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Summer Research

Explore summer research opportunities at harvard through uraf, resources listed here are not exhaustive, but highlight some key residential summer programs and independent funding options to start..

See additional options at the end of this page to expand your search for summer opportunities!

Harvard Summer Undergraduate Research Village (HSURV) Programs

The Research Village is a collection of residential summer research programs for Harvard College students that run for 10 weeks from June through August (summer dates to be confirmed in January 2024). Students conduct research, participate in professional development workshops, program cohort meetings, and program-specific and Village-wide social activities. Students showcase their research achievements in the final week of their summer program through research presentations. Students from the programs of the Research Village live together in the same River House on campus, creating a robust and exciting living, learning, and social community of undergraduate researchers. Students admitted to Research Village programs receive a stipend, free housing, and meals. Programs that comprise the Village are led by URAF and other partnering offices and academic departments at Harvard. Each program has specific application, eligibility and participation requirements and February deadlines .  For application instructions, see each individual program page or this page . Please explore these opportunities thoroughly to find the best option for you! 

• Program for Research in Science and Engineering (PRISE) 
• Summer Program for Undergraduates in Data Science (SPUDS ) - led by Harvard Data Science Initiative
• Summer Undergraduate Research in Global Health (SURGH) Program - led by the Harvard Global Health Institute (HGHI)
• Summer Humanities and Arts Research Program (SHARP)  
• Building Learning Inquiry for Social Sciences (BLISS) - led by FAS Social Science
• Program for Research in Markets and Organizations (PRIMO) - led by Harvard Business School
• Kempner Research in Artificial & Natural Intelligence for Undergraduates with Mentorship (KRANIUM)  - led by the Kempner Institute (new for Summer 2024)
• Salata Institute for Climate and Sustainability Summer Undergraduate Research Fund (SURF)  - led by the Salata Institute (new for Summer 2024)
• Harvard Amgen Scholars Program  
• Harvard SEAS Research Experience for Undergraduates (REU)  - led by the School of Engineering and Applied Science, Office of Education Outreach & Community Programs
• Harvard Stem Cell Institute Program (HIP)  - led by the Harvard Stem Cell Institute

Want to get a glimpse of past work from PRISE, SHARP, BLISS, PRIMO, SPUDS, SURGH fellows? See here:   HSURV Abstract Books  

Additional Summer Research Programs . 

• Generative AI Research Program

Independent Project Funding Programs 

URAF provides funding for Harvard College students to pursue their independent summer research projects. Independent funding programs typically do not offer organized housing and meals as part of the award; instead they offer larger stipends for use towards accomodations arranged by awardees themselves. Unlike residential programs, these funding programs offer the flexibility to set start and end dates over the summer, and to do research in the field and/or remotely, outside of Cambridge, Massachusetts. There are no obligations to attend workshops and other on-campus programming over the summer. To be considered for funding through these programs, students must have the autonomy and independence over the design, implementation and execution all aspects of the research project proposed. Independent funding awards administered by URAF are: 

• Harvard College Research Program – independent project mentored by Harvard faculty 
• Herchel Smith Undergraduate Science Research Program – independent projects mentored by Harvard OR non-Harvard faculty 

There are many more independent research funding options offered through academic departments and research centers. Explore the following resources: 

• CARAT  - database of funding opportunities at Harvard, including department based thesis research funding, funding at research centers and more  
• Microbial Sciences Initiative Fellowship  
• Research Centers and Institutes

Want to expand your search for more summer opportunities, see here:

Resources for your search

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Stanford institutes of medicine summer research program, program description.

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

ELIGIBILITY REQUIREMENTS  

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

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

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

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

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

SUMMER 2024 UPDATE:

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

SIMR Student at the Bench

Summer Research Opportunities at Harvard

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This program is offered through Harvard Griffin GSAS and the Leadership Alliance .

During this 10-week program, Summer Research Opportunities at Harvard (SROH) interns conduct research and participate in discussions with Cambridge-based Harvard faculty, build their presentation and research discussion skills, and take part in field trips with other Harvard summer programs. Students in the program live in Harvard housing and enjoy access to the outstanding resources of the university.

The program is funded by Harvard Griffin GSAS, Harvard Molecules, Cells, and Organisms , Harvard Genes, Ecosystems, Organisms , and the Leadership Alliance . 

Note that we also have funding for students interested in atmospheric sciences as part of the NSF-supported International Partnership in Cirrus Studies project, a collaboration including the University of Chicago, Harvard University, Princeton University, the University of Washington, and multiple European institutions. The University of Chicago has information on participating faculty . Research focuses on modeling and measurement of high-altitude clouds.

Applicants in the social sciences and humanities should feel free to write to the SROH program and indicate which Harvard faculty they have identified in their area(s) of interest and whether or not they have been in contact with said faculty.

NEW! The Department of the Classics would welcome applicants interested in fields related to Greco-Roman antiquity, including, but not limited to Republican and Imperial Latin literature, Cicero and Roman oratory, Latin historiography, reception of Latin literature, and the history of classical scholarship.

Application Process

SROH takes place between June and August. For information on eligibility requirements and how to apply, please visit the Leadership Alliance Summer Research-Early Identification Program.

Applications open on November 1, 2022, and must be submitted by February 1, 2023.

Room, Board, and Stipends

The in-person version of the program covers travel to and from the program, housing, and typically a stipend of $3,500 and a food allowance of $1,500. Students participating in MARC or similar programs that provide summer support are welcome to apply. Students are required to participate for the full period of the program. 

Looking for other opportunities for summer research at Harvard?

EXPLORE OTHER SUMMER PROGRAMS

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What are my options for summer research?

Why should i do a summer research program (srp), when should i do an srp, what is a typical timeline to apply, how can i talk to my family about a srp, how do i find a srp, what are the eligibility requirements, i am an international student at ucsc. what programs can i apply for, what is included in an application, how many reference letters will i need, how do i get a strong reference letter if i don't have any research experience, what if the start date for the program is while i am still in classes, i am already well established in a research group.  should i leave for the summer for a srp, what is a reu, additional resources.

There are two types of opportunities for summer research for undergraduates.

Working with a research mentor   

Students can work with a researcher, such as a professor, in the summer just as they would during the academic year.  In addition to opportunities at the home institution and other universities, there are positions available in many sectors, including the federal or state government, non-profits and industry.  

These positions are characterized by the variety of arrangements possible, depending on what the mentor and student agree to. The position may be full or part-time; paid, volunteer, or for credit; and may continue research begun from the previous academic year or may be carried on into the following academic year.  The summer research may be part of a senior thesis or independent project.

This web page focuses primarily on formal summer research programs. 

Formal summer research programs  

Students in these programs work with a mentor on a well defined research project for 8-10 weeks, usually not at their home institution. Many programs have specific groups of students, such as students from community colleges or under-represented minorities, that they target.

SRPs typically include a group of students, a formal application process, a stipend, room and board, and funding for travel and for presenting results.  Most programs also include supplemental activities, such as professional development workshops, speakers, and field trips.

If the summer project is successful, many mentors will continue to work with students in the following academic year.  

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An SRP can be very formative for students.  Major benefits include:

• Experience in the culture of another academic community
• Engaging in the practice of your discipline
• Creating knowledge, not just consuming it
• Supplementing your coursework with hands-on experience
• Gaining experience that can help you be more competitive for graduate school or a job involving research
• Career exploration
• A reference letter from a researcher from outside of UCSC
• Funding!! A stipend, travel costs, and housing
• Presentation opportunities
• New friends

When should I do a SRP?

Students usually do a SRP the summer after the second or third year of college.  First years do not usually have the necessary background, and many programs don't accept students who have already graduated.

Note:  Some students stay for an extra fall term so they can be eligible for another summer research season before graduating.

What is a typical timeline to apply? 

Fall (and before!)

• Develop relationships with professors so that you have reference letters (see reference letters)
• Begin to prepare your Curriculum Vitae or resume (see Application Tips )
• Find programs (see Finding a SRP)
• Email the program coordinator with questions (start date, eligibility, potential mentors, etc.)
• Read the websites of some of the mentors and/or any presentation session done by students in past years

Winter to early spring

• Prepare your applications (see  Application Tips )
• Make sure to proof read for grammar, style, relevance to prompt, etc.
• Request reference letters (see  Application Tips )
• Submit your application on time
• Confirm your application was received (if necessary)

Deadlines are usually December to March  

Before you apply, talk to your family about what a SRP is and why it is important for you to particiapte in one for you to acheive your academic and career goals.  Your family may be supportive immediately, or they may also worry because they do not understand why it is important for you live away from home and travel to a place where they do not know anyone.  

For more suggestions, see Discussing Summer Research and Graduate School with your Family  from Pathways to Science 

• Networking  Your fellow students, your TAs, graduate students and professors can be some of the best resources.  Ask what summer programs they recommend.
• Student Groups often have students who have done SRPs.  Ask members what programs they suggest and for tips for applying.
• Online lists and databases  Ask fellow students where they look for listings.  Each discipline has sites where programs usually get posted. See  Other Research Opportunities  for links by discipline and for selected federal program.
• Professional organization websites Ask what groups researchers in your field belong to, and then check the website for listings.
• Google searches   on "(major)   undergraduate research summer" can be very helpful.

Eligibility varies by program.   Check each program's eligibility requirements carefully.   If you have any questions, email the coordinator.

Specific requirements may include:

• Full-time student status for the following academic year
• Year in college
• Minimum GPA (often 3.0 or 3.5)
• US Citizenship or permanent residency
• Member of a target group such as community college students or students from under-represented minorities in the field. 

There are many programs that accept international students, primarily at private institutions or companies where the program is not directly funded by the US federal government.  A professor or graduate student in your field is the best resource for finding programs that are a good match for you.

Start by looking at the following links:

• Opportunities for International Students  (note that eligibility requirements can change) from Macalaster College
• Other Research Opportunities:  Additional Programs , private foundations and international programs

Applications can be extensive and typically require:

• A comprehensive general application
• Essays and/or personal statements
• Transcripts
• 2 or more reference letters from STEM faculty (see reference letters below)

You will need at least 2 reference letters from professors.  Programs often do not accept letters from lecturers, staff, graduate students, or TAs.  A letter from a professor in a non-science field like arts or humanities is likely not relevant.

Note: If you get to know a TA for a class well, the TA can help you connect with the professor.  You can ask the TA for advice on how to approach the professor for a reference, and sometimes a professor will sign a letter of support written by a TA who knows your work well.

Go to Office Hours!   You need to start building relationships with professors long before applications for summer programs are due.  When you first meet with a professor, start by asking how s/he got to her or his current position.  People usually like to talk about themselves, and this question can help get a conversation started.

• Starting your first year, pick a class each term and go to the professor's office hours weekly. If you are taking general classes for your major, you can talk to any math, science, engineering, etc. professor. Once you are taking classes in your major, professors for upper-division classes in your field are the best choice.
• Ask the professor how s/he got involved in research
• Read the professor's webpage and some publications and ask questions. (Don't worry if you don't understand the papers well!  You are an undergraduate.) This shows initiative and that you are interested in the professor's research.
• Ask for advice on any relevant topic:  finding a summer program, joining a research group, preparation for graduate school, etc.
• At the end of the quarter ask if the professor would write you a letter
• Check in with the professor at least a few times a quarter so s/he remembers you

See  Getting strong letters of recommendation  (from UC Berkeley)

UCSC uses a quarter system, and summer programs often start before UCSC is done with spring quarter.  You can do either of the following:

1.  Apply to programs and then see if you can negotiate some flexibility with the program and/or your professors if you have a conflict with the start date. Some professors will let an excellent student finish early to take advantage of a good research opportunity.

2.  Contact the program to see if there is flexibility.  If not, don't apply.

There is not a single correct answer to this question.  Some points to consider:

• Summer programs are usually paid
• Staying in a research group for the summer can let you focus on your research.  If you'll make a lot of progress and be able to do a senior thesis and/or help with a publication, it may be helpful to stay.
• A reference letter from a summer programs mentor is not usually as strong as a letter from a professor you work with for a long time period.  You just can't get to know someone that well in 8-10 weeks.  If there is an opportunity to continue the summer project into the following academic year and writing a paper or doing a senior thesis, the letter from a summer mentor will be much stronger.

The Research Experience for Undergraduate (REU) a National Science Foundation (NSF) program. See for the  database entry  for more information. 

UCSC Undergraduate Research Opportunities

• Other Research Opportunities  (links to lists by discipline and databases)

Application Help

• Resource Toolbox  (scroll to mid-page), including applying to summer programs, from  Pathways to Science
• Summer Research- Applying and Getting in  (from  UCSC STEM Diversity )
• Getting strong letters of recommendation  (from UC Berkeley)
• Writing a Curriculum Vitae (CV)  (from  UCSC STEM Diversity )
• Writing the Curriculum Vitae  (from  Purdue Owl Online Writing Lab )
• Writing the Personal Statement  (from  Purdue Owl Online Writing Lab )
• Writing Your Statement of Purpose  (from  UCSC CBSE Research Mentoring Institute )

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MIT Summer Research Program - MIT Office of Graduate Education

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

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

2022 MSRP Highlight Reel

Watch a video of the 2022 MSRP Cohort

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

Program Features

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

More Information

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

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• Research Opportunities
• Summer Opportunities

Summer research opportunity programs are designed to introduce undergraduates to leading scholars at the nation’s top research institutions.

Participating undergraduates are engaged in graduate level research with faculty guidance over an eight- to- ten-week period in the summer. Funding is often provided. Applications are typically due in early January.

Cornell Programs

• Cornell Cooperative Extension Summer Internships
• Cornell Agri-Tech Summer Research Scholars Program
• College of Arts and Sciences Nexus Scholars Program
• Bowers CIS Undergraduate Research Experience (BURE)
• Cornell Center for Materials Research
• College of Engineering Student Grant Program
• Cornell High-Energy Synchrotron Source
• Cornell Laboratory for Accelerator-based Sciences and Education (CLASSE)
• Cornell NanoScale Science & Technology Facility Research Experience for Undergraduates (CNF REU) Program
• Food Science Summer Scholars Program
• Molecular Biology and Genetics will consider Leadership Alliance applicants.
• Louis Stokes Alliance for Minority Participation Summer Research Program
• Mathematics REU
• Microbial Friends and Foes
• Molecular Biology and Genetics Research Experience for Undergraduates
• National Astronomy and Ionosphere Center Summer Student Program
• Nexus Scholars Program in Arts & Sciences
• Plant Genome Research Summer Internship
• Platform for the Accelerated Realization, Analysis, and Discovery of Interface Materials Research Experience for Undergraduates (PARADIM REU) Program
• REU Program in Astrophysics and Planetary Science
• Shoals Marine Lab in Maine
• Information on Summer Internships with aerospace companies in New York State
• Summer Mathematics Institute

National and International Programs

• American Economic Association Summer Program (Pre-graduate study and research)
• Amgen Scholars Program
• REU Programs in Engineering
• Graduate Horizons (A four day intensive course for Native American, Native Alaskan and Native Hawaiian students)
• Institute for the Recruitment of Teachers (for prospective grad students interested in humanities, social sciences, and education)
• Leadership Alliance Summer Research Early Identification Program (includes programs funded by the Mellon-Mays Foundation for students in the humanites)
• Pathways to Science (Use this website to search for programs in STEM, including undergraduate summer research opportunities as well as graduate fellowships and post-doctoral positions)
• Ralph Bunche Institute
• Summer Internships through Space Grant for prospective grad students in government and political science

Additional Resources

• The Cornell Graduate School lists summer research opportunities for undergraduates
• The Office of Undergraduate Biology lists summer research opportunities on their website
• The National Science Foundation lists summer research opportunities for undergraduates
• Experience.cornell.edu helps Cornell students find research opportunities
• Cross-Institutional Initiatives
• Weill Medical Opportunities

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As  America’s first research university , we have been tackling difficult questions and finding answers since 1876.

Every day, our faculty and students work side by side in a tireless pursuit of discovery, continuing our founding mission to bring knowledge to the world. Whether you study engineering, chemistry, music, anthropology, or all of the above, every student here—no matter his or her major—is an investigator.

You can find research in whatever field you want because everyone here is doing some sort of research, and you can help out.

Explore supernovae alongside a Nobel laureate. Learn how to make music with lasers . Create devices that will save lives in impoverished countries . Take a grand tour of the cities that inspired some of the Western world’s great thinkers—Venice, Florence, Paris, or London.

At Hopkins, you can do all of the above. The possibilities are limited only by your imagination.

Image caption: Kyra Bowden (left) and Grace Luettgen

Two juniors named Goldwater Scholars

Credit: Johns Hopkins University

Program funds undergraduate summer research experiences

Rising senior earns Beinecke Scholarship

Programs & fellowships.

• Provost’s Undergraduate Research Awards : Receive up to $3,000 and be paired with a full-time faculty sponsor for research on any topic of your choosing
• Woodrow Wilson Undergraduate Research Fellowship Program : Engage in hands-on, independent learning with faculty mentors and receive funding of up to $10,000 over four years
• ASPIRE grants : Promote independent research projects among undergrads in the School of Arts and Sciences; awards range from $500 to $4,500 per academic year

Learn more:

• Hopkins Office of Undergraduate Research
• Student research opportunities at the School of Engineering
• Student research opportunities at the School of Arts and Sciences

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Creating Connections Consortium

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Guide to Undergraduate Summer Research

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

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

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

Thinking about research? Consider these questions:

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

Advising and financial support for your research

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

Summer research opportunities on university campuses

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

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

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

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

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

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Summer research opportunities for undergraduates.

Summer is a great time to get involved in research, whether it's in a field you intend to study seriously, or in one you just want to try out. There are many opportunities for funding, as you'll see below, and you are encouraged to take advantage of these. Note that most REU application deadlines run from mid January to early March , so you should get started in early January (or late in the fall semester if some of the early deadlines mentioned below are relevant). In addition to being a fun way to spend your summer, a research job will (1) allow you to learn lots of things, (2) give you a flavor of what grad school and industry are like, if these are in your plans, and (3) allow various scientists to get to know you and your work, which is always a good thing (actually, a necessary thing) when it comes time to obtain letters of recommendation. Some programs require you to have completed your sophomore or junior year, but there are also plenty that are available for freshmen. So if you're interested in doing research, there's no excuse for not getting started early. Start searching around, an join in the fun! Your summer research can be funded in five basic ways. The funds may come from:

• An REU program (this money comes from the NSF).
• Other organized programs that aren't REUs.
• The Physics Department.
• Various Harvard fellowships/programs.
• A specific faculty member (that is, from internal lab funds).

In more detail, these five basic ways to get funding are:

• REU Programs: Professors throughout the country can apply for "Research Experiences for Undergraduates" (REU) grants from the National Science Foundation (NSF). Undergraduates in turn can apply to these programs for the opportunity to do summer research. There are many programs in a variety of scientific fields. The application deadlines generally run from mid January to early March. The webpage with the list of all the existing programs is: NSF's Research Experiences for Undergraduates (REU) program There are lots and lots of fields listed here, including Physics, Materials Research, Astronomy, Chemistry, Computer Science, Biology, and many more. So don't just look at the Physics ones! Programs are sometimes added late to the list, so check it periodically for changes.  

Science Undergraduate Laboratory Internships (SULI) at National Labs, funded by DOE Lawrence Livermore National Laboratory DOE Scholars Program Caltech's Summer Undergraduate Research Fellowships (SURF) and other programs Perimeter Scholars International Summer Research Opportunities at Harvard (SROH) Summer Internship Programs at Fermilab Research Internships in Science and Engineering (in Germany) NIST SURF NASA Internships Lincoln Labs/MIT Princeton Plasma Physics Lab Netherlands Foundation for Research in Astonomy Wolfram Research (Mathematica) National Security Agency NCAR Computational Science Mignone Center for Career Success  

• The Harvard Physics Department has some funds available for summer research on campus. The deadline for applying is Sunday, March 24, 2024. David Morin will send out a link to the application in mid March. The basic strategy for finding a professor and forming a proposal is to look around for a few professors whose work interests you, and to then start knocking on doors and sending out emails. Informal, but effective. See this list of the Physics faculty , and also this list organized by Research area . These funds are limited, which means that the larger the number of students who stay on campus, the smaller the funding amount will be. You are therefore encouraged to apply to REU programs. If you don't have a specific reason to stay at Harvard over the summer, it would be a shame to ignore the mindboggling number of REUs out there. If you decide to decline them in favor of a lab here at Harvard, that's fine. But for one summer, you may want to take advantage of the opportunity to explore things and visit another university. Travel around the world, see interesting places and people, and do physics. One caveat: If you are planning on going to physics grad school, you should definitely spend at least one summer here at Harvard (perhaps two), bookended with one or two 90r's before and/or after, to have an extended period of time for your research. If you do reseach here at Harvard with Physics Dept funding, your overall funding will likely come from a combination of sources: Physics Dept, HCRP, and internal lab funds.  
• Harvard has various other souces of funding.  There are many programs listed on the Undergraduate Research and Fellowships (URAF) page . In particular: 1) The Harvard College Research Program is an important source of funding. Their deadline is also Sunday, March 24, 2024. To be eligible for Physics funding, you  must apply to HCRP. 2) The  PRISE Program offers housing along with social and educational events. You are strongly encouraged to apply. The deadline is early: Tuesday, February 13, 2024. 3) You should also consider applying for the Herchel Smith Fellowship . The deadline is very early: Sunday, February 4, 2024. This is a fantastic fellowship. If you get it, it basically takes care of all your summer-money worries. 4) If you are interested in going abroad, you should consider the Weissman  Fellowship.  5) Other Harvard sources of funding can be found on the Office of Career Services page and on the above URAF page.  
• Internal lab funds:   You can avoid all the above funding issues by going directly to a professor who happens to have some grant money available for undergraduate summer research. Some do, some don't. This strategy definitely requires some running around. But note well -- it would be very unwise to use only this strategy unless you have an early guarantee that it's going to work.

Contact David Morin if you have any questions. Good luck!!

[Note: The Harvard funds listed on this page are available only to Harvard students.]

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Summer Research Scholarships

Summer Research Scholarships are a great way to gain valuable research experience, work with leading researchers at the University of Auckland, enhance your career opportunities and help you think about pursuing postgraduate study.

• Conduct a research project under supervision for 10 weeks over the summer months.
• Receive a tax-free stipend of $6,750, paid in fortnightly instalments.
• Open to high-achieving domestic and international students who will have completed at least two years of equivalent full-time study in an undergraduate degree by December 2023.
• Applications for 2023-2024 have now closed.

Frequently asked questions for Summer Research Students

Q: When can I contact my project supervisor?

A: Once you have received, and accepted, an official offer of a scholarship and project, and accepted the offer of admission to the programme, you can contact the supervisor of your project.

Q: When does the scholarship get paid?

A: The payment period will commence from 1 December and will be paid in fortnightly instalments in arrears, subject to confirmation the project has commenced. If a project starts before 1 December, the student will not receive payments until the first scheduled payment date. Please note the payment schedule provided in the acceptance form.

Q: Can I start my project before 1 December?

A: Your supervisor may allow you to start the project early, but payments will not be made until the first scheduled payment date in December.

Q: How do I enrol in SUMRESCH 301?

A: You don't need to do anything, the Scholarships Office will enrol all eligible students closer to December. If you have any outstanding admissions requirements (such as personal identity documents or official transcripts), you will be enrolled after these requirements have been met.

Jessica's experience

Studying in Auckland in the summer

Auckland comes into its own in summer and it means you’ll be able to enjoy the stunning beaches, rainforests or some of the major events happening across the city.

For more information, visit:

• Accommodation Summer Stays
• Summer in Auckland

About the scholarships

• Summer research projects
• Why do a Summer Research Scholarship?
• Eligibility and regulations
• How to apply

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Program Information

The Simons Summer Research Program is supported by the Simons Foundation. *Students apply while they are currently in their junior year of high school (11th grade)- and participate in the program in the summer before senior year. 

Eligibility

Students interested in science who have demonstrated independence, creativity and an aptitude for doing hands-on work are especially encouraged to apply. Applicants must currently be in their junior year (11th grade) of high school at the time of applying ; must be US citizens and/or permanent residents; and must be at least 16 years of age by the start of the program. (no exceptions )

Dates of Program

July 1, 2024 - August 9, 2024

We are grateful for the continued sponsorship of Drs. James & Marilyn Simons and the Simons Foundation.  

Related news: read about Dr. Marilyn Simons, honoree at 2019 Stars of Stony Brook Gala,  here . 

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Summer Research Projects

STOR-i summer research projects offer a unique opportunity for undergraduate students to experience and learn how Statistics and Operational Research can tackle challenging, real-life practical problems.

As a STOR-i summer researcher at Lancaster University, you can expect to be working with high calibre PhD students and academic staff on exciting and innovative research projects in the area of Statistics and Operational Research. You will work under the supervision of one of the STOR-i PhD students on a project strongly connected to their research work. You will be supported by a stipend that equates to £450 each week. This is not means tested and does not need to be repaid.

Benefits of the Summer Research Programme

As a STOR-i summer researcher you will be joining other high-calibre undergraduate students studying in the vibrant research environment at Lancaster University. Some of the key benefits of being a STOR-i summer researcher include:

• Experience how mathematical ideas to solve important practical problems.
• Learn how to apply quantitative skills to important practical problems.
• Gain a valuable insight into what it would be like to do a PhD.
• Develop practical skills to enable you to excel in your studies and beyond.
• Stipend equivalent to £450 each week for all seven weeks of the internship.

Daily Life as a Summer Researcher

A typical day on the programme, from about 9am to 5pm, will involve independent research working to complete tasks set by your supervisor(s) and on some days meeting with your supervisor(s) to discuss your progress. Guidance and advice about your research will come from your supervisor(s) but we encourage you to take an active role with your fellow researchers. This includes meeting to discuss your research as a group. In this way, you can support each other and develop transferable skills such as communication and teamwork.

Research Projects

‌The STOR-i summer programme offers a variety of research projects in areas such as modelling and methodology from a broad range of theoretical and application areas. Previous projects have been based on theory from many areas of STOR. These include Bayesian statistics, extreme value theory, optimisation, queueing systems, simulation, time series and wavelets. We have applications across a number of areas including criminology, environment, finance, transport logistics and health.

The projects available change from year to year to reflect the dynamic nature of research and to offer new and exciting project topics.

• Previous students and their research projects

Allocation of Projects

If accepted onto the STOR-i summer research programme, you will receive a list of sample projects before the programme begins. These projects are grouped into similar research areas called Project Groups . You will be asked to state a preference for a Project Group and share with us your background and experiences. This will allow us to allocate a specific project based on your background and preferences. Please note, we cannot allocate projects based on requests for a specific project title but we will endeavour to assign a project from your preferred Project Group.

Additional Training and Events

In addition to working on your independent research project, other events and opportunities will take place throughout the programme. These include:

• Courses : You will attend short taught courses, including an introduction to computing and presentation skills.
• Seminars : You will have the opportunity to attend fortnightly seminars with current Lancaster University research students who will share their experiences.
• Coffee mornings : Regular organised sessions will be held to give you an opportunity to meet with staff and students in both Statistics and Operational Research in a relaxed environment.
• Problem-solving day : We incorporate a full day programme in which you will work together in small teams to investigate an industrial problem and present your findings as a group.
• Research presentation : Towards the end of the programme you will prepare a short presentation about your research. This will give you the chance to practice your presentation skills and share your research and experiences.
• Poster : In addition to the research presentation, you will also create an academic poster, which will be displayed in a final poster session.
• Exit interview : At the end of the programme, there will be an exit interview. You can discuss the programme and your future plans, as well as identifying ways to improve the experience for future students.

Apply to the Summer Research Projects

Applications for the stor-i summer research projects for 2024 are now open..

This year the programme will run from Monday 15th July to Friday 30th August 2024

To apply, please send the following information in an email to STOR-i.summer.projects@lancaster.ac.uk .

• Cover letter explaining why you wish to be considered for the programme
• Copy of your degree courses and marks to date
• Your current fee status UK or non-UK

Please note that there are two rounds for applications

• Round 1: The application deadline is Friday 19 January 2024 with interviews in w/c Monday 5 February 2024
• Round 2: The application deadline is Friday 23 February 2024 with interviews in w/c Monday 11 March 2024

Chloe Fearn

I took part in the STOR-i internship after finishing the second year of my undergraduate degree in maths. It was a totally different experience to what I had encountered so far in my academic career. Instead of being told what to learn and learning it, the project gave me a new level of independence that I really appreciated. With the help of my supervisor, I got to explore areas of statistics that were new and fascinating. The only regret about the internship was that I'd had loved more time working on my project, and that's how I knew I wanted to do a PhD. I decided to return to the department a year later, on the completion of my degree.

From my studies, I knew that I was fascinated by the world of Mathematics and Statistics. I did not know, however, if this fascination would translate into an enjoyment of producing original research into a new field. The STOR-i internship allowed me to find out that this was indeed the case, and I cannot recommend it highly enough to anyone who has been thinking about a PhD. The internship offers more than just the chance to carry out your own original research, however. It also provides the opportunity to experience life in the STOR-i environment. Not only does this mean enjoying talks on cutting edge concepts, but it also means enjoying the support of like-minded students and staff. To me, this makes the internship with STOR-i even more appealing.

Callum Barltrop

The STOR-i internship was a fantastic opportunity for me to experience what it would be like to do a PhD. It showed me that a PhD doesn't have to be the big scary thing which everyone makes it out as! I thoroughly enjoyed completing my own individual project while at the same time taking part in many team exercises and getting to know the STOR-i family. I also learnt many skills from my project and found many new areas of research that I was interested in!

Frequently Asked Questions

STOR-i Research Projects offer a unique opportunity for undergraduate students to experience and learn how Statistics and Operational Research (STOR) can be employed to tackle challenging practical problems.

The projects will run for seven weeks over the summer vacation during which you will engage in research with leading academics from STOR at Lancaster University.

The projects are aimed at giving an insight into what a PhD in Statistics and OR is like, and are open to students interested in the possibility of undertaking a PhD. We anticipate that they are most appropriate for students about to enter their final year of study, but will consider applications from any student aiming to achieve a strong 2:1 or first class degree in a quantitative or mathematical discipline.

As well as joining other high-calibre undergraduate students studying in the vibrant research environment at Lancaster University, you will be supported by a stipend equivalent to £450 per week for all seven weeks of the programme. Some other key benefits of undertaking a summer project include: • Experience how mathematical ideas can be employed to solve important practical problems. • Learn how to apply quantitative skills to important practical problems. • Gain an insight into what it would be like to do a PhD. • Develop skills to enable you to excel in your studies and beyond.

You must be aiming to achieve a strong 2:1 or first degree in a subject with a high mathematical content, for example, mathematics, statistics or physics.

The programme is open to UK and non-UK students. However, we are only able to accept non-UK students who are currently enrolled at a UK university onto the programme.

• Full details on applying for summer research projects

Accommodation is not included, however, arrangements can be made for accommodation on the Lancaster University campus. If you are a current student at Lancaster University, you may already have accommodation booked over the summer months. If not, summer vacation residences may be available for LU and non-LU students. We will be able to assist with accommodation bookings however direct payments will need to be made by yourself.

• Full information on accommodation

If you have any questions or queries about the summer projects check the page to see if your question has already been answered. If not, please email us with your query to STOR-i.summer.projects@lancaster.ac.uk .

Summer Associate Research Guide: Your First Research Project

• Library and Vendor Info
• Your First Research Project
• Researching an Unfamiliar Area of Law
• Where to Start Chart
• Research Constitutions and Statutes in Print
• Research Legislative History
• Research Administrative Law
• Research Caselaw Using Digests
• Locate and Use Secondary Sources
• Locate Model Forms and Sample Documents for Drafting
• Guides for Summer Success

Introduction

Legal research and writing projects will likely constitute a high percentage of your summer work. Research assignments form the most basic means of skills assessment. As one well-known litigator and legal author once expounded in regard to young associates, “[t]hey arrive from law school, factory-fresh, eager to work, and we immediately assign them research projects, because new lawyers (understandably) aren't qualified to do much else.” Performing these tasks is more than a rite of passage, it is an opportunity to distinguish yourself from your peers.

The best way to ensure success on your initial assignments is to have and execute a solid legal research plan and to record your steps along the way.  This page outlines how to formulate and execute such a plan from beginning to end. It's broken into the following sections:

• what to do before you leave school,
• what to do when you arrive at the office,
• receiving your first assignment,
• what to do when you arrive back at your office
• following up with the assigning attorney, and
• knowing when to quit.

Before You Leave School

• If you know what area of law you will be concentrating in, consult with one of the reference librarians to discuss the important resources in that practice area. Reference librarians are a great resource because they can provide a vendor-neutral review of the full spectrum of “go to” resources for a particular field.

If you know in advance that the firm or agency you will be working for subscribes to a particular commercial service, be proactive and complete that vendor’s certification classes before you arrive for the summer. Information on certification is available at each of the vendors’ law student homepages. You may also wish to meet with that vendor’s law school representative before you arrive for your summer job or internship.

When You Arrive at the Law Office

a.    Find out what resources you have available to you:

i.    Major Commercial Services (Lexis, Westlaw, Bloomberg, others):

1.    If you do not know already, find out what, if any, commercial service(s) the office subscribes to.  Also, you should be aware that, currently, both Lexis and Bloomberg Law allow you to use your academic subscription for work.

2.    If the law office subscribes to one of the major commercial services, does it prefer you access resources through its subscription?  It may prefer you use its subscription, rather than your academic subscription, for a number of reasons: attorney-client privilege, billing purposes, research tracking etc.

3.    If the law office has a paid subscription to one or more commercial services, find out what is included and what is not included in that subscription. Unlike academic subscriptions, many law office subscriptions often include only a “slice” of the full range of products available. If you use resources “outside” the office’s subscription, it will be charged at higher retail rates.

4.    Does the law office have a librarian and/or vendor representative you can meet with before your first project so you can get an overview of the resources available and charges for use of those resources? Vendor representatives also may give you free “training time.”

ii.    Are there other specialized databases or resources the law office requires you to use that you have not been exposed to in law school? If so, ask to contact a vendor representative for training if the law office does not already training scheduled.

iii.    Are there print materials that your supervising attorneys will expect you to be able to use? If so, you may want to meet with one of the reference librarians at Loyola to review how to conduct research using those resources. Also, there are links here to using annotated statutes in print, using the West digest system in print, and using secondary sources, like treatises or legal encyclopedias, in print. For more information and helpful videos on using print resources, go to the  How do I . . . pages in this Guide.

b.    Be prepared to field questions at any time. Translation: always have a pad of paper and a pen, or a tablet, or whatever you take notes with at the ready. Busy attorneys do not always have time to plan a meeting.  ‘Meetings’ may occur in a break room, hallway, elevator, or wherever you may be when the attorney remembers the question. When an attorney has a question to be answered and spots a resource (you) to answer it, you need to be ready.

When You Receive Your First Assignment: Initial Meeting with Assigning Attorney

a.    Relax . If you are a little nervous or perhaps even a little intimidated when you first meet with a supervising attorney, then you suffer from a condition called “you’re perfectly normal.” One of the most important tips here is to relax and focus to make sure that you leave that meeting with all, or as much information, as you need to successfully complete the project that you are receiving.

b.    Inquire . Practicing attorneys are busy people. When they assign projects, they do not always have time to consider every bit of information you may need to answer a question or every source of information you should consider. It is your job as a researcher to ensure you have all the information that you will need to understand the scope of the project and to answer the question asked. Here are some basic questions to consider.

i.    Client matter information . Who is the client? What is the client and matter number? Even if you are not billing your research to a client, you may need a client and matter number for other purposes, like copying and phone calls.

ii.    Point person . If the partner or person in charge is someone other than the assigning attorney, get the name of that person.

iii.    Timeframe . What is the deadline? Try to get specifics. “In a few days” may mean something different to one person than another. Also, it might be a good idea to ask if the assigning attorney would like a progress report before the assignment is due.  A progress report will provide an opportunity to review your results and inquire about additional facts or whether there are other resources you may have missed.

iv.    Scope . Get a sense of the approximate amount of time the assigning attorney wants you to spend doing the research. There may be many reasons why an attorney may want an associate to limit the time spent on a project. If any of those reasons exist, you’ll want to know before you use an elephant gun to kill a mosquito.

v.    Cost limits . Can you use the firm’s paid subscription service to perform research on the project? Should you stick with print or freely-available sources? May you use one of the academic IDs that you are allowed to use for work? An important note here is that you should not be intimidated about using a firm’s paid subscription service to answer a question, if you have been told you can do so, but, it is best not to run up a $1200 bill answering a simple non-billable question.

vi.    Jurisdiction . If the answer to the question is jurisdiction-specific, you will want to know the relevant jurisdiction.  Is it a question of federal or state law or both, what court governs? Is the attorney looking for a comparison or a survey of different jurisdictions’ laws on a topic?

vii.    Format . Does the assigning attorney want your answer as a verbal explanation, an interoffice memorandum, e-mail, a copy of the controlling statute or primary source, a list of the most important cases, or copies of all the cases? Does the firm or agency have a specific format for the document you are creating? Does the assigning attorney have an individual preference? Does the assigning attorney have a sample?

viii.    Purpose . What will the research be used for? Drafting a court document? A sensitive client communication? Are there confidentiality issues? The answers may impact how you frame and conduct your research.

ix.    Facts . Don’t leave the meeting until you believe you have a firm understanding of the question that you are being asked to answer. That means understanding the facts—who, what, where, when, how, etc.  Ask if there are other sources of facts. For example, are there other documents—a client interview memo or discovery documents that might shed light on the issue? Has anyone already worked on this issue that you can consult with?

x.    Starting points. You may, depending on the situation, be able to ask the assigning attorney for suggested starting points. The attorney may be able to refer you to a particular treatise or point you to an attorney-expert within the firm. If you’re not comfortable asking the assigning attorney, you may wish to contact one of the reference librarians. We are here to help, not to judge.

When You Arrive Back at Your Office

a.    Read and review everything you have been given with great care.

i.    If it is possible, do so immediately , so the details of the meeting, and things you may have forgotten to record, are fresh in your mind. It is OK to ask follow-up questions, but do not pester an assigning attorney because you failed to take adequate notes.  Also, the attorney may be busy and unavailable, so it is best to understand the assignment before you leave the first meeting.

ii.    Here are some points to consider when you sit down to review the meeting.

1.    Remember that in a dispute involving a written document (e.g. a contract, lease, or will), the language of the document itself should be the starting point for your research.

2.    Again, remember to read everything carefully – a lot of legal language may seem “boring”, but you don’t want to skip over important language from legal documents or primary source material.

3.    Define unfamiliar terms – use a law dictionary to help you with jargon and “terms of art”. Do not skip over words that you do not understand. Every word in a well-drafted legal document, whether a case or an agreement, has meaning. If you do not understand what the documents say, you cannot understand how they apply.

b.    Engage in preliminary analysis. You cannot find a needle in a haystack until you find the right haystack. Translation: think before you start ‘googling’ for an immediate answer. Before you can answer a legal question, you have to determine what the precise legal issue is. This task requires an in-depth examination of the basic “who, what, where, when, why, and how questions.” So here are some questions to consider before you start researching. 

1.    Who are the parties? Think about legal relationships like employer/employee or landlord/tenant, not just names or labels.

2.    What is/are the things in controversy? A contract? A harm (slander, breach)? Property (condominium, formula)? The answer to this question may direct you to start your research in a particular area of law (condominium law, construction law etc.).  

3.    What law governs? If you have not been told this by the assigning attorney, it is time to start thinking about whether the legal issue involved is governed by state or federal law and what type of primary law would address the question.

4.    Can I state my issue in a sentence? Your review of facts should yield an initial list of search terms or phrases. If you can state your legal issue in a sentence centering on your key terms or phrases, you are well on your way to beginning your search. Conversely, if you do not know enough about your issue to state it in a coherent sentence you need to do some background research first. Background research requires the use of secondary sources. Perhaps your assigning attorney recommended some? If not, this is a good time to contact your friendly reference librarian.

c.     Once you have formulated an initial search, you will need to determine the resources you have at your disposal. You should, at this point, know what firm resources you have at your disposal and what other resources—academic IDs, free resources, librarians, you can tap into for assistance.

d.    Now that you know what to search for (possible key terms, legal topic, and jurisdiction) and where to search (possible sources), you can begin to draft a strategy and record your results. You will want to make a list of resources and a list (at least an initial one) of what order you intend to search them.

e.    Record your process. On your first assignment, it is imperative that you have a plan and keep track of every step you take. In fact, it is an excellent idea to establish that habit for all your research projects. Think of it as the legal research equivalent of briefing cases. Once you start doing it, it will become second nature.

i.    There are several important reasons why it is imperative to record your research process while you are working over the summer:

1.    It saves you from needlessly repeating steps (and thereby wasting time and possibly incurring unnecessary charges);

2.    The assigning attorney will expect you to keep track of your research in order to determine whether you have overlooked any key resources;

3.    Even if the assigning attorney does not expect you to record your research, keeping a record will establish you as  diligent and organized, and  able to create and execute a plan. These are all positive attributes of attorneys;

4.    In the event that you are not able to discover an answer to the assigning attorney's question you will want to detail the entire process of your research. “I can’t find anything and I don’t know why” is a much different answer than “I’ve looked in every source you suggested and every source the law librarian suggested and none of them seem to answer your question, here are my notes.”

5.    It is entirely possible someone else may pick up your assignment from where you left off.  That person should know where you have searched and what you have found.

ii.    What a research journal might look like:

Derived from Robert M. Linz, Research Analysis and Planning: The Undervalued Skill in Legal Research Instruction , Legal Reference Services Quarterly, 34:1, 60-99 (2015)

Following up with the Assigning Attorney

When you had your initial meeting, did you schedule a time for a progress report? You should report what you found, your assessment so far based on what you found, and what additional information you need, if any. You also should be ready to report on your research process, particularly if you do not find anything. Sometimes the answer to a question depends on facts which you do not have, rather than legal research.  The attorney may have the fact or tell you where to retrieve it.  If you believe additional legal research is necessary, you should indicate what research is necessary.

When Do I Quit?

a.    General Misconceptions. When should you stop researching?  This is often one of the hardest questions to answer for a few reasons. First, research is an iterative or circular process. As you follow your research strategy and accumulate knowledge, the questions you need to ask to hone in on an answer may change, so you may feel the need to re-visit sources that you have already consulted. That is not uncommon. Likewise, many students and young attorneys believe there ought to be some magic case or dispositive document that answers the question asked. Most answers require in depth analysis of multiple and often conflicting sources, and often require consideration of analogous situations.  

b.    Guidelines : Here are a few guidelines to follow to help you feel more confident that your research is completed (or nearly completed) without fearing that the answer you missed is lurking right around the next corner.

i.    Cost benefit analysis . One of the most obvious ways to know it is time to wrap up your research, for better or worse, is reaching a deadline or a project constraint, either you have invested as much time as the assigning attorney allotted for you, or you have spent as much money on the project as the assigning attorney considered. Often the latter occurs when research is being billed to a client. Regarding deadlines, keep in mind that you need to leave ample time to produce a written document if you have been instructed to do so. Too often students and young associates spend too much time researching and too little time drafting, resulting in sloppy work product that leads assigning attorneys to question the writer’s credibility.

ii.    All roads lead to Rome . As your research proceeds, you may find that different sources yield the same set of useful references.  For example, if you were researching a question under the Americans with Disabilities Act, you might find that the pertinent cases you locate in a treatise on employment discrimination, an annotated version of the statute, and via your terms and connectors search for employment cases are all the same.

iii.    What if you haven’t found anything? That will happen. One thing to keep in mind is that it will be much easier to explain that you have not found anything if you have kept a research log detailing what searches you ran and what sources you consulted. If you have run appropriate searches and you have looked in all the right places, your assigning attorney will be more inclined to agree with you that there is no good answer. It is more likely the attorney will re-focus your search or suggest alternative sources or strategies. Research is, after all, an iterative process.

iv.    Updating .  You are not finished researching until you have updated all your primary sources to make sure that they are still good law and to make sure that they don’t lead you to newer cases.

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Why you should do a summer research project

A s a maths student, writing this article is one of the few times in the last couple of years I have ventured into complete sentences. I am returning to my rusty GCSE English skills because I feel so strongly that more people should apply to do a URSS project that I am prepared to tackle the now seemingly insurmountable task of an entire article. One of the main advantages of going to university is contact with researchers and academics. The University of Warwick is one of a scarce collection of universities reputed for both the international strength of its faculty and the range of innovative ways that this is converted into opportunities for students. This manifests particularly strongly in the Undergraduate Research Support Scheme. In this programme, students are given the opportunity to go beyond the typical university experience of studying for exams and conduct their own research project on a topic of their choice. 

Research projects involve exploring an active area of research in order to produce some original research in your topic. They usually take place over the summer holiday between academic years and are open to all Warwick University students currently studying for an undergraduate degree. Students can receive a bursary that covers the costs of completing the project or travelling if that is involved. One of the most exciting opportunities that research can provide is the option to travel to complete the project. This can present an excellent opportunity to experience other cultures and participants can receive cultural awareness training as part of the experience. The process typically ends with a large showcase of all of the projects, taking place during the first term of the next academic year. Unfortunately, a physical showcase was cancelled this year due to Covid-19, but an online alternative is on the cards! During this, you will present your projects to a wide audience and get the opportunity to talk to others about their research as well. Overall, the experience centres around introducing undergraduate students to the process of planning and delivering a research project before communicating it to a non-specialist audience – an excellent opportunity. 

Research differs from the typical academic process as the work is more self-directed, allowing a more creative and personal perspective of your subject. In addition, it can serve as an opportunity to delve into an area of your subject that you have not yet explored. Lauren Devine, who explored how Russian institutions shape the activities and freedoms of Russian women, said “I have had little opportunity during my degree to propose and conduct independent research that is applicable to contemporary Russian politics; the URSS offered me just this” and has been “inspired to focus on this topic for [her] dissertation.” Your project will be supervised by a faculty member which gives a level of interaction with the university faculty that goes well beyond what you can get from the process of studying for a degree. You gain first-hand experience in the research process and learn how to engage with literature that surrounds your area of interest. From an employability perspective, embarking upon the process of conducting a study and bringing it to completion displays that you have the creativity and initiative to produce original work coupled with the organisation to do so consistently. This all contributes to an experience that allows you to develop skills and gain experiences that lead to a lasting increase in your confidence in pursuing whatever your ambitions may be.

Research differs from the typical academic process as the work is more self-directed, allowing a more creative and personal perspective of your subject

First you need to familiarise yourself with a topic for the research, not necessarily an exact set of papers and results to explore, but a case of wider reading around the area in general. Next, you need to find a supervisor. You can do this by checking the staff list on your faculty website and seeing if there are some staff whose interests align with yours. Whilst some faculty members supervise projects every year, others may not be planning to, so it is worth asking around. When you find a supervisor, they may have some suggestions for projects that you could do that are closer to their interests. This will help your supervisor to support you more in your project. Curtis Leung, who is carrying out his research in the History Department, says that “my project itself was an opportunity that one of the department’s academics had already come up with, he was just looking for students with the relevant modules to apply to help him on the project.” In my case, I planned to complete my project in the area of graph colouring, but my supervisor sent me some papers in another area of graph theory and, once reading them, I decided to do my project on one of them instead. Every year, staff members at Warwick build up an expanding knowledge of projects suitable for undergraduates that you can work on. Although research opportunities like this are not usually actively advertised to students, it may be worth checking with your department if there are any projects like this going on. 

This all contributes to an experience that allows you to develop skills and gain experiences

If you agree on a project with one of the researchers you contact, you can finalise your idea for your project with your supervisor and produce a rough plan which does not have to be step-by-step. After all, research is not like an exam where you know that the problem is solvable cleanly with techniques described in lectures or even, especially in the case of STEM projects, whether it is solvable at all. Marvellous Arabambi, who investigated small molecule candidates for novel antiviral drugs, says “The most important thing I took away from the experience was that it was okay to not know perfectly what direction the project was supposed to go in.” And that “these were the moments a lot of learning could be gained.” It is also important to state that 6-8 weeks is not a long time to work on a research project overall. Make sure that you do not overcomplicate the project as even relatively simple-looking objectives can rapidly expand to fill a lot of your time as challenges with your project emerge. Will Barber-Taylor, who completed their project in the History Department, says “I had originally started with a more complex and broader project and, after speaking to people involved with the URSS, realised that it would make the project better and easier to do if I made the project simpler.” Once you have a plan you can then describe this in the URSS application form and complete it with your supervisor. Your supervisor can help you to convey what the objective of the project is and how to convey that the application should be successful. Finding a supervisor and planning the project is perhaps more time-consuming than most internship application processes but it has the advantage that you are applying with more precedent; you can more directly demonstrate that you are capable of doing the job than in your answer to the dreaded task: “tell be about yourself.”

After completing the project, there are a multitude of opportunities that open up. Not only does the experience give you transferable skills that assist you in a career in industry, it is also excellent preparation for postgraduate study should you be inclined towards that. In some cases, the project can further your career in a literal sense. Curtis Leung told me that “What’s really amazing about that though is that, as we are expanding the project, I’m still working on it and am now an undergraduate research assistant in the history department. It’s a paid role which acts as sort of a “part-time job””. In terms of preparation for postgraduate study, a lot of students use this opportunity as a springboard for a master’s project. For example, Lauren Devine says, “I have … gained invaluable research and oral history skills which will aid me in my hopes of completing a master’s degree.”

The URSS is an excellent option for the summer between an undergraduate degree and a master’s. Research work is increasing in prominence in the emergence of new technologies such as machine learning and the revolutions that they create. Every industry from healthcare to quantitative finance is looking for people who have a researcher’s skill set to tackle problems that their industry faces and come up with novel solutions. I would highly endorse this opportunity and encourage anyone with an interest in research to apply.

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Undergraduate Research & Prestigious Scholarships

Developing a personal statement for summer research.

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

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

First Steps:

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

The Basics:

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

Experience in the Field:

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

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

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

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

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

Ask Yourself:

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

Additional Suggestions:

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

How to write a Personal Statement

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6 Ways to Make the Most of Your Summer Experience

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Congratulations on landing a summer opportunity! Whether it is conducting research, working a part-time job, engaging in public service, or doing an internship here are some tips to make the most of it:

• Connect with new people : Introduce yourself to fellow students, members of your team and employees outside your group or department.  Whether in person, virtual or hybrid, make sure you take the time to grow your network and learn from as many people as you can. Make sure to connect on LinkedIn and share contact information before you leave!
• Stay organized and productive : If your summer experience is not particularly structured, you will need to come up with a way to stay focused and organized throughout the day. Take good notes in meetings and create a way to keep track of to-do items.  If you have the capacity to take on new projects or assignments, then let your manager know – organizations value individuals that work hard and take initiative.
• Special Note on Social Media Etiquette : Be mindful of what you post online—your digital brand matters! While we all have challenging days, it is best not to post tweets, or TikToks that speak negatively of your organization, supervisors or team members. If you have something to say, consider scheduling a meeting with a trusted colleague, mentor or even your supervisor to brainstorm constructive ways to solve problems.
• Set goals and expectations: Meet with your manager or supervisor early to clearly understand their expectations, and work together on setting meaningful goals for you. It is also important to clarify how your supervisor likes to manage – do they want to meet regularly or on an as needed basis? Do they prefer that you email questions, or just stop by? Understanding this dynamic early on will make for a smooth summer experience and hopefully lead to a strong connection that will last after the summer.
• Update your resume: Be sure to keep track of relevant projects and skills learned. Share your achievements with your supervisor, but also update them on your resume while they are fresh in your mind!  Refer to MCS resume resources for guidance.
• Learn a lot and have fun: The summer is a chance to try something new, learn things that aren’t necessarily taught in a classroom, meet new people and have fun!
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Making the Most of Your Summer

Congratulations on completing the academic year. We know that while many of you may be looking forward to a summer experience, others may still be seeking new opportunities.

If you are looking for a summer experience, consider:  

• Doing an internship or short-term project. Continue to check out opportunities posted in Crimson Careers and resources like Parker Dewey (a provider of short-term internships/projects). Talk to an MCS adviser to brainstorm options. 
• Learning a new skill using LinkedIn Learning (free for Harvard students). You might consider building a technical skill valued by employers such as learning basic coding or Excel. 

Making the most of your summer experience:  

Whether you are doing one of the things mentioned above or something else like learning a language, conducting research, or volunteering, you will want to learn skills and make professional connections that you can leverage in the future. If you will be doing an internship or project this summer, below is advice from MCS on how to make the most of your experience. Many of the tips apply to other types of summer experiences beyond internships. 

• MCS Making the Most of Your Summer Internship Tutorial (10 minutes)
• MCS 6 Ways to Make the Most of Your Summer Experience
• Indeed 10 Ways to Get the Most from Your Internship  

This message was shared over the MCS Recruiting & Employer email list. Harvard College students: subscribe here for more messages like this throughout the summer.

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Summer Research FAQs

Why should i do research in the summer.

Summer is a great time to gain practical experience  in a mentored environment where you can focus on defining problems and identifying solutions. You can work with a professor and work on complex problems.

This is a great opportunity to help you figure out if research is for you (or not for you!). Working with your professors and classmates in the summer is also a good way to network and make contacts. Summer research can also be used towards your   Professional Experience Requirement  for your degree. It may also qualify for PEY Co-Op – contact the Engineering Career Centre to learn more.

How do I find research opportunities?

You can l ook up professors and researchers and the projects they are working on. Start by  r eview ing a department's website to learn about the research they are conducting. You can search beyond U of T and look for research opportunities outside of Toronto or Canada as well .  

Read up on the projects and the work done by the professor to see if you are interested in gaining experience in that area. Various departments may post summer research opportunities on their website. Select research projects that you are interested in and contact the professor or research team .  

There are also s ome specific programs at U of T t hat involve research which you can consider :  

• APS299Y - Summer Research Abroad : This is a unique for-credit research-based summer course. Depending on the nature of the research project, this course may count toward your engineering program or an engineering minor. Check with your department for details. This program is not open to EngSci students.  
• The Engineering Science Research Opportunities Program (ESROP) : Through ESROP, EngSci students will join established research groups, gain a deeper understanding of the research process, and take part in intellectually vibrant research activities. EngSci Students will have the opportunity to work with faculty members on research-based collaborations over the summer.  
• Summer Research Abroad : Administered by the Centre for International Experience, t his is an exciting opportunity for upper-year undergraduate students in science, engineering, and other fields to acquire hands-on lab and research experience. Summer research projects are available at partner institutions for 8 to 12 weeks over the summer term.  
• Work Study Program : The Work-Study program at U of T is an excellent way for students to develop knowledge, skills and experience that complement their academic studies through paid work on campus. The positions generally require about 12 hours of work per week. The Work-Study program now has a research-stream that can help you more easily faculty-led research opportunities.  

How do I contact professors and researchers?

The best way to contact researchers/professors is by email in late December or early January. It is advised to include your CV or resume, unofficial transcripts, and especially any connections that you may have (professor of your class).  

Write a professional email that introduces you, indicates your intentions and asks if you can meet to talk about working with them in the summer. Contact multiple professors/researchers; you don’t need to limit yourself to emailing just one. However, tailor your email and m ake it specific to the researcher and/or project . The email doesn’t need to be very long but should provide enough details for them to understand your interest.   

How do I improve my resume?

To get your resume ready, there are lots of resources available to help you. You’re Next Career Network (YNCN) holds a Resume Hack Event as part of their Fall and Winter Career Fair .

You can review  Career Exploration & Education’s Résumé and Cover Letter Toolkit (PDF) to get started, or book a Résumé Ready appointment with one of their career peer advisors.  The Career Learning Network  is also a great place to sign up for resume workshops and for additional resources and support.

How do I prepare for the interview or meeting?

YNCN and Career Exploration & Education are great resources that can help you to learn how to interview well. To learn more about general interview tips, consider reviewing Career Exploration & Education’s get help with interviewing . That said, r emember : this is not a typical job interview. It is primarily about being interested in a professor/researcher’s work and how you would like to have the chance to work with them. Before you r interview or meeting, be sure to review projects that they have worked on in the past or are currently working on.    

Are grades important?

Grades may have an impact , and some professors may request a copy of your transcript. However, there are additional factors professors and researchers consider when hiring students for summer research opportunities.  

What do I do if I do not get a summer research opportunity?

Do not worry if you do not secure a summer research position. Throughout your time at U of T, there will be multiple opportunities for you to get hands-on experience.  

If you’re looking to take advantage of the four-month summer period to be productive and get involved , there are many options you can pursue, including getting  a summer job, volunteer ing , participat ing in a design team, design ing your own project, and finding additional opportunities to gain skills and knowledge.  

Are there important deadlines I need to know?

There is no set deadline for when to contact professors, but the best time is in late December or early January. Other deadlines include applying for research scholarships and awards ( generally in January/February).  

Are scholarships available?

Scholarships and awards for research are a way of compensating you for the work and time you have spent o n the summer research opportunity. The deadlines to apply range from January to March .  

Some examples of awards include:  

• 2024 FY Summer Research Fellowship Application (PDF)
• Dean’s Undergraduate Student Summer Research Pivot Fellowship  
• NSERC U ndergraduate Student Research Award (USRA)
• University of Toronto Excellence Award (UTEA)
• ESROP (Engineering Science)
• IBBME awards  
• Exchange programs  
• Professor’s Grant Funding  
• Department-specific summer research awards  

How do I maximize the value of summer research?

• Make learning objectives for yourself , and keep a weekly list   of what you achieved and what you will achieve next week.
• Take advantage of the opportunity to work closely with professors and researchers by remaining curious, asking lots of questions , and asking for specific feedback to help you improve your research skills.   
• Participate in the Undergraduate Summer Research Program . W eekly sessions are held for participants to learn success skills that enhance their research experience and form a community of student researchers.  
• Present your research work at the  Undergraduate Engineering Research Day (UnERD) . This event gives undergraduates the opportunity to share their achievements from their summer research in an academic showcase  
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Tell us about your upcoming summer internship or research!

Do you have an interesting summer internship or research project? We want to hear about it — and potentially feature it on our media outlets 🤩 

Share your plans for the summer with our Director of Content Strategy, Darcy Porter, by emailing [email protected] .

Whether you’re working somewhere local, researching with faculty right on campus, or headed out-of-state, let us know! There’s many ways we’d like to share your experience.

5 Last-Minute Summer Plans That Will Impress Ivy League Admissions Officers

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As summer approaches, high school students may find themselves scrambling to find ways to make the most of their time off of school. Whether they were not accepted into their top choice programs, their internships fell through, or they simply haven’t yet made a plan, it’s imperative that students find enriching ways to spend their summers. Colleges look to students’ summer activities as a means of better understanding their passions and interests, and determining the kind of community members they will be outside of the classroom.

For those with Ivy League dreams, the pressure to maximize summers to stand out in the college admissions process can feel particularly daunting. While the deadlines for prestigious academic summer programs have passed, it’s not too late to engage in meaningful summer activities that will impress Ivy League admissions officers. While many students assume that admissions committees at top schools only care about intellectual pursuits, students can convey important elements of their candidacy through a plethora of summer plans, whether academic or non-academic.

If you are still unsure of how you’ll be spending the summer months, here are five last-minute summer plans that can help you demonstrate your passion, initiative, and commitment to personal and academic growth:

1. Secure an internship.

While securing a summer internship can be challenging, it can pave the way for the rest of a student’s professional and academic journey. If you have connections with local professionals, leveraging your network to find an internship opportunity can enhance your resume, help to build your professional network, and demonstrate initiative to colleges on your list. If you choose to intern during the summer months, you can maximize your time by demonstrating your willingness to go above and beyond; take the initiative to expand your skill set and explore areas outside of your designated responsibilities. You may find a new passion or outlet for your interests in the process.

2. Get a summer job.

While many students assume colleges are uninterested in their summer jobs, with the proper strategy, thoughtfulness, and hard work, students can leverage their summer jobs to stand out to Ivy League admissions officers. Whether you’re working as a lifeguard, camp counselor, dog walker, or administrative assistant at a law office, every job offers the opportunity to demonstrate self-motivation and leadership. Stepping up in the workplace not only allows students to develop critical life skills that will carry them into their college careers, but it can also highlight students’ willingness to contribute to their communities.

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For students seeking a job or internship, sites such as LinkedIn , AngelList , and Idealist are fantastic online resources for sourcing opportunities in their interest area, location, and schedule constraints.

3. Take an online course.

Enrolling in an online course or certification program allows students to enrich their knowledge, skills, and expertise in a specific area of interest—whether it's computer science, finance, environmental science, or creative writing, among others. Platforms such as Coursera , edX , and Udemy offer a wide range of courses taught by leading experts and institutions from around the world. Select courses that align with your academic interests, intended major, or core passion, and dedicate yourself to mastering the material. Completing an online course or earning a certification demonstrates self-motivation, intellectual curiosity, and a commitment to lifelong learning—qualities highly valued by Ivy League admissions officers.

4. Volunteer in your community.

Ivy League admissions committees seek to identify students who are plugged in to issues in their community and willing to mobilize their passions to make positive change. One of the best ways to demonstrate this quality is to use your free time during the summer to volunteer. For example, you could consider volunteering at a local soup kitchen, homeless shelter, or food bank to help address food insecurity and support vulnerable populations in your community. While any type of volunteering will be beneficial for both your growth and those in need around you, it is best to identify a volunteering opportunity that aligns with your skills and interests and that you can engage with long-term throughout your high school career. By volunteering your time and energy to support those in need, you can make a tangible impact on your community while developing empathy, compassion, and a sense of social responsibility.

5. Develop your passion project.

Perhaps the most beneficial use of the summer months is brainstorming and building a dynamic passion project, a student-led initiative that puts passion into practice. Whether environmental conservation, mental health awareness, animal welfare, or technological literacy, students should be intentional about identifying their guiding interest and developing an independent project to more deeply engage with their subject or cause of choice. This could involve organizing a fundraising event, creating educational materials, or launching a social media campaign to raise awareness and mobilize support. By channeling your interests and talents into a passion project, you can make a meaningful contribution to your community while gaining greater insight into your core passions and interests.

Whatever students choose to do with their summer, they should keep in mind that all of their activities should work in tandem to tell a cohesive story through their college applications. Whether completing an internship, working a summer job, or taking a summer course, put your best foot forward and approach the process with self-reflection, motivation, and intentionality.

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This former cheerleader is aiming to be a ‘world-class star’ in hammer throw

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Liangie Calderon, a Northeastern sophomore, won the Under-20 Puerto Rico championship last summer as a relative newcomer to the ancient sport.

Liangie Calderon had completed her freshman year at Northeastern when she won the Under-20 Puerto Rico national championship in the hammer throw. 

In August she returned to Puerto Rico for the Under-20 Pan American championships , where she finished sixth despite a severe case of food poisoning.

What made these achievements all the more impressive was Calderon’s status as a newcomer to the track and field throwing event. She grew serious about hammer throw as a junior in high school, just two years after being introduced to the sport. It didn’t become her outright priority until she arrived at Northeastern.

“I was a cheerleader in high school,” says Calderon, now a sophomore at Northeastern. “Cheerleading is my first love.”

The footwork she developed from competitive cheering eased her transition to hammer throw, contributing to her rapid climb.

“I think she has enough in the next four to five years to be a world-class star,” says Wilfredo de Jesus Elias , an assistant coach specializing in throws for the women’s and men’s track and field teams at Northeastern. “It’s [about] getting into the echelon where you’re going to be qualifying for the Olympic Games or the World Championships. Where you can go to any meet, make a final and always be in the mix to be among the top eight.”

The ancient sport — newfound to Calderon — involves an 8.8-pound ball at the end of a steel chain not quite 4 feet long.

Stepping inside a partially enclosed cage, she initiates momentum by swinging the heavy chain overhead a couple of times like a weighted towel. As the ball orbits her with increasing speed its weight spins her four times on the fulcrum of her right heel before she releases it through the cage’s narrow opening into the sky.

As a freshman she quickly rose to No. 7 all-time at Northeastern with a throw of 55.81 meters.

“A lot of people say when you don’t feel anything — when the ball feels like a feather — that’s when you know that it’s going to be a really good throw,” Calderon says. “But sometimes the best ones feel the worst because you’ve fixed something so integral. You haven’t been doing it right for your previous throws so now you feel off a little bit because you finally did it right.”

I think about how fortunate I am to have the throwing career that I’ve had already. Liangie Calderon , a second-year at Northeastern and winner of the Under-20 Puerto Rico championship

There are so many moving parts that blur together so quickly that Calderon needs to gather herself before each throw.

“She’s very outgoing and super charismatic,” says freshman thrower Catherine Sargent . “But when she’s getting ready, she’ll step away just a little bit. She’ll have a mini-ritual with herself, finding herself.”

The sport that could make a star of Calderon is, for her, a deeply personal exercise. She’s investing in it for many causes — including for herself, for Puerto Rico and for her little brother Jaedin, a former athlete who no longer can compete and inspires her every day.

‘I do it for both of us’

Calderon was born and raised in Coventry, Rhode Island. Her father had been a shot putter in high school so it was natural for Calderon to try the field events. She took to it quickly, winning the freshman state championship in hammer throw with the help of her high school coach Michael O’Loughlin. But it wasn’t until her junior year that the avocation became her vocation.

It was during that year that her brother’s young career in football ended.

“He got tackled and he fell in a weird way and blood rushed into where his spinal cord opened up and the blood clot formed,” Calderon says. “The next morning I woke him up. I was like, ‘Jaedin, we have to go to school,’ and then I drove myself to school because he was in middle school at that time. 

“And then I got the call. My mom said, ‘We’re taking him to the hospital. He can’t walk.’ That was so heartbreaking to me. And from that day forward so much changed.”

Jaedin uses a wheelchair. The family home has been renovated to provide him access. Their extended family, neighbors and friends have all been supportive.

“Being such an athletic and outgoing kid, it’s been amazing to watch how he took a terrible situation and turned it around,” Calderon says. “My brother is one of the strongest people I know. Most people would never be able to make a full recovery mentally the way he did. I do look up to him because he’s doing well. I’m sorry, I’m all emotional about this topic.”

She squeezes the tears from her eyes as she explains.

“We’re very close,” Calderon says. “Before he got hurt he was a very talented football player. He was going to camps, he was traveling all over the country to play football. And now that he can’t play sports anymore, I guess I do it for both of us. 

“I want to make sure that he knows that his big sister is doing really good things and going somewhere. He’s a big part of why I do the sport and why I want to be so great — because he can’t be great in his own sport that he chose.”

Three international options

“She was tall, she was very coordinated,” de Jesus says of Calderon at the time when he was recruiting her in high school. “She’s very vibrant, very outgoing, and I guess I could characterize her as a character in a good way. She definitely has big aspirations and sometimes she tends to get a little down on herself, but that’s normal for any high-level athlete.”

She was drawn to Northeastern in part by the high-level academics. Calderon is studying chemistry with plans to become a dentist.

De Jesus succeeded in recruiting her twice — initially for Northeastern and then for his native Puerto Rico. Calderon could have represented the Dominican Republic, the home nation of her mother. She could have competed on behalf of USA Track and Field. But she chose to represent Puerto Rico, an opportunity based on the ancestry of her father.

“There are two sides of it,” de Jesus says. “My recommendation was that she should go where you can get the opportunity. For a lot of these high-end international meets, having the opportunity to go is almost everything, and if a country is willing to take you, then that goes a long way. 

“And then secondly you should represent a country you feel connected to and you feel like you want to create a bond with. She can speak Spanish really well. From going to Puerto Rico — our Northeastern team was going down there — she got to see the people, meet a lot of the throwers and coaches. She fell in love with the island and with our culture and what we’re about.”

I think she has enough in the next four to five years to be a world-class star. Wilfredo de Jesus Elias , assistant coach for track & field at Northeastern

She won the under-20 national title last year while throwing 51.79 meters, well below her personal best.

“It’s been a very interesting kind of culture shock,” Calderon says. “The most special thing to me is realizing you don’t have to be authentically Puerto Rican to really love this place that you’re representing.”

Calderon returned to Puerto Rico with de Jesus last August for the Under-20 Pan American Games. Her goal was to medal, based on the high level of her recent training. But the food poisoning hit her the night before the event.

“I was throwing up so many times, I couldn’t eat anything,” she says. “But I was super grateful for my opportunity to compete and I really wanted to show everyone that I was strong and could still throw.”

In an unexpected way, Calderon’s sixth-place finish and willingness to stick it out helped solidify her relationship with the Puerto Rican team and its supporters — the start of what could be a fruitful partnership.

“She very naturally lets the ball do what it wants, which is what you want to do in the hammer throw,” de Jesus says of the orbit that Calderon creates with her throws. “You want to let the ball run around you and you’ve got to stay in the middle and be like the sun. 

“From a coaching perspective it’s nice that she doesn’t really know her upper echelon. It’s very rewarding to see her beat those [milestones] that, to be quite frank, she thought were impossible.”

Aiming for 2028

“I felt a little isolated at first,” Sargent says of her arrival as the lone freshman thrower on the Northeastern women’s team. “But Liangie immediately was like, ‘Hey, let’s go do this, let’s go do that.’ She was super supportive.

“It’s a huge team so I’m still learning names and faces. But if I go walking with her, she knows everybody — and she’ll have a good conversation with them and the chemistry is there. She’s just great with people.”

This has been a difficult year for Calderon. She suffered broken bones in her feet in a freak everyday accident, possibly from walking on an uneven surface. She missed most of the indoor season and is now renewing her rhythm for the outdoor competitions. 

Sargent says her teammates are radiating back the support that Calderon has shown for them.

“I am very, very hard on myself,” Calderon says.

But she has learned to apply perspective to her ongoing mission.

“I’m only 19 years old,” she says. “So I think about how fortunate I am to have the throwing career that I’ve had already. There are so many people who wish they could have the career that I’ve had in, what, six years of throwing? 

Liangie Calderon

Second-year, Women’s Track and Field

Career Highlights:

“I’ve been lucky in that way to have those experiences — and I’m very grateful to have people who believe in me and guide me and help me with getting these connections and being on these teams and getting to these meats. So when I start to think about myself badly, I look back on all of that and [realize] I should not take it for granted in any way.”

This summer she will return to Puerto Rico to compete in the Olympic trials. Calderon understands that she probably is not ready to earn a place at the Games in Paris.

But in 2028, when the Olympics will be in Los Angeles — there is a goal that may be within her reach.

Ian Thomsen is a Northeastern Global News reporter. Email him at [email protected] . Follow him on X/Twitter @IanatNU .

Photography by Alyssa Stone/Northeastern University

Video by Cam Sleeper/Northeastern University

Design and development by Marin Carroll

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