Trials are only available on campus; access requires no additional login.

The trial runs through February 10, 2014. Feedback on the usefulness of this
database is appreciated. Leave us a comment to let us know what you
think.

Meet Susanna. She is a Biological Sciences major and MARC U*STAR Scholar. She is also a current Undergraduate Research Award (URA) scholar. Her research explores the female song in the Puerto Rican Oriole.

How did you find your mentor for year research project?
Dr. Omland was my BIOL142 professor. I talked to him after class about lecture material and my interests. From there we started talking about a research position.

How did you know this was the project you wanted to do?
I love learning about the different mechanisms, causes, and results of evolution. I knew Dr. Omland’s research was going to teach me a lot about evolution.

Is this your first independent research project?
Yes, I have been working on this project, Testing for Female Song in the Newly Recognized Species: The Puerto Rican Oriole for over a year now.

Do you get course credit for this work? How much time do you put into it?
Yes. I have been getting course credit every semester that I have been in lab. During the semester, it depends how much school work I have but I put in about 8 or 12 hours a week or more.

How did you hear about the Undergraduate Research Award (URA) program?
My advisor, Dr. Omland recommended the URA to me.

What academic background did you have before you applied for the URA? How much did your mentor help you with the application?
I was a sophomore and had been working in my lab for just less than a year. Dr. Omland must have advised me about my abstract 20 times! We made sure that it was perfect!

Was the application difficult to do?
My advisor, Janet Mcglynn, and Devon Fick gave me and other applicants a lot of advice on how to write a successful application. I had also previously written other grant applications so I was able to edit my writing to fit the scope of the URA.

What has been the hardest part about your research?
The hardest, but most exciting part is the field work. I study the Puerto Rican Oriole, so I get to travel to Puerto Rico and study this bird. I have to wake up before the sun rises, typically 4 a.m. to be out and ready to record the bird songs as soon as they wake up. It’s exhausting work following the birds, taking notes on everything they do, and making sure I get good clear recordings.

What was the most unexpected thing?
The most unexpected things is the amount of support I have been given. Dr. Omland, the Office of Undergraduate Education, the MARC U*STAR program, the graduate students in my lab, and the undergraduate students who help with the field work make an amazing team. The support everyone gives me has definitely helped me be successful!

How does your research relate to your work in other classes?
Apart from field work, I run experiments to determine the sex from feather samples we have taken from birds at the study sites. This gives me lots of practice with PCR and electrophoresis which was really helpful in genetics when we learned about different methods of analyzing DNA. Currently, I am in "Genes to Genomes" and my background in evolution is proving to be a huge advantage.

What else are you involved in on campus?
I am the secretary of Hispanic Latino Student Union and a member of the pre-veterinary society.

What is your advice to other students about getting involved in research?
Talk to your professors and don’t be afraid to say “I really want to learn about this from you, can I work with you?” The worst they can say is no, but they might really admire your enthusiasm and help you get a position somewhere else.

What are your career goals?
I will continue on to graduate school and eventually get my Ph.D. in evolutionary genetics. I love learning and don’t ever want to stop. A career in research lets me learn something new every day and lets me determine exactly what questions I want to investigate.

Have you shared the results of your work with professionals in your field?
Yes. I presented my research at the American Ornithological Society/Cooper Ornithological Society meeting in Chicago over the summer, and then at the UMBC Biological Sciences Summer Undergraduate Research Festival! This past September I presented my poster at the South Eastern Population Ecology and Evolutionary Genetics meeting at a UVA Field Station. I won Best Undergraduate Poster! It was an amazing experience! People were very interested in that my project looks at sexual selection differently than it typically is.

Read her abstract here...

Program Description:

Each summer, the Howard Hughes Medical Institute, the Department of Molecular Biology, the Lewis-Sigler Institute for Integrative Genomics, and the Genentech Foundation  provide intensive laboratory research experiences to a select group of undergraduates chosen from a nationwide pool. Each student joins a world-class research group - headed by a Faculty member - and carries out an original research project. Participants are immersed in a culture of close collaboration with other undergraduates, graduate students, postdoctoral fellows, and faculty, and thereby experience first-hand what it is like to be a scientist. Over 77% of former participants have since pursued degrees in PhD, MD, or combined MD/PhD programs.

Other Highlights of the Program Include:

·         research discussion groups (learn to analyze and present data)

·         faculty forum (attend weekly seminars given by Princeton Faculty)

·         poster session (present your research to respected scientists)

·         career forums (interact with former program participants)

Program Details and Eligibility:

The program runs from June 9 – August 8, 2014 (9 weeks).  In addition to receiving a $4000 stipend, students are provided with housing in Princeton dormitories and are reimbursed for traveling expenses within budgetary limits.

We particularly encourage applications from research-oriented undergraduates (1) whose participation will add to the diversity of researchers in the sciences, or (2) whose interests lie at the boundary between biology and the computational sciences including physics, chemistry, computer science and engineering, or (3) who are from institutions that do not have large research programs.

Applicants must be US citizens, permanent residents, or foreign undergraduates attending a US educational institution.

Application Deadline: February 1, 2014

Application Materials:

·         Online application form

·         Personal statement (included in the online application form)

·         Two letters of recommendation from faculty members (also submitted online).

·         Transcript(s) of all undergraduate courses and grades (submitted via email).

The Summer Research Initiative (SRI) was created in 1999 by the Office of the Dean in the College of Behavioral and Social Sciences (BSOS) and is supported by the Office of the Provost, the Graduate School, the Office of the Vice President for Research and the College. The program is designed to encourage and enhance the diversity of scholars working in the social and behavioral science fields.
 
In that spirit, we are interested in receiving applications to the program from a broad spectrum

of students, including African Americans, Latino/Hispanics, American Indian/Alaskan Natives, Native Hawaiians or other Pacific Islanders, as well as students with research interests related to diverse communities.

The goals of the SRI are to:

• Increase the knowledge of, and interest in, doctoral-level training in the social, behavioral, and economic sciences;
• Provide rising juniors and seniors an opportunity to learn about graduate studies and the range of research and scholarship in the social, behavioral and economic sciences at the University of Maryland;
• Provide a laboratory experience that enhances basic research knowledge and skills;
• Provide lectures, workshops, didactic exchanges and other programming to enhance students' knowledge of the graduate application process, negotiating the academic rigors and professional and personal challenges encountered in graduate school, and developing career paths in social, behavioral and economic sciences; and
• Provide mentoring and networking opportunities for students to advance their training in the social, behavioral and economic sciences.

The SRI is part of the College's longstanding commitment to increasing the number of underrepresented minorities who pursue graduate degrees in the social, behavioral and economic sciences. According to data from the National Science Foundation, the university ranks 8th in the country in the number of doctoral degrees awarded and 13th in the number of Bachelor of Arts degrees awarded to underrepresented minority students in those fields. The Summer Research Initiative is an integral part of our efforts.

Meet Vani. She is a Biological Sciences and Psychology major currently doing an internship at the National Institute on Drug Abuse (NIDA) in Bethesda. Her research investigates cocaine abuse. She is also a member of the Honors College.

Who did you work with on this project (PI, graduate students, other students) and how did you learn what you needed to know to be successful in this lab?
I would say that I have been extremely fortunate to have a position in this lab mainly because of the people that I work with. My most immediate team consists of my mentor, a post-bac, and a post-doc, with whom I am currently working on a series of projects. I have done my fair share of reading articles and practicing certain skills to gain a solid understanding of my project, but everyone in my lab has been extremely helpful and supportive of fostering my growth in the lab.

Do you get course credit for this work? Paid? How much time do you put into it?
This internship is unpaid, but I do receive credit through the Honors College and courses in my major. I put in approximately 16-18 hours each week.

What was the hardest part of your research experience?
The hardest part for me was finding the perfect balance between classes and research. Especially because I have a 20 minute commute to my lab, I had to be careful in scheduling classes while making sure I was still challenging myself academically. I have learned to get things done ahead of time in either lab or in studying for my classes depending on upcoming deadlines or exam dates.

What was the most unexpected thing?
We still laugh over it, but my current mentor and I entered the lab at the same time last year and went through training together- little did I know back then that I would be working under him!

How does this research experience relate to your work in other classes?
This research has given me a head start on the material covered in a few of my science and psychology classes, especially BIOL302 (Genetics) and PSYC335 (Physiological psychology).

What is your advice to other students about getting involved in research?
My best advice would be to take advantage of every opportunity that presents itself because you never know where it will take you! And don’t hesitate to ask your mentor or peers if you have any questions- they were in your shoes at some point in their lives so keep that in mind and make the very best of your experience!

Read her abstract here...

Program Description: Summer programs at the National Institutes of Health (NIH) provide an opportunity to spend a summer working at the NIH side-by-side with some of the leading scientists in the world, in an environment devoted exclusively to biomedical research. The NIH consists of the 240-bed Mark O. Hatfield Clinical Research Center and more than 1200 laboratories/research projects located on the main campus in Bethesda, MD and the surrounding area as well as in Baltimore and Frederick, MD; Research Triangle Park, NC; Hamilton, MT; Framingham, MA; and Detroit, MI.  NOTE: the number of positions in Hamilton, Framingham, and Detroit is limited.

Internships cover a minimum of eight weeks, with students generally arriving at the NIH in May or June. The NIH Institutes and the Office of Intramural Training & Education sponsor a wide range of summer activities including lectures featuring distinguished NIH investigators, career/professional development workshops, and Summer Poster Day.

Encouraging young people from diverse backgrounds to pursue careers in science is a national priority, and the Medical College of Wisconsin (MCW) is committed to meeting this goal in its recruitment and admissions practices.

Several enrichment programs are offered to help historically underrepresented local high school, resident and non-resident college level students jump-start their exposure and develop a broad perspective about the array of careers available within biomedical research, medicine and allied health. Our hope is that this early exposure will ultimately lead to an increase in the number of graduates having diverse perspectives in medical education.