undergraduate research reu

Research Experience for Undergraduates (REU)

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

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

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

Click here for our 2024 Program Flyer

In office of education outreach & community programs.

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

• Duke University »
• Pratt School of Engineering »
• BSE Degree Planning
• Areas of Concentration
• Concentration in Machine Learning
• Minor in ECE
• Minor in Machine Learning & AI
• Enrollment and Graduation Rates
• Where Our Students Go
• What's the difference between CS and ECE?
• For Current Students
• Research Experiences for Undergrads (REU)
• Master of Science (MS)
• Master of Engineering (MEng)
• Computer Hardware Engineering
• Machine Learning/Big Data
• Quantum Hardware/Software
• Semiconductor Technology
• Software Engineering
• Master's Admissions
• Master's Career Outcomes
• Life at Duke
• Research Opportunities
• Graduate Courses
• Online Courses
• Degree Requirements
• Academic Curricular Groups
• PhD Admissions
• Promoting an Inclusive Environment
• PhD Awards and Honors
• PhD Career Outcomes
• Certificates & Training Programs
• AI/Machine Learning
• Metamaterials
• Quantum Computing
• Nanoelectronic Materials & Devices
• Sensing & Imaging
• Trustworthy Computing
• Faculty Profiles
• Awards & Recognition
• Research News
• Ask an Expert
• From the Chair
• Media Coverage
• Email Newsletter
• Duke ECE Magazine
• Distinguished Speaker Series
• Facts & Stats
• Mission & Vision
• Diversity, Equity, Inclusion & Community
• Entrepreneurship Success Stories
• External Advisory Board
• Industry Advisory Board

Summer Research Experiences for Undergraduates (REU)

Duke Electrical & Computer Engineering’s Research Experience for Undergraduates (REU) is a paid opportunity that brings undergraduates into our research laboratories for nine weeks in the summer.

Work full-time on interesting projects, led by members of the Duke ECE faculty. You'll experience thought-provoking seminars and workshops, participate in research lab life, and present your findings at a special poster symposium.

• Applications open December 15 and close January 31
• Applicants will be notified of final decisions by March 15
• 2024 program dates: May 26, 2024 - July 27, 2024
• $5400 stipend ($600 per week)
• Housing and meals on Duke campus
• Travel reimbursement, up to $600

Are you Ready?

To be eligible, an applicant must be:

• Sophomore or Junior status * 
• Enrolled in an accredited college or university

International students are welcome to apply provided they can provide appropriate documentation that will allow them to legally reside in the United States for at least the period specified above.

* If your status is not sophomore or junior but you beleieve you have special circumstances, there is an opportunity to explain those circumstances in the application.

Submit Your Application

Complete our online application, which includes:

• Statement of purpose
• Contact information for a letter of recommendation

Browse 2024 Project Summaries

∗ Due to funding requirements, this project is offered to applicants who are US citizens or permanent residents only. 

Project Overview: Cochlear implants (CIs) can restore hearing to individuals with severe hearing loss. Most cochlear implant users have good speech recognition in quiet conditions; however, they struggle to understand speech in challenging listening environments with noise and reverberation. While commercially available CIs have incorporated technical solutions to reduce background noise, there is currently no effective solution that directly addresses reverberation in CIs. The main challenge in developing a solution to mitigate reverberation is the task of distinguishing wanted speech from unwanted speech with similar characteristics: reverberant speech reflections are echoes - attenuated and delayed copies - of the target speech that a listener is trying to understand. Everyday listening environment contain varying combinations of background noise and reverberation. Thus, there is a need for robust speech enhancement algorithms for diverse acoustic environments. Recent years has seen successful applications of artificial intelligence/machine learning for smart voice assistants that rely on the predictability of speech for automatic speech recognition of words to execute voice commands. Based on a similar concept of a “smart” CI, this project will leverage real-time automatic recognition of phonemes - the smallest unit of speech - to improve speech enhancement for CI users in challenging listening conditions with noise and reverberation.

Student Work Summary: Students will learn about reverberation, sound processing in a CI, an acoustic model to simulate CI processing, and training machine learning models for speech enhancement within the CI processing pipeline. Students will explore the utility of framewise phoneme predictions to improve speech enhancement in Cis under various conditions of noise and reverberation.

Qulifications & Interests:

• Experience with MATLAB and Python (preferred).  

Principal Investigator: Dr. Boyla Mainsah , Assistant Research Professor in the Department of Electrical and Computer Engineering

Project Overview: Amorphous oxide semiconductors, such as Indium Tin Oxide (ITO) is being considered for high performance computing at the back-end of silicon because it requires low temperatures for processing. These transistors meet the technological specifications, but have issues in reliability. Our goal is to develop gate-all-around ITO short-channel transistors and make them reliable. Learn more >

Student Work Summary: The student will be expected to perform thorough electrical characterization of transistors (fabricated by graduate students) in the lab. The student will also record and plot all data, and present them in weekly meetings to the group.

Qulifications & Interests:  Basic understanding of semiconductor devices - resistors, diodes, transistors.

Principal Investigator: Dr. Tania Roy , Assistant Professor of Electrical and Computer Engineering

Project Overview: We will fabricate nanoscale semiconductor devices in the cleanroom and characterize them in the lab. The goal is to obtain arrays of devices which will function like the retina of the eye, and perform image processing and image recognition without complicated circuitry.

Student Work Summary: You will be expected to take training from the graduate students, perform electrical characterization in the lab, and record and plot data. You will also be expected to present this data in front of the group in the weekly meetings.

Project Overview: Our goal is to develop a concept for neural-network-based signal processing which can be trained to improve speech intelligibility based on feedback from the hearing-aid user. Current hearing aid signal processing consists of dynamic range compression and graphic audio signal equalization based on audiograms which only obliquely relate to speech intelligibility. Neural networks have been used to classify noise environments and facilitate noise suppression but do not consider the hearing impairment of the user. As a result, in many situations and for many users, hearing aids do not improve speech intelligibility. This project will investigate concepts for training a neural network-based filter based on speech recognition scores of the hearing-aid user. The idea is to train the NN by having the hearing-aid user listen to spoken words, having them repeat the words they hear, having a conventional speech recognition system score the human-spoken words as correct or in error, and adjust the NN-based audio filter parameters to minimize word recognition error. In this study, simulation of artificial hearing impairments will be used to first develop and test the concept. A survey of related literature will be conducted.

Student Work Summary: Implement a neural-network to undo known audio distortions that mimic hearing impairment.

Qulifications & Interests: Knowledge of basic digital signal processing (junior level undergrad course) and some experience with PyTorch for Neural network implementation.

Principal Investigator: Dr. Jeffrey Krolik , Professor of Electrical and Computer Engineering 

Project Overview: MXene materials, which are metal carbides and nitrides, represent a novel category of materials with significant potential in fields like robotics, energy storage, and AI hardware. In this project, the student will: 1. Master the chemical exfoliation technique to produce titanium carbides, one of the most researched MXenes. 2. Examine the produced MXene flakes through an optical microscope. 3. Analyze the resulting thin film to understand its characteristics. 4. Explore the connection between synthesis methods and the quality of the resultant thin films. All tasks will be carried out in-person at The Wang Lab. Regular weekly meetings with the Principal Investigator (PI) are planned.   Learn More>

Student Work Summary: During the summer, the student will: 

• Complete safety training to work in lab space
• Use HCl + LiF solution to exfoliate MAX solids
• Utilize centrifuge to obtain exfoliated MXene solution
• Pipette small quantities of MXene onto Si wafer
• Try the silicon wafer on hot plate
• Use optical microscope to observe the MXene
• Analyze optical microscope data to optimize the fabrication process
• Gain research experience in a lab environment

Qulifications & Interests: Familiarity with Python. Familiarity with the basics of analog and digital circuits. Interest in quantum computation and developing the interdisciplinary solutions required to experimentally control and manipulate trapped ion qubits. Interest in working with a team in a lab environment. Interest in building scientific and professional communication skills.

Principal Investigator: Dr. Haozhe "Harry" Wang , Assistant Professor of Electrical and Computer Engineering

Project Overview: Background: Since its discovery in 2004, graphene research has been one of the main focuses of solid state research, culminating in the 2010 Nobel Prize. In recent years, research interest began to shift to the van der Waals heterostructures—stacks of two-dimensional materials other than graphene, held together by van der Waals forces. By stacking atomically thin layers of materials, it is possible to create electronic structure with properties not commonly found in nature. This enables the creation of so-called “designer materials” whose characteristics are limited only by the creativity of the researcher. Of particular interest to our laboratory are the superconducting samples that may host exotic quasiparticles such as the Majorana fermions. Project description: The participants will learn to exfoliate van der Waals materials, assemble them into heterostructures, characterize and pattern them into testable devices at the Duke’s Shared Materials Instrumentation Facility (SMIF). These devices will be measured in our lab’s state of the art measurement facility, including dilution refrigerators capable of reaching temperatures of tens of mK above absolute zero, and magnetic field up to 12 Tesla.  Learn More>

Student Work Summary: Students will work closely with graduate students who have previously trained several undergraduates in the lab. This will enable students to learn established techniques in fabrication, material characterization, and device design. Students will additionally be guided through reading seminal papers and texts that will familiarize them with the groundbreaking results relevant for their devices.

Qulifications & Interests: Ideal participants will be inquisitive, creative, and focused. Students should be interested in pursuing research in nanoscience, quantum engineering, or related fields. No prior lab skills or experience are required.

Principal Investigator:   Dr. Gleb Finkelstein , Professor of Physics & Electrical & Computer Engineering

Project Overview: Many new electronic applications can be made possible with more affordable and readily customizable circuits. These circuits do not necessarily need to exhibit the high performance achieved with silicon-based CMOS chips, but they do need to offer diverse functionality and moderate performance at a low fabrication cost. Printing electronics is a viable approach for enabling this new electronics era. For decades, organic materials have been studied for their use in printed electronics, but they suffer from compatibility issues for many applications and considerable performance limitations. A more recent option has been to use nanomaterials printed into thin films. Nanomaterials offer superior electronic properties to bulk materials, including organic polymers, and are able to be dispersed into a variety of inks for printability. Further, nanomaterials are robust to extreme environments and highly compatible with a nearly endless variety of integration schemes. Entirely new applications, from highly sensitive biomedical diagnostics to sensors for harsh environments, can be enabled with a printed nanomaterial-based electronics technology. This project will involve the exploration of custom ink formulations consisting of nanomaterials that can be printed into thin-film transistors.  Learn More>

Student Work Summary: In this project, both an aerosol jet printer and a capillary force printer will be used to improve the morphology of various nanomaterial inks, thus increasing their usefulness in printed electronics. The student will work directly with a PhD student to optimize nanomaterial-based inks and print them into functional transistors and sensors (e.g., temperature and humidity sensors, bioFETs). The student will print the optimized inks in various types of carbon nanotube thin-film transistors. A series of electrical (I-V, C-V sweeps) and physical (SEM, Raman) measurement tools will be used to evaluate the electrical and structural performance of the printed films and devices. The printing process requires training and customization of several key steps, including printing conditions, film curing, and integration sequence. The student will also be expected to take part in discussions where results will be analyzed and new ideas potentially formulated for inclusion in the project.

Qulifications & Interests: An ideal candidate for this project would have some previous knowledge and experience in solid-state physics and semiconductor devices, previous knowledge and/or interest in electronics, and be competent in (or confident and willing to learn) operating complex tools. They should also be self-motivated and maintain a strong work ethic in terms of commitment and follow-through. A collaborative, team player is a must.

Principal Investigator: Dr. Aaron Franklin , Addy Professor of Electrical and Computer Engineering

Project Overview: Our group is developing a sustainable novel approach to eradicate weeds and plant-parasitic nematodes. The method uses electromagnetic pulses to inhibit weed growth and kill eggs/infectious juveniles of PPN. In collaboration with NCSU we are developing and test on the sweet-potatoes/tomatoes fields the next generation prototype that consist in an automated cart (Roomba-like) with an optimally designed lensing antenna and a solid-state source.

Student Work Summary: Students will contribute (together with other graduate students and faculty) to several of the development/testing steps, including learning multiphysics modeling to optimize the treatment procedure, construction of the automated cart and developing the control/monitoring software.

Qulifications & Interests: Ideal applicants will have a basic knowledge of physics/electromagnetic waves, and be creative and interested in working for sustainable technologies. Some experience in softare programming (Matlab or Labview or any other programming software) is useful.

Principal Investigator: Dr. Paolo Maccarini , Associate Research Professor in the Department of Electrical and Computer Engineering

Student Work Summary: Students involved in this work will experiment with developing and experimenting with different augmented reality applications, experiences, and platforms; to understand the systems and network loads of different operations, key drivers of immersive user experiences, and the potential of edge and cloud computing platforms to address the discovered limitations. The project involves both the development of Unity-based holographic experiences, and real-world holographic deployments with Google ARCore mobile device platforms and Magic Leap headsets.

Principal Investigator: Dr. Maria Gorlatova , Nortel Networks Assistant Professor of Electrical and Computer Engineering

Project Overview: The excellent propagation and low deployment costs in the sub-7 GHz band have motivated expanded spectrum allocations from 3–5 GHz, especially the Citizens Broadband Radio Service (CBRS) band in 3.55–3.7 GHz. The use of the CBRS band in 5G/beyond-5G creates coexistence challenges between high-power DoD shipborne radars, fixed satellite services ground stations, and commercial mobile broadband services such as the Long-Term Evolution (LTE) networks. This project will focus on the measurements and technologies that can potentially address the important challenges associated with spectrum sharing and co-existence in these bands.

Student Work Summary: In this project, we will focus on extensive spectrum measurement campaigns for dataset collection in different geographical areas using both commercial-grade smartphones and software-defined radios. In particular, as part of the efforts in the first major component of the project, we are currently working with the Duke Office of Information Technology (OIT) and RF Connect (a premier wireless and mobile solutions provider) on a pilot deployment of four LTE cells using the CBRS frequency (band 48) on the roof of the Davison and Clocktower building on the Duke University West Campus. The student will work on collecting a variety of measurement datasets using commercial smartphones for characterizing the performance of the CBRS LTE network deployed at Duke, and on the corresponding data post-processing and analysis. The smartphone-based measurements provide LTE cell information such as the Physical-layer Cell Identifier (PCI), frequency band, Reference Signal Received Power (RSRP), and Reference Signal Received Quality (RSRQ), which are important information for data post-processing and analysis. We will also investigate the use of software-defined radios (SDRs) such as the USRP B210/X310 radios with customized software for LTE network monitoring and telemetry analysis.

Principal Investigator: Dr. Tingjun Chen , Assistant Professor of Electrical and Computer Engineering

More Opportunities at Duke

• REU for Meeting the Grand Challenges »

Research Experiences for Undergraduates (REU)

The Research Experiences for Undergraduates (REU) Sites Program supports a summer, 10-week 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. An REU Site consists of a group of approximately five to ten undergraduates who work in the research programs of the host institution. Each student is associated with a specific research project, where he/she works closely with the faculty and other researchers.

Students apply directly to REU Sites (not to NSF directly.) Estimated Number of Awards: 1,750 to 1,800.

• Students participating in REU sites are generally provided with a modest stipend ($4,000–$6,000 for 10 weeks of work), housing, transportation to and from the site, and often arrangements for food.
• REU projects offer an opportunity to tap the nation's diverse student talent pool and broaden participation in science and engineering.

Eligibility criteria

• Must be a U.S. citizen, U.S. national, or permanent resident of the United States.
• Must be an undergraduate student who is enrolled in a degree program (part-time or full-time) leading to a baccalaureate or associate degree; transfer students may also apply. REU Sites further define recruitment and selection criteria, based on the nature of the particular research and other factors.
• Although NSF encourages all to apply, NSF is particularly interested in increasing the numbers of women, underrepresented minorities, and persons with disabilities in the field of sciences.

Application Process

Step 1) Search for a REU Site by research area or key words here:  https://www.nsf.gov/crssprgm/reu/reu_search.jsp

Step 2) Students must contact the individual sites for information and application materials. NSF does not have application materials and does not select student participants. A contact person and contact information is listed for each site. The application at each host institution usually requires, at a minimum:

• An unofficial transcript
• Letter(s) of recommendation
• Biographical form

• Research Support
• Summer Opportunities
• Environment and Sustainability
• Health and Medicine
• Social Science

Eligible applicants

• First-year Undergrads
• Second-year Undergrads
• Third-year Undergrads
• Fourth-year+ Undergrads

Communities

• Historically Excluded/Underrepresented

Citizenship status

• US Permanent Resident

ASU Nomination required

For more information.

Back to Scholarship Database

• Haystack Directory
• Telescopes and Facilities
• Open House Events
• Past Conferences

Research Experiences for Undergraduates (REU)

• SRT: The Small Radio Telescope
• K–12 STEM Lesson Plans
• Northeast Radio Observatory Corporation (NEROC)
• Publications
• Astronomy Projects
• Astronomy & Astrophysics (Science)
• Geodesy Projects
• Geodetic Science
• Geospace Projects
• Geospace & Atmospheric Science
• Space Technology Projects

Applications are now CLOSED for summer 2024! Thank you for your applications.

Haystack Observatory invites all interested undergraduate students to apply for our paid summer research positions in science, engineering, and computer science. Our REU program has been held for decades, and we have seen many of our student interns go on to rewarding careers in STEM research.

Download our REU information sheet here ! Please share with any undergraduate students and departments.

Application information.

Applications are now closed for the summer program in 2024. The program extends from early June to mid August each year. People from groups under-represented in STEM fields are encouraged to apply. Undergraduate students eligible for this program must not have graduated prior to the start of the summer internship in June.

The Haystack application process requires the following submissions:

• Completed REU application form
• Cover letter explaining your interest in our program and research projects
• Transcript (unofficial is acceptable)

Details on the program, including schedule, stipend, housing, and transportation are available below.

Support is provided by the National Science Foundation’s Research Experiences for Undergraduates program . The National Science Foundation, which sponsors this program, requires U.S. citizenship or permanent residency to qualify for positions supported under the REU Program. Undergraduate students eligible for this program must not have graduated prior to the start of the summer internship in June.

MIT is an equal opportunity/affirmative action employer.

MIT strongly recommends that all MIT faculty, staff, enrolled students, affiliates, and visitors follow CDC guidelines for COVID-19 vaccinations.

REU 2024 potential projects

Project list subject to change. Click each project title to expand the full description.

Project 1: Arctic Ocean snow and ice thickness from remote sensing and in-situ data

The Arctic Ocean’s snow and ice play a vital role in the Earth’s climate system. The ice and snow act as a shield for the ocean water. The highly reflective surface of the ice and snow reflects most of the sun’s radiation back to space (i.e., high albedo) and helps regulate the ocean temperature thereby contributing to the control of global temperatures and the climate. Hence, documenting the accumulation of snow and ice in the Arctic Ocean and understanding what controls their loss and formation are important processes for climate models. In this project, the student will learn to estimate snow and ice thickness in the Arctic Ocean by analyzing a broad range of remote sensing and in-situ data from various missions including but not limited to ICESat-2, CryoSat-2, Operation IceBridge, and MOSAic as well as from atmospheric reanalysis products using publicly available and/or self-developed tools in Python.  Mentors: Dhiman Mondal, Pedro Elosegui, John Barrett, Chet Ruszczyk, Dan Hoak

Project 2: Unveiling the birth of the universe’s most massive stars: A journey through a dark cloud with JWST

This project offers an opportunity to analyze archival data from the James Webb Space Telescope (JWST), using its powerful NIRCam instrument. The data is that towards a dense, massive gas reservoir hidden within one of the representative dark cloud in the inner galaxy and will be used to help answer the question “How do high-mass stars form?” The student will modify existing tools to search for, identify, and catalog the earliest stages of star formation – the protostars. The massive protostars amongst them are potentially the precursors to some of the massive stars in the Milky Way. This will help investigate a critical question: Do high-mass stars form simultaneously with their low-mass counterparts? The student will additionally characterize their distribution and explore their evolutionary stages. By integrating this data with additional information on molecular gas distribution, we will make an assessment of how efficiently gas transforms into stars in these cosmic nurseries. Mentor: Thushara G.s. Pillai

Project 3: Observing black holes with the Event Horizon Telescope

The Event Horizon Telescope (EHT) [ https://eventhorizontelescope.org ] is a planet-wide array of millimeter-wavelength radio telescopes that uses the technique of very long baseline interferometry (VLBI) to observe supermassive black holes. The goals of the EHT include testing general relativity and furthering our understanding of the astrophysics of accretion and outflow processes around black holes. The EHT is uniquely capable of resolving structures on angular scales of a few Schwarzschild radii around the black holes in the Galactic Center (Sgr A) and the giant elliptical galaxy Virgo A (M87). The EHT has recently provided the first-ever images of a black hole [ http://news.mit.edu/2019/mit-haystack-first-image-black-hole-0410 ] in M87, and the second black hole images [ https://news.mit.edu/2022/first-supermassive-black-hole-sagitarrius-0512 ] in Sgr A. EHT observations of Sgr A* and M87 in recent years have resolved their event horizon-scale structures. EHT data are also used to constrain the properties of the accretion flow and jets, to measure the black hole space-time described by its mass and spin, and to test Einstein’s general relativity. In this REU program, we will investigate a potential extension of the EHT to obtain further higher quality images of Sgr A* and M87. The project will utilize EHT software in the Python and Julia programming languages to simulate, image and analyze data of EHT observations. Mentors: Kazu Akiyama, Vincent Fish, Dongjin Kim

Project 4: Experiment to Detect the Global EoR Signature (EDGES)

The Experiment to Detect the Global EoR Signature (EDGES) is an exquisitely sensitive all-sky telescope that is searching for the red-shifted 21-cm signal emit- ted way back when the very first stars were born, roughly 13.8 billion years ago. Due to the vast expanse of space that this signal has had to traverse, the emitted frequency of 1.4 GHz has undergone significant cosmological red-shift, residing in the ∼ 50 to 100 MHz range upon reaching the Earth. Since these frequencies lie directly in the FM band, EDGES has observed from incredibly remote areas, including Devon Island in the high Arctic and the outback of Western Australia. These data hold a wealth of information aside from the cosmological signal EDGES is searching for, including ionospheric scintillations of strong radio sources, reflections of terrestrial FM radio signals off of satellites and micrometeorites, and evidence of exotic ionospheric propagation modes. The REU student involved in this project will explore the EDGES data for these secondary science targets, with the strong potential for discovering exciting, novel, and publishable results. The ideal candidate should be comfortable with programming (e.g., Python or C) and have a basic understanding of navigating the Linux operating system, combined with a passion for discovery through data analysis. Mentors: Rigel Cappallo, John Barrett

Project 5: Probing extreme weather events with GNSS and atmospheric reanalysis products

Climate change is increasing the frequency and intensity of extreme weather events globally as well as in the Azores Islands, Portugal. The weather patterns of the Azores Islands influence the weather and climate patterns of Western Europe and beyond. The GNSS network in the Azores Island covers an area of approximately 650 by 300 km and is well suited to map changes and track the progression of weather fronts. In this project, the student will utilize atmospheric water vapor data from GNSS and reanalysis products from an atmospheric general circulation model to investigate how extreme weather events in the Azores are affected by climate change using a self-developed Python program. Mentors: Dhiman Mondal, Pedro Elosegui, John Barrett, Chet Ruszczyk, Dan Hoak

Project 6: Advancing high-frequency VLBI studies of relativistic radio jets

Radio jet outflows, located near supermassive black holes, are among the universe’s most powerful astrophysical phenomena. Utilizing Very-Long Baseline Interferometry (VLBI), this project aims to unveil the complex kinematics and structures of these jets. High-frequency VLBI observations are essential for examining the core regions of radio jets, but they face obstacles from atmospheric turbulence. In this REU project, students will engage in demonstrating new observational techniques to enhance high-frequency VLBI capabilities, leveraging multi-frequency data.  Mentors: Vincent Fish, Kazu Akiyama, Dongjin Kim

Project 7: Revealing the final stage of stellar evolution through radio observations

In this REU project, students will investigate the final evolutionary stages of intermediate-mass stars, focusing on the circumstellar envelope (CSE) formed by mass ejection through strong stellar winds. This dense, gaseous environment is key to understanding various molecular emissions in the radio spectrum. Using various radio telescopes, including the 37m Haystack antenna, students will analyze the dynamics of molecular clouds ejected from pulsating dying stars, utilizing both single-dish monitoring and high-resolution VLBI data. This project offers a hands-on experience in astronomical observation and data analysis. Mentors: Dongjin Kim , Lynn Matthews

Project 8: Estimating and analyzing winds with the Zephyr Millstone meteor radar network

Annual meteor showers are familiar to many from the increased frequency of visible “shooting stars”, but few people are aware that the Earth’s atmosphere is constantly being bombarded by dust-sized micro-meteoroids. These do not create visible meteors, but they are observable through radio scattering with a moderately-sized radar. Moreover, specular meteor trails provide a plentiful, natural tracer of upper-atmospheric winds through measurement of the line-of-sight Doppler shift of the reflected radio signal. Meteors occur sporadically in time and space, so they provide plentiful random samples of atmospheric wind and temperature that are hard to come by through any other means. Filling this gap in our observational knowledge is important for improving atmospheric models and studying coupling between the space environment, ionosphere, and atmosphere. By the time this project starts, we will have run a campaign around the April 2024 total solar eclipse to collect about two months of meteor radar data from the still-being-built Zephyr Millstone network deployed across New England. We will just be starting to analyze this data when the REU programs kicks off, and the focus of this project will be to participate in the analysis and extract wind field estimates for the upper atmosphere. Specific tasks can be tailored to the student’s interests and experience. On the programming side: software already exists to perform wind estimation estimation for small batches of data, and there is much that can be improved to scale up the analysis to a multi-day (and indeed months-long) dataset. On the statistics and science side: we don’t know what interesting things we might see in the data that will merit in-depth investigation, and the project could involve going deep on some of those investigations. We encourage students with an interest in statistical estimation/machine learning or a curiosity in geospace/atmospheric science to apply! Mentor: Ryan Volz

REU summer projects from past years are  available in the presentation archives .

Program details

Please see the following sections for general information about the Haystack REU program. (Note that all information on this page is subject to change if necessary.)

Q: When can I apply for next summer? What is the time frame for applications?

A: Applications are made available on Thanksgiving each year for the following summer. The deadline is February 1; we notify successful applicants on March 1, followed by a series of notifications for acceptances if any are open after the first round of notifications. Please do not contact us about the status of your application. If you are not accepted, you will receive notification of this in March after all positions have been filled.

Q: My institution is on a quarterly system (or another schedule). This means that I won’t be available on the exact start date. Can I still apply?

A: Yes, please apply to the program. Make a note of your possible start date in your statement letter. The mentors will determine whether your earliest possible start date is acceptable within the requirements for their project. We prefer that people be available for the actual start date but realize that some institutions’ schedules make this difficult.

Q: Do you accept international students?

A: Unfortunately our sponsor, the NSF, requires applicants to be a U.S. citizen or permanent resident to qualify. We won’t be able to respond to inquiries regarding this.

Q: How is “undergraduate student” defined for this application?

A: An undergraduate student is a student who is enrolled in a degree program (part-time or full-time) leading to a baccalaureate or associate degree. Students who are transferring from one college or university to another and are enrolled at neither institution during the intervening summer may participate. High school graduates who have been accepted at an undergraduate institution but who have not yet started their undergraduate study are also eligible to participate. Students who have received their bachelor’s degrees and are no longer enrolled as undergraduates are not eligible to participate. Undergraduate students eligible for this program must not have graduated prior to the start of the summer internship in June.

Q: Will the REU program be held in person or online this year?

A: We expect that the Haystack internship program will be held in person this year. However, this decision is affected by local and MIT safety and health regulations. (In 2020 and 2021, our research internship program was successfully held completely remote due to the COVID pandemic.)

Q: Do you send notification letters when my application is submitted?

A: We will notify everyone of their application status after the final deadline for submission (February 1) has passed. If you are missing a piece of your application, we’ll let you know then.

Q: I applied but did not hear from you on March 1. How will I find out about my application’s status?

A: The first round of acceptances is sent out every year on March 1; if any of these positions is not accepted, it will be offered to the next round of candidates on March 8, and so on until all of the positions are filled. This means there is a series of acceptance letters, starting on March 1 and possibly continuing into March. We do not inform applicants of their status until all the positions have been accepted; if you are offered another position in the meantime, we suggest that you accept it, as we have only a very limited number of internships available.

Q: To whom should the cover letter be addressed?

A: Please address your cover letter to the MIT Haystack Observatory REU Selection Team. (If you have already submitted a cover letter addressed otherwise, it’s okay.)

Program schedule

The Haystack REU program starts in early June and ends mid-August. The 2024 REU program at Haystack will run from June 3, 2024, through August 10, 2024.

A uniform start date is preferred in order to conduct orientation activities for the group. For students on an academic quarter system or those interested in extending their stay, such requests can be considered on a case-by-case basis.

Program highlights

The Haystack summer undergraduate internship includes participation in the following:

• Science discussions: Haystack staff members lead discussions on numerous current research subjects, which include introductory information for all students, as well as a chance for active conversation with scientists, engineers, and other staff.
• Tours:  Students will attend tours of the various Observatory facilities to learn about the extensive state-of-the-art instrumentation at Haystack. 
• Group meetings: In addition to the frequent meetings between the sponsoring staff member and the student, several meetings with all students are held to review project status and encourage interactions among the students.
• Final reports and seminar: Students prepare brief final reports and create presentations on their projects to teach the Haystack community about their summer work.
• Attendance at conferences: Depending on available funds and meeting schedules, there are opportunities for students to participate in national conferences.
• Follow-up academic year program: Depending on available funds, interest, and project status, a student may continue the summer project during the following academic year.
• Travel support : Limited travel support is available for those students whose homes and colleges are more than 100 miles away from Haystack.

Student projects

Students are assigned a mentor from the Haystack research staff for their summer work.

At the end of the summer, students present their research to a general audience at the Observatory. Their presentations are available in the REU presentation archives .

Compensation is provided as a weekly stipend of $620, paid biweekly.

The Observatory makes arrangements for student dormitory housing and pays the cost of housing for all students. Kitchen facilities are available in the dormitories. Daily transportation to and from Haystack is also provided.

(Students can arrange alternative housing on their own if they wish.) 

Transportation

The Observatory provides free daily transportation for all students from REU housing to our offices.

Health insurance

Accepted students must have a current medical insurance plan in place which will cover their health needs during the period of the REU program. Evidence of such insurance must be submitted upon acceptance, before the start of the program.

Marine Biology

• College of the Environment
• University of Washington

What is an REU, and what does it mean for you?

From the National Science Foundation website :

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

This can be a great opportunity to build your own research experience, connect with faculty and researchers, and support yourself through summer. REUs are competitive, and the application period for many will happen in January and February. Note that you aren’t limited to REU sites from your own University ( although Friday Harbor Labs hosts summer REUs annually ), so this is also an opportunity to research with other institutions and labs.

Our faculty frequently help spread the word for various REUs, so you will see more of these posts as they come in. Don’t wait for that though: start combing through the NSF REU search page today .

• Give to ERAU
• Embry-Riddle Home

Degrees & Programs

• Certificate Programs
• Associate's Degrees
• Bachelor's Degrees
• Master's Degrees
• Doctoral Degrees

Looking For?

• Professional Programs
• Honors Program
• Language Institute (ERLI)
• Office of Global Engagement
• Summer Camps
• Apply Now
• Get Info

Interdisciplinary Research Experiences for Undergraduates

Applications are now closed for this year's Interdisciplinary Research Experiences for Undergraduates (REU) Program. Please contact  Prof. Foram Madiyar (PI) or Prof. Alberto Mello (Co-PI) .

Undergraduate Research Opportunities. Here. Now.

As a pioneer in providing unique undergraduate research opportunities, Embry-Riddle Aeronautical University is proud to inaugurate an elite, 10-week research experience that will allow undergraduates the chance to work alongside experienced faculty mentors and explore pressing aerospace problems.

The Interdisciplinary Research Experiences for Undergraduates (REU) Program provides total immersion into all aspects of laboratory work along with other enrichment activities. Students who earn acceptance get a $5,000 stipend, with their housing and meals covered.

Applications are now open for undergraduates from any university, regardless of major.

During the REU program, students will use our leading-edge laboratories to conduct multidisciplinary research in aerospace engineering, chemistry and applied space biology with a goal of improving future space materials science and human diagnostic technology.

The research will be housed in Embry-Riddle’s College of Arts and Sciences and the College of Engineering , with most of the College of Engineering research done in labs at the MicaPlex , an incubator for innovative new companies and the cornerstone building of the university’s renowned Research Park.

Questions? Please contact Dr. Foram Madiyar and Dr. Alberto Mello to learn more about this exciting opportunity.

Frequently Asked Questions

This research experience is being offered to:

• Highly motivated and successful undergraduate with a GPA of at least 3.0 on a 4.0 scale.
• U.S. citizens or permanent residents and must not have received their bachelor’s degree before the start of the summer program.
• The program is open to all undergraduate students, regardless of major.
• Students are expected to commit to work 40 hours per week during the REU.
• Female students and underrepresented minority students are strongly encouraged to apply.
• Application Form
• Unofficial Transcripts
• A Personal Statement
• Two Recommendations

The role of the REU student is:

• To be a team member within the research group
• To learn to think like a scientist using the library databases and utilizing the tools mentioned in the professional seminars
• To practice effective reading
• To look for gaps in the work when doing literature review and to reach out to the support group of graduate students and REU mentors for guidance in conducting research with confidence
• To start research with a literature review by reading and writing the standard operating laboratory procedures
• To conduct experiments independently after gaining training and confidence from the mentors
• To set weekly goals in consultation with the mentors
• To stay updated on the assignments and weekly deliverables

The selection committee will be composed of ten mentors, which is a diverse team in STEM. During the selection process, the mentors will make quantitative measurements, which will include student’s academic performance, student’s interest, and the percentage of diverse and minority candidates.

Yes, each student working on this project will receive a stipend of $5,000 plus housing and meals for a 10-week period.

• All participants will be accommodated in  on-campus housing .
• A variety of dining options  are located on campus.   
• The  Daytona Beach Campus map  shows the location of parking lots and other offices.
• For questions about parking, contact the Parking and Traffic Committee at  [email protected] .
• For parking emergencies or conditions requiring immediate attention, call 911 contact Campus Safety and Security at  386-226-6480 .
• For Disability Parking, contact Health Services at  386-226-7917  or at  [email protected] .

For more information, please contact the program managers:

• Prof. Foram Madiyar (PI) [email protected]
• Prof. Alberto Mello (Co-PI) [email protected]

Useful Links

• College of Arts and Sciences Labs and Facilities
• College of Engineering Labs and Facilities

Future Student Resources

• Admissions FAQ
• Campus Map and Directions
• College Fairs
• Daytona Beach Area
• Estimated Costs
• Feature Stories
• Language Institute
• Schedule a Visit
• Student Blogs
• Student Clubs

Current Student Resources

• Academic Calendar
• Campus Directory
• Career Services
• Course Catalog
• Dean of Students
• ERNIE Central
• Student Accessibility Support
• Financial Aid
• Health & Wellness
• Office of the Registrar
• Office of Title  IX Compliance
• Safety & Security
• Student Financial Services
• Parents & Family
• Future Students
• Veteran Student Services

The MagLab is funded by the National Science Foundation and the State of Florida.

• Education /
• College Students /

Research Experiences for Undergraduates (REU)

The MagLab's Research Experiences for Undergraduates (REU) is an exciting summer program for college students interested in a science career by giving them the chance to work with MagLab scientists on an in-depth research project. This program is funded by the National Science Foundation.

The MagLab REU program offers a wide range of research experiences in physics, chemistry, biological sciences, geochemistry, materials science and magnet science and engineering. Participants work closely with MagLab mentors on a research project. Students also participate in weekly seminars and colloquia that broaden their knowledge of MagLab research and future careers. Participants will receive a $6,500 stipend for their participation in the program that is given in two increments during the summer. Housing is provided through the program should you need it. We cannot reimburse housing costs that are not through our program. We can provide travel support for participants to come to the MagLab on the first day of the program and to return home on the last day of the program. The travel support is up to $800.

• Runs from May 28 th – August 2 nd , 2024.

Students will be selected by mentors at any one of the MagLab's 2 locations:

• Florida State University, in Tallahassee, FL;
• University of Florida in Gainesville, FL

To see the types of research projects that past participants have conducted, please visit the section below on this webpage.

To learn more about research conducted by MagLab faculty and staff, please visit our research webpage.

Participation requirements:

• You must be a US Citizen or Permanent Resident (Green Card)
• You must be 18 years of age or older by the start of the program.

Applications

Summer 2024 REU Program Applications have now closed. Please check back for future application deadlines. 

Application Materials

• A current resume that must be uploaded to the application.
• The names and email addresses of 1 – 2 professional references.
• Unofficial transcripts from all universities and colleges you have attended (Unofficial transcripts can either be uploaded during application process or sent by email to [email protected] ).

REU Class of 2023

Makena Andersen

Lewis & Clark College - Chemistry and Physics

Mentors: Jamel Ali

Bariana Bowman

West Virginia University - Physics

Mentors: Laura Greene

View Presentation "Quantum Properties of SmB6" on YouTube 2nd Pace Winner

Joshua Davey

Tallahassee Community College - Mechanical Engineering

Mentors: Subramanian Ramakrishnan

View Presentation "Rheological Examination of Edible Viscoelastic Material to Optimize Print Settings" on YouTube 1st Place Winner

Srividya Donthineni

University Florida - Computer Science

Mentors: Yan Xin

Frank Genderson

Stevens Institute of Technology - Optical Engineering

Mentors: Rongmei Niu

View Presentation "Properties and Microstructure Analysis of Cu Composite Samples" on YouTube

Jonathan Giraldo

Florida State University - Physical Science

Mentors: Guangxin Ni

View Presentation "Towards Nano-Optical Study of Phonon Polaritons in Van der Waals Material (WO3) " on YouTube

Leilanis Gonzalez

Florida State University - Chemical Engineering

Mentors: Daniel Hallinan

View Presentation "Soret Effect in Polymer Electrolytes Using Fourier Transform Infrared Spectroscopy" on YouTube

Katherine Martinez

Florida State University - Biomedical Engineering

Mentors: Samuel Grant

View Presentation "Behavioral Studies of Ischemic Female Rats Treated with Extracellular Vesicles Derived from Human Mesenchymal Stem Cells" on YouTube People's Choice Winner

Chloe Patterson

Florida State University - Biomedical Engineering - Biomaterial & Biopolymers Engineering BS

Mentors: Hadi Mohammadigoushki

View Presentation "Protein Adsorption in Oil/Water Interfaces" on YouTube

Isabel Ruby

California State East Bay - Chemistry

Mentors: Riqiang Fu

View Presentation "New Technique for Molecular Mapping" on YouTube 3rd Place Winner

Tyler Walker

Oregon State University - Electrical & Computer Engineering

Mentors: Thierry Dubroca

View Presentation "Microwave Resonator Design for Improved Magnetic Resonance Sensitivity" on YouTube

Rachel White

Mentors: Martha Chacon

View Presentation "Mass Spectrometry Used in Identifying PFAS and Micro Plastics" on YouTube

REU Class of 2022 Presentation

Our REU class of 2022 presented their summer project as a 3-minute pitch. The videos show the range of disciplines and projects available to REUs who are accepted into the program.

Brandon Adams

Using MATLAB in Solid State NMR: Data Processing and Numerical Simulations

University of Florida - Physics | Mentors: Robert Shurko

Sebastian Aguero and Javion Walters

Characterization of proteins in E. coli MG1655 for advanced applications

Cal State University San Marcos - Chemistry and Florida State University - Biochemistry | Mentor: David Butcher

Hunter Bice

Towards Light Coupled Scanning Probe Microscopy in Ni lab

Florida State University - Mechanical Engineering | Mentor: Guangxin Ni

The missing 1-2-2: a search for Novel Magnetic Materials

Rochester Institute of Technology - Physics | Mentor: Ryan Baumbach

Ashley David

Analyzing the Soret Coefficient Using Time Resolved Fourier Transform Infrared Spectroscopy (FTIR)

Florida State University - Biomedical Engineering | Mentors: Daniel Halinan

Stephen Dubben

Mapping Strain Variation in SRF Cavities Using Image Analysis.

Florida State University - Chemical Engineering | Mentor: Peter Lee

Thermoelectric Properties of Kagome Metals

University of Tennessee, Knoxville - Physics and Pure Mathematics | Mentors: Kaya Wei

Sydney Garber

Developing Coral Records for Paleoclimate Reconstruction

Florida State University - Environmental Science | Mentors: Alyssa Atwood

Garret Hauser

Magnetic Properties of Pyorgel-XTE

University of Rhode Island - Physics | Mentor: Mark Meisel (UF)

Kegan Heaney

Correlating uniaxial tensile stress and microhardness in annealed Cu 101

University of North Carolina- Charlotte - Applied Physics | Mentors: Peter Lee

Rayanna Johnson and Judy Wang

Molecular Characterization of Aging Products from Essential Oils Used in Everyday Applications

Florida A&M University- Chemistry/Pre-Medicine and University of Southern California - Quantitative Biology/Communication | Mentors: Huan Chen & Martha Chacon

Matthew Jutkofsky

Different Humidity levels impact on polymer thermal conductivity

Florida State University - Biomedical Engineering | Mentor: Daniel Halinan

Describing quantized vortex interaction in superfluid helium

SSamuel Little University of Maryland-College Park - Physics/Astronomy | Mentors: Wei Guo

Devin Lloyd

Analysis of the Tape-to-Tape Contacts Between ReBCO in CORC Wires

Florida A& M University - Industrial Engineering | Mentors: Lance Cooley

Histidine tautomer identification using 13 C and 15 N solid-state NMR spectroscopy

Duke University - Chemistry | Mentor: Riqiang Fu

Brooke Mangano

Lipid Dynamics in Pulmonary Surfactant due to Surfactant Protein B

University of Georgia - Biochemistry | Mentor: Joanna Long (UF)

Kellan Moore

Characterization of Synthetic Tracheal Mucus Using Passive Microrheology

Washington University in St. Louis - Biomedical Engineering | Mentor: Jamel Ali

Joao Felipe Pereira

Molecular Dynamics Simulation of Cu-Ag

University of Maryland-College Park - Physics and Astronomy | Mentors: Ke Han

Raven Rawson

Cryogel: Aerogel Insulation for Cryogenic Applications

University of Florida - Physics | Mentor: Mark Meisel (UF)

Validation of Flexible Lead Design

Florida State University - Mechanical Engineering | Mentor: Adam Voran

Aaron Weiser

Planar Tunneling Spectroscopy of Possible Topological Kondo Insulator YbB 12

Youngstown State University - Physics | Mentor: Wan Kyu Park

Mycah Wells

Observing Glidcop as a Conductor

Florida A&M University - Biomedical Engineering | Mentor: Yan Xin

REU Class of 2022

Row 1 (left to right)

Row 2 (left to right)

Row 3 (left to right)

For more information contact Kawana Johnson, PhD .

Last modified on 22 March 2024

NSF Research Experience for Undergraduates (REU)

NSF-REU SUMMER RESEARCH FELLOWSHIPS 2024

Applications for reu 2024 are closed. the application for reu 2025 will open this fall., applications for 2024 are now being accepted..

REU students in the lab with Chinedum Osuji

The LRSM , a National Science Foundation supported Materials Research Science and Engineering Center (MRSEC) , will offer up to twenty Summer Research Fellowships to undergraduates from colleges and universities in the United States who are majoring in science or engineering. Students spend 10 weeks working on individual research projects with our associated faculty. Each will work under the supervision of a faculty member on a current materials research project in chemistry, physics, biochemistry, biophysics, materials science or engineering. The program will not only provide an authentic laboratory research experience but also workshops focused on professional development in broader scientific and career skills.

The ten-week program is from  May 28 – August 2, 2024 and will carry a stipend of $6000 (those with school schedules that interfere should still apply and note their situation in the comments section of the application). Students should have completed their junior year by the beginning of the program, although consideration will be given to exceptionally well-qualified sophomores and freshmen (NOTE: seniors graduating after the conclusion of the program are eligible to apply). Students requiring housing accommodations will be housed in university dormitories, which is covered by the program. Travel assistance is also provided. Note, this is based on available funding and university guidelines. (If you have questions regarding travel assistance or a financial hardship, contact the Program Directors to discuss).

Emily McClure working in a Chemistry lab

Candidates should apply online (link provided below). Submission will require that a CV/Resume and transcript (PDF) are uploaded. Also, two letters of recommendation, one of which must be from a faculty member at the applicant’s current college, are required as well to be uploaded separately as described in the application.

Applications should be submitted as soon as possible but no later than February 1, 2024 . Results will be announced no later than April 1st. Qualified applicants must be U.S. citizens or permanent residents. We aim to broaden participation and so encourage students with diverse experiences & perspectives to apply.

Applications for 2024 are now closed.  Applications for 2025 will become available November 2024

Application (preferred)-->

for any application specific questions:

Ashley Wallace , Associate Director of Diversity & Student Engagement e-mail:  [email protected]

more information:

Mark Licurse , Director of Education Tel. (215) 898-2898 Ashley Wallace , Associate Director of Diversity & Student Engagement Tel. (215) 898-3446

Laboratory for Research on the Structure of Matter University of Pennsylvania 3231 Walnut Street Philadelphia, PA 19104-6202 Fax (215) 898-8296 E-mail: [email protected]

• Opportunities

Center for Interdisciplinary Exploration and Research in Astrophysics (CIERA) logo

Nsf sponsored summer program for interdisciplinary astrophysics research, research experiences for undergraduates (reu).

Our Research Experiences for Undergraduates (REU) program provides students with the opportunity to pursue an astrophysics-based interdisciplinary research project in collaboration with Northwestern University faculty in:

• Applied Math
• Earth and Planetary Science (EPS)
• Electrical Engineering and Computer Science (CS)
• and/or Physics.

The program includes computer programming and science communication workshops, research talks, educational excursions, and a $5400 stipend (over nine weeks).

VIEW ALL SPEAKERS

Related News

Two REU students win American Astronomical Society Chambliss Awards

CIERA REU students present at 243rd meeting of the AAS

21 undergraduates conduct summer research with REU and ISG

REU Student Claire Zwicker Wins Chambliss Honorable Mention for Research Poster at AAS

• University Home

Search form

Undergraduate research opportunities.

• Research Ethics
• Preparing for Undergraduate Research
• UCSC Divisions
• UCSC Academic Options
• The Independent Project Option
• Join a Lab or Research Group
• Examples of Emails to Professors
• Other Research Opportunities
• STEM Summer Research
• UCSC Undergraduate Research Awards
• Application Tips & Deadlines
• What's Next?

National Science Foundation Research Experience for Undergraduates (NSF REU)

The National Science Foundation (NSF) Research Experience for Undergraduates (REU) program supports undergraduate research with REU Site grants and REU Supplemental grants. REU  Site grants are regular summer programs, while Supplementals grants are awarded to individual researchers who already have an NSF grant.  Positions funded by Supplemental grants can be any time during the year.

REU Site Programs

NSF funds a large number of research opportunities for undergraduate students through the REU Site program. Each site, typically at a university, has a group of 6-10 undergraduates who work on specific research projects under the mentorship of faculty and other researchers. Students are granted stipends and, in many cases, assistance with housing and travel. Additional activities, including professional development workshops, tours, and social activities, provide students with opportunities to network and to learn about the culture of science.   An REU Site may be at either a US or foreign location.

To see current REU Sites at UCSC, go to the datbase and search "UCSC REU." UCSC students are not given preference for these programs, and each program can take only a few students from the host university, so you should alse apply to other REU site programs at other location.

Finding an opportunity at an REU site

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

Students must contact the individual sites for information and application materials. NSF does not have application materials and does not select student participants. A contact person and contact information is listed for each site.

REU Supplemental Program

The REU Supplemental grants are awarded to researchers who have an NSF grant to support an undergraduate researcher. The position with an individual researcher can be at any time during the year and the terms and conditions of the position are worked out directly with the researcher.  

Research Experience for Undergraduates Symposium

The Council on Undergraduate Research (CUR)  sponsors an annual national symposium for undergraduates and faculty involved in the REU program to present their results and network.

Keywords: NSF; REU; stipend; site; undergraduate research; national science foundation, summer; Astronomical Sciences; Atmospheric and Geospace Sciences; Biological Sciences; Chemistry; Computer and Information Science and Engineering; Cyberinfrastructure; Department of Defense (DoD); Earth Sciences; Education and Human Resources; Engineering; Ethics and Values Studies; International Science and Engineering; Materials Research; Mathematical Sciences; Ocean Sciences; Physics; Polar Programs; Social, Behavioral, and Economic Sciences

http://www.nsf.gov/crssprgm/reu/index.jsp

University of California Santa Cruz, 1156 High Street, Santa Cruz, CA 95064

© 2024 The Regents of the University of California. All Rights Reserved.

Privacy Policy and Terms of Use

University of Rochester

Search Rochester.edu

Popular Searches

Resources for

• Prospective students
• Current students
• Faculty and staff

Arts, Sciences & Engineering

The David T. Kearns Center

Undergraduate programs, research experiences for undergraduates (reu).

Paid 10-weeks of summer research at the University of Rochester (UR) beginning in late May, annually. Funded by the National Science Foundation (NSF) for undergraduates from any institution in the United States.

The David T. Kearns Center for Leadership and Diversity supports students through academic advising, tutoring, courses, and program coordination for various professional social and academic programs including five NSF REU programs.

2024 REU Program Dates

Begins May 28, 2024 and concludes August 3, 2024

The graphic depicts the five different REU offerings at the University of Rochester for 2024. Those include Chemistry, Data Science, Electrical and Computer Engineering, Physics and Photonics. The tiles of each REU are depicted in the graphic and are also listed below.

2024 University of Rochester REU Offerings

Chemistry Research for Medicine and Energy

Data Science:

Computational Methods for Understanding Music, Media, and Minds *pending NSF funding decision

Electrical Computer Engineering:

Imaging in Medicine and Biology for Underrepresented Minorities

Physics and Astrophysics

Nanophotonics, Quantum Photonics, and Vision/Biomedical Optics at University of Rochester

Each UR REU Includes

• $5,500 - 6,000 Research stipend (department dependent)
• Travel reimbursement
• On-campus housing
• Faculty mentor and Kearns advisor
• Professional development workshops
• GRE test and Personal Statement preparation class
• Graduate school preparation class
• Community building and social events
• Opportunity to present your work at a conference-style summer symposium

The University of Rochester operates on a personal scale, creating exceptional opportunities for interdisciplinary study and close work with faculty. Explore how graduate study or industry work fit into your future at UR! Complete your summer with new skills and an enhanced vision of yourself as a researcher, collaborator, and mentor to others.

Information Sessions/Webinars

The Kearns Center hosted information sessions via zoom for  prospective Summer 2024 REU students   on 11/29 & 11/30 . Webinar discussions centered around an overview of the REU structure and programming, application timeline, details about housing, transportation and stipends.  

Additional Zoom discussions have been scheduled for early January 2024.

• January 3, 2024 1-2 PM
• January 8, 2024 4-5 PM
• January 11, 2024 from 12-1 PM

Interested in attending? Please fill out our webinar interest form to receive an emailed RSVP link!

Webinar Interest Form

Eligibility

Eligible undergraduate students must be:

• U.S. Citizens, U.S. Nationals, or U.S. Permanent Residents
• Enrolled in any undergraduate program leading toward a bachelor’s or associate degree at the time of participation in the REU

*UR REUs prioritize applicants from institutions other than UR

Each REU program has its own deadline. Most applications will open in November and close in January/February. Please check individual REU websites for details.

Application materials typically include:

• Online (ETAP) application
• Personal statement
• Two references
• Resume or CV
• Transcripts

Accepted applicants will be notified in the beginning of March.

All University of Rochester REUs utilize the NSF ETAP application portal . Enter keyword "University of Rochester" to locate the application for any UR REU.

REU Milestones

Students typically go through the following research stages throughout the summer program:

• Prior to REU (mid-April):  Connect with faculty mentor and outline research question(s)
• Weeks 1 – 2:  Read background literature, get acquainted with lab/equipment
• Weeks 3 – 4:  Define research project, participate in lab meetings
• Weeks 5 – 8:  Conduct research, analyze data, present initial findings
• Weeks 9 – 10:  Prepare talk, poster, and final paper and participate in Symposium

2024 REU Participants 

Students who are participating in the 2024 REU programs, can visit this page for more resources. 

For more information, please email REU Coordinator Samantha Branch, at [email protected] .

Request More Information

Publications — Over 100 years of publishing excellence

• Book Author Resources
• Submit a Book Proposal
• AMS Rights, Licensing, and Permissions
• Open Math Notes
• Frequently asked questions
• Member Journals
• Research Journals
• Translation Journals
• Distributed Journals
• Open Access Journals
• Guidelines and Policies
• Journal Author Resources

Librarian Resources

• eBook Collections
• COUNTER Usage Statistics
• My Subscriptions
• Subscription Information
• Licensing Information

Mathematical Reviews/MathSciNet®

• MathSciNet ®
• Reviewer Home
• MathSciNet ® Subscriptions

Membership — Welcome to your membership center

Join the ams, renew your membership, give a membership, individual membership.

• Member Benefits
• Member Directory
• Reciprocating Societies
• Members in Developing Countries

Institutional Membership

• Domestic Institutions
• International Institutions
• Two-Year Institutions
• Graduate Student Chapter Program

Other Member Types

• Corporate Memberships
• Associate Memberships

Meetings & Conferences — Engage with colleagues and the latest research

National meetings.

• Joint Mathematics Meetings
• Upcoming JMMs
• Previous JMMs
• Special Lectures
• Professional Enhancement Programs (PEPs)

Sectional Meetings

• Upcoming Sectionals
• Previous Sectionals
• Presenting Papers
• Hosting Sectionals

Other Meetings, Conferences & Workshops

• Mathematics Research Communities
• Education Mini-conference
• International Meetings
• Mathematics Calendar
• Short Courses
• Workshop for Department Chairs and Leaders

Meetings Resources

• Suggest a Speaker
• AMS Meetings Grants
• Submitting Abstracts
• Welcoming Environment Policy
• MathSafe – supporting safe meetings

News & Outreach — Explore news, images, posters, and mathematical essays

News from the ams.

• AMS News Releases
• Feature Stories
• Information for Journalists
• In Memory Of

Math Voices

• Feature Column
• Math in the Media
• Column on Teaching and Learning

Explorations

• Recognizing Diverse Mathematicians
• AMS Posters
• Mathematics & Music
• Mathematical Imagery
• Mathematical Moments

Professional Programs — Resources and opportunities to further your mathematical pursuits

Professional development.

• Employment Services
• Mathjobs.org
• BEGIN Career Initiative
• Mathprograms.org
• Mathematical Opportunities Database
• Research Seminars

Institutional Information and Data

• Annual Survey of the Mathematical and Statistical Sciences
• CBMS Survey
• Other Sources of Data
• Directory of Institutions in the Mathematical Sciences
• Professional Directory

Grants & Support

• AMS-Simons Grants for PUI Faculty
• Travel Grants
• Fellowships & Scholarships
• Epsilon Fund
• Child Care Grants

Awards & Recognition

• AMS Prizes & Awards
• Fellows of the AMS

Education — Resources to support advanced mathematics teaching and learning

For students.

• Information for Undergraduate and High School Students
• Research Experiences for Undergraduates (REUs)
• Considering Grad School
• Find Grad Programs
• Applying to Grad School
• What do Mathematicians Do?

For Teachers

• Teaching Online
• Teaching Resources
• Inclusive Classrooms
• Assessing Student Learning
• Education Webinars

For Department Leaders & Mentors

• Information for Department Leaders
• paraDIGMS (Diversity in Graduate Mathematical Sciences)

Government Relations — Advocating for the mathematical sciences

Elevating mathematics in congress.

• Our Mission
• Letters, Statements, & Legislation
• Congressional Briefings

Legislative Priorities

• Federal Issues of Concern
• Federal Budget Process

Get Involved

• Advocacy Resources
• Take Action

DC-Based Fellowships

• Congressional Fellowship
• Mass Media Fellowship
• Catalyzing Advocacy in Science & Engineering (CASE) Fellowship

Giving to the AMS — Your gifts make great things happen for mathematics   Make a Gift

What you can support.

• The 2020 Fund
• Next Generation Fund
• Birman Fellowship for Women Scholars
• JMM Child Care Grants
• MathSciNet for Developing Countries

Create a Legacy

• Make a Tribute Gift
• Create a Permanent Fund
• Establish a Prize, Award or Fellowship
• Bequests and Charitable Estate Planning

Honoring Your Gift

• Donor Stories
• Donor Wall of Honor
• Thomas S. Fiske Society
• AMS Contributors Society
• AMS Gardens

Giving Resources

• AMS Development Committee
• AMS Gift Acceptance Policy

About the AMS — Advancing research. Connecting the mathematics community.

Our organization.

• Executive Staff
• Equity, Diversity, & Inclusion
• Jobs at AMS
• Customer Service

Our Governance

• Board of Trustees
• Executive Committee

Governance Operations

• Calendar of Meetings
• Policy Statements & Guidelines

On March 21 st , the AMS website will be down for regularly scheduled maintenance from 5:00am–8:00am

Research Experience for Undergraduates Summer Programs

The Research Experiences for Undergraduate (REU) programs support active research participation by undergraduate students. REU projects involve students in ongoing research programs or in research projects specifically designed for the REU program. Applicants should note that most application deadlines fall in February - March.

An REU Site consists of a group of 10 or so undergraduates who work in the research programs of the host institution. Each student is associated with a specific research project, where they work closely with the faculty and other researchers.

REU programs are an excellent opportunity for undergraduate students to:

• Explore research interests and gain valuable research experience
• Decide if you are graduate school material
• Provide an opportunity to learn about a graduate school of interest
• Networking opportunities

You can find listings of REUs, which receive support from the National Science Foundation (NSF), by visiting the NSF website .

Considering graduate school? Visit the guide Graduate School: Considering & Choosing .

For Program Directors

As a program director, you can create your listing and update your entry. Enhanced listings for specific programs are now available at the AMS Opportunities web service . Opportunities offers a free listing service, it generates email reminders for you for re-posting, and it offers a broader range of program details within each listing to help students see your program at-a-glance.

To collect applications online, consider the AMS MathPrograms.org web service which aids in application, document, and reference collection, as well as helping you to easily give access to fellow program staff and reply to applications.

• Find a Person
• Internal Resources

Department of Meteorology and Atmospheric Science

Reu and research opportunities.

All NSF REU (research experiences for undergraduates) opportunities can be found through the National Science Foundation REU Opportunities website . 

The REU's listed below were sent to us from other institutions, but may also be found on the above linked NSF site.

2023 Research Opportunities

Posted 2/2/23:   Summer 2023 Florida Tech REU - Statistical Models with Applications to Geoscience; Melbourne, FL .  For questions about the program contact Dr. Nezamoddin N. Kachouie, [email protected] ; Dr. Steven Lazarus, [email protected] .   Apply by March 10. 2023.

Posted 2/2/23:   Summer 2023 Washington State University REU - Environmental Engineering:  Measurements and Modeling in the Pacific Northwest; Pullman, WA.   Apply by February 20, 2023

Posted 1/30/23:   Summer 2023 NWC REU, Norman, OK.  In this10-week summer research internship program, you conduct your own unique research study!   Apply by February 12., 2023.

Posted 12/20/22:   Summer 2023 Northeast Partnership for Atmospheric and Related Sciences (NEPARS) REU , Geneva, NY or Plymouth, NH.   Apply by February 12, 2023.

Posted 12/16/22:  2 023 REU; Research Experience in Alpine Meteorology (REALM) at the University of Utah's Department of Atmospheriic Sciences . Apply by February 18, 2023.

Posted 11/29/22:   2023 Maryland Sea GrantSummer REU Program .  Are you looking for a summer research internship studying ocean, coastal or environmental science?  In particular, we encourage students from colleges and universities where access to marine science and to research opportunities is limited and who are from groups traditionally underrepresented in science, technology, engineering and math. We believe bringing together students from many disciplines, backgrounds and parts of the country makes for a more interesting and educational summer experience.  Please visit our website to find out more www.mdsg.umd.edu/reu .   Apply by Wednesday, February 15, 2023.

2022 Research Opportunities

Posted 12/14/21: Summer REU Program in Marine Science at the University of Delaware . Apply by Friday, February 11, 2022.

2021 Research Opportunities

• We welcome undergraduate students to apply for Research Experiences for Undergraduates | Maryland Sea Grant (umd.edu) Apply by February 19, 2021  
• Northeast Partnership for Atmospheric & Related Sciences (NEPARS) REU site that will be accepting undergraduate student applications for 2021 summer research opportunities. Apply by 5:00 PM EST on Monday, February 15, 2021.

2020 Research Opportunities

• CONDUCT RESEARCH ON THE CHESAPEAKE BAY Maryland Sea Grant offers. Apply by 14 February  
• Northeast Partnership for Atmospheric & Related Sciences (NEPARS) Summer 2020 Research Experiences of Undergraduates (REU)  June 3 – August 4, 2020  
• Explore China on a funded trip with Gotoco! Hone your teaching and leadership skills on a summer project in China and inspire Chinese students to learn English and develop their soft skills. More info: https://www.go-to.co/

University of Notre Dame

Department of Physics and Astronomy

College of Science

• Home ›
• Research ›

REU Program

The University of Notre Dame’s Research Experiences for Undergraduates (REU) Program, which celebrated 35 years in 2021, provides opportunities for undergraduate physics majors to experience hands-on participation in research in many areas of physics. The REU program gives you valuable research experience, to help you decide if physics research is right for you. You will work closely with faculty and graduate students on a variety of current research projects and benefit from a number of activities organized to enrich your experience. These include: weekly seminars, a course on computer programming, a GRE preparation course, ethics workshops, a workshop on applying to graduate schools, field trips to nearby national laboratories, and the REU Symposium where you will present the results of your research. You will also maintain a logbook and write a project report. In addition, a variety of recreational and social activities are organized to make your stay with us “fun”. Basically, this means that if you are a rising junior or senior, you can come to Notre Dame and work on a research project for ten weeks.

Students are granted a stipend, university housing, and assistance with travel.

The program is funded by the U. S. National Science Foundation and is available only to physics majors who are U.S. citizens or permanent residents.  International students are considered only if clear evidence is provided for financial support from other sources. Please feel free to contact us if you have any questions.

Students who are in those groups traditionally underrepresented in sciences (women, members of underrepresented minorities, and those with disabilities) are particularly urged to apply.

2024 Program Details

• 10 week appointment beginning May 28, 2024
• Round-trip travel allowance to the University of Notre Dame
• $6,000 stipend plus free on-campus housing
• Weekly physics lunch seminars and two ethics seminars
• Optional programming course and Physics GRE prep course offered
• Excellent social engagement, including day trips to local attractions and/or Chicago, movie nights, and frequent meals with peers

2024 REU Application Deadline and Instructions

2024 Application Deadline: February 19, 2024 Click here to read the instructions before applying. The link to the 2024 Program Application is at the bottom of these instructions. Please follow the instructions carefully to ensure your application will be received.

The Physics REU site directors will utilize a common deadline of March 3, 2024, for students to accept or decline first-round offers at domestic (non-international) sites. Sites may send offers to students at any time before this, but students will not be required to decide before March 3.

Are you a University of Notre Dame Student?

Click here for instructions and to apply.

ND REU makes a difference in students' lives:

" The additional courses, like those for Computational Physics, the GRE, and Science Writing were very beneficial, in addition to the whole program. I was excited to take them initially but didn't see their benefit until towards their conclusions. I felt more knowledgeable and prepared to tackle aspects of my research and prep for the GRE with the skills I learned.” --Benjamin, REU2022, Vassar College

"Everyone in the program had a unique project. This meant that even normal social interactions led to much learning from others. The diversity in projects and hearing about them all increased my knowledge of Physics more than any class I ever took.” --Matthew, REU2022, West Chester Univ

"I am so glad to have participated in this Notre Dame REU and I appreciate you offering it remotely. This was my second REU, and this experience far exceeded my first one. I appreciated the python class, GRE review, and science writing sessions being offered to us as part of the REU experience. I plan to attend graduate school and will definitely apply to Notre Dame." --Amanda, REU2020, University of Texas-Dallas

"This REU offers many opportunities and a very personalized experience." --Mason, REU2020, Univ. of Wisconsin-La Crosse

Contact Information

Kristen Amsler, REU Administrative Assistant Department of Physics, 225 NSH University of Notre Dame Notre Dame, IN 46556 E-mail:  [email protected] Phone:  (574) 631-2813  

Go to Charlotte.edu

Prospective Students

• About UNC Charlotte
• Campus Life
• Graduate Admissions

Faculty and Staff

• Human Resources
• Auxiliary Services
• Inside UNC Charlotte
• Academic Affairs

Current Students

• Financial Aid
• Student Health

Alumni and Friends

• Alumni Association
• Advancement
• Make a Gift

Surveys and Instruments

A customizable online survey instrument of REU student outcomes The Undergraduate Research Student Self-Assessment (URSSA) is an online survey instrument for use in evaluating student outcomes of undergraduate research experiences in the sciences. The URSSA survey items are grounded in an extensive body of research about undergraduate research and have been thoroughly tested and validated. Once registered on salgsite.org, you can:

• Customize URSSA to fit your program’s goals and methods;
• Search for an existing URSSA survey in your discipline;
• Have students complete the survey online; and,
• Download and review analyses of the students’ responses.

Please visit [link] to learn more about URSSA and to find instructions for how to examine and use it.

Development and testing of URSSA has been supported by the National Science Foundation through its Divisions of Chemistry and Undergraduate Education, the Biological Sciences Directorate, and the Office of Multidisciplinary Affairs, under grant #CHE-0548488.

Student Surveys

• Pre-REU Survey from UNC Charlotte
• Post-REU Survey from UNC Charlotte
• Pre-REU Survey from Humbolt State University
• Post-REU Survey from Humbolt State University
• Academic Self-Efficacy from Trinity College
• Assessment 2008 from Trinity College
• Trinity REU Survey 2009 from Trinity College
• Evaluation of Research Experience in Pervasive and Mobile Computing from Auburn University
• SURF-IT Participant Feedback Form Summer 2008 from UCSC
• CS Scholar Survey from Univ. of Maryland
• Midterm Evaluation from Univ. of Maryland
• REU Survey 2009 from Univ. of Maryland
• Student Pre-Survey 2008 from DePaul University
• Studnet Post-Survey from DePaul University
• Student Process Log from DePaul University
• SPIRE-EIT Pre-test Survey from Iowa State University
• SPIRE-EIT Post-test Survey from Iowa State University
• REU Pre-Survey Form from Rhode Island University
• REU Post-Survey Form from Rhode Island University
• REU Efficacy Form from Rhode Island University
• REU Survey from Univ. of Oklahoma
• Week 1 Evaluation from Texas A & M University
• Week 5 Evaluation from Texas A & M University
• Week 10 Evaluation from Texas A & M University
• Student Survey Pre-test 2008 from University of Massachusetts Amherst
• Student Survey Post-test 2008 from University of Massachusetts Amherst

Faculty Surveys

• Faculty GA Consent Form from UNC Charlotte
• Faculty Judge Consent Form from UNC Charlotte
• Faculty Survey from Trinity College
• Faculty Process Log from DePaul University
• Faculty/Mentor Post Questionnaire from Iowa State University

Mentor Surveys

• REU Faculty and Graduate Mentor Survey from UNC Charlotte
• SURF-IT Mentor Rating Sheet for 2008 from UCSC
• REU Mentor Survey from University of Rhode Island
• REU Mentor Survey from University of Massachusetts Amherst

Longitudinal Survey

• Follow-up REU Survey from Humboldt State University

Qualitative Survey

• Focus Group Questions from Univ. of Maryland
• SPIRE Focus Group Protocol from Iowa State University

Internal Administration

• Informed Consent Form from UNC Charlotte
• Judge Form from UNC Charlotte
• Recruiting Flyer Sample from UNC Charlotte
• IRB Approval Application from UNC Charlotte
• Photo Consent Form from UNC Charlotte
• REU Consent Form from Rhode Island University

IU’s undergraduate research promise is to pave the way for future innovators

June 24, 2024

• Share via Twitter
• Share via Facebook
• Share via Email

Indiana University is steadfast in its commitment to training the next generation of thinkers, creators and innovators who will make our world a better place. Central to this mission is IU’s promise to provide every interested student with a valuable research or creative opportunity.

Undergraduate research significantly enhances the educational experience, which Vice President for Research Russell J. Mumper outlined at the most recent Board of Trustees meeting. Three 2024 IU graduates were invited there to share details of their personal experiences.

“My freshman year, I hopped onto Zoom office hours to ask my professor if he had any research opportunities,” said Victoria Seest, who earned a Bachelor of Arts in international studies from IU Bloomington. “This question led me to the Sustainability Scholars program . My research on drought-tolerant seed usage in the Eastern Corn Belt taught me that social science research is valuable, needed and right up my alley.”

Seest, who presented her research at two national conferences while at IU, also served as a McKinney Family Foundation Fellow. She developed a technical grant writing program aimed at assisting rural communities and helped the Monroe County Civil Government develop its first Climate Resilience Plan.

“My research experience coupled with my unique background set me up for success in my Corteva interview,” said Seest, who is now working as an associate territory manager at Corteva Agriscience. “IU has given me the confidence, curiosity and understanding of the importance of relationship building necessary to thrive in the workplace.”

Seest’s experience is one of countless examples illustrating the power of engaging undergraduate students in research at the start of their academic career. History shows that the experiences and the knowledge, connections and work ethic they develop place IU graduates a step ahead of the competition in academic and professional pursuits.

A recent initiative to help undergraduate students gain such valuable experience is the 1st Year Research Immersion Program at IU Indianapolis. Launched in fall 2023, the program paired 174 students with faculty mentors to work on team projects across scientific and creative disciplines. Students achieved tangible outcomes, including co-authoring papers, presenting at conferences and gaining valuable career-applicable experience . According to the 1st Year Research Immersion Program’s satisfaction survey, 95 percent of students planned to continue participating in research or creative activities.

Indiana University also currently holds nine National Science Foundation Research Experiences for Undergraduates awards, each spanning three to five years. REU sites, which are based on independent proposals, can focus on single disciplines or offer interdisciplinary research opportunities with a unified intellectual theme. Typically, these sites host eight to 12 students during the summer.

Edwin Antonio Sanchez, who graduated from IU’s Indianapolis campus with a Bachelor of Science in computer science, participated in an NSF REU studying cybersecurity under Department of Computer Information and Graphics Technology chair Feng Li and professor Xukai Zou .

“This experience gave me the chance to compare similarities and differences between different kinds of research and helped solidify some of the core critical-thinking skills needed to succeed in today’s world. That summer, I got to publish my first paper,” said Sanchez, who will be entering the master’s program in computer science at IU Indianapolis in the fall.

Daniel Adelfinsky, recipient of the Cox Research Scholarship and founding member of the Undergraduate Research Ambassadors, earned a Bachelor of Science in chemistry from IU Bloomington. His experience is also a testament to the importance of investing in and promoting undergraduate research.

He was second author on a multiyear project that was published in the prestigious journal Chemical Science, which provided him with valuable experience to highlight on his graduate school applications.

“This publication, alongside the rigorous training coupled with the mentorship of dedicated faculty, positioned me competitively for acceptance into the No. 1-ranked school in organic chemistry in the United States,” said Adelfinsky, who will be attending UC Berkeley as a first-year Ph.D. student in organic chemistry in the fall.

Mumper said the goal is to provide every interested undergraduate student with a valuable research or creative opportunity at IU. Rather than just partnering a single student with a single faculty member, the tiered mentoring model partners a group of up to 15 undergraduate students with one or two graduate students who are further connected to a faculty member to promote group experiences and problem solving. This model has been successfully applied at many research universities, and the results across many different disciplines have been extensively published.

Mumper is working with faculty and other leaders at IU to position undergraduate research at IU for significant donor funding opportunities. To learn more, contact IU Research at [email protected] .

Social media

• Facebook for IU
• Linkedin for IU
• Twitter for IU
• Instagram for IU
• Youtube for IU

Additional resources

Indiana university.

• Outlook Web Access
• Gmail at IU
• People Directory
• Non-discrimination Notice

An official website of the United States government

Here's how you know

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

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

Customers may experience intermittent slowness or performance issues when attempting to access NSF.gov. We are working to resolve the issue and apologize for any inconvenience.

Archived funding opportunity

Nsf 19-582: research experiences for undergraduates (reu), program solicitation, document information, document history.

• Posted: May 17, 2019
• Replaces: NSF 13-542
• Replaced by: NSF 22-601

Program Solicitation NSF 19-582

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

     August 28, 2019

     Fourth Wednesday in August, Annually Thereafter

Important Information And Revision Notes

The suggested allowances for student stipends and other student costs have been increased.

The REU Site Contacts web page provides contact information for the REU program officers in each NSF disciplinary unit that manages REU Sites, and that page also lists discipline-specific REU web pages for units that have them. Those web pages may describe characteristics of REU Sites that tend to vary by discipline; some examples, as indicated in this solicitation, include typical project budgets, project duration, PI/mentor salary, percentage of students outside the host institution, inclusion of in-service K-12 teachers, and approaches to evaluation. Prospective PIs may find that guidance helpful when preparing proposals or may direct specific questions to the points of contact.

Any proposal submitted in response to this solicitation should be submitted in accordance with the revised NSF Proposal & Award Policies & Procedures Guide (PAPPG) ( NSF 19-1 ), which is effective for proposals submitted, or due, on or after February 25, 2019.

Summary Of Program Requirements

General information.

Program Title:

Research Experiences for Undergraduates (REU) Sites and Supplements

Synopsis of Program:

The Research Experiences for Undergraduates (REU) program supports active research participation by undergraduate students in any of the areas of research funded by the National Science Foundation. REU projects involve students in meaningful ways in ongoing research programs or in research projects specifically designed for the REU program. This solicitation features two mechanisms for support of student research: (1) REU Sites are based on independent proposals to initiate and conduct projects that engage a number of students in research. REU Sites may be based in a single discipline or academic department or may offer interdisciplinary or multi-department research opportunities with a coherent intellectual theme. Proposals with an international dimension are welcome. (2) REU Supplements may be included as a component of proposals for new or renewal NSF grants or cooperative agreements or may be requested for ongoing NSF-funded research projects. Undergraduate student participants in either REU Sites or REU Supplements must be U.S. citizens, U.S. nationals, or permanent residents of the United States. Students do not apply to NSF to participate in REU activities. Students apply directly to REU Sites or to NSF-funded investigators who receive REU Supplements. To identify appropriate REU Sites, students should consult the directory of active REU Sites on the Web at https://www.nsf.gov/crssprgm/reu/reu_search.cfm .

Cognizant Program Officer(s):

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

NSF REU Site Contacts

• 47.041 --- Engineering
• 47.049 --- Mathematical and Physical Sciences
• 47.050 --- Geosciences
• 47.070 --- Computer and Information Science and Engineering
• 47.074 --- Biological Sciences
• 47.075 --- Social Behavioral and Economic Sciences
• 47.076 --- Education and Human Resources
• 47.079 --- Office of International Science and Engineering
• 47.083 --- Office of Integrative Activities (OIA)

Award Information

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

Estimated Number of Awards: 1,750 to 1,800

This estimate includes approximately 180 new Site awards and 1,600 new Supplement awards each year.

Anticipated Funding Amount: $76,370,000

in FY 2020 -- This estimate includes both Sites and Supplements, pending availability of funds.

Eligibility Information

Who May Submit Proposals:

The categories of proposers eligible to submit proposals to the National Science Foundation are identified in the NSF Proposal & Award Policies & Procedures Guide (PAPPG), Chapter I.E.

Who May Serve as PI:

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

Limit on Number of Proposals per Organization:

There are no restrictions or limits on the number of proposals per organization except for the following: NSF Centers or National Facilities managed by NSF's Division of Materials Research (DMR) that have an active REU Site may not request additional support for a new Site or an expansion of their existing Site. (For questions, e-mail [email protected] .)

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

There are no restrictions or limits.

Proposal Preparation and Submission Instructions

A. proposal preparation instructions.

• Letters of Intent: Not required
• Preliminary Proposal Submission: Not required

Full Proposals:

• Full Proposals submitted via FastLane: NSF Proposal and Award Policies and Procedures Guide (PAPPG) guidelines apply. The complete text of the PAPPG is available electronically on the NSF website at: https://www.nsf.gov/publications/pub_summ.jsp?ods_key=pappg .
• Full Proposals submitted via Research.gov: NSF Proposal and Award Policies and Procedures Guide (PAPPG) guidelines apply. The complete text of the PAPPG is available electronically on the NSF website at: https://www.nsf.gov/publications/pub_summ.jsp?ods_key=pappg .
• Full Proposals submitted via Grants.gov: NSF Grants.gov Application Guide: A Guide for the Preparation and Submission of NSF Applications via Grants.gov guidelines apply (Note: The NSF Grants.gov Application Guide is available on the Grants.gov website and on the NSF website at: https://www.nsf.gov/publications/pub_summ.jsp?ods_key=grantsgovguide ).

B. Budgetary Information

Cost Sharing Requirements:

Inclusion of voluntary committed cost sharing is prohibited.

Indirect Cost (F&A) Limitations:

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

Other Budgetary Limitations:

Other budgetary limitations apply. Please see the full text of this solicitation for further information.

C. Due Dates

Proposal review information criteria.

Merit Review Criteria:

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

Award Administration Information

Award Conditions:

Standard NSF award conditions apply.

Reporting Requirements:

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

I. Introduction

Research Experiences for Undergraduates (REU) is a Foundation-wide program that supports active participation in science, engineering, and education research by undergraduate students. REU proposals are welcome in any of the research areas supported by NSF (see https://www.nsf.gov/funding/aboutfunding.jsp ), including the priority areas and cross-cutting areas that NSF has identified.

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

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

II. Program Description

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

REU projects offer an opportunity to tap the nation's diverse student talent pool and broaden participation in science and engineering. NSF is particularly interested in increasing the numbers of women, underrepresented minorities, and persons with disabilities in research. REU projects are strongly encouraged to involve students who are members of these groups. (Underrepresented minorities are African Americans, Hispanics, American Indians, Alaska Natives, and Native Hawaiians or Other Pacific Islanders.) When designing recruitment plans, REU projects also are encouraged to consider students who are veterans of the U.S. Armed Services and first-generation college students.

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

REU projects may be carried out during the summer months, during the academic year, or both. Three years is the typical duration for REU Site awards in most NSF directorates; however, a duration of up to five years may be allowed in some cases. New REU Sites are encouraged to apply for no more than three years of funding. Renewal REU Sites should discuss the project duration with the cognizant program officer prior to requesting support for more than three years. The term of an REU Supplement may not exceed that of the underlying research project.

REU Sites are based on independent proposals, submitted for an annual deadline date, to initiate and conduct projects that engage a number of undergraduate students in research. Proposals for the establishment of an REU Site may be submitted to any of NSF's directorates. The Office of International Science and Engineering will consider co-funding relevant REU Sites that are primarily managed by other NSF units. Proposers are encouraged to communicate with the NSF REU point of contact in their disciplinary area; see https://www.nsf.gov/crssprgm/reu/reu_contacts.jsp .

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

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

High-quality mentoring for the student participants is very important in REU Sites. Investigators are strongly encouraged to provide appropriate training for research mentors. They should also encourage continued interaction of mentors with students during the academic year, to the extent practicable, to help connect students' research experiences to their overall course of study and to help the students achieve success in courses of study leading to a baccalaureate degree in a STEM field.

Although proposals for the renewal of successful REU Sites are welcome, investigators are reminded that such proposals will be reviewed through the normal merit review process and there is no guarantee that a renewal grant will be awarded.

REU Supplements

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

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

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

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

Special Opportunities

Some applicants might be interested in the following opportunities as elements of their REU projects. These are optional; proposals are not required to respond to any of them.

Partnership with the Department of Defense

NSF engages in a partnership with the Department of Defense (DoD) to expand undergraduate research opportunities in DoD-relevant research areas through the REU Sites program. The DoD activity is called Awards to Stimulate and Support Undergraduate Research Experiences (ASSURE). Any proposal submitted to NSF for the REU Sites program that is recommended for funding through the NSF merit review process may be considered by DoD representatives for possible support through ASSURE. Proposals that are selected for the DoD funding will involve DoD-relevant research and may come from any of the NSF directorates or offices that handle REU Site proposals. A proposer to the NSF REU Sites program does not need to take any additional steps to be considered for funding through ASSURE.

International Projects

The REU program encourages projects with an international dimension. Appropriate REU Site and REU Supplement proposals can be considered for co-funding by NSF's Office of International Science and Engineering (OISE). International projects typically involve partnering a U.S. REU project with one or more international collaborators in a specific institution or organization. Successful international REU projects include (1) true intellectual collaboration with a foreign partner and (2) benefits that are realized from the expertise, specialized skills, facilities, phenomena, or other resources that the foreign collaborator or research environment provides.

Due to higher travel costs, REU projects with an international dimension are typically expected to cost more per student than domestic projects. Such higher costs are offset by the value that NSF places on developing a globally engaged workforce and on providing U.S. undergraduates, as well as K-12 teachers of science and mathematics, with the benefits of international research experience. Projects with an international dimension also often have more complex logistics and a more complex mentoring arrangement than domestic projects. Proposals should provide sufficient detail to demonstrate the feasibility of such arrangements.

Proposals should include a description of the foreign collaborator's role in the project, a two-page Biographical Sketch for the foreign collaborator, and a letter of collaboration from the foreign institution or organization (see PAPPG Chapter II.C.2.j ), which assures that the foreign institution or organization is committed to the collaboration and will give students appropriate access to facilities.

In all cases, those planning a project with an international dimension should discuss their idea with a program officer in OISE (see the list of contacts by country and region at https://www.nsf.gov/od/oise/country-list.jsp ), as well as with the appropriate disciplinary program officer for REU.

Research Experiences for Teachers

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

III. Award Information

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

Three years is the typical duration for REU Site awards in most NSF directorates; however, a duration of up to five years may be allowed in some cases. The typical REU Site hosts 8-10 students per year. The typical funding amount is $80,000-$130,000 per year, although NSF does not dictate a firm upper (or lower) limit for the amount, which depends on the number of students hosted and the number of weeks.

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

IV. Eligibility Information

Additional Eligibility Info:

Eligible Student Participants: Undergraduate student participants supported with NSF funds in either REU Supplements or REU Sites must be U.S. citizens, U.S. nationals, or permanent residents of the United States. An undergraduate student is a student who is enrolled in a degree program (part-time or full-time) leading to a baccalaureate or associate degree. Students who are transferring from one college or university to another and are enrolled at neither institution during the intervening summer may participate. High school graduates who have been accepted at an undergraduate institution but who have not yet started their undergraduate study are also eligible to participate. Students who have received their bachelor's degrees and are no longer enrolled as undergraduates are generally not eligible to participate. Some NSF directorates encourage inclusion in the REU program of K-12 teachers of science, technology, engineering, and mathematics. Please contact the appropriate disciplinary program officer for guidance. For REU Sites, a significant fraction of the student participants should come from outside the host institution or organization. Within the framework of the basic eligibility guidelines outlined here, most REU Sites and Supplements further define recruitment and selection criteria, based on the nature of the particular research and other factors.

V. Proposal Preparation And Submission Instructions

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

• Full proposals submitted via FastLane: Proposals submitted in response to this program solicitation should be prepared and submitted in accordance with the general guidelines contained in the NSF Proposal & Award Policies & Procedures Guide (PAPPG). The complete text of the PAPPG is available electronically on the NSF website at: https://www.nsf.gov/publications/pub_summ.jsp?ods_key=pappg . Paper copies of the PAPPG may be obtained from the NSF Publications Clearinghouse, telephone (703) 292-7827 or by e-mail from [email protected] . Proposers are reminded to identify this program solicitation number in the program solicitation block on the NSF Cover Sheet For Proposal to the National Science Foundation. Compliance with this requirement is critical to determining the relevant proposal processing guidelines. Failure to submit this information may delay processing.
• Full Proposals submitted via Research.gov: Proposals submitted in response to this program solicitation should be prepared and submitted in accordance with the general guidelines contained in the NSF Proposal and Award Policies and Procedures Guide (PAPPG). The complete text of the PAPPG is available electronically on the NSF website at: https://www.nsf.gov/publications/pub_summ.jsp?ods_key=pappg . Paper copies of the PAPPG may be obtained from the NSF Publications Clearinghouse, telephone (703) 292-7827 or by e-mail from [email protected] . The Prepare New Proposal setup will prompt you for the program solicitation number.
• Full proposals submitted via Grants.gov: Proposals submitted in response to this program solicitation via Grants.gov should be prepared and submitted in accordance with the NSF Grants.gov Application Guide: A Guide for the Preparation and Submission of NSF Applications via Grants.gov . The complete text of the NSF Grants.gov Application Guide is available on the Grants.gov website and on the NSF website at: ( https://www.nsf.gov/publications/pub_summ.jsp?ods_key=grantsgovguide ). To obtain copies of the Application Guide and Application Forms Package, click on the Apply tab on the Grants.gov site, then click on the Apply Step 1: Download a Grant Application Package and Application Instructions link and enter the funding opportunity number, (the program solicitation number without the NSF prefix) and press the Download Package button. Paper copies of the Grants.gov Application Guide also may be obtained from the NSF Publications Clearinghouse, telephone (703) 292-7827 or by e-mail from [email protected] .

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

Collaborative Proposals. All collaborative proposals submitted as separate submissions from multiple organizations must be submitted via the NSF FastLane system. PAPPG Chapter II.D.3 provides additional information on collaborative proposals.

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

Note that the REU Site Contacts web page provides contact information for the REU program officers in each NSF disciplinary unit that manages REU Sites, and that page also lists discipline-specific REU web pages for units that have them. Prospective PIs may consult those web pages or the points of contact for more specific information about characteristics of REU Sites that tend to vary by discipline.

PROPOSAL FOR REU SITE

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

Cover Sheet. When preparing the Cover Sheet in FastLane's Proposal Preparation module, select the Program Announcement/Solicitation No. for this solicitation from the pull-down list. (Grants.gov users: The program solicitation will be pre-populated by Grants.gov on the NSF Grant Application Cover Page.) Select the Division(s) to which the proposal is directed.

If the proposal has an interdisciplinary/cross-disciplinary research focus, choose the Division(s) that seems most relevant (often this is the Division corresponding to the departmental affiliation of the Principal Investigator), and NSF staff will ensure that the proposal is reviewed by people who have expertise that is appropriate to the proposal's content. (Often such proposals are co-reviewed by two or more NSF disciplinary units.) Choose "SBE Office of Multidisciplinary Activities" as the Division only if the proposal has a significant research focus in SBE (social, behavioral, and economic sciences) areas.

The REU-associated program within the Division(s) that you selected will appear automatically in the "Current List of NSF Selected Units" at the bottom of the screen. (Grants.gov users should refer to Section VI.1.2. of the NSF Grants.gov Application Guide for specific instructions on how to designate the NSF Unit of Consideration.)

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

A single individual should be designated as the Principal Investigator (PI); this individual will be responsible for overseeing all aspects of the award. One additional person may be designated as Co-PI if developing and operating the REU Site would involve such shared responsibility. Other anticipated research supervisors should be designated as Non-Co-PI Senior Personnel and are not listed on the Cover Sheet.

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

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

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

* Note: If the proposal is requesting continued funding for a previously funded REU Site but has a different PI , FastLane and Research.gov will not allow selection of the "Renewal" indicator on the proposal Cover Sheet. However, the relevant "Project Element" in the Project Summary (above) should indicate that the proposal is a "renewal," and the outcomes of the previous Site should be described in the "Results from Prior NSF Support" section of the Project Description.

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

• Overview. Provide a brief description of the objectives of the proposed REU Site, targeted student participants, intellectual focus, organizational structure, timetable, and participating organizations' commitment to the REU activity.
• Nature of Student Activities . Proposals should address the approach to undergraduate research training being taken and should provide detailed descriptions of examples of research projects that students will pursue. So that reviewers can evaluate intellectual merit, this discussion should indicate the significance of the research area and, when appropriate, the underlying theoretical framework, hypotheses, research questions, etc. Undergraduate research experiences have their greatest impact in situations that lead the students from a relatively dependent status to as independent a status as their competence warrants. Proposals must present plans that will ensure the development of student-faculty interaction and student-student communication. Development of collegial relationships and interactions is an important part of the project.
• The Research Environment . This subsection should describe the experience, and the record of the involvement with undergraduate research, of the PI, the faculty who may serve as research mentors, and the institution(s) or organization(s) where the research will occur. The description should include information on the record of faculty/mentors in publishing work involving undergraduate authors and in providing professional development opportunities for student researchers. This subsection should also discuss the diversity of the mentor pool and any plans by which mentoring relationships will be sustained after students leave the REU Site.
• Student Recruitment and Selection . The overall quality of the student recruitment and selection processes and criteria will be an important element in the evaluation of the proposal. The recruitment plan should be described with as much specificity as possible, including the types and/or names of academic institutions where students will be recruited and the efforts that will be made to attract members of underrepresented groups (women, minorities, and persons with disabilities).

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

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

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

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

• Project Evaluation and Reporting . Describe the plan to measure qualitatively and quantitatively the success of the project in achieving its goals, particularly the degree to which students have learned and their perspectives on science, engineering, or education research related to these disciplines have been expanded. Evaluation may involve periodic measures throughout the project to ensure that it is progressing satisfactorily according to the project plan, and may involve pre-project and post-project measures aimed at determining the degree of student learning that has been achieved. In addition, it is highly desirable to have a structured means of tracking participating students beyond graduation, with the aim of gauging the degree to which the REU Site experience has been a lasting influence in the students' career paths. Proposers may wish to consult http://www.evalu-ate.org/resources/doc-2010-nsfhandbook/ The 2010 User-Friendly Handbook for Project Evaluation for guidance on the elements in a good evaluation plan. Although not required, REU Site PIs may wish to engage specialists in education research (from their organization or another one) in planning and implementing the project evaluation.
• Results from Prior NSF Support (if applicable) . If the proposal is requesting renewal of an existing REU Site or if the department or center (or similar organizational subunit) that will host the proposed Site has hosted another REU Site during the past five years, the Project Description must include a subsection entitled "Results from Prior NSF Support," which may occupy up to five pages of the 15-page Project Description. This subsection must describe the earlier REU project(s) and outcomes in sufficient detail to permit reviewers to reach an informed conclusion regarding the value of the results achieved. Valuable information typically includes results from the project evaluation; summary information about recruiting efforts and the number of applicants, the demographic make-up of participants and their home institutions, and career choices of participants; and a list of publications or reports (already published or to be submitted) resulting from the NSF award.

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

Biographical Sketches. Provide Biographical Sketches for all Senior Personnel, up to a total of 12 people. Senior Personnel include the PI, the Co-PI (if one has been designated), and other faculty/professionals who are anticipated to serve as research mentors. Biographical Sketches should follow the PAPPG's standard specifications for format and length but should include, if applicable, any publications with undergraduate co-authors (with the student labeled by an asterisk) and other activities or accomplishments relevant to a successful REU Site.

If the project will employ an external evaluator, a Biographical Sketch for that professional may be included in the Supplementary Documents section of the proposal.

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

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

Student stipends for summer REU Sites are expected to be approximately $600 per student per week. Other student costs include housing, meals, travel, and laboratory use fees and usually vary depending on the location of the site. Amounts for academic-year REU Sites should be comparable on a pro rata basis. All student costs should be entered as Participant Support Costs. Indirect costs (F&A) are not allowed on Participant Support Costs.

Total project costs--including all direct costs and indirect costs--are generally expected not to exceed $1,350 per student per week. However, projects that involve exceptional circumstances, such as international activities, field work in remote locations, a Research Experiences for Teachers (RET) component, etc., may exceed this limit.

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

When preparing proposals, PIs are encouraged to contact the appropriate disciplinary REU program officer (see https://www.nsf.gov/crssprgm/reu/reu_contacts.jsp ) with any questions about the budget or the appropriateness of charges in it.

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

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

Current and Pending Support. Provide this information for all Senior Personnel, up to a total of 12 people. Senior Personnel include the PI, the Co-PI (if one has been designated), and other faculty/professionals who are anticipated to serve as research mentors.

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

Supplementary Documentation . In addition to the Postdoctoral Researcher Mentoring Plan (if applicable) and the Data Management Plan, the proposal may include up to ten signed letters of collaboration documenting collaborative arrangements of significance to the proposal (see PAPPG Chapter II.C.2.j ). These may be scanned and uploaded into the Supplementary Documents section. Letters may be relevant where the awardee and performing organizations are different, where faculty or facilities at more than one organization are to be employed, or where international activities are planned. Other letters--for example, letters of endorsement--are not permitted.

If the project will involve an external evaluator, a Biographical Sketch for that professional may also be included in the Supplementary Documents.

REQUEST FOR REU SUPPLEMENT

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

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

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

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

Student stipends for summer projects are expected to be comparable to those of REU Site participants, approximately $600 per student per week. Other student costs include housing, meals, travel, and laboratory use fees and usually vary depending on location. Amounts for academic-year projects should be comparable on a pro rata basis.

Total costs for a summer--including all direct costs and indirect costs--are generally expected not to exceed $1,350 per student per week. However, projects that involve international activities, field work in remote locations, or other exceptional circumstances may exceed this limit.

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

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

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

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

Cost Sharing:

Indirect Cost (F&A) Limitations:

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

For summer REU projects, the total budget request--including all direct costs and indirect costs--is generally expected not to exceed $1,350 per student per week. (The budget request for an academic-year REU project should be comparable on a pro rata basis.) However, projects that involve exceptional circumstances, such as international activities, field work in remote locations, a Research Experience for Teachers (RET) component, etc., may exceed this limit.

D. FastLane/Research.gov/Grants.gov Requirements

For Proposals Submitted Via FastLane or Research.gov:

To prepare and submit a proposal via FastLane, see detailed technical instructions available at: https://www.fastlane.nsf.gov/a1/newstan.htm . To prepare and submit a proposal via Research.gov, see detailed technical instructions available at: https://www.research.gov/research-portal/appmanager/base/desktop?_nfpb=true&_pageLabel=research_node_display&_nodePath=/researchGov/Service/Desktop/ProposalPreparationandSubmission.html . For FastLane or Research.gov user support, call the FastLane and Research.gov Help Desk at 1-800-673-6188 or e-mail [email protected] or [email protected] . The FastLane and Research.gov Help Desk answers general technical questions related to the use of the FastLane and Research.gov systems. Specific questions related to this program solicitation should be referred to the NSF program staff contact(s) listed in Section VIII of this funding opportunity.

For Proposals Submitted Via Grants.gov:

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

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

VI. NSF Proposal Processing And Review Procedures

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

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

Proposers should also be aware of core strategies that are essential to the fulfillment of NSF's mission, as articulated in Building the Future: Investing in Discovery and Innovation - NSF Strategic Plan for Fiscal Years (FY) 2018 – 2022 . These strategies are integrated in the program planning and implementation process, of which proposal review is one part. NSF's mission is particularly well-implemented through the integration of research and education and broadening participation in NSF programs, projects, and activities.

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

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

A. Merit Review Principles and Criteria

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

1. Merit Review Principles

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

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

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

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

2. Merit Review Criteria

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

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

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

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

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

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

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

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

Additional Solicitation Specific Review Criteria

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

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

B. Review and Selection Process

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

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

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

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

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

VII. Award Administration Information

A. notification of the award.

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

B. Award Conditions

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

*These documents may be accessed electronically on NSF's Website at https://www.nsf.gov/awards/managing/award_conditions.jsp?org=NSF . Paper copies may be obtained from the NSF Publications Clearinghouse, telephone (703) 292-7827 or by e-mail from [email protected] .

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

C. Reporting Requirements

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

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

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

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

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

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

VIII. Agency Contacts

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

General inquiries regarding this program should be made to:

For questions related to the use of FastLane or Research.gov, contact:

FastLane and Research.gov Help Desk: 1-800-673-6188

FastLane Help Desk e-mail: [email protected] .

Research.gov Help Desk e-mail: [email protected]

For questions relating to Grants.gov contact:

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

NSF REU Site Contacts: https://www.nsf.gov/crssprgm/reu/reu_contacts.jsp

IX. Other Information

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

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

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

About The National Science Foundation

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

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

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

Facilitation Awards for Scientists and Engineers with Disabilities (FASED) provide funding for special assistance or equipment to enable persons with disabilities to work on NSF-supported projects. See the NSF Proposal & Award Policies & Procedures Guide Chapter II.E.6 for instructions regarding preparation of these types of proposals.

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

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

The National Science Foundation promotes and advances scientific progress in the United States by competitively awarding grants and cooperative agreements for research and education in the sciences, mathematics, and engineering. To get the latest information about program deadlines, to download copies of NSF publications, and to access abstracts of awards, visit the NSF Website at 2415 Eisenhower Avenue, Alexandria, VA 22314 (NSF Information Center) (703) 292-5111 (703) 292-5090 Send an e-mail to: or telephone: (703) 292-7827 (703) 292-5111 Privacy Act And Public Burden Statements The information requested on proposal forms and project reports is solicited under the authority of the National Science Foundation Act of 1950, as amended. The information on proposal forms will be used in connection with the selection of qualified proposals; and project reports submitted by awardees will be used for program evaluation and reporting within the Executive Branch and to Congress. The information requested may be disclosed to qualified reviewers and staff assistants as part of the proposal review process; to proposer institutions/grantees to provide or obtain data regarding the proposal review process, award decisions, or the administration of awards; to government contractors, experts, volunteers and researchers and educators as necessary to complete assigned work; to other government agencies or other entities needing information regarding applicants or nominees as part of a joint application review process, or in order to coordinate programs or policy; and to another Federal agency, court, or party in a court or Federal administrative proceeding if the government is a party. Information about Principal Investigators may be added to the Reviewer file and used to select potential candidates to serve as peer reviewers or advisory committee members. See Systems of Records, NSF-50 , "Principal Investigator/Proposal File and Associated Records," 69 Federal Register 26410 (May 12, 2004), and NSF-51 , "Reviewer/Proposal File and Associated Records," 69 Federal Register 26410 (May 12, 2004). Submission of the information is voluntary. Failure to provide full and complete information, however, may reduce the possibility of receiving an award. An agency may not conduct or sponsor, and a person is not required to respond to, an information collection unless it displays a valid Office of Management and Budget (OMB) control number. The OMB control number for this collection is 3145-0058. Public reporting burden for this collection of information is estimated to average 120 hours per response, including the time for reviewing instructions. Send comments regarding the burden estimate and any other aspect of this collection of information, including suggestions for reducing this burden, to: Suzanne H. Plimpton Reports Clearance Officer Office of the General Counsel National Science Foundation Alexandria, VA 22314 An official website of the United States government Here's how you know Official websites use .gov A .gov website belongs to an official government organization in the United States. Secure .gov websites use HTTPS. A lock ( Lock Locked padlock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites. Search Awards Recent Awards Presidential and Honorary Awards About Awards How to Manage Your Award Grant General Conditions Cooperative Agreement Conditions Special Conditions Federal Demonstration Partnership Policy Office Website March 23, 1993 March 17, 1995 9300199 Continuing Grant Karolyn K. Eisenstein CHE �Division Of Chemistry MPS �Direct For Mathematical & Physical Scien April 1, 1993 September 30, 1996�(Estimated) $120,000.00 $120,000.00 Deck Hampden-Smith Holder Hampton Crooks 1700 LOMAS BLVD NE STE 2200 ALBUQUERQUE NM �US �87131 (505)277-4186 UNDERGRADUATE PROGRAMS IN CHEM 4900 4900 47.049 Please report errors in award information by writing to: [email protected] . Covering the business and politics of space SETI Institute to Recognize 4 Undergraduate Students at Drake Awards Event Click to share on X (Opens in new window) Click to share on Facebook (Opens in new window) Click to share on LinkedIn (Opens in new window) Click to share on Reddit (Opens in new window) Click to email a link to a friend (Opens in new window) Click to share on Clipboard (Opens in new window) Investigating the evolutionary transition from RNA enzymes which function in prebiotic conditions to more modern enzymes Developing a GNU Radio SETI search pipeline for the SETI Institute’s Allen Telescope Array Using Cassini VIMS (visible and infrared mapping spectrometer) data to determine whether there is organic material (aromatic or aliphatic) present on Saturn’s satellite, Rhea Improving the Breakthrough Listen data processing pipeline by enabling it to leverage the computational power of Google Cloud Platform The SETI Forward Award is supported by an endowed fund created by Lew Levy and Dane Glasgow and other donors to support undergraduate student research activities. Each summer, dozens of undergraduates complete internships alongside SETI and astrobiology research scientists – at organizations like the SETI Institute, U.C. Berkeley SETI Research Institute, Blue Marble Space Institute of Science, and many others. Too few of these students pursue science careers in SETI and astrobiology fields. SETI Forward seeks to bridge the gap between these internships and career opportunities in SETI science and astrobiology research. Assist undergraduate students with travel stipends to facilitate collaboration on SETI research at telescopes, universities, or other research facilities Fund undergraduate student travel expenses associated with presenting SETI research and astrobiology at scientific meetings, conferences, or similar events Provide undergraduate student scholarships to organizations engaged in SETI and astrobiology research to help obtain and nurture new talent in the field “My experience at the Berkeley SETI Research Center was wonderful,” said Chai. “I had the opportunity to learn a lot about how questions are asked and investigated in this field while also being exposed to various hard skills that are important to doing astronomy research in general. The internship also had a great balance of interesting work and interesting experiences—it’s not every summer that you get to visit two different observatories and see the instrumentation and the backend where all the professional observing and research happen! I came out of the summer with a better idea of what life as an astronomer might look like and can say that I am very excited to pursue that path.” Raffy Traas   is a 4th-year undergraduate studying astrophysics and applied math at the University of Wisconsin-La Crosse. He was adopted from the Philippines at the age of 2. He seeks to use these experiences to someday help advance the visions, missions, and goals of the recently founded Philippine Space Agency as a researcher and science communicator. As an intern at Breakthrough Listen under the mentorship of Steve Croft, Raffy improved its data processing pipeline by enabling it to leverage the computational power of Google Cloud Platform. Using this new processing infrastructure, he analyzed Breakthrough Listen’s initial observations of stars identified as potential Earth-like exoplanet hosts. The analysis culminated in a first-author publication in the Astronomical Journal. He plans to pursue graduate school to study cosmology but hopes to continue being involved with SETI and stay connected to the community. “The SETI Forward award has inspired me to continue research at the intersection of chemistry and astrobiology.” Said Weiss. “In my future studies, I hope to continue answering the “how” questions of the various paths evolution has taken, from the astronomy of raw materials to the mechanism of their development, to such complex, diverse, and mysterious forms of life.” “My summer at the SETI Institute cemented my desire to pursue a career in planetary science,” said Greenlees. “It was an invaluable experience where I met amazing scientists and fellow undergrads while furthering my skills as a researcher. I’m forever grateful to the SETI Institute for allowing me to become part of their community.” Sign up for a SpaceNews newsletter Get top stories, military space news and more delivered to your inbox. 495 IMAGES REU Landing Page Research Experience Undergraduate (REU) : College of Science and REU Symposium 2014 Undergraduate Research on Display at REU Symposium CURENT :: Summer Undergraduate Research (REU) Research Experience for Undergraduates (REU) Program VIDEO Addressing Disparities in the Transplant System How to succeed in your History A-Level essays, exams and revision JKBOSE 10th Result Rumours Result Not Declared Yet || Watch & Share This Video CPGIS Educational Webinar Series 2024: Dr. Qunshan Zhao Day 19 COMMENTS REU For Students. NSF funds a large number of research opportunities for undergraduate students through its REU Sites program. An REU Site consists of a group of ten or so undergraduates who work in the research programs of the host institution. Each student is associated with a specific research project, where he/she works closely with the faculty ... Research Experiences for Undergraduates (REU) The Research Experiences for Undergraduates (REU) program supports active research participation by undergraduate students in any of the areas of research funded by the National Science Foundation. REU projects involve students in meaningful ways in ongoing research programs or in research projects specifically designed for the REU program. NSF 23-601: Research Experiences for Undergraduates (REU) The study included REU Sites, REU Supplements, and undergraduate research opportunities sponsored by a range of other NSF programs. Several additional resources offer practical help for designing particular components of REU projects: Online Ethics Center for Engineering and Science. Information, references, and case studies for exploring ... Research Experience for Undergraduates (REU) Research Experience for Undergraduates (REU) Focus on an in-depth research project while exploring multidisciplinary research topics and honing your science communication skills. Participants are part of a large, diverse research community, and benefit from organized and informal interactions with students, mentors, and faculty. Search for an REU Site Enter full or partial research areas/keywords separated by commas: (e.g. geophysics, ecology, nano, robot, ethics) And/Or State: List all REU sites. NSF's mission is to advance the progress of science, a mission accomplished by funding proposals for research and education made by scientists, engineers, and educators from across the country. Research Experiences for Undergraduates REU individual experiences pay (stipends or on an hourly basis) at about the same payrate as REU sites. History. Research grants which included undergraduate research assistants have been funded from the very beginning of the NSF. But in 1958, the NSF established the Undergraduate Research Participation Program, and funding for that program ... Summer Research Experiences for Undergraduates (REU) Duke Electrical & Computer Engineering's Research Experience for Undergraduates (REU) is a paid opportunity that brings undergraduates into our research laboratories for nine weeks in the summer. Work full-time on interesting projects, led by members of the Duke ECE faculty. You'll experience thought-provoking seminars and workshops ... Research Experiences for Undergraduates (REU) The Research Experiences for Undergraduates (REU) Sites Program supports a summer, 10-week 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. BIO REU The Research Experiences for Undergraduates (REU) program supports the active research participation by undergraduate students in any of the areas of research funded by the National Science Foundation (NSF). BIO REU | Research Experience for Undergraduates. ... All REU Sites are invited to use ETAP, the NSF Training and Education Application. ... Research Experiences for Undergraduates (REU) Research Experiences for Undergraduates (REU) Applications are now CLOSED for summer 2024! Thank you for your applications. Haystack Observatory invites all interested undergraduate students to apply for our paid summer research positions in science, engineering, and computer science. Our REU program has been held for decades, and we have seen ... What is an REU, and what does it mean for you? REU stands for 'Research Experiences for Undergraduates'. Researchers from a wide range of backgrounds (including marine biology and ocean sciences) can become an REU site through their research grants, and it means they provide opportunities to mentor undergraduate research projects. From the National Science Foundation website: Interdisciplinary Research Experiences for Undergraduates Undergraduate Research Opportunities. Here. Now. As a pioneer in providing unique undergraduate research opportunities, Embry-Riddle Aeronautical University is proud to inaugurate an elite, 10-week research experience that will allow undergraduates the chance to work alongside experienced faculty mentors and explore pressing aerospace problems. Research Experiences for Undergraduates (REU) The MagLab REU program offers a wide range of research experiences in physics, chemistry, biological sciences, geochemistry, materials science and magnet science and engineering. Participants work closely with MagLab mentors on a research project. Students also participate in weekly seminars and colloquia that broaden their knowledge of MagLab ... NSF Research Experience for Undergraduates (REU) Laboratory for Research on the Structure of Matter. University of Pennsylvania. 3231 Walnut Street. Philadelphia, PA 19104-6202. Fax (215) 898-8296. E-mail: The LRSM has hosted NSF-REU programs since 1989. Over 540 students have spent 10 weeks working on individual research projects with our associated faculty. Research Experiences for Undergraduates (REU) Our Research Experiences for Undergraduates (REU) program provides students with the opportunity to pursue an astrophysics-based interdisciplinary research project in collaboration with Northwestern University faculty in: Astronomy; Applied Math; Chemistry; Earth and Planetary Science (EPS) Electrical Engineering and Computer Science (CS) and ... NSF-Research Experience for Undergraduates Week 3: 3-day research cruise in the Gulf of Mexico; Week 10: REU Student Research Symposium: Best presentation prize awarded ($2000 travel grant to a national conference) Every Friday: REU group meetings to practice science communication and host professional development workshops; Students Will: Work with faculty mentors to develop a research ... National Science Foundation Research Experience for Undergraduates (NSF REU Site grants are regular summer programs, while Supplementals grants are awarded to individual researchers who already have an NSF grant. Positions funded by Supplemental grants can be any time during the year. REU Site Programs. NSF funds a large number of research opportunities for undergraduate students through the REU Site program. Research Experiences for Undergraduates (REU) : Undergraduate Programs REU Milestones. Students typically go through the following research stages throughout the summer program: Prior to REU (mid-April): Connect with faculty mentor and outline research question(s) Weeks 1 - 2: Read background literature, get acquainted with lab/equipment; Weeks 3 - 4: Define research project, participate in lab meetings AMS :: Research Experiences for Undergraduates (REUs) An REU Site consists of a group of 10 or so undergraduates who work in the research programs of the host institution. Each student is associated with a specific research project, where they work closely with the faculty and other researchers. REU programs are an excellent opportunity for undergraduate students to: You can find listings of REUs ... REU and Research Opportunities We welcome undergraduate students to apply for Research Experiences for Undergraduates | Maryland Sea Grant (umd.edu) Apply by February 19, 2021; Northeast Partnership for Atmospheric & Related Sciences (NEPARS) REU site that will be accepting undergraduate student applications for 2021 summer research opportunities. Apply by 5:00 PM EST on Monday, February 15, 2021. REU Program Kristen Amsler, REU Administrative Assistant. Department of Physics, 225 NSH. University of Notre Dame. Notre Dame, IN 46556. E-mail: [email protected]. Phone: (574) 631-2813. Department of Physics seeks to provide an outstanding and distinctive education to our undergraduate and graduate students, while also maintaining a broad, vibrant research ... Surveys and Instruments URSSA: A customizable online survey instrument of REU student outcomes The Undergraduate Research Student Self-Assessment (URSSA) is an online survey instrument for use in evaluating student outcomes of undergraduate research experiences in the sciences. The URSSA survey items are grounded in an extensive body of research about undergraduate research and have been thoroughly tested and validated. IU's undergraduate research promise is to pave the way for future Undergraduate research enhances the educational experience, ... REU sites, which are based on independent proposals, can focus on single disciplines or offer interdisciplinary research opportunities with a unified intellectual theme. Typically, these sites host eight to 12 students during the summer. Research Experiences for Undergraduates (REU) Welcome to the page for the Chemistry Department's REU Site: Research Experiences for Undergraduates at Georgia State University, funded by the National Science Foundation.. We are excited to have the opportunity to host outstanding undergraduate researchers this summer and hope that you might be one of them! NSF 19-582: Research Experiences for Undergraduates (REU) The study included REU Sites, REU Supplements, and undergraduate research opportunities sponsored by a range of other NSF programs. Several additional resources offer practical help for designing particular components of REU projects: Online Ethics Center for Engineering and Science. Information, references, and case studies for exploring ... NSF Award Search: Award # 9300199 Dr. Lorraine W. Deck and other members of the Chemistry Department of the University of New Mexico are being supported to continue a Research Experiences for Undergraduates (REU) site in Chemistry. For the period 1993-5, ten undergraduate students will spend ten weeks each summer actively engaged in a variety of research projects. A summer of social change: UTC student Erin Yenawine tackles big issues A University of Tennessee at Chattanooga rising junior is making beneficial change in Dallas neighborhoods. Erin Yenawine, a double major in political science and economics and Brock Scholar in the UTC Honors College, is participating in an eight-week Research Experience for Undergraduates (REU) program called "Data Science for the Social Good" at Southern Methodist University in ... Grad Students Alyssa Warrior grew up on Seneca Cattaraugus Territory. She began her undergraduate degree at SUNY Fredonia in Physics. Her research at Fredonia included developing a program for the calibration of the campus telescope. In the summer of 2019, she attended an REU (Research Experience for Undergraduates) at the University of Chicago where she worked on kinetic inductance detectors for future ... SETI Institute to Recognize 4 Undergraduate Students at ... The REU Award for Excellence honors an outstanding SETI Institute intern. All four recipients will receive their awards at the 2022 Drake Awards ceremony on May 12, 2022. essay homework paper phd project resume review speech study thesis