undergraduate research program uw

Undergraduate research programs and funding

Students are strongly encouraged to pursue undergraduate research opportunities before completing their degrees.

Undergraduate research opportunities fall into two categories: part-time during the academic year and full-time summer programs. Students often earn credit for research during the academic year while summer programs are more often funded and usually include an academic component focused on pursuing graduate school.

Interested in research opportunities?

It is strongly recommended that students getting started exploring research opportunities sign up for an advising appointment for one on one support with the Office of Undergraduate Research team. 

Office of Undergraduate Research

The Office of Undergraduate Research  is an excellent resource for learning about undergraduate research opportunities. They offer:

• Annual Undergraduate Research Symposium
• Workshops and courses
• Information on summer programs
• Individual advising

Departmental research links

Each engineering department provides guidance to students about getting involved in research. Contact the department undergraduate advisers for advice on finding a research project.

Learn more about research in each department:

• Aeronautics & Astronautics
• Bioengineering
• Chemical Engineering
• Civil & Environmental Engineering
• Computer Science & Engineering
• Electrical Engineering
• Human Centered Design & Engineering
• Industrial & Systems Engineering
• Materials Science & Engineering
• Mechanical Engineering

Other engineering research programs

• Amgen Scholars Program
• Fred Hutchinson Cancer Research Center Summer Internships
• Genetically Engineered Materials Science and Engineering Center REU
• Clean Energy Bridge to Research REU Program
• Inverse Problems REU
• NASA Space Grant
• Research in Biostatistics and Statistical Genetics

Related topics

Research Labs & Centers

Research Opportunities

The Allen School is committed to offering research opportunities to its undergraduate majors. Research is an exciting, and sometimes challenging, process of discovering something completely new and communicating the discovery to others. For a research result to be meaningful, it must be shared for others to apply or build upon.

Research involves many aspects: investigating prior work, experimenting, inventing, reasoning (proofs), collaboration, organization, writing, and speaking. If there is no chance of failure, it is not research. Projects can vary. Always choose one that you think you would enjoy.

Finding a Research Project

Types of research credit.

• Registration

Research Funding

Departmental honors and senior thesis, cross-departmental research.

What is ugrad research?  |  Why should I get involved in research?  |  What are the prerequisites for research?  | I don't have the prereqs! |  How can I apply?

• What is ugrad research?
• Research is a fancy way of saying 'creating new knowledge.' Researchers tackle problems that have unclear solutions and produce new ways of solving these problems.
• Ugrad research is an opportunity to learn the research mindset and build a relationship with a mentor. This mindset looks different in different subfields (theory, ml/robotics, HCI) and mentors will also have different personal styles.
• Why should I get involved in research?
• The main reason is if you want to see what research looks like as a career / think you may want a PhD. Undergraduate research is (unsurprisingly) one of the best ways to experiment with research as a career path.
• Ugrad research is an experience that is also sometimes transferrable to industry - some subfields, especially in machine learning, HCI, and ubicomp will be programming-heavy and can demonstrate experience for SWE roles.
• What are the prerequisites for research?
• This will depend a lot on the subfield you are interested in. Here are a few sample research subfields and the type of work you might encounter:
• Human-Computer Interaction : HCI researchers ask, how do humans use computers? How can we make those interactions more seamless? Better for people with disabilities? HCI research often will involve coding, user studies, and data analysis.
• Machine learning/robotics : ML/robotics researchers ask, how can we teach computers to learn? What techniques does the literature use, and how can we improve on that? ML/robotics research will often be coding heavy and may involve matrix calculus/linear algebra. Taking CSE446 (ML) and math coursework is often recommended.
• Computational/synthetic biology : comp/synth bio researchers ask, how can computational techniques advance our understanding of biology? This field is broad and may require prior knowledge in biology or an aptitude to read papers from both computer science and biology. Research may look like work in the wetlab, data analysis / visualization, or coding.
• Theory : theory researchers ask, what can we prove using math? Theory often stands alone from other research areas in that coding is infrequently needed - most of the work is reviewing literature and proving theorems. Strong performance in CSE311/421, high level math coursework, or taking graduate level theory courses is recommended.
• This is not a complete list of subfields, and every subfield is different!
• Positions will usually outline the prerequisite courses or skillsets that are expected, so use those to gauge whether you would be a competitive applicant for the position. Otherwise, you can always reach out to the faculty or graduate students you are interested in working with to see if there are other openings that match your background better.
• I don't have the prereqs! What should I do?
• Colloquia  (CSE590) are amazing ways to explore a new field, meet grad students, and see cutting edge research! Plus, you can elect to get 1 credit.
• Take the relevant classes to your subfield and/or do personal projects
• Consider summer research internships like the Research Experience for Undergrads (REUs) or internships at a national laboratory
• What subfield am I interested in? Do I want to work on something specific (e.g. improving mobile communication access for rural communities) or something broad (e.g. exploring HCI as a subfield)?
• Why am I interested in doing research? Maybe you're interested in research to a) try it out, b) explore a new subfield, or c) deepen knowledge in a subfield you're interested in.
• How has my prior experience clarified my interests and passions? Did you take a class and really liked the style of thinking? How do you approach problems?
• Start at cs.uw.edu/findingresearch - some faculty and labs already have an established pipeline for applicants. If you do not see a faculty/subfield of interest, go to Faculty by Expertise  to see faculty by their subfield. If you are interested in theory, the process is slightly different since there are fewer theory researchers. Your best bet is reaching out directly to theory faculty  with some topics of interest, and continuing to take theory-related courses.

The best way to do this is to explore, and the CSE department has a number of ways to do this.

• Check out the  research project home pages  to find out what research faculty members are doing. Here is an additional page specifically made for CSE undergrads with specific information about research labs and researchers and how to get involved with them. Building connections with graduate students and asking them about projects they are working on can also be a good way to learn more about research opportunities.
• Attend Faculty Colloquia in the Fall of each year (previous colloquia are archived in the  Colloquia On-Demand  webpage).
• Talk to the faculty teaching your classes about their work, and other related work going on in the department. This can help you discover what you may be interested in.
• Connect with PhD students about undergraduate opportunities. Faculty are very busy, so most undergraduate research opportunities are with PhD students.

Step 2: Discuss your research interests with a potential sponsor.

Occasionally, faculty members and graduate students will advertise research projects for undergraduates. It is not wise simply to wait for these announcements. It is better to approach a PhD Student with the knowledge of their projects and how your experience and background can benefit them. Contact them via e-mail to set up a time to discuss  their work. If it seems like a fit, it is worthwhile: (1) to discuss the planned duration of your research (either in terms of number of credits or number of quarters) and expected outcomes (for example, if you are expected to write papers or do a presentation at the end), (2) to make a plan for when you will start, and (3) to determine if you will work for academic credit (either C/NC or graded) or for pay (not all faculty offer paid research opportunities). There are ways to work on the same project for both pay and credit, but it must be clearly articulated which hours are paid and which hours are for credit. Students may not receive both pay and credit for the same hours of research work. If you have questions, please see an academic advisor to clarify your plans.

Step 3: Register for research credits during the quarterly class registration process.

Each research credit hour carries the expectation of three hours of work per week (1 credit = 3 hours per week, 2 credits = 6 hours per week, etc.). Use the CSE research registration tool  to get the add-code you need to enter when you register for classes.

Step 4 (for students pursuing CSE or College honors): Sign up for honors.

Make sure you are familiar with the CSE honors enrollment process and expectations .

Step 5: Complete research.

Be proactive in communicating with your research advisor and in making sure project goals/requirements are clear. One of the skills developed through engagement in research is the ability to work independently; therefore, you will be expected to be somewhat self-directed. Your faculty sponsor is the one to determine if you have met the requirements and expectations of the research project, so checking in periodically to make sure you are on track is a good idea. You should turn in any results, assignments or written work to them, and they will submit your grades at the end of the quarter. Research credits are subject to the UW's numerical and letter grading system . Honors students are required to do research and write a senior thesis.

Each year a Best Senior Thesis Award is given.

NOTE: Students who wish to participate in research outside of CSE can only use it toward CSE senior electives if they get a CSE faculty sponsor and register for CSE 498/496 credit. Please discuss this with an advisor if you have questions about conducting research in another department and applying it toward CSE requirements.

CSE 498, CSE 496, and CSE 499 are used to provide you with academic credit towards your degree requirements for research activities and/or independent projects conducted under the supervision of a faculty member (see detailed descriptions below).The department strongly encourages research and independent project participation by undergraduates both as a way to sample and prepare for graduate school and to work on the leading edge of the field.

Both CSE 498  (maximum of 9 credits) and CSE 496  (maximum of 9 credits) may be used to fulfill Computer Science & Engineering electives and are graded courses. The difference between the two is that CSE 496 is for students enrolled in the University or Departmental Honors programs. CSE 499 may be used only as free elective credit and is graded credit/no-credit. You may register for CSE 499 for a quarter or two prior to fully engaging in a research project under CSE 498/496.

The number of496/498/499credits you take per quarter may vary. However, the average is 3-4 quarterly credits. Expect the workload to be approximately 3-4 hours per week per credit.

A faculty member must officially supervise all projects. A CSE graduate student or industry supervisor may, under the direction of a faculty member, also supervise your work. A faculty member is always responsible for the grading of every research project. Honors projects include an additional requirement that is laid out in detail on the honors webpage. (The content of the honors paper is determined by the student and supervising faculty. The paper is submitted as part of the final grade for the project. Since honors projects span multiple quarters, a student should receive an "X" until a final grade is submitted the last quarter of the project.)

You may not be paid an hourly salary and receive credit for the same research hours. However, if resources allow, it is possible to split research by having some hours paid and some counting towards credit.

CSE 498, 496 Research Projects

To receive graded research, you should describe a development, survey literature, or conduct a small research project in an area of specialization. Objectives are: (1) applying and integrating classroom material from several courses, (2) becoming familiar with professional literature, (3) gaining experience in writing a technical document, and (4) enhancing employability through the evidence of independent work. Your project may cover an area in computer science and engineering or an application to another field. The work normally extends over more than one quarter. Prerequisite: Permission of instructor. Students pursuing 496, honors, must complete all 9 credits, their senior thesis, and oral presentation on the same project.

CSE 499 Reading and Research (1-24)

Available for CSE majors to do reading and research in the field. Usable as a free elective, but it cannot be taken in place of a core course or Computer Science & Engineering senior elective. 499 can be a good way to experiment with a research project before committing to 9 credits of honors work or further graded research. Prerequisite: Permission of instructor. Credit/No credit.

CSE 498, 496, or 499 Registration

The type of research credits a student can enroll in is dependent on the student’s faculty mentor. The flowcharts below describe the research credits you are eligible to enroll in.

If you are a CSE major requesting research registration with an Allen School full-time faculty member, follow the instructions below:

• Log in to your MyCSE webpage.
• Scroll down the front page until you see the "Apply for Research" box.
• Check to make sure the default quarter is accurate; this is especially important when signing up for fall quarter as summer may still be listed.
• Fill in the online form requesting research. If you plan to work with a CSE grad student, you should list their faculty advisor as your research advisor on the form.
• An email will be sent to your faculty advisor, who will then go online to approve the request.
• Once the request has been approved, you will be sent an email with an add code to use to register.
• Important last step: actually REGISTER for the approved credits.

You are responsible for making sure that you do not over-enroll for more than 9 credits of graded, 498 research (9 credits allowed/required for honors).

Faculty members who have NSF research grants can apply for NSF Research Experience for Undergraduates (REU) as supplements to their existing grants. You should remind your faculty sponsor about this opportunity. This site also gives information about REU programs at other universities for which you may be eligible. The Mary Gates Endowment and the Washington NASA Space Grant Program  have research grants for undergraduates.

For full requirements on how to graduate with departmental honors, please see the departmental honors web page .

Students typically complete their thesis during their last quarter of research. Once a decision is made to pursue departmental honors, you should notify your faculty advisor and determine a topic for your senior thesis. The honors research and project should be completed with one faculty member, or, in the rare instance where you need to switch advisors, faculty within the same area of research as the original advisor.

Once the thesis is completed, one copy should be submitted to the faculty supervisor and one to the CSE undergraduate advisors. If you do not meet the honors thesis requirements, you will not graduate with honors even if  you have successfully completed nine credits of research. In many cases, faculty will not issue grades for honors research until the entire project is finished and approved.

Undergraduate Thesis Archive

All CSE honors theses, including the past winners of the Best Senior Thesis Award, are published online as part of the UW CSE Undergraduate Thesis Archive .

Students can pursue research in any department. However, if they are doing CSE-related work and wish to earn CSE research credits they must find a CSE faculty member to sponsor the research. Credit types, amounts, and grading would then be worked out between the facutly sponsor, the student, and the research advisor in the other department. This should be arranged prior to beginning a project.

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Undergraduate Research Opportunities

The University of Washington is a research based institution and there are countless opportunities to do research. Students who are interested in research opportunities will want to seek out faculty members who are conducting research in areas that are similar to their own interests. A good place to start is to look at various faculty members’ websites  to see what they are currently researching in order to determine if it would be a good fit.

WDRP - Washington Directed Reading Program

The   Washington Directed Reading Program (WDRP) is an initiative from the Mathematics Department. The program pairs interested undergraduate students with mathematics graduate student mentors to embark on a   quarter-long independent reading project. Students must apply to the program.

WXML Washington Experimental Mathematics Lab

WXML teams consist of a faculty mentor, graduate student, and 2-5 undergraduate students. The underlying goal of all WXML projects is to contribute to mathematical research while also making it accessible to the general public. Students must apply to the program.

Office of Undergraduate Research

The Office of Undergraduate Research works toward ensuring that all UW undergraduates who wish to enrich their education with research obtain such experience. We facilitate research experiences for undergraduates with UW faculty members across the disciplines

AMS Research Experiences for Undergrads

Any student who may be interested in REU Summer Programs across the country should look at the American Mathematical Society’s list of programs. You can search for various programs around the US that may fit your specific research interest.

AMS Internship Opportunities

Any student who may be interested in Internships or Co-op opportunities may find this list compiled by the American Mathematical Society useful. They list opportunities that are available around the country.

NSF Research Experiences for Undergrads

Any student who may be interested in REU Summer Programs across the country should look at the National Science Foundation’s list of programs. You can search for various programs around the US that may fit your specific research interest.

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• Gearing Up for Research
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• Undergraduate Research

Undergraduate Research: Gearing Up for Research

You can be a student researcher.

What is Research?

Research is organized study or investigation into a subject to discover facts and/or gather information to establish or revise a theory, or to develop a plan of action based on the facts discovered for the advancement of knowledge.

Why do Research?

Participating in undergraduate research can provide opportunities for you to:

• Work one-on-one with faculty, graduate students, and post-doctoral researchers;
• Contribute to the creation of new knowledge;
• Sharpen your critical and analytical thinking skills;
• Complement and extend your classroom learning;
• Enhance your confidence in your abilities;
• Prepare for graduate-level study;
• Explore your interests and clarify your career goals; and
• Prepare for work in your field.

Some of the greatest benefits of being involved in research is the insight it gives you on:

• How to learn;
• How new knowledge is created; and,
• What you can accomplish when actively engaging your own research questions.

For opportunites to develop your research skills see the links to the right.

(Adapted from the UW's Undergraduate Research Program . )

Explore Research at the UW

• UWB Office of Connected Learning: Research & Creative Projects The Research and Creative Projects Office helps undergraduate students find opportunities to apply what they learn in classrooms to dive deeper into a field of their interest. Includes helpful tips for conducting research as a UW Bothell undergraduate, as well as links to research opportunities.
• Research Connections for UWB Undergraduates Come to Research Connections to collaborate, talk about research and creative projects, and enjoy some snacks. Students, faculty, and research support staff are invited to come.
• UW Undergraduate Research Program The Undergraduate Research Program (URP), which is housed at the University of Washington in the Center for Experiential Learning and Diversity, Mary Gates Hall 171, under the auspices of Undergraduate Academic Affairs, facilitates research experiences for undergraduates with UW faculty members across the disciplines. URP maintains a listing of current UW research opportunities and national programs.
• UW Undergraduate Research Symposium The Annual Undergraduate Research Symposium is a chance for undergraduates to present what they have learned through their research experiences to a larger audience. The Symposium also provides a forum for students, faculty, and the community to discuss cutting edge research topics and to examine the connection between research and education. The Symposium includes poster and presentation sessions by students from all academic disciplines and all three UW campuses, plus invited guests.
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• Research Opportunities

499 Undergraduate Research Petition Form

499 credits outside the department of biology cannot be changed to BIOL 499 biology credit/s.

These credits may count toward advanced electives and lab under any option in biology regardless of their prefix department.

How do I register for this?

The standard vehicle for undergraduate research is through a research course such as Biology 499 or its equivalent in other departments.  You will register in the department of your sponsoring professor regardless of your major . Most departments have course numbers 498 and/or 499 reserved for undergraduate research. In order to register for undergraduate research credit you first have to make an arrangement with a faculty member with whom you will do research. Once an arrangement is made you will need to pick up a faculty (entry) code from the professor's home department in order to register. You will register for the number of credits based on the number of hours you will be doing research. 1 credit is about 3 hours of research each week. You will need to register for the credits within the quarter that you will complete the research.

When do I submit a petition?

A petition can be submitted at any time in your academic career. The petition is to apply credits that are on your transcript towards your DARS, so it can be retroactive if the credits had been registered for in the past. We generally suggest waiting for at least a quarter so you can articulate your roles and responsibilities on the project for your write up. The department the research is housed under does not affect your ability to petition, we look at the quality of the research in a biological context and your role within the project.

When should I start?

The earlier the better! Too many undergraduates wait until their senior year, limiting their experience and opportunities. Many professors are happy to take on junior, sophomores and sometimes even freshmen. The best way to find a mentor is to approach faculty that you are interested in working with individually. You can see what they are working on by checking the Department's faculty profiles and their personal lab webpages. You can also search for posted research opportunities through the Undergraduate Research Program (select "Biology" or other topic and Discipline Search). Every professor is different and make are willing to take students with no prior research experience. It is a good idea to do your homework ahead of time, to learn what is going on in their labs, before contacting them. Be sure to provide a resume or Curriculum Vitae (C.V.).

Why do undergraduate research?

Undergraduate research is a great way to prepare oneself for work or graduate study. The experience will help you increase your understanding of the scientific method by developing practical lab skills, and how to read and evaluate scientific journal articles. If you are considering a career in research, it will help you decide whether that path is right for you and help you choose between research areas. It also helps you build a "portfolio" to give an indication of your abilities and experience. And, because you will be working closely with one or two professors/researchers, this is a good opportunity for future letters of recommendation.

What will I be doing?

Doing undergraduate research for credit is based on an individual agreement between you and the professor, so the actual arrangement varies. The work outlined by your professor is designed to teach you practical skills and understand the broader scope of scientific research. Many advanced students design their own research project, but the majority of students work alongside a faculty researcher or graduate student doing a piece of an on-going project. A great research experience would comprise many components, such as, work on a specific project with a specific hypothesis, reading original scientific papers related to the research topic, performing experiments, performing data analysis or discussion of analysis with your sponsor, and writing a report or manuscript for publication.

How much time will I spend on research?

The University of Washington expects students to work an average of three hours per week to receive one credit (for example three credits of research would equal about nine hours of work in the lab per week). Because arrangements vary, you will want to talk with your professor about how many credits to register for and when you would be expected to be in the lab.

Do I receive a grade for undergraduate research credits?

It depends on the home department and their policies. Undergraduate Research is offered for a grade OR Credit/No Credit. The Time Schedule will say if a class is Credit/No Credit. If it does not say anything, then it is a graded course. Please note that in this "class" you will not have a syllabus or exams. It is therefore important to ask your professor which option to sign up for, how the grade will be determined and what the criteria will be.

Will the research credits count for my major?

That depends on your major. Speak with your major adviser to find out how research credits work in your degree requirements. If you are a Biology major registered for 499 credits, you are required to submit a petition to have these credits (Max. 10) apply toward your major requirements (advanced electives). If your petition is approved and you receive at least 4 credits of research, it can count toward 1 lab requirement, as well as advanced electives. Petitions should be submitted to an adviser via bioladv@uw.edu and should follow the instructions found under the " Undergraduate Research Guidelines " form (2nd page). There is no set due date for a Biology major to submit their petition, but the sooner it is submitted, the sooner it will be reviewed. Additional questions should be directed toward an academic advisor in regards to this matter. (During remote instruction quarters, petitions can be emailed to a Biology adviser) 

How do I find a faculty member to work with?

You should start by doing your own research on topics you’re interested in  that are being researched at the UW. Read journals and other publications to help you become more knowledgeable about that field and then seek out professors who do research in your field of interest.

• If you email a professor to inquire about their lab, be sure to think about including the following pieces of information:
• Introduce yourself and state what attributes you have to offer
• Tell them what you're looking for (experience, credit, how many hours and quarters)
• Tell them why you're writing to them (their research interests you, you know someone in their lab, you were referred to them).
• Include an unofficial transcript, resume, or Curriculum Vitae (C.V.)

You should also talk to professors and TA's in your biology classes and think about taking a class or seminar course in the area of your interest.

It is a great idea to visit the  Undergraduate Research Program Office  on the web or in 171 Mary Gates Hall. They have a listing of professors who are interested in having students work in their labs. 

What if the professor I speak with says "no"?

You will need to contact several professors before you are able to make an arrangement. When you talk with a professor who does not have a suitable project or space available in his/her lab, ask if he/she can recommend a person you could speak with next. You may have to go through a few "no's" to get to a "yes", but it only takes one yes!

Can I get paid for doing undergraduate research?

If your professor has funds to pay you, yes.  The Mary Gates Research Scholarship  also provides funding. In addition, there are several other ways to get a funded research position.

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Undergraduate Research at the IPD

This page was updated November 12, 2024

Summer Research Program — APPLICATIONS OPEN

Application Period : OPEN

Apply By : Sunday January 12, 2025 at 11:59PM PST

Program Period : June – August, 2025

Embark on a summer of discovery and innovation at the IPD – where science meets impact. Apply now and be a part of shaping the future of protein design!

Explore the Frontiers of Protein Design

Located in Seattle, this paid research program offers a unique opportunity for students from around the world to delve into the world of computational and experimental protein design.

The Institute for Protein Design at the University of Washington is a world-leading research center focused on creating new proteins that solve modern challenges across medicine, technology, and sustainability. Here, interdisciplinary expertise converges — from computer science and biochemistry to clinical medicine and entrepreneurship. Current projects include the development of novel therapeutics for cancer, Alzheimer’s disease, and more, as well as new vaccines, nanomaterials, and enzymes. Explore our blog to learn the latest.

Undergraduate Summer Research Program

We look forward to supporting several undergraduate trainees in our 2025 Summer Research Program. Students from underrepresented communities are highly encouraged to apply. All participants will conduct research in an IPD Member Lab in Seattle.

Funding and Duration Timing

Selected undergraduates will receive a stipend of $3,200 per month for nine weeks of full-time research (40 hours per week), aligning with the UW summer term from June through August. Funds will be disbursed in equal installments over the internship period.

Expectations and Opportunities

Participants will:

• Collaborate with their assigned program mentor and others at the IPD to perform significant research projects.
• Enroll in a 2-credit course supported by the Institute for Protein Design
• Attend weekly seminars enhancing their research experience.
• Share their research findings both as a poster at a symposium and as a talk to the IPD.

Qualifications

We welcome applications from full-time undergraduate students, whether enrolled at the University of Washington or elsewhere. As our program is particularly suited for those completing their Sophomore or Junior year, we will prioritize applicants with an expected graduation date in 2026 or 2027. All applicants should demonstrate an interest in basic or applied research in protein design and must be at least 18 years old at the start of the program.

Application Process

To apply, please submit:

• letter of interest (500 words max)
• graphical abstract and one (1) page paper
• unofficial transcripts
• one (1) letter of recommendation from a mentor (professor, postdoc or graduate student)

Applications are only accepted through Interfolio.

The person who recommends you should be familiar with your coursework and/or prior research experience. We encourage you to discuss your request for a letter of recommendation as early as possible. Letters of recommendation must be submitted by your recommender before the application deadline.

Graphical Abstract Instructions:

Pick: one (1) research article from the list below:

• Robust deep learning–based protein sequence design using ProteinMPNN
• De novo design of protein structure and function with RFdiffusion
• Accurate prediction of protein structures and interactions using a three-track neural network
• Design of stimulus-responsive two-state hinge proteins
• De novo design of luciferases using deep learning

Design:  a graphical abstract for the paper you chose. 

Write:  one page or less describing (1) the story you are trying to tell with your graphical abstract and (2) how and why you chose to present the research in the way you did.

Here are some resources for writing a graphical abstract:

1. Balbin and Rosso (2021)  How to design an effective graphical abstract: the ultimate guide

2. Jambor and Bornhäuser (2024)  Ten simple rules for designing graphical abstracts

3. Cell Press (2024)  Cell Press Graphical Abstract Guidelines

Here is a  link to paper with an example of a graphical abstract. This paper is not included in the list of papers above.

Important Dates and Deadlines

• Application Opens: Friday, November 8, 2024
• Application Deadline: Sunday January 12, 2025 at 11:59PM PST
• Program Notifications: Friday, January 31, 2025
• Decision Deadline: Thursday, February 6, 2025
• VISIT Application for International Candidates: Thursday February 13, 2025*
• Program Dates: June 23 – August 22, 2025

*Visa interview wait times vary.  Even with advanced preparation, a timely visa appointment may be unavailable.

Please direct questions about this opportunity to  [email protected].

International Students

International students are welcome to apply. If selected to participate in the program, you will need to provide proof of English proficiency. Do not complete this step until notified of selection for participation in the program. To satisfy this requirement you can submit a TOEFL, IELTS or Duolingo English Test (DET) score that meets the UW’s minimum English proficiency requirement.

Q: Can I apply if I am not finishing my Sophomore or Junior year?

Yes, but we will be prioritizing applicants that are 1-2 years out from graduation.

Q: Can this be part-time?

No, this internship is meant to be an intensive research experience and requires approximately 40 hours per week of commitment for the entirety of the program.

Q: My reference letter has not been submitted by the deadline, can I still apply?

No, it is your responsibility to ensure your references are submitted by the deadline.

Q: Can you check if my reference was submitted?

No, you will need to log into your application and check.

Q: I am a community college student, am I eligible?

Yes, as long as you meet all the program requirements.

UW Research Program — APPLICATIONS CLOSED

Undergraduate research program (jupiter).

Application Period: CLOSED

When: Fall, Winter, and Spring Quarters

JUPITER is a cohort-based research training program that introduces University of Washington undergraduates to cutting-edge computational biology research.

JUPITER trainees will work together to design phosphorylation-inducible heterodimers.

• Trainees are expected to dedicate 15 hours per week for the duration of the program and be present at the IPD throughout the week.
• Trainees are expected to present at least once each quarter.
• JUPITER is  not  a formal for-credit course, but participation in the program can be used as credit for BIOC499 (details in application page).
• After completing the program, some students may continue at an advanced level, helping to mentor new incoming students.

Fall Quarter

We have previously written a computational pipeline to design light-inducible heterodimers via incorporation of photoswitchable non-canonical amino acids. JUPITER trainees will re-run this pipeline to design phosphorylation-inducible heterodimers.

Trainees will first mutate the peptide chains in a library of peptide-DHR heterodimers to incorporate multiple (up to 6) copies of phosphoserine/phosphothreonine/phosphotyrosine. They will then use ligandMPNN and Rosetta FastRelax to redesign the DHRs to bind the new target peptide sequences, before folding their designs and validating the structural similarity between the predicted and input model sequence using RoseTTAFold, AlphaFold2, AlphaFold3, and ChemNet.

Students will subsequently further improve the filtered designs output from this first design round by running PTM-aware partial diffusion (possibly a symmetry-aware version, if this is available), before repeating the steps of ligandMPNN, FastRelax, folding, and filtering performed in the first round of design.

All trainees will need to complete their designs by the end of Fall Quarter so that we can order E-blocks over winter break.

Winter Quater

JUPITER trainees will experimentally test their designs in the wet lab. The phosphorylated and non-phosphorylated sequences will be produced by solid-phase peptide synthesis. We will express the students’ designs via the JIT-SAPP pipeline, before screening for a difference in affinity between the phosphorylated and non-phosphorylated targets via ELISA assay. We will characterise binding affinities and kinetics of working designs via SPR and FP.

If we obtain hits from these initial designs, we will subsequently challenge the students to design phosphorylation-inducible heterodimers for peptides including the recognition sequence of phosphokinase A (PKA). We will take two design approaches, the first using the same design pipeline as above to redesign peptide-DHR heterodimers to incorporate the PKA recognition sequence, and the second using free PTM-aware diffusion to design protein binders towards this sequence. 

However, if we do not obtain hits from these initial designs, we will re-run the pipeline above with changes (e.g. running PTM-aware diffusion to design binders for the phosphorylated peptides from scratch instead of redesigning existing backbone scaffolds) to try to increase our success rate.

Spring Quarter

We will complete the computational designs started in Winter Quarter. Designs will need to be ordered by the third week of the quarter so that we can characterize our designs using the same experiments as described above.

To be eligible for the JUPITER program, you must be a currently enrolled UW undergraduate and based on the Seattle campus for the duration of the program.

Application Instructions

To apply, submit the following:

• Unofficial transcript
• Graphical abstract and one (1) page paper

Pick:  one (1) research article from the list below:

• Design of protein-binding proteins from the target structure alone
• Designed protein logic to target cells with precise combinations of surface antigens
• De Novo Design of Tyrosine and Serine Kinase Driven Protein Switches
• De novo design of modular peptide-binding proteins by superhelical matching

Write:  one page or less describing (1) the story you are trying to tell with your graphical abstract and (2) how and why you made the design choices that you did. 

Here are some resources on writing a graphical abstract:

Here is a  link  to paper with an example of a graphical abstract. This paper is not included in the list of papers above.

All fully completed applications received by due date will be reviewed.  No exceptions will be made.

This application will close on Sep 08, 2024 at 11:59 PM Eastern Time.

Compensation, Volunteer, or 499 Credit

Accepted candidates must either (i) register for BIOC 499 under Dr. Neil King as C/NC (Credit/No Credit) for two credits, (ii) receive a need-based stipend (as determined by UW’s Financial Aid Office; see below), or (iii) sign up as volunteers.

There are a limited number of need-based stipend awards available. Applicants will be able to indicate on their application if they wish to be considered to receive one of the available stipends.

* Interested in a paid lab position that does not include research? Look for Lab Support roles on our Employment page.

Data Science Minor

Undergraduate research.

Many students who pursue the data science minor hope to put their data science skills to practice before graduation. Whether you are interested in researching a data science topic, or simply want to put your skills to practice, undergraduate research can be highly beneficial experience. 

On This Page 

• Data Science as a Research Topic 
• Data Science as a Skill for Research 

Pathways into Undergraduate Research 

• Scope of Research Experience 

Envisioning a Research Experience

• Helpful Terminology
• Finding Research Opportunities
• Reaching Out to Faculty 
• Data Science Research Skills

Data Science as a Research Topic  

Data science as a research topic involves investigating data science itself and contributes to the knowledge and understanding of data science methods and principles. In other words, researchers are exploring questions, problems, or topics related to data science. This can involve theoretical or empirical research on data science methodologies, algorithms, tools, best practices, or emerging trends. Research topics in data science might include:

• Development and optimization of machine learning algorithms.
• Evaluation of data mining techniques for specific applications.
• Studies on data preprocessing and feature engineering.
• Ethical considerations in data science and AI.
• Investigations into the social, economic, or policy implications of data science and big data.

Researchers working on data science as a research topic aim to advance the field itself, contribute to the knowledge base, and often publish their findings in academic journals or conferences specific to data science and related disciplines.

Data Science as a Skill for Research

Data science as a skill for research involves using data science techniques and tools as a means to conduct research in other fields, applying data science methods to answer questions or address problems within a specific discipline. Researchers use data science techniques to collect, analyze, and derive insights from data that are relevant to their primary area of study. Data science skills are considered a means to an end in this context, rather than the main focus of research. Examples include:

• A biologist using data science methods to analyze genetic data.
• An economist using data science for economic modeling and forecasting.
• A sociologist using data science for social network analysis.
• A psychologist using data science for analyzing behavioral data.
• A public health researcher using data science to analyze epidemiological data.

In these cases, data science skills are applied to enhance the quality and depth of research within a specific discipline. The primary goal is to answer research questions or address issues in the primary domain of study, and data science is a tool to achieve that goal.

There are two primary pathways for undergraduate students to get started in research - independently reaching out to a mentor or getting started through an organized program. Independent outreach is the most common way students get involved in research. This involves identifying a research mentor/faculty whose research aligns with your interests and reaching out to them through email. Students can also apply to an organized program to get involved in research. Organized programs have specific application processes, deadlines, and expectations for each program. To learn more, visit the Office of Undergraduate Research How to Get Started page or read on for more information specific to data science minors. 

Office of Undergraduate Research How to Get Started 

Scope of Research Experience

Undergraduate students engage in reseach at all points of the research process. Some may be interested in researching their own question and engaging in a full research cycle (following a project from start to finish), while others may be interested in working on a project already in motion or at a particular point in the research process. Both independent outreach and organized programs can provide students with opportunites that fit their desired research experience and goals. Many structured/organized undergraduate research programs support students who are working extremely independently. 

It is important to reflect on why you are interested in research and your goals for the experience. Before you start exploring opportunities, reflect on the following: 

• Independence:  How much independence are you looking for - both in the research experience and the research topic/project? Some experiences may offer a higher degree of independence in choosing the research topic, designing experiments, and conducting research. Do you want to experience a full research cycle (working on a project from start to finish) or be part of a particular step in the research process? Do you want to be part of a larger research program with defined goals and objectives?
• Flexibility: How much flexibility are you looking for - both in terms of time committment and research topic? Students working 1:1 with a faculty member may have more flexibility in terms of the research project's focus, timelines, and methodologies. They may be able to explore areas of personal interest. Structured programs may provide students with specific program timelines (i.e. summer experiences) and hour requirements. How much time each week do you have to dedicate to research? What other committments do you have?
• Faculty Mentor:  All students will work with a faculty mentor who guides and advises them throughout the research process. The mentor provides support, reviews progress, and offers expertise. What characterics do you want in a research mentor? What questions could you ask a faculty member to better understand their mentorship philosophy?
• Credit-Based:  Many students hope to earn academic credit for their work. Is this something that is important to you? Do you hope to use this credit to count for major or minor requirements? 
• Duration: The duration of research projects can vary widely, from a single quarter to multiple years, depending on the student's goals and availability. Some structured programs may have a set duration, such as a summer research program, which typically lasts for a few months. Sometimes it is possible for a student to work with a faculty member for multiple years as an undergrad, and go on to work in a full time capacity in the lab. Reflect on your long term goals for the work and communicate those with potential mentors. 
• Resources/Getting Paid: Different research opportunities will have access to different types of research facilities and resources. Do you want to get paid? Independent outreach may lead to more frequent unpaid opportunities compared to structured/funded programs, but there are still many ways to fund your work. Structured programs often provide more resources, including funding, equipment, and facilities.
• Research Setting:  What type of setting are you interested in? A lab, field work, library, virtual, hospital, community organization, non-profit, clinic, etc? If you don’t know what you may like, how could you gain more insight?
• Research Topic: Is there a particular academic topic or question you are hoping to investigate? Are you open to the topic and more interested in the research skill you might get to practice? 
• Publication and Presentation: Are you interested in presenting and publishing your work? Talk with your faculty mentor to explore options in this area. All students are encouraged to present at the Undergraduate Research Symposium.  
• Personal Goals: What other goals do you have for getting involved? What skills are you hoping to practice or learn? Reflecting on your personal goals will help your faculty mentor help you get the most out of your experience. 

Helpful Terminology 

PI: Principle Investigator (person leading the research)

Research Center/Institute

• Founded and funded for doing research, group of labs/projects
• Exists at universities, hospitals, non-profits, government, think tanks, etc.
• Multidisciplinary, works across disciplines
• Research centers tend to engage in long-term, ongoing research efforts, often spanning multiple projects

Research Lab/Group 

• A research lab is a smaller, more specialized facility or unit within a research center, university department, or organization
• They may be run by a principal investigator or lead researcher and consist of a team of researchers, technicians, and students
• Research labs are more project-oriented and often have a defined timeline for their research efforts

Research Project

• A research project is a specific, time-limited endeavor with a well-defined research question, objectives, and scope
• It can be conducted within a research lab, research center, or as an independent effort
• Research projects have a specific duration and are designed to answer a particular research question or solve a specific problem

Finding Research Opportunities 

Often the most time consuming part of undergradaute research is learning what opportunities exist. It's time to put on your researcher hat and spend some time online doing research into faculty whose work aligns with your interests and what structured progrIn addition to the resources below, the Office of Undergraduate Research has a great Getting Started page. 

How to Find Research Opportunities 

Office of Undergraduate Research  Office of Undergraduate Research  Undergraduate Research Database  Undergraduate Research Symposium Schedule

UW Research Centers UW Research Centers

Departmental Websites Most departmental websites will have a research section that shares current and past projects. Search UW "department name", then look for a research tab at the top.  Example: Psychology,  Econ

College of Arts and Sciences Research  Research in the College of Arts and Sciences

Structured Undergraduate Research Programs Academic Year Programs Mary Gates Research Scholarship  Levinson Emerging Scholars Award Washington Research Foundation Fellowships Beyond UW Summer Programs  URP Co-Hosted Summer Programs Summer Research Programs

Data Science as a Research Topic  Allen School Data Science Data Management and Visualization UW Database Group   Informatics HCDE eScience Institute UW Database Group

Additional Data Science Programs (may be non-research)  DSI Summer Lab - University of Chicago  Data Science Summer Course, American University of Armenia Wharton Data Science Academy Summer Program Microsoft Research Data Science Summer School Hoya Summer High School Sessions, Georgetown University The University of Chicago Summer Session Data Science Summer Institute Analytics, Data Science & Decision Making Virtual Summer School Jump-Start Data Science Summer Program, William and Mary Essex Analytics, Data Science and Decision Making Online Summer School

Reaching Out to a Faculty Mentor about Research Opportunities 

Once you have identified a faculty whose work you are intersted in, it's time to reach out. Reaching out can be intimitating. The Office of Undergraduate Research has a website to support you in this process. 

Reach Out to a Mentor 

Data Science Research Skills 

Data science skills are highly valuable in research across various disciplines. These skills help researchers collect, analyze, and interpret data, allowing them to draw meaningful insights and make evidence-based conclusions. Prior to engaging in research, reflect on the skills you have experience with, the skills you hope to practice during the research experience, and the skills you hope to gain. This reflection will help your faculty mentor best support you. Intrapersonal, communication, and critical thinking skills are just, if not more, important as the technical skills. Demonstrated curiosity in the research process can not be overstated. 

Statistical Analysis

• Researchers need a strong foundation in statistics to perform hypothesis testing, regression analysis, and other statistical techniques to extract patterns and relationships from data.

Data Collection

• The ability to gather, clean, and preprocess data is crucial. This includes skills in data extraction, data cleaning, and data transformation.

Data Visualization

• Data visualization skills help researchers communicate their findings effectively. Proficiency in tools like Matplotlib, ggplot2, or Tableau can make complex data more accessible.

Machine Learning

• Machine learning algorithms are used to build predictive models and classify data. Researchers may need to apply techniques like decision trees, support vector machines, or neural networks.

Data Mining

• Researchers can use data mining techniques to discover patterns, anomalies, and relationships within large datasets. 

Programming

• Proficiency in programming languages like Python or R is essential for data manipulation, analysis, and scripting.

Database Management

• Knowledge of database systems, including SQL, is necessary for working with structured data and querying databases for research purposes.

Big Data Technologies

• Familiarity with big data tools is important for handling and processing large datasets.

Data Ethics

• Ethical considerations are crucial in research, especially when handling sensitive or personal data. Researchers should be aware of privacy regulations and ethical data practices.

Data Storytelling

• Researchers need to communicate their findings effectively, which includes the ability to create compelling narratives from data.

Domain/Industry Knowledge

• Understanding the specific industry or field of research is essential for framing research questions, selecting relevant data sources, and interpreting results accurately.

Experiment Design

• In experimental research, knowledge of experimental design principles is essential for planning, conducting, and analyzing experiments.

Time Series Analysis

• Time series analysis helps researchers understand the underlying causes of trends or systemic patterns over time. 

Geospatial Analysis

• Geospatial analysis is used to add timing and location information to traditional types of data and to build data visualizations.

Text Analysis

• For research involving text data, natural language processing (NLP) and text mining skills are valuable for extracting insights from textual content.

Data Security

• Researchers need to ensure the security and integrity of research data, especially in studies involving sensitive or confidential information.

Version Control

• Using version control systems help track and manage changes to software code, ensuring reproducibility and transparency in research 

Collaboration and Communication

• Effective communication and collaboration skills are essential for sharing findings, collaborating with peers, and presenting research results.

Leverage familiarity with data science in fields outside of data science, and gain skills and fluency to work with data in your major domain of study.

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Internships and Summer Research Programs

Explore these internship and summer research opportunities.

Nationwide Biomedical Research Internships

The Fred Hutchinson Cancer Research Center has compiled a catalog of biomedical research opportunities offered nationwide for high school, undergraduate, post-baccalaureate, graduate, and first year medical students. Be sure to check the catalog regularly, as it is frequently updated with new opportunities.

National Science Foundation Research Experience for Undergraduates

The Research Experiences for Undergraduates (REU) program supports active research participation by undergraduate students in any of the areas of research funded by the National Science Foundation. REU projects involve students in meaningful ways in ongoing research programs or in research projects specifically designed for the REU program. 

Chemistry Internet Resource for Research for Undergraduate Students

Uw undergraduate research program.

There are research opportunities available year round at the UW and surrounding research locations. The Undergraduate Research Program (URP) database includes several hundred of these undergraduate research opportunities. Be sure to check the database periodically, as new opportunities are continually added.

Clean Energy Bridge to Research

Clean Energy Bridge to Research (CEBR) is a summer research program from the Clean Energy Institute (CEI) at the University of Washington (UW). The program is funded by the National Science Foundation and UW’s Undergraduate Research Program partners with CEI to run the program. CEBR supports a select group of undergraduates and community or tribal college students and teachers to participate in authentic research in solar, energy storage, and grid technologies under the mentorship of UW’s world-class faculty and grad students.

UW Molecular Engineering Materials Summer REU

The University of Washington is home to a new national center of excellence for research, education and training in materials science. The Molecular Engineering Materials Center is funded by a $15.6 million, six-year grant from the National Science Foundation. Daniel Gamelin (pictured below), UW professor of chemistry is director of the Molecular Engineering Materials Center.

Academic-Year Research Accelerator Program (AYRA REU)

MEM·C now offers an Academic-Year Research Accelerator for Undergraduates program (AYRA REU). If selected, students will be embedded in one of the MEM·C labs for the academic year. They will work with graduate students and faculty to develop a research project, gain training in relevant techniques and instrumentation, collect data, write-up your results and craft presentations. Students participate in seminars on undergraduate research and professional development, and are also included in MEMC IRG meetings and seminars.

Institute for Protein Design

The goal of the Institute for Protein Design is to develop and apply methods for designing a whole new world of synthetic proteins . The Institute was established in 2012 to build upon strengths both within the University of Washington and in Seattle generally. Protein design requires high-level expertise in computing and software, biochemistry, genome sciences, biological structure, pharmacology, immunology and other basic science disciplines, as well as clinical medicine. The Institute for Protein Design was recently awarded $45 million in funding through TED's The Audacious Project . IPD Director, Professor David Baker, and Assistant Professor Neil King are pictured below.

Center for Selective C-H Functionalization

CCHF is a network of 23 academic and industrial research laboratories at 15 partner institutions throughout the country. The goal of CCHF is to bring C–H functionalization into the mainstream of synthetic organic chemistry. The CCHF supports a Chemistry Summer Undergraduate Research Program (CSURP) that is a program for undergraduate students who are majoring in chemistry or chemical engineering who are interested in conducting supervised summer research.

Rosetta Commons

Interns in this geographically-distributed REU program have the opportunity to participate in research using the Rosetta Commons software. The Rosetta Commons software suite includes algorithms for computational modeling and analysis of protein structures. It has enabled notable scientific advances in computational biology, including de novo protein design, enzyme design, ligand docking, and structure prediction of biological macromolecules and macromolecular complexes.

Institute for Systems Biology

The Institute for Systems Biology is a nonprofit biomedical research organization based in Seattle. They sponsor a Summer Undergraduate Research Experiences Program to offer undergraduates a paid opportunity to experience research side by side with experts in systems biology.

Fred Hutch Summer Undergraduate Research Program

The Summer Undergraduate Research Program (SURP) is an intensive, nine-week internship designed to provide research experience and mentorship for undergraduate students who are interested in biomedical research. Under the guidance of a faculty mentor, interns will complete an independent research project and present their findings at a competitive poster session.

Pacific Northwest National Laboratory DOE Summer Undergraduate Laboratory Internships

The U.S. Department of Energy (DOE) Office of Science funds summer research internship for undergraduate (sophomore to senior) students in science, mathematics, engineering, technology, and science policy.

Scan Design Innovations in Pain Research Summer Program

The Summer Undergraduate Research Opportunity in Pain Research was developed to expose undergraduate students to interdisciplinary research in pain to stimulate interest in future careers in pain research.

CoMotion Mary Gates Innovation Internship

The CoMotion Mary Gates Innovation Scholars program funds full-time summer internships in faculty-led start-up initiatives. Selected scholars will contribute to the development of these companies, gaining experience in and exposure to various aspects of building a new product/business.

The Stipends for Training Aspiring Researchers Program

The STAR program is a 12 week summer program that places undergraduates into faculty-mentored laboratories for 480 hours of paid research.

Chateau St. Michelle Wine Estates

The winery often has Winemaking internships available. Interns conduct basic wet chemistry and enzymatic analysis.

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UW Microbiology

Research opportunities, faculty accepting 499 students.

There are many ways to go about identifying a research mentor:

To assist in your search, faculty with openings for MICROM 499 are listed in the table below. We have also curated a list of Undergraduate Research Opportunities in the Department of Microbiology (coming soon!), which includes work study and for pay opportunities.

We also encourage interested students to complete the Microbiology Undergraduate Research Interest form , which will add you to a list of students seeking research opportunities that our faculty has access to. Please note that while adding yourself to this list may increase your visibility, it does not guarantee an undergraduate research position. We strongly encourage you to contact directly faculty whose research you're interested in!

For more information regarding undergraduate research opportunities in the Department of Microbiology, please use the following links:

MICROM 495 - Honors Thesis Research

MICROM 499 - Undergraduate Research

Please also visit the Office of Undergraduate Research , which provides additional resources including research opportunities available on campus and beyond.

Use this link to browse available work study positions (across UW).

School of Aquatic and Fishery Sciences

• College of the Environment
• University of Washington

Undergraduate Research

We encourage undergraduate students to participate in research at SAFS. Undergraduate students conduct research as Capstone students, paid research assistants, work study students, or volunteers. Research provides valuable learning opportunities, enabling students to explore different scientific disciplines, develop professional and technical skills, and build relationships with the scientific community. Don’t be shy about reaching out to graduate students and faculty about research opportunities in their labs!

Tell us about your independent study experience! SAFS wants to know when students participate in learning outside of the classroom (including internships, research, community service, volunteering, study abroad, fieldwork, etc.) Share your experience with us by completing this brief survey .

Finding a project

• SAFS News: fish.uw.edu/news
• Twitter/X: @UW_SAFS
• Instagram: @uw_safs
• Facebook: UW School of Aquatic and Fishery Sciences (UWSAFS)
• LinkedIn: School of Aquatic and Fishery Sciences at the University of Washington
• Browse SAFS Faculty Profiles to learn about our faculty and the broad range of research they are conducting.
• Browse SAFS Research to learn about the broad range of research and partnerships at SAFS
• Apply for the Identity, Belonging and Inquiry in Science (IBIS) Program in the College of the Environment. This evidence-based mentoring program seeks to better engage students from diverse backgrounds in independent geoscience research projects and science networking opportunities. Undergraduate students are paired 1:1 with a graduate student based on their research interests, and together they develop a proposal and collect, analyze, and present their results for the UW Undergraduate Research Symposium or similar local conference. IBIS is open to offers sophomore+, EOP -affiliated undergraduate students majoring in Aquatic and Fisheries Sciences and other geosciences.
• Talk to graduate students in SAFS (e.g., the TA in the class you’re taking). Ask them about the projects they are working on; this is a great way to learn more about research opportunities—and can sometimes be a little less intimidating than approaching a professor you’ve never met. They are often looking for volunteers and assistants on their research projects.
• Talk to the faculty teaching your classes. Ask them about their work and other related work going on in the department.
• Attend the weekly SAFS Seminar (every Thursday when classes are in session, excluding Summer quarter). This is a great place to meet faculty, grad students, postdocs, research staff, and a wide range of other fisheries folks.
• Keep an eye out for opportunities sent via the SAFS Undergraduate email list.

How to inquire about an opportunity

• Introduce yourself – “Hello, I am [NAME]. I’m a major in SAFS.”
• Explicitly reference their work – “I [heard you speak; read your webpage; took your class], and am really interested in the work you’re doing on [TOPIC].”
• State your interest – “I am interested in learning more about [TOPIC]. I would love to meet with you to discuss possible research/internship opportunities.”
• Use a formal greeting – “Hello Dr. [NAME]” or “Dear Prof. [NAME]” or “Dear [NAME]” (if it’s a grad student or if you don’t know their title)
• Brief paragraph summarizing why you are emailing – e.g., “I [heard you speak; read your webpage; took your class], and am really interested in the work you’re doing on [TOPIC]. I am interested in learning more about [TOPIC]. I would love to meet with you to discuss possible research/internship opportunities.”
• Formal closing – “I look forward to hearing from you. Sincerely, [NAME]”
• After making the inquiry, it’s usually good form to wait 2–3 weeks before following up with a brief email.

Type of project - Internship or Research

Undergraduate students can receive academic credits for participating in research at SAFS. Depending on whether you are participating in an internship off-campus or conducting research on-campus, you can receive academic credit via these courses:

• FISH 498 Internship – credit/no credit. Internships provide practical experience either on or off campus. Students may participate in projects at regulatory agencies (city, county, state, federal), nonprofit organizations, or industry.
• FISH 499 Research – Graded or credit/no credit. Involves examining a hypothesis, collecting data, and summarizing the results in a research paper.

How to register for credits

• What are the goals and learning objectives for your research project?
•  What is the plan for documenting your research activities, progress, and results?
• How many hours per week will you work?
• What is the timeline for deadlines and milestones?
• Will you be required to produce a written report summarizing the experience and results of your research?
• Should you sign up for FISH 498 (Internship) or FISH 499 (Research)?
• Will this course be graded on a numeric scale (GPA) or will it be graded for Credit/No Credit?
• For reference, one credit = three hours of work per week. Thus, a 3-credit internship would mean you do ~ 9 hours of work each week throughout the quarter.

Current Opportunities

Explore all current and past career opportunities

There are currently over 150 Neuroscience Labs at the University of Washington. Including labs in the Departments of Biology, Neurophysiology & Biophysics, Psychology, Pharmacology, which are the departments who provide our Neuroscience Program with our core instructors. 70% of Neuroscience majors take part in undergraduate research annually. To date, 100% of students in the major who have pursued a research opportunity have successfully found their way into a research lab. Current UW students who are interested in research, we recommend you meet with Thomas Freng [email protected] our advisor for more information.

News & Announcements

• The Neuroscience 2024 application is now available on our admissions page August 22, 2024
• Congratulations 2024 Neuroscience Graduate Eiden Brewer April 24, 2024

Be boundless

Connect with us:.

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You are here, research experiences for undergraduates (reu).

The Physics REU program at the University of Washington Seattle hosts undergraduate research students for 10 weeks during the summer to participate in research projects, professional development activities, and an introduction to research-oriented careers in physics. Participants will be matched with faculty mentors based on student interests and will join a cohort of students participating in weekly seminars, workshops, and an introduction to research resources and skills. At the end of the 10-week program students present short talks on their research accomplishments and write summary reports on their projects.

Here you can find the Phyiscs REU Program main website.

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Undergraduate Research: Importance, Benefits, and Challenges

John k petrella, alan p jung.

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Collection date 2008.

Developing and maintaining undergraduate research programs benefits students, faculty mentors, and the university. Incorporating a research component along with a sound academic foundation enables students to develop independent critical thinking skills along with oral and written communication skills. The research process impacts valuable learning objectives that have lasting influence as undergraduates prepare for professional service. Faculty members at teaching intensive institutions can enhance learning experiences for students while benefiting from a productive research agenda. The university in turn benefits from presentations and publications that serve to increase visibility in the scientific community. Whether projects are derived through student-generated or mentor-generated means, students benefit from completion of exposure to the hypothesis-driven scientific method.

Keywords: Student involvement, science-based methodology, exercise science professional development

Does research have an appropriate place in the undergraduate curriculum of an exercise science-based department? Published findings, as well as personal experience, suggest that developing and maintaining undergraduate research benefits the students, the faculty mentors, the university or institution, and eventually society at large. Additionally, the scientific community places increasing importance on research performed at primarily undergraduate institutions. Since 1978, the Council on Undergraduate Research has promoted research opportunities for faculty and students at predominantly undergraduate institutions. This national organization of individual and institutional members currently represents over 900 colleges and universities with 3,000 members ( 1 ). The National Conferences for Undergraduate Research provides a venue for undergraduates to present findings at an annual meeting which featured 2,800 presenters in 2008 ( 4 ).

Our belief is that an exercise science curriculum provides students the opportunity to become responsible professionals of competence and integrity in the area of health and human performance. The components necessary for professional competency in exercise-related fields include an understanding of the basic concepts and literature in the health-related specialty that is being studied and knowledge of the terminology or technical language used professionally. Incorporation of research methodology and the hypothesis-driven scientific process can build on this foundation through the development of independent critical thinking skills as well as oral and written communication skills. Independent thinking can instill in the undergraduate student the confidence to form one’s own conclusion based on available evidence. Undergraduate students who took classes in the same department where the research projects occurred reported having increased independence of thought, a more intrinsic motivation to learn, and a more active role in learning ( 3 ). Thus, the research process has a very favorable impact on valuable learning objectives as undergraduates prepare for their respective professions.

Further benefits to the student have been reported and disseminated from the SURE study (Survey of Undergraduate Research Experiences) ( 3 ). Undergraduate students who completed a mentored research program identified multiple areas from which they benefited. Of interest to us as advisors of an undergraduate research curriculum were the following items, which were reported as being positively impacted by the research experience (for a complete list, see Figure 1 of Ref. 3 ):

Understanding the research process

Understanding how scientists work on problems

Learning lab techniques

Developing skills in the interpretation of results

The ability to analyze data

The ability to integrate theory and practice

However, participation in an undergraduate research experience also benefited students in areas that can reach beyond academia ( 3 ).

Having tolerance for obstacles

Learning to work independently

Understanding how knowledge is constructed

Self confidence

Understanding that assertions require supporting evidence

Clarification of a career path

These benefits persisted after a 9-month follow-up survey, suggesting some lasting changes in undergraduates’ perceptions of the value of research. The fact that participation in undergraduate research helps students clarify a career path is valuable not only for the student, but for society at large. Students who complete an undergraduate research opportunity report increased interest in careers in the areas of science, technology, engineering, or mathematics ( 7 ). After an undergraduate research experience, 68% of students stated they had some increased interest in pursuing a STEM career (i.e. Science, Technology, Engineering, or Mathematics) ( 7 ). Additionally, 29% developed a new expectation of obtaining a PhD due to the experience of undergraduate research ( 7 ). This increased interest in careers in STEM benefits society at large as students develop interest in highly skilled professions that promote independence, collaboration, and innovation.

One of our own students, in response to a departmental exit survey stated, “research methodology is an important portion of the curriculum because graduate schools and supervisors are impressed when they see this on your resume, plus it’s a great experience.” We certainly believe undergraduate research to be an advantage when seeking post-graduate training; however, experience in research methodology is beneficial to all students not just those seeking further training after graduation. Ethical study and application of the scientific process develops critical thinking and independence necessary for achieving the highest standards of quality in scholarship, service and leadership. Developing skills in critical thinking and communication will allow students to emerge as leaders in multiple professions after graduation.

Faculty mentors also benefit from the undergraduate research process. The faculty mentor can initiate or continue a productive research agenda while at a teaching intensive institution. Interactions with students in the research process can enhance teaching ( 1 ) through the use of the scientific process as a class objective and by incorporating lab skills into the research process. This again facilitates the students moving from classroom theory to practical experience to solidify learning. Further, the university or institution will benefit from the publications, abstracts, and local, regional, national, or international presentations that increase visibility in the scientific community.

The scientific community also recognizes the importance of undergraduate research. Several national agencies have directly identified undergraduate research for funding initiatives. Funding for undergraduate research has been specifically identified by National Science Foundation which recently allocated $33 million for the Research Experiences for Undergraduates Program (REU) ( 6 ). This competitive mechanism typically funds an undergraduate student for a 10 week mentored project with a $3,000 – 4,000 stipend. The National Institute of Health has also announced the R15 mechanism or AREA grant which can provide an institution with up to $150,000 over 1 to 3 years for faculty mentored research at traditionally teaching institutions ( 5 ). An additional national funding opportunity for undergraduate students is the Howard Hughes Undergraduate Research Fellows Program providing a $2,600 stipend and possible tuition waiver ( 2 ).

Fifteen years ago, the faculty in our department had the foresight to require each senior to complete an individual research project. The implementation of a research project was quite a progressive idea for 1993, particularly in an undergraduate department housed within a liberal arts university whose mission was almost exclusively teaching focused. At the time, students in our department designed their projects, collected data, and presented their results in a single 15 week semester. The process of completing the research project has endured numerous transformations throughout the years and has morphed into its current state, a year-long faculty mentored research endeavor. The students learn research methodology and develop their research projects in one semester, while data is collected, analyzed, and presented during the second semester. The capstone assignments for the research projects include a journal-style manuscript, a poster presentation, and an oral presentation given to the faculty and staff of the department. Additionally, all students are required to present their research at local or state conferences and many have gone on to present at regional, national, and even international conferences.

Two schools of thought predominate when determining the research topics: a student-generated research topic versus a mentor-generated research topic. The former requires the student to perform a thorough literature review prior to the development of the project to ensure the project is novel. The student must then develop his or her own faculty-mentored methodology in order to appropriately answer the research question. This method provides a well-rounded research experience; however, the projects tend to be less sophisticated when compared to the mentor-generated projects. The more classic, mentor-generated projects often provide students with the opportunity for greater exposure to advanced laboratory techniques. However, as these projects are ongoing the student has less input into research design and methodology. Each method has its unique benefits and limitations, yet both result in excellent research experiences for the students. The decision to choose one method over the other often is dictated by the interests and future goals of the individual student. Those students who are interested in graduate or professional school tend to migrate towards mentor-generated projects in order to gain additional laboratory experience, though students can and often do chose a student-generated projects.

As we look to the future of our undergraduate research program, we continue to pursue opportunities to improve the quality of instruction and mentoring provided to our students with the hope that this will enrich the research experience for our students. We believe the greatest limitation to an established undergraduate research curriculum is monetary support. Many universities have an Undergraduate Research Office that provides small stipends for the students to travel and present research. We have found that our students are willing to present at regional or national conferences, but many do not have the funds for travel, registration, and professional membership dues, and therefore, often choose not to present their research. Thus, if we desire our students to gain the valuable experience of presenting at larger conferences (other than state or local), the financial burden lies with the student and/or the department. However, the precedent has been set within our university and other universities to seek external donations from community members who are committed to the development of future scientists. Such donations could provide the stimulus for increased research activity by making available stipends for students as well as for faculty mentors. The additional financial support would not only increase the quality of the research projects, but could also provide the much-needed support for students to present their data at larger conferences.

As faculty, we believe the research experience is extremely valuable for our students. It provides multiple benefits to students and faculty, as described above. However, those that have mentored research projects know it can be a trying or frustrating experience at times. Therefore, it is particularly gratifying to hear our students speak positively about the research process. One student reported last year, “I am really glad that I had the opportunity to complete a research project. It is an excellent tool for learning how to perform research, but also it has taught me skills I can use to complete any task.” For our purposes, this may be the primary goal of undergraduate research: students learn how to perform research, but they also learn problem-solving skills that translate to arenas beyond the classroom or laboratory.

• 1. Council on undergraduate Research Web site [Internet] Washington, D.C: [cited 2008 July 9]. Available from: http://www.cur.org . [ Google Scholar ]
• 2. Hughes Undergraduate Research Fellows Program Web site [Internet] University of Illinois; Urbana Champaign: [cited 2008 July 9]. Available from: http://www.life.uiuc.edu/hughes/hurf . [ Google Scholar ]
• 3. Lopatto D. Undergraduate research experiences support science career decisions and active learning. CBE Life Sci Educ. 2007;6(4):297–306. doi: 10.1187/cbe.07-06-0039. [ DOI ] [ PMC free article ] [ PubMed ] [ Google Scholar ]
• 4. National Conferences on Undergraduate Research Web site [Internet] [cited 2008 July 9]. Available from: http://www.ncur.org .
• 5. National Institute of Health Web site [Internet] Bethesda, MD: AREA (R15) Announcement; [cited 2008 July 9]. Available from: http://grants.nih.gov/grants/funding/area . [ Google Scholar ]
• 6. National Science Foundation Web site [Internet] Arlington, VA: Research Experiences for Undergraduates (REU); [cited 2008 July 9]. Available from http://www.nsf.gov/funding . [ Google Scholar ]
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Administered jointly by the Department of Government    and Department of Justice, Law and Criminology    ( School of Public Affairs   ), the Digital Technology Generalist (Undergraduate Certificate) is designed for students seeking to acquire digital technology skills required by employers across a broad range of professions.

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Open to undergraduate degree and nondegree students. Not eligible for F-1 or J-1 visa sponsorship.

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• 17 credit hours with grades of C or better
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Basic statistics (4 credit hours).

Complete 4 credit hours from the following:

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Required (10 credit hours)

• DATA-412 Statistical Programming in R (3)
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• STAT-302 Intermediate Statistics (3)
• UGST-100 Career Exploration and Development (1)

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Complete 3 credit hours from the following:

• GOVT-310 Introduction to Political Research (3)
• JLC-280 Introduction to Justice Research (3)

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STEM Research Fair for Seattle College Students

Thursday, November 14 | 11:00am – 2:00pm | The Grove – North Seattle College

Join us for the 2024 University of Washington STEM Research Fair for Seattle College Students!

Date: November 14th, 2024 Time: 11:00am – 2:00pm Location: The Grove, HSSR Building, North Seattle College

This event fosters connections between community college students and the University of Washington (UW), offering pathways to engage in research and transfer opportunities.

Engage with UW students who have successfully transferred from community colleges and have contributed to enriching research environments. Come explore these collaborative pathways and connect with experts who can help you launch your research journey at UW!

Our Partners

You’ll have the chance to meet UW representatives from various departments, research programs, and transfer support offices, all eager to share information about undergraduate research experiences, funding opportunities, and resources that support your academic journey.

See the list of our campus partners who will be present at the event!

UW Partners

• NSF Center for Integration of Modern Optoelectronic Materials on Demand
• Clean Energy Institute
• Applied Physics Laboratory
• Office of Undergraduate Research
• Molecular Engineering Materials Center
• Engineering Ambassadors
• College of the Environment
• McNair Scholars Program
• UW Transfer Advising/Path to UW
• UW Louis Stokes Alliance for Minority Participation
• Summer Health Professions Education Program
• Office of Minority Affairs and Diversity
• UW Paul G. Allen School of Computer Science & Engineering
• Summer Chemistry Research Opportunity for Community College Students

NSC Partners

• NSC Course Based Undergraduate Research (UGR 294)
• Louis Stokes Alliance for Minority Participation
• Rocketry Club/NASA Space Grant
• North Seattle Advising + Promise – Transfer
• North Seattle Student Leadership
• NSC Engineering Club

Hosted by the University of Washington Office of Undergraduate Research and North Seattle College LSAMP