor's degree has been awarded before the program ends.

Is the summer research program open to students who are not American citizens?

Funding is available to US citizens, permanent residents and international students currently enrolled at Emory.

Can I participate if I have my own funding?

Some external students are eligible to participate if their home institution or special program directly pays their stipend and housing. Assuming the student is a competitive candidate and that laboratory and housing space are available, we will do our best to place the student in our program.

Note that funding availability alone does not guarantee a position All applicants must be competitive as determined by the selection committee. Please contact the program director if you have any questions.

Can I take summer classes while participating in SURE?

SURE participants cannot enroll for summer school. It is also not possible for us to award research credit hours for participation.

When will applicants receive notification of acceptance?

Notifications will be sent via email early March. Accepted students must confirm participation within a week of receiving their offer.

Research Experience for Undergraduates (REU)

Spend your summer at Harvard University performing cutting-edge research in world-class laboratories. Focus on an in-depth research project while exploring multidisciplinary research topics and honing your science communication skills.

Participants are part of a large, diverse research community, and benefit from organized and informal interactions with students, mentors, and faculty.  We provide a focused effort for mentoring and training undergraduates in several exciting branches of science and engineering, including biomaterials, materials science, nanotechnology, robotics, computer science, and energy and the environment.

We are seeking undergraduates from chemistry, physics, biology, computer science, mathematics (applied and pure), statistics, and engineering. Students without prior research experience, including freshman and sophomore students, are especially encouraged to apply. 

Click here for our 2024 Program Flyer

In office of education outreach & community programs.

• 8th Grade Showcase
• SET in the City
• Science and Cooking for Kids
• Program Details
• Research Areas
• Application Information
• Frequently Asked Questions
• Former Participant Profiles
• REU in the News
• REU Student Spotlights
• Get Involved!

An official website of the United States government

Here's how you know

Official websites use .gov A .gov website belongs to an official government organization in the United States.

Secure .gov websites use HTTPS. A lock ( Lock Locked padlock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Active funding opportunity

Nsf 23-601: research experiences for undergraduates (reu), program solicitation, document information, document history.

• Posted: June 29, 2023
• Replaces: NSF 22-601

Program Solicitation NSF 23-601

Full Proposal Deadline(s) (due by 5 p.m. submitter's local time):

     September 27, 2023

     August 21, 2024

     Third Wednesday in August, Annually Thereafter

Important Information And Revision Notes

The student stipend amount and the generally expected maximum for total project costs (including other student costs) have been increased.

The non-PI faculty/professionals who will serve as research mentors for students are no longer required to be listed as Senior Personnel in REU Site proposals. However, Collaborators & Other Affiliations (COA) documents for anticipated non-PI research mentors must be uploaded into the Additional Single Copy Documents section of the proposal.

Students' names (as coauthors) are no longer required to be labeled with asterisks (*) in bibliographic citations in the Biographical Sketches of the PI and other Senior Personnel.

NSF's Education & Training Application (ETAP) is described and encouraged as a means of managing student applications and collecting student demographic information. Some NSF units may require their REU Sites to use ETAP.

Proposers are reminded of Federal and NSF non-discrimination statutes and regulations (PAPPG Chapter XI.A), which apply to the selection of students for REU opportunities.

A description of a new partnership with the Department of Energy (DOE), which offers the possibility of DOE co-funding for relevant REU Site proposals, has been added to the "Special Opportunities (Partnerships)" section.

Minor edits and reorganizations of text have been made to improve clarity. Links and references have been updated.

Any proposal submitted in response to this solicitation should be submitted in accordance with the NSF Proposal & Award Policies & Procedures Guide (PAPPG) that is in effect for the relevant due date to which the proposal is being submitted. The NSF PAPPG is regularly revised and it is the responsibility of the proposer to ensure that the proposal meets the requirements specified in this solicitation and the applicable version of the PAPPG. Submitting a proposal prior to a specified deadline does not negate this requirement.

Summary Of Program Requirements

General information.

Program Title:

Research Experiences for Undergraduates (REU) Sites and Supplements

The Research Experiences for Undergraduates (REU) program supports active research participation by undergraduate students in any of the areas of research funded by the National Science Foundation. REU projects involve students in meaningful ways in ongoing research programs or in research projects specifically designed for the REU program. This solicitation features two mechanisms for supporting student research: REU Sites are based on independent proposals to initiate and conduct projects that engage a number of students in research. REU Sites may be based in a single discipline or academic department or may offer interdisciplinary or multi-department research opportunities with a coherent intellectual theme. REU Supplements may be included as a component of proposals for new or renewal NSF grants or cooperative agreements or may be requested for ongoing NSF-funded research projects. REU projects with an international dimension are welcome. Undergraduate student participants in either REU Sites or REU Supplements must be U.S. citizens, U.S. nationals, or U.S. permanent residents. Students do not apply to NSF to participate in REU activities, and NSF does not select students for the opportunities. Investigators who receive REU awards establish their own process for receiving and reviewing applications and selecting students, and students follow the instructions provided by each REU Site or REU Supplement to apply. (In some cases, investigators pre-select students for REU Supplements.) To identify appropriate REU Sites, students should consult the directory of active REU Sites on the Web at https://www.nsf.gov/crssprgm/reu/reu_search.cfm .

Cognizant Program Officer(s):

Please note that the following information is current at the time of publishing. See program website for any updates to the points of contact.

• NSF REU Site Contacts: https://www.nsf.gov/crssprgm/reu/reu_contacts.jsp
• 47.041 --- Engineering
• 47.049 --- Mathematical and Physical Sciences
• 47.050 --- Geosciences
• 47.070 --- Computer and Information Science and Engineering
• 47.074 --- Biological Sciences
• 47.075 --- Social Behavioral and Economic Sciences
• 47.076 --- STEM Education
• 47.079 --- Office of International Science and Engineering
• 47.083 --- Office of Integrative Activities (OIA)
• 47.084 --- NSF Technology, Innovation and Partnerships

Award Information

Anticipated Type of Award: Standard Grant or Continuing Grant or Cooperative Agreement

Estimated Number of Awards: 1,300 to 1,350

This estimate includes approximately 175 new Site awards and 1,150 new Supplement awards each year.

Anticipated Funding Amount: $84,800,000

in FY 2024 — This estimate includes both Sites and Supplements, pending availability of funds.

Eligibility Information

Who May Submit Proposals:

The categories of proposers eligible to submit proposals to the National Science Foundation are identified in the NSF Proposal & Award Policies & Procedures Guide (PAPPG), Chapter I.E. Unaffiliated individuals are not eligible to submit proposals in response to this solicitation.

Who May Serve as PI:

For REU Site proposals, a single individual may be designated as the Principal Investigator. This individual will be responsible for overseeing all aspects of the award. However, one additional person may be designated as Co-Principal Investigator if developing and operating the REU Site would involve such shared responsibility. After a proposal is awarded , some NSF units may allow the addition of more Co-PIs if an exceptional case can be made for why the management of the REU Site must be distributed.

Limit on Number of Proposals per Organization:

There are no restrictions or limits.

Limit on Number of Proposals per PI or co-PI:

Proposal Preparation and Submission Instructions

A. proposal preparation instructions.

• Letters of Intent: Not required
• Preliminary Proposal Submission: Not required
• Full Proposals submitted via Research.gov: NSF Proposal and Award Policies and Procedures Guide (PAPPG) guidelines apply. The complete text of the PAPPG is available electronically on the NSF website at: https://www.nsf.gov/publications/pub_summ.jsp?ods_key=pappg .
• Full Proposals submitted via Grants.gov: NSF Grants.gov Application Guide: A Guide for the Preparation and Submission of NSF Applications via Grants.gov guidelines apply (Note: The NSF Grants.gov Application Guide is available on the Grants.gov website and on the NSF website at: https://www.nsf.gov/publications/pub_summ.jsp?ods_key=grantsgovguide ).

B. Budgetary Information

C. due dates, proposal review information criteria.

Merit Review Criteria:

National Science Board approved criteria. Additional merit review criteria apply. Please see the full text of this solicitation for further information.

Award Administration Information

Award Conditions:

Standard NSF award conditions apply.

Reporting Requirements:

Additional reporting requirements apply. Please see the full text of this solicitation for further information.

I. Introduction

Research Experiences for Undergraduates (REU) is a Foundation-wide program that supports active participation in science, engineering, and education research by undergraduate students. REU proposals are welcome in any of the research areas supported by NSF (see https://new.nsf.gov/funding ), including the priority areas and cross-cutting areas that NSF identifies on its website and in its annual Budget Request to Congress ( https://new.nsf.gov/budget ).

The REU program seeks to expand student participation in all kinds of research — both disciplinary and interdisciplinary — encompassing efforts by individual investigators, groups, centers, national facilities, and others. It draws on the integration of research and education to attract a diverse pool of talented students into careers in science and engineering (including teaching and education research related to science and engineering) and to help ensure that these students receive the best education possible.

This solicitation features two mechanisms for support of student research: REU Sites and REU Supplements .

II. Program Description

Research experience is one of the most effective avenues for attracting students to and retaining them in science and engineering and for preparing them for careers in these fields. The REU program, through both Sites and Supplements, aims to provide appropriate and valuable educational experiences for undergraduate students through participation in research. REU projects involve students in meaningful ways in ongoing research programs or in research projects specifically designed for the REU program. REU projects feature high-quality interaction of students with faculty and/or other research mentors and access to appropriate facilities and professional development opportunities.

REU projects offer an opportunity to increase the participation of the full spectrum of the nation's diverse talent in STEM. Several million additional people — specifically, individuals from groups historically underrepresented in STEM fields — are needed for the U.S. science and engineering workforce to reflect the demographics of the U.S. population. (See the reports Vision 2030 [ https://nsf.gov/nsb/publications/vision2030.pdf ], The STEM Labor Force of Today [ https://ncses.nsf.gov/pubs/nsb20212/ ], and Diversity and STEM: Women, Minorities, and Persons with Disabilities [ https://ncses.nsf.gov/pubs/nsf23315/ ].) Reaching these "missing millions" is central to the nation's economic competitiveness and is a priority for NSF.

Historically, the vast majority of REU participants have been junior- or senior-level undergraduates — students who have typically already committed to a major in science or engineering. So that the REU program can succeed in attracting students into science and engineering who might not otherwise consider those majors and careers, projects are encouraged to involve students at earlier stages in their college experience. Some REU projects effectively engage first-year and second-year undergraduates by developing partnerships with community colleges.

NSF welcomes proposals that include efforts to broaden geographic and demographic participation in REU projects. Proposals involving experienced researchers at institutions in EPSCoR-eligible jurisdictions , minority-serving institutions, and emerging research institutions are encouraged.

REU projects may be carried out during the summer months, during the academic year, or both.

International REU Projects

The REU program welcomes projects with an international dimension. International REU Sites (iREUs) or Supplements usually involve a partnership between U.S. researchers and collaborators at a foreign institution or organization. These projects are expected to entail (1) true intellectual collaboration with a foreign partner and (2) benefits to the students from the unique expertise, skills, facilities, phenomena, or other resources that the foreign collaborator or research environment provides. International REU projects generally have higher travel costs and a higher per-student cost than domestic projects. They also often have more complex logistics and require a more complex mentoring arrangement.

Proposals for international REU projects should include a description of the foreign collaborator's role in the project; a Biographical Sketch of up to two pages (in any format) for the foreign collaborator, uploaded in the Other Supplementary Documents section of the proposal; and a letter of collaboration from the foreign institution or organization, which assures that the foreign institution or organization is committed to the collaboration and will give students appropriate access to facilities.

Investigators planning an international REU project should discuss their idea with the relevant program officer — either the REU Site contact for the relevant discipline ( https://www.nsf.gov/crssprgm/reu/reu_contacts.jsp ) in the case of an international REU Site proposal, or the cognizant program officer for the underlying award in the case of an REU Supplement request.

NSF's International Research Experiences for Students (IRES) program, which is managed by NSF's Office of International Science and Engineering (OISE), also supports proposals for cohorts of U.S. students to engage in international research.

Research Experiences for Teachers

NSF encourages research experiences for K-12 teachers of science, technology, engineering, and mathematics and the coordination of these experiences with REU projects. Most directorates support Research Experiences for Teachers (RET) as a formal activity and announce their specific interests (e.g., RET Sites, RET Supplements) either in solicitations, in Dear Colleague Letters, or on directorate/division websites. Other NSF units have no formal announcement but respond to requests for RET support on a case-by-case basis or permit the inclusion of an RET component (with a distinct description and cost breakdown) as part of an REU proposal. Teachers may also be included in an international REU project. Proposers who wish to include an RET component in an REU proposal may wish to contact the appropriate REU program officer for guidance. REU Site proposals that include a significant RET component should begin the project title with the label "REU/RET Site:" to ensure appropriate tracking at NSF.

A. REU SITES

REU Sites are based on independent proposals, submitted for an annual deadline date, to initiate and conduct projects that engage a number of undergraduate students in research.

REU Sites must have a well-defined common focus that enables a cohort experience for students. Sites may be based in a single discipline or academic department or may offer interdisciplinary or multi-department research opportunities with a coherent intellectual theme. (Although interdisciplinary or multi-department proposals must be submitted to a single NSF disciplinary unit, these proposals are often reviewed by two or more NSF units, at the discretion of the NSF program officer who manages the proposal.) A proposal should reflect the unique combination of the proposing organization's interests and capabilities and those of any partnering organizations. Cooperative arrangements among organizations and research settings may be considered so that a project can increase the quality or availability of undergraduate research experiences. To extend research opportunities to a larger number of undergraduates, proposers may incorporate approaches that make use of cyberinfrastructure or other technologies that facilitate research, learning, and collaboration over distances ("virtual projects").

REU Sites are an important means for extending high-quality research environments and mentoring to diverse groups of students. In addition to increasing the participation of students from underrepresented groups in research, the program aims to involve students who might not otherwise have research opportunities, particularly those from academic institutions where research programs in STEM are limited. Thus, a significant fraction of the student participants at an REU Site must come from outside the host institution or organization, and at least half of the student participants must be recruited from academic institutions where research opportunities in STEM are limited (including two-year colleges).

High-quality mentoring for the student participants is very important in REU Sites. Grantees must ensure that research mentors receive appropriate training or instruction, both to promote the quality and success of the students' research and to reinforce expectations for positive, professional interactions between mentors and students. REU Sites should also encourage continued interaction of mentors with students during the academic year, to the extent practicable, to help connect students' research experiences to their overall course of study and to help the students achieve success in courses of study leading to a baccalaureate degree in a STEM field.

Three years is the typical duration for REU Site awards in most NSF directorates; however, a duration of up to five years may be allowed in some cases. New REU Sites are encouraged to apply for no more than three years of funding. Proposals for renewal REU Sites are welcome, but the PI should discuss the project duration with the cognizant program officer prior to requesting support for more than three years. Investigators are reminded that renewal proposals will be reviewed through the normal merit review process and there is no guarantee that a renewal grant will be awarded.

The REU Site Contacts web page ( https://www.nsf.gov/crssprgm/reu/reu_contacts.jsp ) provides contact information for the REU program officers in each NSF disciplinary unit that manages REU Sites, and that page also lists discipline-specific REU web pages for units that have them. Prospective PIs should consult those web pages or the points of contact for more specific information about characteristics of REU Sites that vary by discipline.

Special Opportunities (Partnerships)

Some proposers for REU Sites might be interested in the following opportunities. These are optional ; proposals are not required to respond to them.

Partnership with the Department of Defense

For over two decades, NSF has engaged in a partnership with the Department of Defense (DoD) to expand undergraduate research opportunities in DoD-relevant research areas through the REU Sites program. The DoD activity is called Awards to Stimulate and Support Undergraduate Research Experiences (ASSURE). Any proposal submitted to NSF for the REU Sites program that is recommended for funding through the NSF merit review process may be considered by DoD representatives for possible support through ASSURE. Proposals that are selected for the DoD funding will involve DoD-relevant research and may come from any of the NSF directorates or offices that handle REU Site proposals.

A proposer to the NSF REU Sites program does not need to take any additional steps to be considered for funding through ASSURE. Investigators who are interested in the opportunity may e-mail [email protected] with any questions.

Partnership with the Department of Energy

NSF's Engineering Directorate (ENG) engages in a partnership with the Department of Energy (DOE) to expand undergraduate research opportunities in DOE mission-relevant areas through the REU Sites program. REU Site proposals that are managed by ENG will be considered for DOE funding. Such proposals will involve DOE mission-relevant topics, which include, but are not limited to, electric power sector research; clean energy technology research; and risk science, decision science, social science, and data science using power sector data sets.

Proposals that are considered for co-funding by DOE will be shared with DOE staff to assess alignment with DOE's research interests, and the unattributed reviews and panel summaries for those proposals will also be shared with DOE.

A proposer to the REU Sites program in ENG does not need to take any additional steps to be considered for co-funding through this partnership. Investigators who are interested in the opportunity may e-mail [email protected] with any questions.

Partnership with the Semiconductor Research Corporation (SRC)

In early 2022, the Semiconductor Research Corporation (SRC) and NSF's REU Sites program launched a partnership to expand undergraduate research opportunities related to advancements in semiconductors. This partnership fosters the development of a diverse science and engineering workforce skilled in an area of high national priority. Proposals for REU Sites that involve research that advances semiconductors may be supported as part of this partnership and may come from NSF's Directorate for Engineering, Division of Materials Research, Division of Physics, or Division of Chemistry. Research involving the monolithic and heterogeneous integration of 3D integrated devices and circuits is of special interest. Areas of technical interest include, but are not limited to, materials, devices, circuits, wafer fabrication processes and techniques, packaging materials and processes, thermal management and modeling, and integrated photonics, design, and testing. Also relevant are the critical Systems & Technology (S&T) themes described in SRC's JUMP 2.0 research announcement and resulting JUMP 2.0 research center selections .

Proposals that are considered for co-funding by SRC will be shared with SRC staff to assess alignment with SRC's research interests, and the unattributed reviews and panel summaries for those proposals will also be shared with SRC.

A proposer to the NSF REU Sites program does not need to take any additional steps to be considered for co-funding through this partnership. Investigators who are interested in the opportunity may e-mail [email protected] with any questions.

B. REU SUPPLEMENTS

An REU Supplement typically provides support for one or two undergraduate students to participate in research as part of a new or ongoing NSF-funded research project. However, centers or large research efforts may request support for a number of students commensurate with the size and nature of the project. REU Supplements are supported by the various research programs throughout the Foundation, including programs such as Small Business Innovation Research (SBIR).

High-quality mentoring is important in REU Supplements, just as it is in REU Sites, and investigators should give serious attention not only to developing students' research skills but also to involving them in the culture of research in the discipline and connecting their research experience with their overall course of study.

Investigators are reminded that support for undergraduate students involved in carrying out research under NSF awards should be included as part of the research proposal itself instead of as a post-award supplement to the research proposal, unless such undergraduate participation was not foreseeable at the time of the original proposal.

A request for an REU Supplement may be submitted in either of two ways: (1) Proposers may include an REU Supplement activity as a component of a new (or renewal) research proposal to NSF. For guidance, contact the program officer who manages the research program to which the proposal would be submitted. (2) Investigators holding an existing NSF research award may submit a post-award request for supplemental funding. For guidance, contact the cognizant program officer for the NSF grant or cooperative agreement that would be supplemented.

For a post-award REU Supplement request, the duration may not exceed the term of the underlying research project.

III. Award Information

An REU activity may be funded as a standard or continuing grant (for REU Sites), as a supplement to an existing award, or as a component of a new or renewal grant or cooperative agreement. REU Sites and Supplements are funded by various disciplinary and education research programs throughout NSF, and the number of awards made varies across the Foundation from year to year, as does the amount of funds invested.

Three years is the typical duration for REU Site awards in most NSF units; however, a duration of up to five years may be allowed in some cases. The typical REU Site hosts 8-10 students per year. The typical funding amount is $100,000-$155,000 per year, although NSF does not dictate a firm upper (or lower) limit for the amount, which depends on the number of students hosted and the number of weeks.

The REU experience is a research training experience paid via a stipend, not employment (work) paid with a salary or wage. In this case, the student's training consists of closely mentored independent research. For administrative convenience, organizations may choose to issue payments to REU students using their normal payroll system. (This is an option, not a recommendation. The mechanism used to pay the stipend does not affect the nature of the student activity.) The funds received by students may be taxable income under the Internal Revenue Code of 1986 and may also be subject to state or local taxes. Please consult the Internal Revenue Service (IRS) for additional information. Students might find the IRS's "Tax Benefits for Education" website to be particularly helpful.

The estimated program budget, number of awards, and average award size/duration are subject to the availability of funds.

IV. Eligibility Information

Additional Eligibility Info:

Eligible Student Participants: Undergraduate student participants supported with NSF funds in either REU Supplements or REU Sites must be U.S. citizens, U.S. nationals, or U.S. permanent residents. An undergraduate student is a student who is enrolled in a degree program (part-time or full-time) leading to a baccalaureate or associate degree. Students who are transferring from one college or university to another and are enrolled at neither institution during the intervening summer may participate. High school graduates who have been accepted at an undergraduate institution but who have not yet started their undergraduate study are also eligible to participate. Students who have received their bachelor's degrees and are no longer enrolled as undergraduates are generally not eligible to participate. Some NSF directorates/divisions encourage inclusion in the REU program of K-12 teachers of science, technology, engineering, and mathematics. Please contact the appropriate disciplinary program officer for guidance. For REU Sites, a significant fraction of the student participants should come from outside the host institution or organization. Within the framework of the basic eligibility guidelines outlined above, most REU Sites and Supplements further define recruitment and selection criteria, based on the nature of the particular research and other factors. Investigators are reminded that they may not use race, ethnicity, sex, age, or disability status as an eligibility criterion. Selection of REU participants must be done in compliance with non-discrimination statutes and regulations; see PAPPG Chapter XI.A. Eligibility Restrictions Associated with the SRC-NSF Partnership: Because of the partnership between the Semiconductor Research Corporation (SRC) and the REU Sites program, SRC and its employees and assignees are ineligible to be involved in any proposals submitted to this solicitation, including as unfunded collaborators, via letters of collaboration or support, or through other means. Employees of SRC member companies (see below) are eligible to be involved in proposals submitted to this solicitation, including as unfunded collaborators, via letters of collaboration, or through other means. REU Site proposals involving employees of SRC member companies participating in the SRC-REU partnership activity are not eligible to receive SRC co-funding but may be funded using NSF REU funds. Participating SRC member companies include Analog Devices, Arm, Boeing, EMD Electronics, GlobalFoundries, HRL Laboratories, IBM, Intel, MediaTek, Micron, Qorvo, Raytheon Technologies, Samsung, SK hynix, and TSMC.

V. Proposal Preparation And Submission Instructions

Full Proposal Preparation Instructions : Proposers may opt to submit proposals in response to this Program Solicitation via Research.gov or Grants.gov.

• Full Proposals submitted via Research.gov: Proposals submitted in response to this program solicitation should be prepared and submitted in accordance with the general guidelines contained in the NSF Proposal and Award Policies and Procedures Guide (PAPPG). The complete text of the PAPPG is available electronically on the NSF website at: https://www.nsf.gov/publications/pub_summ.jsp?ods_key=pappg . Paper copies of the PAPPG may be obtained from the NSF Publications Clearinghouse, telephone (703) 292-8134 or by e-mail from [email protected] . The Prepare New Proposal setup will prompt you for the program solicitation number.
• Full proposals submitted via Grants.gov: Proposals submitted in response to this program solicitation via Grants.gov should be prepared and submitted in accordance with the NSF Grants.gov Application Guide: A Guide for the Preparation and Submission of NSF Applications via Grants.gov . The complete text of the NSF Grants.gov Application Guide is available on the Grants.gov website and on the NSF website at: ( https://www.nsf.gov/publications/pub_summ.jsp?ods_key=grantsgovguide ). To obtain copies of the Application Guide and Application Forms Package, click on the Apply tab on the Grants.gov site, then click on the Apply Step 1: Download a Grant Application Package and Application Instructions link and enter the funding opportunity number, (the program solicitation number without the NSF prefix) and press the Download Package button. Paper copies of the Grants.gov Application Guide also may be obtained from the NSF Publications Clearinghouse, telephone (703) 292-8134 or by e-mail from [email protected] .

In determining which method to utilize in the electronic preparation and submission of the proposal, please note the following:

Collaborative Proposals. All collaborative proposals submitted as separate submissions from multiple organizations must be submitted via Research.gov. PAPPG Chapter II.E.3 provides additional information on collaborative proposals.

See PAPPG Chapter II.D.2 for guidance on the required sections of a full research proposal submitted to NSF. Please note that the proposal preparation instructions provided in this program solicitation may deviate from the PAPPG instructions.

Note that the REU Site Contacts web page ( https://www.nsf.gov/crssprgm/reu/reu_contacts.jsp ) provides contact information for the REU program officers in each NSF disciplinary unit that manages REU Sites, and that page also lists discipline-specific REU web pages for units that have them. Prospective PIs should consult those web pages or the points of contact for more specific information about characteristics of REU Sites that vary by discipline.

A. PROPOSAL FOR REU SITE

The following instructions supplement those found in the PAPPG or NSF Grants.gov Application Guide.

Proposal Setup: In Research.gov, select "Prepare New Full Proposal" or "Prepare New Renewal Proposal" (* see Note below), as appropriate. Search for and select this Funding Opportunity in Step 1 of the proposal preparation wizard. (Grants.gov users: The program solicitation will be pre-populated by Grants.gov on the NSF Grant Application Cover Page.) Select the Directorate/Office to which the proposal is directed, and if applicable, select the appropriate Division(s).

If the proposal has an interdisciplinary/cross-disciplinary research focus, choose the Directorate/Office/Division that seems most relevant (often this is the unit corresponding to the departmental affiliation of the Principal Investigator), and NSF staff will ensure that the proposal is reviewed by individuals who have expertise that is appropriate to the proposal's content. (Often such proposals are co-reviewed by two or more NSF disciplinary units.)

The REU-associated program within the Division(s) that you selected will appear automatically in the Program field in Research.gov. (Grants.gov users should refer to Section VI.1.2. of the NSF Grants.gov Application Guide for specific instructions on how to designate the NSF Unit of Consideration.)

* Note : If the proposal is requesting continued funding for a previously funded REU Site but you were not the PI or Co-PI on the previous award , Research.gov will not allow preparation of the proposal as a "Renewal Proposal"; you will need to use the "Full Proposal" option. However, the relevant "Project Element" in the Project Summary (see below) should indicate that the proposal is a "renewal," and the outcomes of the previous Site should be described in the "Results from Prior NSF Support" section of the Project Description.

Proposal Title . Begin the Proposal Title with the label "REU Site:" and carefully choose a title that will permit prospective student applicants to easily identify the focus of the site.

Personnel (Cover Sheet) . A single individual should be designated as the Principal Investigator (PI); this individual will be responsible for overseeing all aspects of the award. One additional person may be designated as Co-PI if developing and operating the REU Site would involve such shared responsibility.

Project Summary (limited to one page). The "Overview" section of the Project Summary must begin with the following list of "Project Elements":

PROJECT ELEMENTS:

• New REU Site, or renewal of previously funded REU Site (provide previous NSF Award Number)? (* see Note at the end of "Proposal Setup" above)
• Project title (as shown on Cover Sheet): "REU Site: ..."
• Principal Investigator:
• Submitting organization:
• Other organizations involved in the project's operation:
• Location(s) (universities, national labs, field stations, etc.) at which the proposed undergraduate research will occur:
• Main field(s), sub-field(s), and keywords describing the research topic(s):
• No. of undergraduate participants per year:
• Summer REU Site, or academic year REU Site?:
• No. of weeks per year that the students will participate:
• Does the project include an international component or an RET component?:
• Name, phone number, and e-mail address of point of contact for student applicants:
• Web address (URL) for information about the REU Site (if known):

In the remainder of the Project Summary, briefly describe the project's objectives, activities, students to be recruited, and intended impact. Provide separate statements on the intellectual merit and broader impacts of the proposed activity, as required by the PAPPG.

Project Description . Address items "(a)" through "(g)" below. The Project Description must not exceed 15 pages and must contain a separate section labeled "Broader Impacts" within the narrative.

(a) Overview. Provide a brief description of the objectives of the proposed REU Site, targeted student participants, intellectual focus, organizational structure, timetable, and participating organizations' commitment to the REU activity.

(b) Nature of Student Activities . Proposals should address the approach to undergraduate research training being taken and should provide detailed descriptions of examples of research projects that students will pursue. So that reviewers can evaluate intellectual merit, this discussion should indicate the significance of the research area and, when appropriate, the underlying theoretical framework, hypotheses, research questions, etc. Undergraduate research experiences have their greatest impact in situations that lead the students from a relatively dependent status to as independent a status as their competence warrants. Proposals must present plans that will ensure the development of student-faculty interaction and student-student communication. Development of collegial relationships and interactions is an important part of the project.

(c) The Research Environment . This subsection should describe the history and characteristics of the host organization(s) or research setting(s) with respect to supporting undergraduate research. This subsection should also outline the expertise, experience, and history of involvement with undergraduate research of the PI and the faculty who are anticipated to serve as research mentors. The description should include information on the record of the research mentors in publishing work involving undergraduate authors and in providing professional development opportunities for student researchers. This subsection should also discuss the diversity of the mentor pool and any plans by which mentoring relationships will be sustained after students leave the REU Site.

(d) Student Recruitment and Selection . The overall quality of the student recruitment and selection processes and criteria will be an important element in the evaluation of the proposal. The recruitment plan should be described with as much specificity as possible, including the types and/or names of academic institutions where students will be recruited and the efforts that will be made to attract members of underrepresented groups (women, minorities, and persons with disabilities). Investigators are encouraged to conduct comprehensive outreach, awareness, and recruitment efforts to encourage students representing the full spectrum of diverse talent in STEM to apply for REU opportunities. In general, the goal should be to achieve a diverse pool of applicants and then to consider all eligible applicants in that diverse pool when selecting students for the opportunities.

Mention how the Site will receive applications. Be aware that NSF offers the NSF Education & Training Application (ETAP) as one approach, as described in Section VII.C. (Reporting Requirements) below. (Use of ETAP may be required by some NSF units.)

A significant fraction of the student participants at an REU Site must come from outside the host institution or organization, and at least half of the student participants must be recruited from academic institutions where research opportunities in STEM are limited (including two-year colleges). The number of students per project should be appropriate to the institutional or organizational setting and to the manner in which research is conducted in the discipline. The typical REU Site hosts eight to ten students per year. Proposals involving fewer than six students per year are discouraged.

Undergraduate student participants supported with NSF funds in either REU Sites or REU Supplements must be U.S. citizens, U.S. nationals, or U.S. permanent residents.

Investigators are reminded that they may not use race, ethnicity, sex, age, or disability status as an eligibility criterion for applicants. Selection of REU participants must be done in compliance with non-discrimination statutes and regulations; see PAPPG Chapter XI.A.

(e) Student and Mentor Professional Development and Expectations of Behavior. This subsection should describe (1) plans for student professional development, including training in the responsible and ethical conduct of research; (2) how research mentors have been or will be selected; (3) the training, mentoring, or monitoring that research mentors have received or will receive to help them mentor students effectively during the research experience; and (4) the REU Site's plans for communicating information on expectations of behavior to ensure a safe, respectful, inclusive, harassment-free environment for all participants.

NSF does not tolerate sexual harassment, or any other form of harassment, where NSF-funded activities take place. Proposers are required to have a policy or code of conduct that addresses sexual harassment, other forms of harassment, and sexual assault. Proposers must provide an orientation for all participants in the REU Site (REU students, faculty, postdocs, graduate students, other research mentors, etc.) to cover expectations of behavior to ensure a safe and respectful environment for all participants, and to review the organization's policy or code of conduct addressing sexual harassment, other forms of harassment, and sexual assault, including reporting and complaint procedures. For additional information, see the NSF policies at https://www.nsf.gov/od/oecr/harassment.jsp and the "Promising Practices" at https://www.nsf.gov/od/oecr/promising_practices/index.jsp .

For REU Sites that will involve research off-campus or off-site, proposers are reminded that when submitting the proposal, the AOR must complete a certification that the organization has a plan in place to ensure a safe and inclusive working environment for the REU project, as described in PAPPG Chapter II.E.9.

(f) Project Evaluation and Reporting . Describe the plan to measure qualitatively and quantitatively the success of the project in achieving its goals, particularly the degree to which students have learned and their perspectives on science, engineering, or education research related to these disciplines have been expanded. Evaluation may involve periodic measures throughout the project to ensure that it is progressing satisfactorily according to the project plan, and may involve pre-project and post-project measures aimed at determining the degree of student learning that has been achieved. In addition, it is highly desirable to have a structured means of tracking participating students beyond graduation, with the aim of gauging the degree to which the REU Site experience has been a lasting influence in the students' career paths. Proposers may wish to consult The 2010 User-Friendly Handbook for Project Evaluation for guidance on the elements in a good evaluation plan. Although not required, REU Site PIs may wish to engage specialists in education research (from their organization or another one) in planning and implementing the project evaluation.

(g) Results from Prior NSF Support (if applicable) . If the PI has received NSF support within the past five years, or if the proposal is requesting renewal of an existing REU Site, or if the department or center (or similar organizational subunit) that will host the proposed Site has hosted another REU Site during the past five years, provide information about the prior support as described in PAPPG Chapter II.D.2.d.(iii).

The REU program is particularly interested in the outcomes of the related prior REU Site award (if any). Those outcomes should be described in sufficient detail to permit reviewers to reach an informed conclusion regarding the value of the results achieved. Valuable information typically includes results from the project evaluation; summary information about recruiting efforts and the number of applicants, the demographic make-up of participants and their home institutions, and career choices of participants; and a list of publications or reports (already published or to be submitted) resulting from the NSF award.

References Cited . A list of bibliographic citations relevant to the proposal must be included.

Budget and Budget Justification . The focus of REU Sites is the student experience, and the budget must reflect this principle. Project costs must be predominantly for student support , which usually includes such items as participant stipends, housing, meals, travel, and laboratory use fees. Costs in budget categories outside Participant Support must be modest and reasonable. For example, for summer REU Sites, many NSF units consider up to one month of salary for the PI, or distributed among the PI and other research mentors, to be appropriate for time spent administering and coordinating the REU Site, training mentors, and similar operational activities. Other NSF units consider slightly larger salary requests to be appropriate. (NSF expects that research mentors will be supported with appropriate salary for their research activities, though not necessarily through the REU grant.) Some budgets include costs for limited travel by project personnel and for various activities that enhance students' professional development.

An REU Site may not charge students an application fee. An REU Site may not charge students tuition, or include tuition in the proposal budget, as a requirement for participation (although it is permissible to offer students the option of earning academic credit for participation). An REU Site may not charge students for access to common campus facilities such as libraries or athletic facilities.

Student stipends for summer REU Sites are expected to be approximately $700 per student per week. Other student costs include housing, meals, travel, and laboratory use fees and usually vary depending on the location of the site. Amounts for academic-year REU Sites should be comparable on a pro rata basis. All student costs should be entered as Participant Support Costs. Indirect costs (F&A) are not allowed on Participant Support Costs.

Total project costs — including all direct costs and indirect costs — are generally expected not to exceed $1,550 per student per week. However, projects that involve exceptional circumstances, such as international activities, field work in remote locations, a Research Experiences for Teachers (RET) component, etc., may exceed this limit.

The Budget Justification should explain and justify all major cost items, including any unusual costs or exceptional circumstances, and should address the cost-effectiveness of the project. As noted above, projects that involve an international component or field work in remote locations often have larger budgets than other projects. This feature is understandable, but the extra costs, with detailed breakdown, should be described in the Budget Justification.

So as not to create a financial hardship for students, REU Sites are encouraged to pay students their stipend and living expenses on a regular basis or at least on an incremental basis — not, for example, in a lump sum at the end of the summer.

Although the informal seminars, field trips, and similar gatherings through which students interact and become attuned to the culture of research and their discipline are often vital to the success of undergraduate research experiences, proposers are reminded that costs of entertainment, amusement, diversion, and social activities, and any expenses directly associated with such activities (such as meals, lodging, rentals, transportation, and gratuities), are unallowable in the proposal budget. Federal/NSF funds may not be used to support these expenses. However, costs of "working meals" at seminars and other events at which student participation is required and for which there is a formal agenda are generally allowable.

When preparing proposals, PIs are encouraged to consult the discipline-specific web pages (for units that have them) or to contact the appropriate disciplinary REU program officer (see https://www.nsf.gov/crssprgm/reu/reu_contacts.jsp ) with any questions about the budget or the appropriateness of charges in it.

Facilities, Equipment, and Other Resources . Complete this section in accordance with the instructions in the PAPPG.

Senior Personnel Documents . Provide Biographical Sketches, Current & Pending Support information, and Collaborators & Other Affiliations information for Senior Personnel.

The REU program no longer requires that non-PI faculty/professionals who are anticipated to serve as research mentors be designated as Senior Personnel. Therefore, Biographical Sketches and Current & Pending Support information for those faculty/professionals are not required. The program also no longer requires that students' names (as coauthors) be labeled with an asterisk (*) in Biographical Sketches. As indicated above, the Project Description should list the anticipated research mentors and outline their expertise, experience, and history of mentoring undergraduates in research.

However, to assist NSF in managing reviewer selection, Collaborators & Other Affiliations information is required for each anticipated non-PI research mentor. Use the COA Excel template to collect this information for each mentor, convert each .xlsx file to PDF, and upload the PDF files in the Additional Single Copy Documents section of the proposal (instead of the Senior Personnel Documents section).

Data Management Plan . Complete this section in accordance with the instructions in the PAPPG.

Postdoctoral Mentoring Plan . If applicable, complete this section in accordance with the instructions in the PAPPG.

Other Supplementary Documents. The proposal may include up to ten signed letters of collaboration documenting collaborative arrangements of significance to the proposal (see PAPPG Chapter II.D.2.i(iv)). For an international REU Site, a letter of collaboration from the foreign institution or organization should be included. The letters may be scanned and uploaded into the Other Supplementary Documents section.

For an international REU Site proposal, a Biographical Sketch of up to two pages (in any format) for the foreign collaborator should be included in the Other Supplementary Documents section.

If the project will employ an external evaluator, a Biographical Sketch of up to two pages (in any format) for that professional may be included in the Other Supplementary Documents section.

Additional Single Copy Documents. As indicated above, a Collaborators & Other Affiliations document for each anticipated non-PI research mentor must be uploaded (as a PDF file) into the Additional Single Copy Documents section.

B. REQUEST FOR REU SUPPLEMENT

Many of the research programs throughout the Foundation support REU activities that are requested either (1) as a component of a new (or renewal) research proposal or (2) as a post-award supplement to an existing grant or cooperative agreement. Specific guidance for the use of either mechanism is given in the last two paragraphs of this section (below).

Contacts: For guidance about preparing an REU Supplement request as a component of a new (or renewal) research proposal, contact the program officer who manages the relevant research program. For guidance about preparing an REU Supplement request for an existing NSF award, contact the program officer assigned to the NSF award that would be supplemented. Do not contact the list of disciplinary REU program officers at https://www.nsf.gov/crssprgm/reu/reu_contacts.jsp about REU Supplements.

Regardless of which mechanism is used to request an REU Supplement, the description of the REU activity should discuss the following: (1) the nature of each prospective student's involvement in the research project; (2) the experience of the PI (or other prospective research mentors) in involving undergraduates in research, including any previous REU Supplement support and the outcomes from that support; (3) the nature of the mentoring that the student(s) will receive; and (4) the process and criteria for selecting the student(s). If a student has been pre-selected (as might be true in the case of a supplement for an ongoing award), then the grounds for selection and a brief Biographical Sketch of the student should be included. (PIs are reminded that the student[s] must be a U.S. citizen, U.S. national, or U.S. permanent resident.)

Normally, funds may be requested for up to two students, but exceptions will be considered for training additional qualified students who are members of underrepresented groups. Centers or large research efforts may request support for a number of students commensurate with the size and nature of the project.

Student stipends for summer projects are expected to be comparable to those of REU Site participants, approximately $700 per student per week. Other student costs include housing, meals, travel, and laboratory use fees and usually vary depending on location. Amounts for academic-year projects should be comparable on a pro rata basis.

Total costs for a summer — including all direct costs and indirect costs — are generally expected not to exceed $1,550 per student per week. However, projects that involve international activities, field work in remote locations, or other exceptional circumstances may exceed this limit.

Results from any REU Supplement activities must be included in the annual project report for the associated award. The term of an REU Supplement may not exceed that of the associated award.

A request for an REU Supplement as part of a proposal for a new or renewal grant or cooperative agreement should be embedded in the proposal as follows. Include a description of the REU activity (namely, the information described above in the fourth paragraph under the subheading "B. REQUEST FOR REU SUPPLEMENT") in the Other Supplementary Documents section. Limit this description to three pages. Include the budget for the REU activity in the yearly project budget. Enter all student costs under Participant Support Costs. (Indirect costs [F&A] are not allowed on Participant Support Costs.) As part of the Budget Justification, provide a separate explanation of the REU Supplement request, with the proposed student costs itemized and justified and a total given for the items plus associated indirect costs.

If the intent is to engage students as technicians, then an REU Supplement is not the appropriate support mechanism; instead, support should be entered on the Undergraduate Students line of the proposal budget.

A request for an REU Supplement to an existing NSF award may be submitted if the need for the undergraduate student support was not foreseen at the time of the original proposal submission. Before preparing a request for supplemental funding, the PI should discuss it with the cognizant program officer for the award unless the PI is responding to a Dear Colleague Letter or other announcement that specifically calls for REU Supplement requests. The PI should prepare the request in Research.gov in accordance with the guidelines found in the PAPPG. The following instructions supplement those found in the PAPPG. After logging into Research.gov, choose "Supplemental Funding Requests" (under "Awards & Reporting") and then "Prepare New Supplement." Next, select the award to be supplemented. In the form entitled "Summary of Proposed Work," state that this is a request for an REU Supplement. In the form entitled "Justification for Supplemental Funding," include the information described above in the fourth paragraph under the subheading "B. REQUEST FOR REU SUPPLEMENT"; limit your response to three pages. If an REU student has been pre-selected, you may upload a Biographical Sketch for the student (up to two pages, in any format) in the Other Supplementary Documents section. Prepare a budget, including a justification of the funds requested for student support and their proposed use. All student costs should be entered as Participant Support Costs (Line F) in the proposal budget. (Indirect costs [F&A] are not allowed on Participant Support Costs.)

Cost Sharing:

Inclusion of voluntary committed cost sharing is prohibited.

Indirect Cost (F&A) Limitations:

Recovery of indirect costs (F&A) is prohibited on Participant Support Costs in REU Site proposals and requests for REU Supplements.

Other Budgetary Limitations:

For summer REU projects, the total budget request — including all direct costs and indirect costs — is generally expected not to exceed $1,550 per student per week. (The budget request for an academic-year REU project should be comparable on a pro rata basis.) However, projects that involve exceptional circumstances, such as international activities, field work in remote locations, a Research Experience for Teachers (RET) component, etc., may exceed this limit.

D. Research.gov/Grants.gov Requirements

For Proposals Submitted Via Research.gov:

To prepare and submit a proposal via Research.gov, see detailed technical instructions available at: https://www.research.gov/research-portal/appmanager/base/desktop?_nfpb=true&_pageLabel=research_node_display&_nodePath=/researchGov/Service/Desktop/ProposalPreparationandSubmission.html . For Research.gov user support, call the Research.gov Help Desk at 1-800-673-6188 or e-mail [email protected] . The Research.gov Help Desk answers general technical questions related to the use of the Research.gov system. Specific questions related to this program solicitation should be referred to the NSF program staff contact(s) listed in Section VIII of this funding opportunity.

For Proposals Submitted Via Grants.gov:

Before using Grants.gov for the first time, each organization must register to create an institutional profile. Once registered, the applicant's organization can then apply for any federal grant on the Grants.gov website. Comprehensive information about using Grants.gov is available on the Grants.gov Applicant Resources webpage: https://www.grants.gov/web/grants/applicants.html . In addition, the NSF Grants.gov Application Guide (see link in Section V.A) provides instructions regarding the technical preparation of proposals via Grants.gov. For Grants.gov user support, contact the Grants.gov Contact Center at 1-800-518-4726 or by email: [email protected] . The Grants.gov Contact Center answers general technical questions related to the use of Grants.gov. Specific questions related to this program solicitation should be referred to the NSF program staff contact(s) listed in Section VIII of this solicitation. Submitting the Proposal: Once all documents have been completed, the Authorized Organizational Representative (AOR) must submit the application to Grants.gov and verify the desired funding opportunity and agency to which the application is submitted. The AOR must then sign and submit the application to Grants.gov. The completed application will be transferred to Research.gov for further processing.

Proposers that submitted via Research.gov may use Research.gov to verify the status of their submission to NSF. For proposers that submitted via Grants.gov, until an application has been received and validated by NSF, the Authorized Organizational Representative may check the status of an application on Grants.gov. After proposers have received an e-mail notification from NSF, Research.gov should be used to check the status of an application.

VI. NSF Proposal Processing And Review Procedures

Proposals received by NSF are assigned to the appropriate NSF program for acknowledgement and, if they meet NSF requirements, for review. All proposals are carefully reviewed by a scientist, engineer, or educator serving as an NSF Program Officer, and usually by three to ten other persons outside NSF either as ad hoc reviewers, panelists, or both, who are experts in the particular fields represented by the proposal. These reviewers are selected by Program Officers charged with oversight of the review process. Proposers are invited to suggest names of persons they believe are especially well qualified to review the proposal and/or persons they would prefer not review the proposal. These suggestions may serve as one source in the reviewer selection process at the Program Officer's discretion. Submission of such names, however, is optional. Care is taken to ensure that reviewers have no conflicts of interest with the proposal. In addition, Program Officers may obtain comments from site visits before recommending final action on proposals. Senior NSF staff further review recommendations for awards. A flowchart that depicts the entire NSF proposal and award process (and associated timeline) is included in PAPPG Exhibit III-1.

A comprehensive description of the Foundation's merit review process is available on the NSF website at: https://www.nsf.gov/bfa/dias/policy/merit_review/ .

Proposers should also be aware of core strategies that are essential to the fulfillment of NSF's mission, as articulated in Leading the World in Discovery and Innovation, STEM Talent Development and the Delivery of Benefits from Research - NSF Strategic Plan for Fiscal Years (FY) 2022 - 2026 . These strategies are integrated in the program planning and implementation process, of which proposal review is one part. NSF's mission is particularly well-implemented through the integration of research and education and broadening participation in NSF programs, projects, and activities.

One of the strategic objectives in support of NSF's mission is to foster integration of research and education through the programs, projects, and activities it supports at academic and research institutions. These institutions must recruit, train, and prepare a diverse STEM workforce to advance the frontiers of science and participate in the U.S. technology-based economy. NSF's contribution to the national innovation ecosystem is to provide cutting-edge research under the guidance of the Nation's most creative scientists and engineers. NSF also supports development of a strong science, technology, engineering, and mathematics (STEM) workforce by investing in building the knowledge that informs improvements in STEM teaching and learning.

NSF's mission calls for the broadening of opportunities and expanding participation of groups, institutions, and geographic regions that are underrepresented in STEM disciplines, which is essential to the health and vitality of science and engineering. NSF is committed to this principle of diversity and deems it central to the programs, projects, and activities it considers and supports.

A. Merit Review Principles and Criteria

The National Science Foundation strives to invest in a robust and diverse portfolio of projects that creates new knowledge and enables breakthroughs in understanding across all areas of science and engineering research and education. To identify which projects to support, NSF relies on a merit review process that incorporates consideration of both the technical aspects of a proposed project and its potential to contribute more broadly to advancing NSF's mission "to promote the progress of science; to advance the national health, prosperity, and welfare; to secure the national defense; and for other purposes." NSF makes every effort to conduct a fair, competitive, transparent merit review process for the selection of projects.

1. Merit Review Principles

These principles are to be given due diligence by PIs and organizations when preparing proposals and managing projects, by reviewers when reading and evaluating proposals, and by NSF program staff when determining whether or not to recommend proposals for funding and while overseeing awards. Given that NSF is the primary federal agency charged with nurturing and supporting excellence in basic research and education, the following three principles apply:

• All NSF projects should be of the highest quality and have the potential to advance, if not transform, the frontiers of knowledge.
• NSF projects, in the aggregate, should contribute more broadly to achieving societal goals. These "Broader Impacts" may be accomplished through the research itself, through activities that are directly related to specific research projects, or through activities that are supported by, but are complementary to, the project. The project activities may be based on previously established and/or innovative methods and approaches, but in either case must be well justified.
• Meaningful assessment and evaluation of NSF funded projects should be based on appropriate metrics, keeping in mind the likely correlation between the effect of broader impacts and the resources provided to implement projects. If the size of the activity is limited, evaluation of that activity in isolation is not likely to be meaningful. Thus, assessing the effectiveness of these activities may best be done at a higher, more aggregated, level than the individual project.

With respect to the third principle, even if assessment of Broader Impacts outcomes for particular projects is done at an aggregated level, PIs are expected to be accountable for carrying out the activities described in the funded project. Thus, individual projects should include clearly stated goals, specific descriptions of the activities that the PI intends to do, and a plan in place to document the outputs of those activities.

These three merit review principles provide the basis for the merit review criteria, as well as a context within which the users of the criteria can better understand their intent.

2. Merit Review Criteria

All NSF proposals are evaluated through use of the two National Science Board approved merit review criteria. In some instances, however, NSF will employ additional criteria as required to highlight the specific objectives of certain programs and activities.

The two merit review criteria are listed below. Both criteria are to be given full consideration during the review and decision-making processes; each criterion is necessary but neither, by itself, is sufficient. Therefore, proposers must fully address both criteria. (PAPPG Chapter II.D.2.d(i). contains additional information for use by proposers in development of the Project Description section of the proposal). Reviewers are strongly encouraged to review the criteria, including PAPPG Chapter II.D.2.d(i), prior to the review of a proposal.

When evaluating NSF proposals, reviewers will be asked to consider what the proposers want to do, why they want to do it, how they plan to do it, how they will know if they succeed, and what benefits could accrue if the project is successful. These issues apply both to the technical aspects of the proposal and the way in which the project may make broader contributions. To that end, reviewers will be asked to evaluate all proposals against two criteria:

• Intellectual Merit: The Intellectual Merit criterion encompasses the potential to advance knowledge; and
• Broader Impacts: The Broader Impacts criterion encompasses the potential to benefit society and contribute to the achievement of specific, desired societal outcomes.

The following elements should be considered in the review for both criteria:

• Advance knowledge and understanding within its own field or across different fields (Intellectual Merit); and
• Benefit society or advance desired societal outcomes (Broader Impacts)?
• To what extent do the proposed activities suggest and explore creative, original, or potentially transformative concepts?
• Is the plan for carrying out the proposed activities well-reasoned, well-organized, and based on a sound rationale? Does the plan incorporate a mechanism to assess success?
• How well qualified is the individual, team, or organization to conduct the proposed activities?
• Are there adequate resources available to the PI (either at the home organization or through collaborations) to carry out the proposed activities?

Broader impacts may be accomplished through the research itself, through the activities that are directly related to specific research projects, or through activities that are supported by, but are complementary to, the project. NSF values the advancement of scientific knowledge and activities that contribute to achievement of societally relevant outcomes. Such outcomes include, but are not limited to: full participation of women, persons with disabilities, and other underrepresented groups in science, technology, engineering, and mathematics (STEM); improved STEM education and educator development at any level; increased public scientific literacy and public engagement with science and technology; improved well-being of individuals in society; development of a diverse, globally competitive STEM workforce; increased partnerships between academia, industry, and others; improved national security; increased economic competitiveness of the United States; and enhanced infrastructure for research and education.

Proposers are reminded that reviewers will also be asked to review the Data Management Plan and the Postdoctoral Researcher Mentoring Plan, as appropriate.

Additional Solicitation Specific Review Criteria

Reviewers will be asked to interpret the two basic NSF review criteria in the context of the REU program. In addition, they will be asked to place emphasis on the following considerations:

• Appropriateness and value of the research and professional development experience for the student participants, particularly the appropriateness of the research project(s) for undergraduate involvement and the nature of the students' participation in these activities.
• Quality of the research environment, including the facilities, the preparedness of the research mentor(s) to guide undergraduate research, and the professional development opportunities for the students.
• Appropriateness of the student recruitment and selection plans, including plans for conducting outreach, awareness, and recruitment of applicants from underrepresented groups, from outside the host institution, and from academic institutions with limited research opportunities in STEM.
• Quality of plans for student preparation and for follow-through designed to promote continuation of student interest and involvement in research.
• Appropriateness and cost-effectiveness of the budget, effectiveness of the plans for managing the project and evaluating the outcomes, and commitment of partners, if relevant.
• For renewals of previously funded REU Sites: effectiveness of the previous Site.

B. Review and Selection Process

Proposals submitted in response to this program solicitation will be reviewed by Ad hoc Review and/or Panel Review.

Reviewers will be asked to evaluate proposals using two National Science Board approved merit review criteria and, if applicable, additional program specific criteria. A summary rating and accompanying narrative will generally be completed and submitted by each reviewer and/or panel. The Program Officer assigned to manage the proposal's review will consider the advice of reviewers and will formulate a recommendation.

After scientific, technical and programmatic review and consideration of appropriate factors, the NSF Program Officer recommends to the cognizant Division Director whether the proposal should be declined or recommended for award. NSF strives to be able to tell applicants whether their proposals have been declined or recommended for funding within six months. Large or particularly complex proposals or proposals from new awardees may require additional review and processing time. The time interval begins on the deadline or target date, or receipt date, whichever is later. The interval ends when the Division Director acts upon the Program Officer's recommendation.

After programmatic approval has been obtained, the proposals recommended for funding will be forwarded to the Division of Grants and Agreements or the Division of Acquisition and Cooperative Support for review of business, financial, and policy implications. After an administrative review has occurred, Grants and Agreements Officers perform the processing and issuance of a grant or other agreement. Proposers are cautioned that only a Grants and Agreements Officer may make commitments, obligations or awards on behalf of NSF or authorize the expenditure of funds. No commitment on the part of NSF should be inferred from technical or budgetary discussions with a NSF Program Officer. A Principal Investigator or organization that makes financial or personnel commitments in the absence of a grant or cooperative agreement signed by the NSF Grants and Agreements Officer does so at their own risk.

Once an award or declination decision has been made, Principal Investigators are provided feedback about their proposals. In all cases, reviews are treated as confidential documents. Verbatim copies of reviews, excluding the names of the reviewers or any reviewer-identifying information, are sent to the Principal Investigator/Project Director by the Program Officer. In addition, the proposer will receive an explanation of the decision to award or decline funding.

VII. Award Administration Information

A. notification of the award.

Notification of the award is made to the submitting organization by an NSF Grants and Agreements Officer. Organizations whose proposals are declined will be advised as promptly as possible by the cognizant NSF Program administering the program. Verbatim copies of reviews, not including the identity of the reviewer, will be provided automatically to the Principal Investigator. (See Section VI.B. for additional information on the review process.)

B. Award Conditions

An NSF award consists of: (1) the award notice, which includes any special provisions applicable to the award and any numbered amendments thereto; (2) the budget, which indicates the amounts, by categories of expense, on which NSF has based its support (or otherwise communicates any specific approvals or disapprovals of proposed expenditures); (3) the proposal referenced in the award notice; (4) the applicable award conditions, such as Grant General Conditions (GC-1)*; or Research Terms and Conditions* and (5) any announcement or other NSF issuance that may be incorporated by reference in the award notice. Cooperative agreements also are administered in accordance with NSF Cooperative Agreement Financial and Administrative Terms and Conditions (CA-FATC) and the applicable Programmatic Terms and Conditions. NSF awards are electronically signed by an NSF Grants and Agreements Officer and transmitted electronically to the organization via e-mail.

*These documents may be accessed electronically on NSF's Website at https://www.nsf.gov/awards/managing/award_conditions.jsp?org=NSF . Paper copies may be obtained from the NSF Publications Clearinghouse, telephone (703) 292-8134 or by e-mail from [email protected] .

More comprehensive information on NSF Award Conditions and other important information on the administration of NSF awards is contained in the NSF Proposal & Award Policies & Procedures Guide (PAPPG) Chapter VII, available electronically on the NSF Website at https://www.nsf.gov/publications/pub_summ.jsp?ods_key=pappg .

Administrative and National Policy Requirements

Build America, Buy America

As expressed in Executive Order 14005, Ensuring the Future is Made in All of America by All of America's Workers (86 FR 7475), it is the policy of the executive branch to use terms and conditions of Federal financial assistance awards to maximize, consistent with law, the use of goods, products, and materials produced in, and services offered in, the United States.

Consistent with the requirements of the Build America, Buy America Act (Pub. L. 117-58, Division G, Title IX, Subtitle A, November 15, 2021), no funding made available through this funding opportunity may be obligated for an award unless all iron, steel, manufactured products, and construction materials used in the project are produced in the United States. For additional information, visit NSF's Build America, Buy America webpage.

C. Reporting Requirements

For all multi-year grants (including both standard and continuing grants), the Principal Investigator must submit an annual project report to the cognizant Program Officer no later than 90 days prior to the end of the current budget period. (Some programs or awards require submission of more frequent project reports). No later than 120 days following expiration of a grant, the PI also is required to submit a final project report, and a project outcomes report for the general public.

Failure to provide the required annual or final project reports, or the project outcomes report, will delay NSF review and processing of any future funding increments as well as any pending proposals for all identified PIs and co-PIs on a given award. PIs should examine the formats of the required reports in advance to assure availability of required data.

PIs are required to use NSF's electronic project-reporting system, available through Research.gov, for preparation and submission of annual and final project reports. Such reports provide information on accomplishments, project participants (individual and organizational), publications, and other specific products and impacts of the project. Submission of the report via Research.gov constitutes certification by the PI that the contents of the report are accurate and complete. The project outcomes report also must be prepared and submitted using Research.gov. This report serves as a brief summary, prepared specifically for the public, of the nature and outcomes of the project. This report will be posted on the NSF website exactly as it is submitted by the PI.

More comprehensive information on NSF Reporting Requirements and other important information on the administration of NSF awards is contained in the NSF Proposal & Award Policies & Procedures Guide (PAPPG) Chapter VII, available electronically on the NSF Website at https://www.nsf.gov/publications/pub_summ.jsp?ods_key=pappg .

The NSF Education & Training Application (ETAP) is a customizable common application system that connects individuals (such as students and teachers) with NSF-funded education and training opportunities and collects high-quality data from both applicants and participants in NSF-funded opportunities. It was initially developed to serve the REU Sites program but now serves multiple programs, and its use is growing. All investigators with REU Site awards or REU Supplement awards are welcome to use ETAP, which offers benefits to the PIs, the students, and NSF. Some NSF units require their REU Sites to use ETAP to manage student applications and collect student demographic information. When use of ETAP is required, it will be indicated in the award notice for the REU Site. Prospective PIs may find out whether specific NSF units require use of ETAP by consulting the discipline-specific REU web pages (for units that have them) or by contacting the program officers listed on the NSF REU Site Contacts web page .

PIs are required to provide the names and other basic information about REU student participants as part of annual and final project reports. In particular, in the report, each REU student who is supported with NSF REU funds must be identified as an "REU Participant," and the PI must provide the student's home institution and year of schooling completed (sophomore, junior, etc.). The REU students (like all participants listed in project reports) will receive an automated request from Research.gov to self-report their demographic information. PIs of REU Sites may also be required to provide additional information that enables NSF to track students beyond the period of their participation in the Site. For PIs who use NSF's ETAP to receive REU applications, that system collects, and provides reports on, the demographic information and other characteristics of both applicants and participants, and it will support efforts in longitudinal tracking.

REU Site awardees are expected to establish a website for the recruitment of students and dissemination of information about the REU Site and to maintain the website for the duration of the award. PIs are required to furnish the URL for the website to the cognizant NSF program officer no later than 90 days after receiving notification of the award.

VIII. Agency Contacts

Please note that the program contact information is current at the time of publishing. See program website for any updates to the points of contact.

General inquiries regarding this program should be made to:

For questions related to the use of NSF systems contact:

• NSF Help Desk: 1-800-673-6188
• Research.gov Help Desk e-mail: [email protected]

For questions relating to Grants.gov contact:

• Grants.gov Contact Center: If the Authorized Organizational Representatives (AOR) has not received a confirmation message from Grants.gov within 48 hours of submission of application, please contact via telephone: 1-800-518-4726; e-mail: [email protected] .

IX. Other Information

The NSF website provides the most comprehensive source of information on NSF Directorates (including contact information), programs and funding opportunities. Use of this website by potential proposers is strongly encouraged. In addition, "NSF Update" is an information-delivery system designed to keep potential proposers and other interested parties apprised of new NSF funding opportunities and publications, important changes in proposal and award policies and procedures, and upcoming NSF Grants Conferences . Subscribers are informed through e-mail or the user's Web browser each time new publications are issued that match their identified interests. "NSF Update" also is available on NSF's website .

Grants.gov provides an additional electronic capability to search for Federal government-wide grant opportunities. NSF funding opportunities may be accessed via this mechanism. Further information on Grants.gov may be obtained at https://www.grants.gov .

Some NSF directorates/offices/divisions that manage REU Site proposals post discipline-specific REU web pages or fund an awardee to host a website providing information for the community of REU awardees in the discipline. These discipline-specific websites are listed, along with the NSF REU point of contact for each discipline, on the web page at https://www.nsf.gov/crssprgm/reu/reu_contacts.jsp . The following resources, which summarize research on the impact of undergraduate research experiences, could be helpful to investigators as they are designing those experiences and considering approaches to evaluating them: Brownell, Jayne E., and Lynn E. Swaner. Five High-Impact Practices: Research on Learning, Outcomes, Completion, and Quality ; Chapter 4: "Undergraduate Research." Washington, DC: Association of American Colleges and Universities, 2010. Reviews published research on the effectiveness and outcomes of undergraduate research. Laursen, Sandra, et al. Undergraduate Research in the Sciences: Engaging Students in Real Science . San Francisco: Jossey-Bass, 2010. Examines the benefits of undergraduate research, and provides advice for designing and evaluating the experiences. Linn, Marcia C., Erin Palmer, Anne Baranger, Elizabeth Gerard, and Elisa Stone. "Undergraduate Research Experiences: Impacts and Opportunities." Science , Vol. 347, Issue 6222 (6 February 2015); DOI: 10.1126/science.1261757 . Comprehensively examines the literature on the impacts of undergraduate research experiences, and identifies the gaps in knowledge and the opportunities for more rigorous research and assessment. Lopatto, David. Science in Solution: The Impact of Undergraduate Research on Student Learning . Tucson, AZ: Research Corporation for Science Advancement, 2009. Findings from the author's pioneering surveys exploring the benefits of undergraduate research. National Academies of Sciences, Engineering, and Medicine. Undergraduate Research Experiences for STEM Students: Successes, Challenges, and Opportunities . Washington, DC: The National Academies Press, 2017; DOI: 10.17226/24622 . NSF-commissioned study that takes stock of what is known, and not known, about undergraduate research experiences and describes practices and research that faculty can apply to improve the experiences for students. Russell, Susan H., Mary P. Hancock, and James McCullough. "Benefits of Undergraduate Research Experiences." Science , Vol. 316, Issue 5824 (27 April 2007); DOI: 10.1126/science.1140384 . Summary of a large-scale, NSF-funded evaluation of undergraduate research opportunities, conducted by SRI International between 2002 and 2006. The study included REU Sites, REU Supplements, and undergraduate research opportunities sponsored by a range of other NSF programs. Several additional resources offer practical help for designing particular components of REU projects: Online Ethics Center for Engineering and Science . Information, references, and case studies for exploring ethics in engineering and science and designing training on the responsible and ethical conduct of research. Center for the Improvement of Mentored Experiences in Research (CIMER). Publications and online resources, including an assessment platform, focusing on effective mentoring of beginning researchers. EvaluateUR . A service (available through subscription) for evaluating independent student research. Undergraduate Research Student Self-Assessment (URSSA). Online survey instrument for use in evaluating student outcomes of undergraduate research experiences. (Most REU Sites in the Biological Sciences use a version of this tool. See https://bioreu.org/resources/assessment-and-evaluation/ .) Although some of the resources above were partially developed with NSF funding, the list is not meant to imply an NSF recommendation, and the list is not meant to be exhaustive. Some NSF programs that support centers and facilities encourage the inclusion of REU activities as one component of those large projects; see the individual solicitations for details. Other NSF funding opportunities, such as the following, focus on providing structured research experiences similar to those supported by the REU program: Directorate of Geosciences - Veterans Education and Training Supplement (GEO-VETS) Opportunity Geoscience Research Experiences for Post-Baccalaureate Students (GEO-REPS) Supplement Opportunity High School Student Research Assistantships (MPS-High): Funding to Broaden Participation in the Mathematical and Physical Sciences International Research Experiences for Students (IRES) Post-Associate and Post-Baccalaureate Research Experiences for LSAMP Students (PRELS) Supplement Opportunity Research and Mentoring for Postbaccalaureates in Biological Sciences (RaMP) Research Assistantships for High School Students (RAHSS): Funding to Broaden Participation in the Biological Sciences Research Experience for Teachers (RET) Supplement Opportunity: Directorate for Biological Sciences Research Experiences for Teachers (RET) in Engineering and Computer Science Research Training Groups in the Mathematical Sciences (RTG) Veterans Research Supplement (VRS) Program: Directorate for Engineering As funding opportunities are added or expire, the above list will not remain current. Visit the NSF website ( https://new.nsf.gov/funding/opportunities ) for up-to-date information.

About The National Science Foundation

The National Science Foundation (NSF) is an independent Federal agency created by the National Science Foundation Act of 1950, as amended (42 USC 1861-75). The Act states the purpose of the NSF is "to promote the progress of science; [and] to advance the national health, prosperity, and welfare by supporting research and education in all fields of science and engineering."

NSF funds research and education in most fields of science and engineering. It does this through grants and cooperative agreements to more than 2,000 colleges, universities, K-12 school systems, businesses, informal science organizations and other research organizations throughout the US. The Foundation accounts for about one-fourth of Federal support to academic institutions for basic research.

NSF receives approximately 55,000 proposals each year for research, education and training projects, of which approximately 11,000 are funded. In addition, the Foundation receives several thousand applications for graduate and postdoctoral fellowships. The agency operates no laboratories itself but does support National Research Centers, user facilities, certain oceanographic vessels and Arctic and Antarctic research stations. The Foundation also supports cooperative research between universities and industry, US participation in international scientific and engineering efforts, and educational activities at every academic level.

Facilitation Awards for Scientists and Engineers with Disabilities (FASED) provide funding for special assistance or equipment to enable persons with disabilities to work on NSF-supported projects. See the NSF Proposal & Award Policies & Procedures Guide Chapter II.F.7 for instructions regarding preparation of these types of proposals.

The National Science Foundation has Telephonic Device for the Deaf (TDD) and Federal Information Relay Service (FIRS) capabilities that enable individuals with hearing impairments to communicate with the Foundation about NSF programs, employment or general information. TDD may be accessed at (703) 292-5090 and (800) 281-8749, FIRS at (800) 877-8339.

The National Science Foundation Information Center may be reached at (703) 292-5111.

The National Science Foundation promotes and advances scientific progress in the United States by competitively awarding grants and cooperative agreements for research and education in the sciences, mathematics, and engineering. To get the latest information about program deadlines, to download copies of NSF publications, and to access abstracts of awards, visit the NSF Website at 2415 Eisenhower Avenue, Alexandria, VA 22314 (NSF Information Center) (703) 292-5111 (703) 292-5090   Send an e-mail to: or telephone: (703) 292-8134 (703) 292-5111 Privacy Act And Public Burden Statements The information requested on proposal forms and project reports is solicited under the authority of the National Science Foundation Act of 1950, as amended. The information on proposal forms will be used in connection with the selection of qualified proposals; and project reports submitted by awardees will be used for program evaluation and reporting within the Executive Branch and to Congress. The information requested may be disclosed to qualified reviewers and staff assistants as part of the proposal review process; to proposer institutions/grantees to provide or obtain data regarding the proposal review process, award decisions, or the administration of awards; to government contractors, experts, volunteers and researchers and educators as necessary to complete assigned work; to other government agencies or other entities needing information regarding applicants or nominees as part of a joint application review process, or in order to coordinate programs or policy; and to another Federal agency, court, or party in a court or Federal administrative proceeding if the government is a party. Information about Principal Investigators may be added to the Reviewer file and used to select potential candidates to serve as peer reviewers or advisory committee members. See System of Record Notices , NSF-50 , "Principal Investigator/Proposal File and Associated Records," and NSF-51 , "Reviewer/Proposal File and Associated Records." Submission of the information is voluntary. Failure to provide full and complete information, however, may reduce the possibility of receiving an award. An agency may not conduct or sponsor, and a person is not required to respond to, an information collection unless it displays a valid Office of Management and Budget (OMB) control number. The OMB control number for this collection is 3145-0058. Public reporting burden for this collection of information is estimated to average 120 hours per response, including the time for reviewing instructions. Send comments regarding the burden estimate and any other aspect of this collection of information, including suggestions for reducing this burden, to: Suzanne H. Plimpton Reports Clearance Officer Policy Office, Division of Institution and Award Support Office of Budget, Finance, and Award Management National Science Foundation Alexandria, VA 22314 You are using an outdated browser. Please upgrade your browser to improve your experience. Skip to content Research can lead you to become a student for life. It teaches the acumen for solving some of life's greatest mysteries. Doing research will allow you to learn in a unique way. You will gain practical hands-on knowledge develop critical thinking skills. Surround yourself with people who are passionate about their topic and learning. Research takes place in the lab, in the field, and in the library. Research, creative experiences, and service learning are hallmarks of a Cornell undergraduate education. Global Health's Anti-Politics - honors thesis presentation by Dalton Price '20 Anthropology major Dalton Price presents the results of his honors thesis, "Global Health's Anti-Politics: A Comparative Ethnography of the World Health Organization and Partners in Health" ... For a student with diabetes, research is power Kaavian Shariati ’20, a biomedical engineering major, speaks about his undergraduate research experience in the lab of Minglin Ma, associate professor in the Department of Biological and Environm... Student Multidisciplinary Applied Research Teams (SMART) program overview Cornell students who have participated in the Student Multidisciplinary Applied Research Teams (SMART) Program share their reflections and experiences, and director Ed Mabaya provides an overview of t... Summer Research Internships for Undergraduates at Cornell University Cornell's Research Experience for Undergraduates (REU) program is designed to introduce eligible undergraduates to leading scholars at the nation's top research universities. Participating undergradua... Undergrads reflect on summer research experience at CLASSE Three undergraduates from diverse backgrounds reflect on their recent participation in Cornell's Research Experience for Undergraduates (REU) summer program at CLASSE -- the Cornell Laboratory for Acc... 2015 Convocation for New Students and Families President Elizabeth Garrett delivered her first Convocation for New Students and Families Aug. 22 at Schoellkopf Stadium, along with students Joseph Spivak '16, Juliana Batista '16, and Annie O'Toole ... Student Research Sabrina Shih ’20 Nick Leung ’20 Opportunity Cross Institution Initiatives Summer Opportunities Weill Medical Opportunities Viterbi Summer Undergraduate Research Experience (SURE) The USC Viterbi Summer Undergraduate Research Experience (SURE) is an 8-week summer residential research program at the University of Southern California in Los Angeles. The program provides undergraduate students with the opportunity to work on cutting-edge research projects with academic-industry collaboration under the mentorship of Viterbi faculty and PhD students. Positive consideration will be given to students from historically underrepresented backgrounds. The program allows participants to develop skill sets in research towards their long-term career goals. Participants also will engage in professional network opportunities and build relationships that will expand their academic and professional horizons. The overarching goal of SURE is to help students develop an understanding of research in engineering disciplines, and preparing students with skills for successful academic careers in engineering graduate programs. Program Benefits Learn about cutting-edge research under the guidance of world-renowned USC faculty researchers and mentorship from PhD students. Participate in weekly professional development workshops to enhance your skill sets as a researcher. Topics include delivering effective presentations, designing technical posters, developing best practices in research, and applying to PhD programs.  Attend professional networking events and research site visits.  Explore the vibrant city of Los Angeles through weekend social activities. Build lifelong connections with other SURE students who share your passion for research.  Program Eligibility Undergraduate students enrolled at a U.S. higher education institution. U.S. citizen, U.S. permanent resident, or DACA recipient currently located in the U.S.  Strong academic background (GPA of 3.0 or higher is recommended) in the following majors: engineering, math, computer science, or hard science (biology, chemistry, physics). Must be available to participate full time (40 hours/week) for the entire duration of the program. Application Materials Transcripts (official or student portal generated transcripts are acceptable) Resume  (1 page maximum) Statement of Purpose (Provide a brief statement on your research interests, academic and professional goals, and how the SURE program will help you achieve those goals) 1 Letter of Recommendation (academic reference preferred) Questions? Email us at [email protected] In partnership with News Release: USC Viterbi and Amazon Announce Joint Summer Research Program for Undergraduates News Release: USC and Meta Collaborate to establish the USC-Meta Center for Research and Education In AI and Learning What's Included $5,200 stipend for 8-week program  Campus housing Travel to and from Los Angeles Summer health insurance Educational and social activities End-of-program poster session Important Dates Application Launch & Info Session Friday, December 1, 2023 Application Deadline Friday, February 9, 2024 Selection Notifications Mid-March - early April  Program Dates June 10 - August 2, 2024 Participants will arrive on Saturday, June 8 and depart on Saturday, August 3.  Subscribe for Updates Sure information session. Friday, December 1, 2023 | 12:00 - 1:00 pm (PT) The Viterbi SURE program will host a general information session for all prospective applicants. This session covers information about USC Viterbi, SURE program components, application process, and selection criteria. Published on October 19th, 2022 Last updated on June 24th, 2024 ABOUT THE SCHOOL 115 Year Celebration About Andrew Viterbi Diversity Equity & Inclusion Facts and Numbers Faculty Directory Ginsburg Hall USC Michelson Center FROM THE DEAN Dean's Message Dean's Report Initiatives and Priorities Engineering + Strategic Plan NEWS | MEDIA | EVENTS Keynote Lecture Series Media Contact & Press Releases Media Coverage Public Image Archive Publications Social Media Viterbi News Now SCHOOL OF ADVANCED COMPUTING Thomas Lord Department of Computer Science Ming Hsieh Department of Electrical and Computer Engineering Division of Computing Education (DCE) Information Technology Program (ITP) Interdisciplinary Data Science (IDS) Information Science Institute (ISI) Institute for Creative Technologies (ICT) More to come soon DEPARTMENTS AND ACADEMIC PROGRAMS Aerospace and Mechanical Engineering Astronautical Engineering Alfred E. Mann Department of Biomedical Engineering Mork Family Department of Chemical Engineering and Materials Science Sonny Astani Department of Civil and Environmental Engineering Daniel J. Epstein Department of Industrial and Systems Engineering Engineering in Society Program Information Technology Program EXECUTIVE AND CONTINUING EDUCATION Aviation Safety and Security Program Corporate and Professional Programs ONLINE ACCESS Graduate Programs - DEN@Viterbi SPECIALIZED GRADUATE PROGRAMS Financial Engineering Program Green Technologies Program Data Science Program Progressive Degree Program Systems Architecting and Engineering Program RESOURCES AND INITIATIVES Academic Integrity Accreditation Awards Office John Brooks Slaughter Center for Engineering Diversity Division of Engineering Education Globalization K-12 Outreach USC Experts Directory Women in Science and Engineering FIRST YEAR APPLICANTS MASTER'S APPLICANTS PHD APPLICANTS TRANSFER APPLICANTS RESEARCH ENVIRONMENT Search Faculty Research Areas Departments, Research Institutes and Centers Research Infrastructure Research Initiatives Research Vision Student Research Summer Undergraduate Research Experience TECHNOLOGY INNOVATION AND ENTREPRENEURSHIP NSF I-Corps Hub: West Region Office of Technology Innovation and Entrepreneurship USC Stevens Center for Innovation Viterbi News Network Diversity Equity Inclusion Dean’s Message Dean’s Report Media Contact & Press Releases More to Come Soon Biomedical Engineering Informatics Program Graduate Programs – DEN@Viterbi First Year Applicants Master’s Applicants PHD Applicants Transfer Applicants Competitions Entrepreneurship I-Corps Node Viterbi Startup Garage Viterbi Student Innovation Institute (VSI2) Viterbi Venture Fund Research Experience for Undergraduates Research Experience for Undergraduates (REU) REU: ALL POSITIONS ARE NOW FILLED, NO NEW APPLICATIONS WILL BE ACCEPTED NOR CONSIDERED. RET: Several positions are still open. Each summer the Department of Physics at Purdue runs a National Science Foundation funded Research Experience for Undergraduates program. The 2024-year's 10 week program runs from May 28 (9am) until August 02 (5pm), 2024. Applications will be accepted until all position are filled. However, since we begin reviewing applications in early February, please apply before February 1 for full consideration. Allowances may be made on individual basis for students whose Summer Break begins after this start date, however, the ending date may be impossible to shift. The main goal of the program is to give undergraduates an opportunity to participate in a forefront research project.  Start application process Download REU flyer (PDF) Research Experiences for Teachers (RET) An associated program offers a similar research opportunity to K-12 teachers. Details about the RET program and the application materials (PDF).  Some program highlights of the REU program: Research project. In each research project students will work closely with a member of our faculty. The projects will be in a wide variety of areas, including high energy physics, accelerator mass spectrometry, condensed matter physics, geophysics, biophysics, nuclear physics and astrophysics. Descriptions of the students' projects from previous years can be found in the Projects page . Each student will receive a stipend of $600 per week. The costs of housing (in a campus residence hall) and meals will be covered by the program. A travel allowance will also be available. Weekly seminars Students will learn about current research frontiers in physics. Social programs Outdoor activities (hiking, canoeing, Cubs game etc.), Notre Dame REU Olympics, and trips to Fermilab and Argonne National Laboratory . Student presentations and research symposium The REU students make presentations on their work on two occasions during the program. At the halfway point of the program, we have an afternoon mini-symposium at which each student gives a short (15 minute) oral presentation. At the end of the program we have a research mini-conference, to which all students and faculty in the department are invited. These talks will describe what has been accomplished, and plans or suggestions for the future. Conferences In recent years many students from Purdue have given presentations at undergraduate research conferences (e.g. annual conferences at Butler University and at Argonne National Laboratory). We encourage the REU students to present their work at these and other undergraduate conferences, and provide funding to support this. Ongoing research Where possible, students are encouraged to continue work on their projects after the end of the formal program. This is accomplished through visits to Purdue, collaboration through the internet, and work at the student's home institution. Funding is available to sponsor these activities. Nondiscrimination Policy Statement Purdue University prohibits discrimination against any member of the University community on the basis of race, religion, color, sex, age, national origin or ancestry, genetic information, marital status, parental status, sexual orientation, gender identity and expression, disability, or status as a veteran. The University will conduct its programs, services and activities consistent with applicable federal, state and local laws, regulations and orders and in conformance with the procedures and limitations as set forth in Purdue’s Equal Opportunity, Equal Access and Affirmative Action policy which provides specific contractual rights and remedies. Additionally, the University promotes the full realization of equal employment opportunity for women, minorities, persons with disabilities and veterans through its affirmative action program. View a more complete statement of Purdue's policies of equal access and equal opportunity . If you have any questions or concerns regarding these policies, please contact the Office of the Vice President for Ethics and Compliance at  [email protected]  or 765-494-5830. Photo Album Research Projects Publications Pizza Seminars Department of Physics and Astronomy, 525 Northwestern Avenue, West Lafayette, IN 47907-2036 • Phone: (765) 494-3000 • Fax: (765) 494-0706 Copyright © 2024 Purdue University | An equal access/equal opportunity university | Copyright Complaints | DOE Degree Scorecards Trouble with this page? Accessibility issues ? Please contact the College of Science . Good Contents Are Everywhere, But Here, We Deliver The Best of The Best.Please Hold on! Data is Loading... What is Rex? For mentees. Are you an undergraduate at UBC interested in getting more research experience? Click view more to apply now and learn more about the program! For Mentors Are you a researcher studying at UBC? Are you interested in mentoring undergraduates and giving them exposure to research? Click view more to learn more and apply! Pack Research Experience Program The Pack Research Experience Program (PREP) is a research award that directly benefits historically underrepresented and first-generation students with an academic standing of freshman or sophomore. Get paid to work on a research project or creative activity under the guidance of a faculty mentor! Benefits of participating: Get paid while learning about research. Apply what you learn in the classroom to real issues. Develop skills and knowledge that can help you be a better student. Build a supportive community around you that includes faculty, staff and fellow students. Contribute to a team of researchers that are developing new knowledge. Build experience to apply for other undergraduate research opportunities, the McNair Scholars Program or even graduate school. Mentors and projects for fall 2024 Applications for these projects are due on Monday, April 15, 2024 at 5 p.m. Visit the PREP student information page for details. Laura Blume The violence against public figures project Mary Burtnick Development of subunit vaccines to combat melioidosis Josette El Zaklit Comparing the effects of nanosecond electric pulses to those evoked by conventional electrical stimulation Dave Feil-Seifer Social impact of long-term cooperation with robots Kaitlin Keegan How does snow become glacial ice? Investigating the evolution of firn microstructure Cynthia Corley Mastick Slit fragments generate diversity in axon guidance and cell signaling Lesley Morris Historical Ecology in Rangelands (HEIR) Lab Sandhya Krittika Narayanan The social context of reawakening sleeping languages Andrew Nuss Insect physiology lab Yftah Tal-Gan Development of peptide-based tools to study bacterial communication Rosie Trump Screendance - Methods for creating dance films Subhash Verma Biochemical and recombinant virus approaches to establish the role of viral proteins and genetic elements in the replication and persistence of human viruses Go to Charlotte.edu Prospective Students About UNC Charlotte Campus Life Graduate Admissions Faculty and Staff Human Resources Auxiliary Services Inside UNC Charlotte Academic Affairs Current Students Financial Aid Student Health Alumni and Friends Alumni Association Advancement Make a Gift Surveys and Instruments A customizable online survey instrument of REU student outcomes The Undergraduate Research Student Self-Assessment (URSSA) is an online survey instrument for use in evaluating student outcomes of undergraduate research experiences in the sciences. The URSSA survey items are grounded in an extensive body of research about undergraduate research and have been thoroughly tested and validated. Once registered on salgsite.org, you can: Customize URSSA to fit your program’s goals and methods; Search for an existing URSSA survey in your discipline; Have students complete the survey online; and, Download and review analyses of the students’ responses. Please visit [link] to learn more about URSSA and to find instructions for how to examine and use it. Development and testing of URSSA has been supported by the National Science Foundation through its Divisions of Chemistry and Undergraduate Education, the Biological Sciences Directorate, and the Office of Multidisciplinary Affairs, under grant #CHE-0548488. Student Surveys Pre-REU Survey from UNC Charlotte Post-REU Survey from UNC Charlotte Pre-REU Survey from Humbolt State University Post-REU Survey from Humbolt State University Academic Self-Efficacy from Trinity College Assessment 2008 from Trinity College Trinity REU Survey 2009 from Trinity College Evaluation of Research Experience in Pervasive and Mobile Computing from Auburn University SURF-IT Participant Feedback Form Summer 2008 from UCSC CS Scholar Survey from Univ. of Maryland Midterm Evaluation from Univ. of Maryland REU Survey 2009 from Univ. of Maryland Student Pre-Survey 2008 from DePaul University Studnet Post-Survey from DePaul University Student Process Log from DePaul University SPIRE-EIT Pre-test Survey from Iowa State University SPIRE-EIT Post-test Survey from Iowa State University REU Pre-Survey Form from Rhode Island University REU Post-Survey Form from Rhode Island University REU Efficacy Form from Rhode Island University REU Survey from Univ. of Oklahoma Week 1 Evaluation from Texas A & M University Week 5 Evaluation from Texas A & M University Week 10 Evaluation from Texas A & M University Student Survey Pre-test 2008 from University of Massachusetts Amherst Student Survey Post-test 2008 from University of Massachusetts Amherst Faculty Surveys Faculty GA Consent Form from UNC Charlotte Faculty Judge Consent Form from UNC Charlotte Faculty Survey from Trinity College Faculty Process Log from DePaul University Faculty/Mentor Post Questionnaire from Iowa State University Mentor Surveys REU Faculty and Graduate Mentor Survey from UNC Charlotte SURF-IT Mentor Rating Sheet for 2008 from UCSC REU Mentor Survey from University of Rhode Island REU Mentor Survey from University of Massachusetts Amherst Longitudinal Survey Follow-up REU Survey from Humboldt State University Qualitative Survey Focus Group Questions from Univ. of Maryland SPIRE Focus Group Protocol from Iowa State University Internal Administration Informed Consent Form from UNC Charlotte Judge Form from UNC Charlotte Recruiting Flyer Sample from UNC Charlotte IRB Approval Application from UNC Charlotte Photo Consent Form from UNC Charlotte REU Consent Form from Rhode Island University NSF REU Site: Psychology Research Experience Program UW Campus Map UW Libraries UW Recreation Facilities UW Campus Attractions UW Campus Events Calendar City of Madison The Greater Madison Convention and Visitors Bureau About PREP More Application & Selection More PREP Participant Directory More Student Research PREP Symposium More PREP Research Abstracts More Quick Links Schedule an Undergraduate Appointment More Graduate Admissions More Department Calendar More Psychology Research Experience Program (PREP) More Research Centers and Institutes More Internal Links More Concur/Fox World Travel More Summer Undergraduate Research Experiences Program Science transforming health. Careers Homepage Careers FAQ Faculty Development Postdoctoral Fellowships Lee Hood Systems Fellows Program Grad Student Opportunities Internships Summer Undergraduate Research Experiences Program ISB Summer Undergraduate Research Experiences Program Are you a current undergraduate student with an interest in biology, chemistry, computer science, information science, applied mathematics, and/or engineering? An internship at the Institute for Systems Biology (ISB), might be a good fit for you. The  application  closes February 26, 2024. If you were unable to join the info session, you can still  review the agend a ,  watch the recording ,  and review the  frequently asked questions . The ISB Summer Undergraduate Research Experiences Program offers undergraduates with a diversity of backgrounds, career goals and experiences the opportunity to experience research side by side with experts in systems biology. Important Dates for Summer 2024: December 6, 2023 – Information Session via Zoom,  review the agenda  and  watch the recording December 11, 2023 –  Application opens February 26, 2024 – Application closes March – ISB Scientists review applications, conduct phone interviews and make informal offers First week of April – Formal offer letters sent to selected applicants Late April – All applicants notified of their status June 17 – August 2 – Required weeks at ISB facility, additional 3 weeks determined by student and mentor schedules To support learning, student interns will: Be paired with a mentor based on their interests. Students with a demonstrated interest in fields such as biology, chemistry, computer science, information science, applied mathematics, and/or engineering are all good fits for the types of  research projects available . Complete a research project developed with/by the student intern’s mentor Be included in all events at ISB, including lab meetings and retreats Participate in ongoing professional development including attendance at workshops, seminars, & team tasks Complete a poster with the support of their mentor and other ISB staff to be shared at an ISB-wide mini-symposium Be included (where applicable) on the development of publications that result from their research project Logistics of research experiences at ISB: The program selects a broad range of students, from current freshmen through to seniors with a diversity of backgrounds, career goals and experiences Student interns will work 30-40 hours per week at the state of the art research facility in Seattle, WA Student interns receive a stipend of at least $625/week or equivalent hourly wages ISB does not  provide housing but some students will qualify for a housing stipend of $4200 and can choose from a variety of options including  summer intern housing at UW To allow students from a variety of institutes to participate, interns will participate for 10 consecutive weeks during the summer that must include the seven weeks from June 17 to August 2. (e.g. a student from a semester system school might participate from May 29 to August 2 and a student from a quarter system school might participate from June 17 to August 24.) Participant Requirements: Authorized to work in the US An undergraduate student who is enrolled in a degree program (part-time or full-time) leading to a baccalaureate or associate degree A student at an accredited college or university in the United States Planning to attend either an undergraduate or graduate program in Fall following participation in the program In possession of a high school diploma or equivalent before applying to this program. (Note: current Running Start students are not eligible) Please direct questions to [email protected] with Summer Undergraduate Research Experiences question in the subject line. What Is Systems Biology Core Values & Goals Board of Directors Director Emeritus Foundation Board of Directors Principal Scientists Senior Research Scientists & Engineers ISB Fellows Affiliate Faculty Scientific Advisory Board Publications Proteomics Services Olink Services Software & Downloads Internship Programs Innovator Award Program ISB Courses & Symposia Education Homepage Education Resources Education Workshops Logan Center for Education Systems Education Experiences Systems Medicine Education Support ISB Education Media Coverage Subscribe to ISB News and Events Media Requests Philanthropy Contact ISB Sponsored Projects Resources Terms of Use and Privacy Policy Purchase Terms Institute for Systems Biology is a nonprofit scientific research organization located in Seattle © 2024 · All Rights Reserved · Institute for Systems Biology RSS Feed · Log in Privacy Overview Strictly Necessary Cookies This website uses cookies so that we can provide you with the best user experience possible. Cookie information is stored in your browser and performs functions such as recognising you when you return to our website and helping our team to understand which sections of the website you find most interesting and useful. Strictly Necessary Cookie should be enabled at all times so that we can save your preferences for cookie settings. If you disable this cookie, we will not be able to save your preferences. This means that every time you visit this website you will need to enable or disable cookies again. Office of Undergraduate Research Bioengineering Summer Undergraduate Research Experience (BE-SURE) This program is designed to introduce undergraduate students to research and applications at the interface of engineering and the life science. In addition to undertaking a research project in an academic lab, students will also receive basic training and experience in communicating their research findings. Students will also be exposed to academic and industry career paths in Bioengineering. Student participants will be part of a cohort of 10-20 other students working on a range of Bioengineering research projects across campus. Students will have the opportunity to interact with a cohort of fellow Princeton and visiting undergraduates interested in Bioengineering (including the Princeton iGEM team), participate in activities including an industry visit, tour of Princeton Innovation Center Biolabs (PICB), training in best practices in scientific communication, and participate in a end of year poster session and reception. Rising sophomores through rising seniors are encouraged to apply. Applications will be accepted via the Google form linked here . An official website of the United States government The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site. The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely. Publications Account settings Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now . Advanced Search Journal List Int J Exerc Sci Undergraduate Research: Importance, Benefits, and Challenges Developing and maintaining undergraduate research programs benefits students, faculty mentors, and the university. Incorporating a research component along with a sound academic foundation enables students to develop independent critical thinking skills along with oral and written communication skills. The research process impacts valuable learning objectives that have lasting influence as undergraduates prepare for professional service. Faculty members at teaching intensive institutions can enhance learning experiences for students while benefiting from a productive research agenda. The university in turn benefits from presentations and publications that serve to increase visibility in the scientific community. Whether projects are derived through student-generated or mentor-generated means, students benefit from completion of exposure to the hypothesis-driven scientific method. Does research have an appropriate place in the undergraduate curriculum of an exercise science-based department? Published findings, as well as personal experience, suggest that developing and maintaining undergraduate research benefits the students, the faculty mentors, the university or institution, and eventually society at large. Additionally, the scientific community places increasing importance on research performed at primarily undergraduate institutions. Since 1978, the Council on Undergraduate Research has promoted research opportunities for faculty and students at predominantly undergraduate institutions. This national organization of individual and institutional members currently represents over 900 colleges and universities with 3,000 members ( 1 ). The National Conferences for Undergraduate Research provides a venue for undergraduates to present findings at an annual meeting which featured 2,800 presenters in 2008 ( 4 ). Our belief is that an exercise science curriculum provides students the opportunity to become responsible professionals of competence and integrity in the area of health and human performance. The components necessary for professional competency in exercise-related fields include an understanding of the basic concepts and literature in the health-related specialty that is being studied and knowledge of the terminology or technical language used professionally. Incorporation of research methodology and the hypothesis-driven scientific process can build on this foundation through the development of independent critical thinking skills as well as oral and written communication skills. Independent thinking can instill in the undergraduate student the confidence to form one’s own conclusion based on available evidence. Undergraduate students who took classes in the same department where the research projects occurred reported having increased independence of thought, a more intrinsic motivation to learn, and a more active role in learning ( 3 ). Thus, the research process has a very favorable impact on valuable learning objectives as undergraduates prepare for their respective professions. Further benefits to the student have been reported and disseminated from the SURE study (Survey of Undergraduate Research Experiences) ( 3 ). Undergraduate students who completed a mentored research program identified multiple areas from which they benefited. Of interest to us as advisors of an undergraduate research curriculum were the following items, which were reported as being positively impacted by the research experience (for a complete list, see Figure 1 of Ref. 3 ): Understanding the research process Understanding how scientists work on problems Learning lab techniques Developing skills in the interpretation of results The ability to analyze data The ability to integrate theory and practice However, participation in an undergraduate research experience also benefited students in areas that can reach beyond academia ( 3 ). Having tolerance for obstacles Learning to work independently Understanding how knowledge is constructed Self confidence Understanding that assertions require supporting evidence Clarification of a career path These benefits persisted after a 9-month follow-up survey, suggesting some lasting changes in undergraduates’ perceptions of the value of research. The fact that participation in undergraduate research helps students clarify a career path is valuable not only for the student, but for society at large. Students who complete an undergraduate research opportunity report increased interest in careers in the areas of science, technology, engineering, or mathematics ( 7 ). After an undergraduate research experience, 68% of students stated they had some increased interest in pursuing a STEM career (i.e. Science, Technology, Engineering, or Mathematics) ( 7 ). Additionally, 29% developed a new expectation of obtaining a PhD due to the experience of undergraduate research ( 7 ). This increased interest in careers in STEM benefits society at large as students develop interest in highly skilled professions that promote independence, collaboration, and innovation. One of our own students, in response to a departmental exit survey stated, “research methodology is an important portion of the curriculum because graduate schools and supervisors are impressed when they see this on your resume, plus it’s a great experience.” We certainly believe undergraduate research to be an advantage when seeking post-graduate training; however, experience in research methodology is beneficial to all students not just those seeking further training after graduation. Ethical study and application of the scientific process develops critical thinking and independence necessary for achieving the highest standards of quality in scholarship, service and leadership. Developing skills in critical thinking and communication will allow students to emerge as leaders in multiple professions after graduation. Faculty mentors also benefit from the undergraduate research process. The faculty mentor can initiate or continue a productive research agenda while at a teaching intensive institution. Interactions with students in the research process can enhance teaching ( 1 ) through the use of the scientific process as a class objective and by incorporating lab skills into the research process. This again facilitates the students moving from classroom theory to practical experience to solidify learning. Further, the university or institution will benefit from the publications, abstracts, and local, regional, national, or international presentations that increase visibility in the scientific community. The scientific community also recognizes the importance of undergraduate research. Several national agencies have directly identified undergraduate research for funding initiatives. Funding for undergraduate research has been specifically identified by National Science Foundation which recently allocated $33 million for the Research Experiences for Undergraduates Program (REU) ( 6 ). This competitive mechanism typically funds an undergraduate student for a 10 week mentored project with a $3,000 – 4,000 stipend. The National Institute of Health has also announced the R15 mechanism or AREA grant which can provide an institution with up to $150,000 over 1 to 3 years for faculty mentored research at traditionally teaching institutions ( 5 ). An additional national funding opportunity for undergraduate students is the Howard Hughes Undergraduate Research Fellows Program providing a $2,600 stipend and possible tuition waiver ( 2 ). Fifteen years ago, the faculty in our department had the foresight to require each senior to complete an individual research project. The implementation of a research project was quite a progressive idea for 1993, particularly in an undergraduate department housed within a liberal arts university whose mission was almost exclusively teaching focused. At the time, students in our department designed their projects, collected data, and presented their results in a single 15 week semester. The process of completing the research project has endured numerous transformations throughout the years and has morphed into its current state, a year-long faculty mentored research endeavor. The students learn research methodology and develop their research projects in one semester, while data is collected, analyzed, and presented during the second semester. The capstone assignments for the research projects include a journal-style manuscript, a poster presentation, and an oral presentation given to the faculty and staff of the department. Additionally, all students are required to present their research at local or state conferences and many have gone on to present at regional, national, and even international conferences. Two schools of thought predominate when determining the research topics: a student-generated research topic versus a mentor-generated research topic. The former requires the student to perform a thorough literature review prior to the development of the project to ensure the project is novel. The student must then develop his or her own faculty-mentored methodology in order to appropriately answer the research question. This method provides a well-rounded research experience; however, the projects tend to be less sophisticated when compared to the mentor-generated projects. The more classic, mentor-generated projects often provide students with the opportunity for greater exposure to advanced laboratory techniques. However, as these projects are ongoing the student has less input into research design and methodology. Each method has its unique benefits and limitations, yet both result in excellent research experiences for the students. The decision to choose one method over the other often is dictated by the interests and future goals of the individual student. Those students who are interested in graduate or professional school tend to migrate towards mentor-generated projects in order to gain additional laboratory experience, though students can and often do chose a student-generated projects. As we look to the future of our undergraduate research program, we continue to pursue opportunities to improve the quality of instruction and mentoring provided to our students with the hope that this will enrich the research experience for our students. We believe the greatest limitation to an established undergraduate research curriculum is monetary support. Many universities have an Undergraduate Research Office that provides small stipends for the students to travel and present research. We have found that our students are willing to present at regional or national conferences, but many do not have the funds for travel, registration, and professional membership dues, and therefore, often choose not to present their research. Thus, if we desire our students to gain the valuable experience of presenting at larger conferences (other than state or local), the financial burden lies with the student and/or the department. However, the precedent has been set within our university and other universities to seek external donations from community members who are committed to the development of future scientists. Such donations could provide the stimulus for increased research activity by making available stipends for students as well as for faculty mentors. The additional financial support would not only increase the quality of the research projects, but could also provide the much-needed support for students to present their data at larger conferences. As faculty, we believe the research experience is extremely valuable for our students. It provides multiple benefits to students and faculty, as described above. However, those that have mentored research projects know it can be a trying or frustrating experience at times. Therefore, it is particularly gratifying to hear our students speak positively about the research process. One student reported last year, “I am really glad that I had the opportunity to complete a research project. It is an excellent tool for learning how to perform research, but also it has taught me skills I can use to complete any task.” For our purposes, this may be the primary goal of undergraduate research: students learn how to perform research, but they also learn problem-solving skills that translate to arenas beyond the classroom or laboratory. College of Liberal Arts & Sciences Department of Statistics Prospective Graduate Students Undergraduate Programs Statistics and Data Science Student Life and Campus Resources Liberal Arts & Sciences Graduate College Visit Illinois Graduate Programs Undergraduate Academics Advising Resources Courses & Registration Information Career Services Resources Student Resources Statistics Tutoring Student Groups Statistics Convocation Research Overview Undergraduate Research Fundamental Research in Statistics Data Science and Big Data Analytics Biostatistics and Quantitative Biology Statistics and Data Science Education Quantitative Methods Interdisciplinary Research Blackwell Summer Scholars Program Faculty & Staff Resources Tech & Facilities Support Campus Dates & Deadlines Student Advising Resources Administration & Staff Doctoral Student Alumni Spotlight Statistics PhD Alumni Stay Connected Give to Statistics Consulting Overview Sample Projects Research Staff Consulting Rates Appointments Consultation Requests ISO Invoice Payment Corporate Connections UNDERGRADUATE RESEARCH EXPERIENCE IN STATISTICS We are happy to announce Undergraduate Research Experience in Statistics (URES) to provide undergraduate Statistics students an opportunity to participate in a research experience with faculty. Students will apply for specific URES topics.   Student researchers will enroll in STAT 391: Honors Individual Study for credit and a letter grade. This is an honors experience additional to the Statistics curriculum and the credit hours earned from the URES will not count towards major requirements for the degree. To receive credit for this program, student researchers will prepare a final project presentation to showcase at the URES Symposium on the last day of instruction, Wednesday, December 11.  Additionally, students are encouraged to submit their projects for presentation at the yearly campus-wide Undergraduate Research Symposium in April. Eligibility Open to all Statistics and Stat&CS majors. Faculty will select students based on an application, topics of interest, grades, and progress toward completing the Statistics degree. Application All interested students must fill out an application for consideration. Applications for the Fall 2024 semester are due by 5 pm on Monday, August 16, 2024 at 5 p.m . Any questions? Please contact Undergraduate Advising ( [email protected] ) ++++++++++++++++++++++++++++++++++++++++++++++++++++++++ I’m a new student at the University of Illinois. Can I participate in URES as an incoming student or is it advisable to participate next semester onwards? New freshman students have many other responsibilities in their first semester to lay a foundation for a successful career here. We encourage those students to apply in a later semester. Transfer students have already had some experience at the collegiate level and are welcome to apply to URES in their first semester. What are my chances of getting an invitation to participate in URES? The number of announced positions for student researchers varies per semester. It’s hard to say what one individual’s chances are of getting in because it depends on the pool of all applicants and the number of positions. My advice is to select your schedule for the coming semester as if you will not participate in URES, but have a backup plan if you do get in and need to shuffle some classes because of the added responsibility. Regardless, we encourage all students to apply for this opportunity. If I don’t hear from a faculty member by the end of this semester, does that mean that I won’t have undergraduate research for next semester? Not necessarily. The opportunities on the URES application are only the ones we know about right now. As we’ve seen in past semesters, more faculty usually step forward at the beginning or even midway through a semester. The applicant pool will continue to be circulated and available to faculty leading up to and throughout the semester. Visit the University of Nebraska–Lincoln Apply to the University of Nebraska–Lincoln Give to the University of Nebraska–Lincoln Search Form 26 nebraska engineering undergraduate students receive ucare summer research stipends. Full 2024 UCARE awards article Twenty-six College of Engineering students are among the 114 University of Nebraska–Lincoln undergraduate students who were awarded stipends to participate in research with a faculty mentor this summer. Nebraska’s Undergraduate Creative Activities and Research Experiences Program (UCARE) supports undergraduates to work with faculty mentors in research or creative activities. Students receive stipends of $2,640 to engage in intensive research or creative activity for 20 hours per week.  Students from the Nebraska Summer Research Program and UCARE will present posters on their research and creative activities at a campus research symposium Aug. 6. For more information on undergraduate research at Nebraska, click here. Following is a list of Nebraska Engineering students who received summer UCARE awards, with their year in school, hometown, academic major(s) and project title. Yasir Almotawa, junior, Lincoln, Nebraska, computer science: “Development of Web Application for Transcriptome Assembly Analysis and Improvement of Next-Generation Assembly Methods.” Jacob Ashman, junior, Lincoln, Nebraska, computer engineering: “Identifying Risk and Disease Markers for Delirium.” Kaylee Cunning, senior, Fort Collins, Colorado, civil engineering: “Evaluating the Use of Nebraska Agricultural Grain Bag Plastic Waste for Sustainable Asphalt Pavements.” Emily Fitzpatrick, senior, McKinney, Texas, mechanical engineering: “Improving Retention in engineering: Understanding How engineering Students’ Perspectives Influence their Experience in Statics.” Avery Florea, junior, Lincoln, Nebraska, biological systems engineering, “Wearable Ultrasound Device for Monitoring Blood Flow in the Middle Cerebral Artery.” Aiden Gnuse, junior, Elkhorn, Nebraska, chemical engineering: “Structural Basis for the ResR-Dependent Transcriptional Regulation in Mycobacterium tuberculosis.” Sam Goddard, senior, Sioux Falls, South Dakota, electrical engineering: “Evaluation and Comparison of Multiomics Data Integration Using Probabilistic Graphs and Machine Learning.” Alaa Ismail, junior, Lincoln, Nebraska, computer science: “Equitable Access to Civil Justice: Interdisciplinary Research Project.” Will Johnson, senior, Grand Island, Nebraska, chemical engineering: “Investigating the Ionomer-Catalyst Interaction in Nafion Thin Films Embedded with Platinum Nanoparticles.” Adam Kamrath, senior, Columbus, Nebraska, computer engineering: “Long-Range High-Frequency RFID Communication System Design.” Peter Lux, junior, Blair, Nebraska, mechanical engineering: “Polydopamine Coating of Nanoparticles for Increased Physical Properties in Liquid Metal.” Bharath Kumar Manchikanti, Lincoln, Nebraska, senior, computer science: “Differences in Microaggressions, Sense of Belonging and Self-Efficacy in Undergraduate Female Students across Software Engineering and Social Sciences.” Chloe Mann, junior, Lincoln, Nebraska, civil engineering: “First-Generation Engineering Students: Passion vs. Stability.” Ved Patel, junior, Mumbai, India, biological systems engineering: “The Impact of Obesity on Satellite Cells Action in the Skeletal Muscle.” Braxton Peters, junior, Lincoln, Nebraska, mechanical engineering: “The Effect of Housing Shape on the Vibration Mitigation Performance of a Nonlinear Vibration Absorber.” Sam Peterson, junior, Elkhorn, Nebraska, chemical engineering: “Non-Alkaline Electrolytes for Zinc-Air Batteries.” Aram Pirali, sophomore, Lincoln, Nebraska, chemical engineering: “Fabrication of van der Waals Material Heterostructures with Emergent Quantum Transport Phenomena.” Luke Schwaninger, junior, Gretna, Nebraska, mechanical engineering: “Systematic Approach to Improve the Structural Integrity and the Mechanical Properties by Optimization of 3D Printing.” Mayank Sharma, sophomore, Lincoln, Nebraska, computer science: “engineering a Graph-Based Genome Visualizer for Viral Species.” Truman Stoller, senior, Sioux Falls, South Dakota, mechanical engineering: “Thermal Management of Hotspots in Electronics via Pool Boiling with a Dielectric in Dually Functionalized Silicon for Energy Efficiency Enhancement.” Edward Stone, sophomore, Leavenworth, Kansas, chemical engineering: “Investigating Neisseria gonorrhoeae's Metabolic Mysteries Through Proteome-Integrated Modeling.” Ethan Stowell, junior, Papillion, Nebraska, computer science: “Geophysical Mapping and Tectonic Evolution of the Kolbeinsey Ridge.” Kashish Syed, junior, Ratlam, India, computer science: “Explore the Parallelization Packages for R Programming.” Linh Khanh Truong, senior, Thanh Hoa, Vietnam, computer science: “Explore the Interpretability for Graph-Based Deep Learning Models in Gene Regulation.” Elizabeth Westfahl, junior, Lincoln, Nebraska, electrical engineering: “Evaluation and Comparison of Multiomics Data Integration Using Probabilistic Graphs and Machine Learning.” Haoze Zheng, junior, Yueqing, China, computer science: “Sequence Motif Generator by Machine Learning on Phosphorylated Proteins.” Cookie Acknowledgement This website uses cookies to collect information to improve your browsing experience. Please review our Privacy Statement for more information. SURE program provides undergraduate students with a taste of graduate school Published: Jul 23, 2024 7:00 AM By Joe McAdory Months from earning a bachelor’s degree, Drew Grose hadn’t considered pursuing education at the graduate school level. He is now. Auburn University’s Summer Undergraduate Research Experience (SURE) provided students with a glimpse of graduate school life – including research and professional development – through a 10-week program hosted by the college’s Department of Electrical and Computer Engineering . “Before this project, I had never done research at all, so this allowed me to set up an experiment and determine the end goal,” said Grose, a senior in electrical and computer engineering who was paired with Assistant Professor Clint Snider on the project, “Integrating SolidWorks with MATLAB Electromagnetic Simulations.” “I wasn’t considering it (graduate school) at all, but now I think I would like to pursue a PhD because I really enjoyed the research topic.” Nineteen undergraduate students — 13 from Auburn and six from peer universities across the Southeastern U.S. — took part in the inaugural program, which paired students, freshmen through rising seniors, with 10 faculty researchers and current Auburn University graduate students. “The students met with the faculty at the beginning of the program and developed research projects that the students can work on and take ownership of,” said Hunter Burch, assistant professor in electrical and computer engineering, who also serves as the department’s graduate program co-officer. “We teach them (undergraduates) the fundamentals in class, but they don't always see how to apply it. “They learned how to formulate and solve problems. They learned to try something new, see if it worked and how to communicate the results.” Kyle Hakel, a rising sophomore in electrical and computer engineering, said research has allowed him to understand that scientists don’t always have to know the answer – but must continue to work hard to figure the answer out. “I’m glad to have had the opportunity to be a part of research that can have a positive impact on the world,” said Hakel, who paired with McWane Endowed Professor Robert Dean on the presentation, “Nitrate Sensor Interface Board and Relaxation Oscillator Circuit.” “I’ve always enjoyed the process of learning and I always want to learn more, so the research is a good way to do it.” Snider, who co-organized the program with Burch, said it was important that students were shown “what they could be missing.” “And not just our students, but undergraduate students from other universities who might consider coming to Auburn for graduate school,” he said. “Some don't have graduate programs, but now they know where one is, and now they're going to go back home and tell their friends what they did all summer. It's outreach to people who didn’t have this exposure and didn’t know what the graduate experience is like. With SURE, we can let them get a taste.” Elizabeth Dawe, a rising sophomore in computer science and software engineering, said the experience was “really cool.” “A lot of the research can go over our heads, but the faculty we worked with made it a much simpler experience,” said Dawe, who studied “Enhanced 3D Surface Mapping of Reflective Objects Using Structured Light and Polarization Techniques.” “It was great to connect with professors and older students in electrical and computer engineering. This was an experience I couldn’t have gotten anywhere else.” The program culminated in a special two-hour poster presentation on Friday, July 19, where each participant had the opportunity to showcase and explain their research before faculty, peers and judges for cash prizes. Winners from the competition, all in electrical and computer engineering, included: * Nicholas Stephenson (first place), who worked with Dean to develop sensors to detect nitrogen in waterways from fertilizer runoff. * Samir Kris (second place), who worked with Professor Mark Halpin to analyze the high-frequency performance of resistor networks for power systems. * Spencer Plep (third place), who worked with Burch to model the self-interference of propagating very low frequency radio waves in the earth-ionosphere waveguide. Nineteen undergraduate students made research poster presentations before peers, faculty and judges on Friday, July 19. Featured Faculty Electrical and Computer Engineering Recent Headlines IU Simon Comprehensive Cancer Center expands summer research programs for students and teachers with new grants totaling $3 million IU Simon Comprehensive Cancer Center Dec 08, 2023 Thirty students participated in the IU Simon Comprehensive Cancer Center summer program in 2023. The program has 80 spots for 2024. Applications are now open for high school, undergraduate students and high school science teachers About the Indiana University Melvin and Bren Simon Comprehensive Cancer Center The Indiana University Melvin and Bren Simon Comprehensive Cancer Center  is the state’s only National Cancer Institute-designated Comprehensive Cancer Center and one of only 56 in the nation. The prestigious comprehensive designation recognizes the center’s excellence in basic, clinical, and population research, its outstanding educational activities, and its effective community outreach program across the state. It is also one of only 33 members of the National Comprehensive Cancer Network. As a member, the center’s physicians have a role in determining the recognized standard of clinical care for cancer patients. The center is the central hub for cancer research and education across Indiana University. Media Contacts Related news. intranet MRI Intranet contactus Contact Us Our Research Facilities and Centers For Industry Become a User Opportunities + Awards Personnel Directory Characterization Techniques Materials Processing Sample Prep Meet the Team Capabilities Research Expertise Equipment Training User Executive Committee User Facilities News & Events 2024 Penn State Undergraduate and Teacher Summer Research Symposium Agenda The 2DCC-MIP is funded by NSF cooperative agreement DMR-2039351. MRI is not responsible for the content of external sites. Registration may be required for some sites. Summer Research: Math, Music, the Adolescent Brain and More Their projects range from autonomous robots to voter opinions on immigration and border policy in the U.S. This year, 195 Pomona College students have received a total of just over $1 million in grant funding through the Summer Undergraduate Research Program (SURP). It provides an opportunity to get hands-on, practical experience while still in college. For many, it is a chance to explore a career or graduate-study direction or get a head start on their senior thesis. “Thanks to the generosity of our donors, SURP experiences provide opportunities to learn about doing research for many students who would otherwise not have that chance,” says Stephen V. Marks, associate dean of the College. Students accepted as research assistants gain experience as part of a faculty member’s research program. Other students design their own projects that involve research or a creative endeavor endorsed by a Pomona professor. Projects are funded for a period of four to 10 weeks and may be done on campus or at another location. During an Intensive Summer Experience Symposium to be held on campus in September, students funded for SURP projects will share with the college community a report of what they learned, created or achieved through their work. These reports may take a variety of forms, such as research posters or reports, recordings of performances and multimedia presentations. Here is a look at some 2024 SURP projects. Setting Math to Music For years, Melinda Yang ’25 has been interested in both math and music , and she is double majoring in the disciplines at Pomona. Composition classes have whetted her appetite for writing music. And in math she sees “a thing of beauty in its own right, as well as a powerful way of looking at underlying structures and patterns in the world.” Her SURP project, “Setting Math to Music,” allows her to dig deep in both fields while “diving into” her senior exercise in music. Her project is supervised by C. Joti Rockwell , associate professor and chair of the music department. “I knew I wanted to write some sort of musical piece for this project,” Yang says. Her goal is to write a song cycle “united by commonalities, such as a central theme or recurring musical motif, that expresses mathematical concepts through music.” She aims for a public performance incorporating other musicians as part of her senior exercise. This summer, Yang has been researching ways in which math has been used to analyze music. She has found mathematical diagrams showing how musical chords relate to one another. “I’ve also been looking into musical compositions that have been composed with mathematics in mind,” she says, “such as several different pieces based on the digits of pi.” She has found the music library in Thatcher to be a beautiful place to study, she says, and is now sitting down at the piano putting musical notes on paper. The Adolescent Brain Aiste Abeciunaite ’25, a psychological science major from Vilnius, Lithuania, was doing an independent study course on adolescent neural development during her junior year when she became convinced that adolescence was getting a bad rap. Her reading led her to see adolescence often portrayed as mainly “a period of negative risk-taking, reckless and irresponsible behavior,” she says. “I found this view very upsetting. There is so much beauty, novelty, exploration and learning that adolescence brings us. I kept wondering why our society (and the body of research) is so fixated on the negative aspects of adolescent development.” Abeciunaite discovered that Eva Telzer, a professor at the University of North Carolina at Chapel Hill, was among those pioneering a new approach to understanding the adolescent brain, focusing on adolescence as a time of opportunity and prosocial, other-orientation. Abeciunaite contacted Telzer and was invited to join her lab for eight weeks this summer. She is helping with the SUPER Brain project which explores how young people’s brains interact with peer social experiences. She is also doing her own research which she describes as “track[ing] participants’ neural representations of themselves, their best friends and their parents over the span of three years.” Abeciunaite is learning to analyze fMRI and longitudinal data for her individual project, which is endorsed by Pomona Professor Richard Lewis . A significant benefit of Abeciunaite’s summer research is the certainty she is finding about a career direction. “I had been torn between medical school or a psychology Ph.D. route post-college,” she says. Now, she has caught the excitement of research. “This experience has given me the opportunity to work closely with current psychology Ph.D. students and postdocs, as well as to experience what graduate school feels like,” she says. It has “assured me that a psychology Ph.D. route is something I would really enjoy and feel passionate about.” The History and Future of Care Robots Miyu Owada ’26, a double major in Asian studies and anthropology , is combining her knowledge of both fields with her fluency in Japanese in her SURP project as a research assistant with Angelina Chin , professor of history . Owada is interested in East Asian contemporary relationships. She learned about Chin’s work on care robots, which are helping to alleviate the shortage of workers available to care for an elderly population in some East Asian nations, and looked into research opportunities with her. “Being involved on this project for the past year and over this summer has been truly an eye-opening experience,” Owada says. During the school year she translated and transcribed interviews Chin conducted in Japan. She also assisted with a symposium on “ The History and Future of Care Robots ” held at Pomona last spring. During the symposium, Owada served as translator for Japanese researchers in attendance. This summer, she is editing videos and translating PowerPoint presentations so that the symposium can be more widely accessible to the public. Being involved in Chin’s research “has provided me the opportunity to have practical experience working with researchers on the topic of care robots, an emerging and crucial topic across cultures,” says Owada. She is “applying my previous knowledge of cross-cultural relations to further my understanding and contribute to the conversation.” Molecular Drug Design to Study Degenerative Diseases The pursuit of new drugs to fight disease doesn’t always take place in the lab. At Pomona, research assistants with Roberto Garza-López , professor of chemistry , are using tools of computational chemistry to hunt for cures. And this summer, chemistry majors Liam Kwak ’26, James Luu ’26 and neuroscience major Ethan Markel ’25 are not only aiding Garza-López’s research program—they are mentoring four high school rising seniors in the Pomona College Academy for Youth Success (PAYS) who are also learning the research techniques. Each of Garza-López’s research assistants is using in silico methods—computer simulations of molecular dynamics—to test what compounds might be effective in treating specific diseases. “We run all kinds of simulations,” says Kwak, “which helps us predict new kinds of drugs or therapeutic modalities that can target diseases we’re particularly interested in.” “One of the advantages of the work we do is that we minimize the time that experimentalists take to actually develop a drug,” says Garza-López. Markel’s research is using simulations to find possible compounds to target multiple sclerosis. Luu is working on gliomas, a type of brain cancer, while Kwak is exploring cervical cancer. Luu and Markel are also working to add to the understanding of COVID. All three have enjoyed their role as mentors for the PAYS students. “Any research in high school is hard to come by,” says Markel, who says he was fortunate to have had the opportunity to work with college professors while in secondary school. It helped him decide to aim for a career in medicine. Luu has found the PAYS scholars he’s helped to mentor to be both hard-working and kind. “Giving back and helping people—it’s such an amazing thing to do,” he says. “If the experience for them is great, it’s also great for me.” "The SURP stipends generously provided by Pomona College, along with the support of Professor Chuck Taylor, chair of the chemistry department, have been instrumental in enabling me to work with excellent students and undertake these research endeavors,” says Garza-López. Local Irish Elections Grace Zheng ’26, a politics and economics major, has developed a keen interest in democracy, having seen firsthand its erosion in her home city of Hong Kong. This summer, Zheng and politics majors Bianca McNeely ’25 and Elias Diwan ’25 are working with Erica Dobbs , assistant professor of politics, on a SURP project to study results of the Irish local elections held in June. Until now, Ireland has been one of only two European countries to have no elected far-right politicians. This year it was predicted that for the first time, some far-right, anti-immigrant parties might achieve a political breakthrough. “I did not know much about Irish politics before and was interested in exploring how much immigration would impact the local elections, as immigration is a big issue in the rest of Western Europe and the U.S.,” says McNeely. The students are creating a database that includes information on all 2,172 Irish election candidates. They analyzed candidate and political party social media posts. Diwan also examined anti-immigration protests in the six months before the election. Zheng says that in this election, “people’s disapproval of the existing parties translated into support for independent candidates.” Housing and cost of living were major motivators. Diwan says that some anti-immigration, far-right candidates won seats in the election, but fewer than media had feared. “This was my first taste of research in a formal setting, and it has solidified my desire to pursue graduate school,” says Zheng. “I would be interested to learn more about the intersections between electoral politics, constitutional law and contemporary authoritarianism.” Mailing Address Pomona College 333 N. College Way Claremont , CA 91711 Get in touch Give back to pomona. Part of   The Claremont Colleges Get the Reddit app A subreddit for those who enjoy learning about flags, their place in society past and present, and their design characteristics The flag of Elektrostal, Moscow Oblast, Russia which I bought there during my last visit By continuing, you agree to our User Agreement and acknowledge that you understand the Privacy Policy . Enter the 6-digit code from your authenticator app You’ve set up two-factor authentication for this account. Enter a 6-digit backup code Create your username and password. Reddit is anonymous, so your username is what you’ll go by here. Choose wisely—because once you get a name, you can’t change it. Reset your password Enter your email address or username and we’ll send you a link to reset your password Check your inbox An email with a link to reset your password was sent to the email address associated with your account Choose a Reddit account to continue 40 Facts About Elektrostal Written by Lanette Mayes Modified & Updated: 01 Jun 2024 Reviewed by Jessica Corbett Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you. This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination. So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia. Key Takeaways: Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability. With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike. Known as the “Motor City of Russia.” Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry. Home to the Elektrostal Metallurgical Plant. Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916. Boasts a rich industrial heritage. Elektrostal has a long history of industrial development, contributing to the growth and progress of the region. Founded in 1916. The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant. Located approximately 50 kilometers east of Moscow. Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors. Known for its vibrant cultural scene. Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage. A popular destination for nature lovers. Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching. Hosts the annual Elektrostal City Day celebrations. Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy. Has a population of approximately 160,000 people. Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere. Boasts excellent education facilities. The city is known for its well-established educational institutions, providing quality education to students of all ages. A center for scientific research and innovation. Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy , materials science, and engineering. Surrounded by picturesque lakes. The city is blessed with numerous beautiful lakes , offering scenic views and recreational opportunities for locals and visitors alike. Well-connected transportation system. Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city. Famous for its traditional Russian cuisine. Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal. Home to notable architectural landmarks. Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture. Offers a wide range of recreational facilities. Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life. Provides a high standard of healthcare. Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services. Home to the Elektrostal History Museum. The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays. A hub for sports enthusiasts. Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators. Celebrates diverse cultural festivals. Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms. Electric power played a significant role in its early development. Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector. Boasts a thriving economy. The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status. Houses the Elektrostal Drama Theater. The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide. Popular destination for winter sports. Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities. Promotes environmental sustainability. Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources. Home to renowned educational institutions. Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students. Committed to cultural preservation. The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts. Hosts an annual International Film Festival. The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films. Encourages entrepreneurship and innovation. Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development . Offers a range of housing options. Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets. Home to notable sports teams. Elektrostal is proud of its sports legacy , with several successful sports teams competing at regional and national levels. Boasts a vibrant nightlife scene. Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues. Promotes cultural exchange and international relations. Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections. Surrounded by beautiful nature reserves. Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity. Commemorates historical events. The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory. Promotes sports and youth development. Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness. Hosts annual cultural and artistic festivals. Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater. Provides a picturesque landscape for photography enthusiasts. The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers. Connects to Moscow via a direct train line. The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless. A city with a bright future. Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents. In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal. Q: What is the population of Elektrostal? A: As of the latest data, the population of Elektrostal is approximately XXXX. Q: How far is Elektrostal from Moscow? A: Elektrostal is located approximately XX kilometers away from Moscow. Q: Are there any famous landmarks in Elektrostal? A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX. Q: What industries are prominent in Elektrostal? A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing. Q: Are there any universities or educational institutions in Elektrostal? A: Yes, Elektrostal is home to XXXX University and several other educational institutions. Q: What are some popular outdoor activities in Elektrostal? A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks. Q: Is Elektrostal well-connected in terms of transportation? A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities. Q: Are there any annual events or festivals in Elektrostal? A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX. Elektrostal's fascinating history, vibrant culture, and promising future make it a city worth exploring. For more captivating facts about cities around the world, discover the unique characteristics that define each city . Uncover the hidden gems of Moscow Oblast through our in-depth look at Kolomna. Lastly, dive into the rich industrial heritage of Teesside, a thriving industrial center with its own story to tell. Was this page helpful? Our commitment to delivering trustworthy and engaging content is at the heart of what we do. Each fact on our site is contributed by real users like you, bringing a wealth of diverse insights and information. To ensure the highest standards of accuracy and reliability, our dedicated editors meticulously review each submission. This process guarantees that the facts we share are not only fascinating but also credible. Trust in our commitment to quality and authenticity as you explore and learn with us. Share this Fact: 150 IMAGES Summer Undergraduate Research Experience (SURE) Program Undergraduate Research Showcase 9 Conclusions and Recommendations SURE: Student Undergraduate Research Experience The "All of Us" Undergraduate Research Experience Program is offered by Announcing Winners of Undergraduate Research Experience Program VIDEO STEM Pioneer talks about undergraduate research experience with UF What is SURE? Student Undergraduate Research Experience USask fall 2022 Reading my Statement of Purpose that Got Me PhD Admission with Scholarship 3MT Competition: Life Sciences 2021 SURE program research summary Eller Undergraduates COMMENTS Research Experiences for Undergraduates (REU) The Research Experiences for Undergraduates (REU) program supports active research participation by undergraduate students in any of the areas of research funded by the National Science Foundation. REU projects involve students in meaningful ways in ongoing research programs or in research projects specifically designed for the REU program. REU For Students. NSF funds a large number of research opportunities for undergraduate students through its REU Sites program. An REU Site consists of a group of ten or so undergraduates who work in the research programs of the host institution. Each student is associated with a specific research project, where he/she works closely with the faculty ... Summer Undergraduate Research Experience (SURE) Summer Undergraduate Research Experience (SURE) The SURE program is a ten-week summer program during which undergraduate research fellows conduct full-time independent research under the direction of a faculty mentor. Our summer researchers receive a housing award for residence on the Emory campus and a stipend to support their full-time ... Research Experience for Undergraduates (REU) Research Experience for Undergraduates (REU) Focus on an in-depth research project while exploring multidisciplinary research topics and honing your science communication skills. Participants are part of a large, diverse research community, and benefit from organized and informal interactions with students, mentors, and faculty. Undergraduate Research Experience Program (UREP) The Undergraduate Research Experience Program (UREP) offers a transformative opportunity for both undergraduate students and faculty members to enhance their research experience and bolster their academic portfolios. Participation in UREP goes beyond securing funding for your research project under the guidance of highly qualified researchers ... NSF 23-601: Research Experiences for Undergraduates (REU) The REU program, through both Sites and Supplements, aims to provide appropriate and valuable educational experiences for undergraduate students through participation in research. REU projects involve students in meaningful ways in ongoing research programs or in research projects specifically designed for the REU program. Undergraduate Research at Cornell University Summer Research Internships for Undergraduates at Cornell University. Cornell's Research Experience for Undergraduates (REU) program is designed to introduce eligible undergraduates to leading scholars at the nation's top research universities. Participating undergradua... Summer Research Programs The Office of Undergraduate Research runs two concurrent summer research programs for Princeton undergraduates. ReMatch+ is the culmination of the yearlong ReMatch program. It offers freshmen and sophomores an opportunity to carry out paid graduate-mentored research projects over the summer. The Office of Undergraduate Research Student Initiated... Viterbi Summer Undergraduate Research Experience (SURE) The USC Viterbi Summer Undergraduate Research Experience (SURE) is an 8-week summer residential research program at the University of Southern California in Los Angeles. The program provides undergraduate students with the opportunity to work on cutting-edge research projects with academic-industry collaboration under the mentorship of Viterbi faculty and PhD students. Research Experience for Undergraduates (REU) RET: Several positions are still open. Each summer the Department of Physics at Purdue runs a National Science Foundation funded Research Experience for Undergraduates program. The 2024-year's 10 week program runs from May 28 (9am) until August 02 (5pm), 2024. Applications will be accepted until all position are filled. REX The Research EXperience program (REX) exposes undergraduates to the research world. By connecting undergraduate students to graduate students or postdoctoral fellows, students with no prior experience work on a theoretical research project of their choice. REX allows students to learn from experienced mentors, develop their research skills, and ... Pack Research Experience Program The Pack Research Experience Program (PREP) is a research award that directly benefits historically underrepresented and first-generation students with an academic standing of freshman or sophomore. Get paid to work on a research project or creative activity under the guidance of a faculty mentor! Benefits of participating: Surveys and Instruments URSSA: The Undergraduate Research Student Self-Assessment (URSSA) is an online survey instrument for use in evaluating student outcomes of undergraduate research experiences in the sciences. The URSSA survey items are grounded in an extensive body of research about undergraduate research and have been thoroughly tested and validated. NSF REU Site: Psychology Research Experience Program The Psychology Research Experience Program (PREP) provides intensive mentoring and experience in scientific research and professional development to rising junior and senior undergraduate students with a demonstrated interest in a career in psychological research. Undergraduate research experiences: Impacts and opportunities Linn et al. review studies that focus on the effectiveness of undergraduate research programs. Undergraduate research experiences in a class were distinguished from those involving individualized participation in a research program. Mentoring emerges as both an important component of a successful experience and a target for improvement. ISB Summer Undergraduate Research Experiences Program The ISB Summer Undergraduate Research Experiences Program offers undergraduates with a diversity of backgrounds, career goals and experiences the opportunity to experience research side by side with experts in systems biology. Important Dates for Summer 2024: To support learning, student interns will: Be paired with a mentor based on their ... Bioengineering Summer Undergraduate Research Experience (BE-SURE) This program is designed to introduce undergraduate students to research and applications at the interface of engineering and the life science. In addition to undertaking a research project in an academic lab, students will also receive basic training and experience in communicating their research findings. Students will also be exposed to acade... Undergraduate Research: Importance, Benefits, and Challenges Funding for undergraduate research has been specifically identified by National Science Foundation which recently allocated $33 million for the Research Experiences for Undergraduates Program (REU) . This competitive mechanism typically funds an undergraduate student for a 10 week mentored project with a $3,000 - 4,000 stipend. Undergraduate Research UNDERGRADUATE RESEARCH EXPERIENCE IN STATISTICS We are happy to announce Undergraduate Research Experience in Statistics (URES) ... To receive credit for this program, student researchers will prepare a final project presentation to showcase at the URES Symposium on the last day of instruction, Wednesday, December 11. ... NIH offers med student research opportunities The National Institutes of Health Office of Clinical Research Training and Medical Education is offering multiple opportunities for undergraduate medical school students to gain experience in basic, translational, or clinical research. Students in Phase 1 Year 2, Phase 2, and Phase 3 should consider each of the following: MSRP 26 Nebraska Engineering undergraduate students receive UCARE summer Twenty-six College of Engineering students are among the 114 University of Nebraska-Lincoln undergraduate students who were awarded stipends to participate in research with a faculty mentor this summer. Nebraska's Undergraduate Creative Activities and Research Experiences Program (UCARE) supports undergraduates to work with faculty mentors in research or creative activities. Hormel Institute interns show their findings at Summer Undergraduate AUSTIN, Minn. - The Hormel Institute has a 10 week Summer Undergraduate Research Experience (SURE) internship program where students can do biomedical research with scientists. Some of the research the interns did were on brain tumors, Alzheimer's and breast cancer. Cynthia Wong will be a Junior ... Undergraduate research experience increases retention, engagement at Undergraduate research opportunities can help students identify their passions and see themselves as academics and researchers while enrolled in their bachelor's degree programs.The experiences also help build students' confidence and make them feel they belong at the institution, resulting in higher persistence and completion rates. A recently published report from the Council on ... SURE program provides undergraduate students with a taste of graduate Months from earning a bachelor's degree, Drew Grose hadn't considered pursuing education at the graduate school level. He is now. Auburn University's Summer Undergraduate Research Experience (SURE) provided students with a glimpse of graduate school life - including research and professional development - through a 10-week program hosted by the college's Department of Electrical ... Summer Research Program Fosters Hands-On Experience "The Summer Undergraduate Research Program provides unparalleled opportunities for students to enhance their academic skills, learning and success; make intellectual and creative contributions to an academic discipline; learn about a specific field or career and develop competencies for future success; and collaborate with faculty, staff and ... IU Simon Comprehensive Cancer Center expands summer research programs The Summer Program for Academic Research in Cancer (SPARC) is a ten-week mentored, cancer-focused research experience. The program also provides professional development workshops to undergraduate and first-year medical students to prepare them for careers in science, medicine, and other cancer-related fields. 2024 Penn State Undergraduate and Teacher Summer Research Symposium 2DCC RSVP Program; Graphene and Beyond; STEP FORWARD; Research Experience for Undergraduate (REU) Program. 2024 Summer Research Symposium. 2024 Symposium Agenda; Morning Keynote: Dr. Andrew Read; Afternoon Keynote: Dr. Zoubeida Ounaies; 2024 Penn State Summer Research Symposium Poster Listing; Project Examples; Application Form; NSF PREM IMPAQT Summer Research: Math, Music, the Adolescent Brain and More Their projects range from autonomous robots to voter opinions on immigration and border policy in the U.S. This year, 195 Pomona College students have received a total of just over $1 million in grant funding through the Summer Undergraduate Research Program (SURP). It provides an opportunity to get hands-on, practical experience while still in college. The flag of Elektrostal, Moscow Oblast, Russia which I bought there For artists, writers, gamemasters, musicians, programmers, philosophers and scientists alike! The creation of new worlds and new universes has long been a key element of speculative fiction, from the fantasy works of Tolkien and Le Guin, to the science-fiction universes of Delany and Asimov, to the tabletop realm of Gygax and Barker, and beyond. 40 Facts About Elektrostal 40 Facts About Elektrostal. Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to ... essay homework paper phd project resume review study thesis