summer research program cornell

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Research Opportunities

• Cross-Institutional Initiatives

Cornell is an amazing place with lots of opportunities to get involved in undergraduate research! There are colleges, there are schools and there are departments. In addition, there are institutes and centers that cross-college boundaries and can be great places to look for research opportunities.

• Summer Opportunities

Summer is an excellent time to get involved in research, or to learn new research skills and systems. There are hundreds of summer research programs in the US and abroad, as well as opportunities to work with individual faculty.

• Weill Medical Opportunities

Weill Medical School in New York is an excellent place to look for a summer research opportunity. They host a number of summer programs for students interested in bio-medical research, and individual faculty host students in their labs.

Research by the Numbers

Cornell students who earned credit for their research efforts in 2011

Undergraduates who earned credit for participating in research during the course of their study at Cornell during the 2011-12 academic year

The number of hours a typical senior science major spends each week in the lab while participating in a faculty-led research project

The average weekly reading load for a humanities major participating in a faculty-led research project

The Biological Sciences major is offered in both the College of Agriculture and Life Sciences and the College of Arts & Sciences . The major is administered by The Office of Undergraduate Biology.

Biological Sciences

Summer Research Experiences

Planning for summer.

• Check out the OUB's Guide to Finding Summer Experiences.
• Search for opportunities in the Summer Research Database
• Sophomore and junior Biological Sciences majors can apply to BioSIP - the OUB's summer funding program

Departments

• Computer Science
• Information Science
• Statistics and Data Science

Cornell Bowers CIS expands summer research program to all majors

March 3, 2023

By Patricia Waldron

The Computer Science Undergraduate Research Program (CSURP), a popular initiative that allows computer science majors to gain valuable summer research experience, will now be known as the Bowers Undergraduate Research Experience (BURE) and will be open to all majors within the Cornell Ann S. Bowers College of Computing and Information Science.

BURE provides paid summer research opportunities that expose undergraduates to cutting-edge research with Cornell faculty, allowing them to develop new skills and gain insights into careers in research. Adrian Sampson , associate professor of computer science, founded the program in 2021. Now in its third year, faculty lead Justin Hsu , assistant professor of computer science, is overseeing BURE's expansion along with the Cornell Bowers CIS Research Team. 

Applications for summer 2023 are due Monday, March 27. 

“We are excited to expand this program so more students in Bowers CIS can engage in research with our world-class faculty," said Kavita Bala , dean of Cornell Bowers CIS.. “Open-ended problem solving in these research projects will allow students to explore their interests and deepen their skills."

In addition to broadening student skills, summer research experiences can help undergraduates decide whether to pursue graduate school, and have the potential to grow into long-term projects that yield papers and conference presentations. 

Ruyu Yan ’23, a computer science major working with Abe Davis , assistant professor of computer science, developed a way to find and re-photograph the same locations over and over again. Her summer research turned into a long-term project that culminated with the release of a time-lapse photography app . This technology now helps scientists monitor their field sites.

Last summer, Amelia Kovacs '24, a computer science major, worked with Sarah Dean , assistant professor of computer science, to investigate how changes to recommendation systems, such as the algorithms that curate content on YouTube or TikTok, have the potential to change human behavior. Kovacs used a framework developed by Dean called RecLab, which simulates how users interact with recommended content. She expanded the behavioral models underlying the artificial users and simulated user boredom and polarization. Kovacs has continued to work with Dean throughout the school year, building a news article recommender and investigating how harmful content is represented in recommendation systems.

"I am minoring in cognitive science, so being able to investigate behavioral phenomena in relation to CS was very exciting to me," Kovacs said. "I am considering getting a Ph.D. after graduating. The experience definitely shone a light on fields of CS and possible career paths I did not previously know much about and am now highly interested in pursuing."

Computer science major Pai Li '23 has been working with Sampson for the last year on Calyx , a compiler infrastructure that allows researchers to rapidly translate and apply new languages for programming hardware. Advances in the performance of computer CPUs have stagnated, and through Calyx, they hope to accelerate innovation in hardware design and ultimately speed up computer performance. 

“We are trying to solve this problem by developing a new kind of programming language that essentially allows you to program on hardware but with the thinking of a software engineer,” Li said. 

For her part in Calyx, Li is developing the capability for parts of a program running at the same time, called threads, to synchronize and talk to each other at the right times – ensuring that one thread doesn't get ahead of the other. Currently, she's exploring ways to make this process more efficient.    

"This really showed me the fun of doing research," said Li, who now plans to apply to Ph.D. programs.

Students who may be interested in BURE are invited to attend the spring Research Night , an event organized each semester by the Association of Computer Science Undergraduates (ACSU) to display the wide variety of research opportunities open to Cornell Bowers CIS undergraduates. The event features a panel of student researchers who will answer questions from the audience, followed by a poster session where students can meet doctoral students and discuss potential collaborations. The event will be held 5-7 p.m. Monday, March 13 in Gates 01.  

"I think a lot of undergraduates think that research is something that only genius people who have taken a lot of advanced classes can do, but this is not the case," said Hsu, BURE’s faculty lead. 

"The best way to get into research is just to start doing it."

Patricia Waldron is a writer for the Cornell Ann S. Bowers College of Computing and Information Science.

DPE Summer Research

". . these young scientists and engineers teach us something beyond the specific topics that they’re exploring. They teach us how to question assumptions; to wonder why something is the way it is, and how we can make it better. And they remind us that there’s always something more to learn, and to try, and to discover, and to imagine -- and that it’s never too early, or too late to create or discover something new."

- President Barack Obama

Use your creativity and classroom knowledge as guides through the process of discovery. Undergraduate research gives you the opportunity to learn by being directly involved in it. Explore your interests and discover passions while improving collaboration, technical, and communication skills. Seize the chance through summer research to gain insight about your career and graduate school plans.

DPE offers undergraduate research opportunities for engineers as well as for those in STEM fields. Learn more about our summer Louis Stokes Alliance for Minority Participation Research Experience for Undergraduates (LSAMP REU) which is open to students from Cornell and other universities. 

We also have a unique summer program, the Engineering Summer Math Institute (ESMI), that offers select Cornell Engineers, who are enrolled in a summer session math course, a research opportunity.

• Cornell Office of Undergraduate Research
• Engineering Undergraduate Research

Engineering Summer Math Institute (ESMI)

Engineering Summer Math Institute (ESMI) Program Information  

Apply by March 29, 2024 

The Engineering Summer Math Institute (ESMI) is a 9-week summer program during which participants enroll in a summer math class (MATH 1920, 2930 or 2940) and participate in an applied math project under the guidance of the ESMI math instructor.  Throughout the summer, students also participate in peer-facilitated collaborative learning workshops to support their coursework. At the end of the summer, all ESMI participants present their work at the Cornell LSAMP & McNair Research Symposium.  

Eligibility:

Open to all rising sophomores or juniors in the College of Engineering who meet one or more of the following criteria:

• Being from a  racial, ethnic, and/or cultural background(s) historically excluded in STEM ;
• Being a  first-generation college student ;
• Managing a disability or chronic health condition;
• Identifying as  neurodivergent ;
• Experiencing housing, food, economic, and/or other forms of significant insecurity.

Requirements: ​ 

• Must attend and actively participate in all ESMI activities; 
• Must be available for the entire duration of the program: Sunday, June 9 - Friday, August 9, 2024
• Must apply for Leadership Strategies Center (LSC) Scholarship (if eligible).    Determine your eligibility and apply here:   https://lsc.cornell.edu/consult-with/lsc-scholarship/

Priority consideration is given to those students who must take or retake a summer math course in order to stay on track for affiliation.   Benefits include:

• Tuition for the summer math course 
• $2,000 stipend
• On-campus housing
• Limited summer meal option included
• Additional assistance and supports with math courses
• Required individual and small group advising and tutoring 

Program Dates:  Sunday, June 9 - Friday, August 9, 2024

Apply for ESMI:

• Submit this application by  March 29, 2024.  
• Application includes a short essay (minimum of 1000 words). Within this essay, please answer each of the following discussion points. Each discussion point has to be a minimum of 250 words:
• Briefly explain why you are interested in participating in ESMI. 
• Explain how the program can help you reach your short-term academic goal(s).
• If you need a summer course to stay on track for affiliation, please explain why
• Discuss any lived experience that have played a role or made an impact on your education development/growth thus far
• Optional: upload your resume

Search Filters:

Experience cornell.

• Opportunities

SMART-Qimie Summer Internship

Terms and dates:, summer 2024, academic year 2023-24.

Fridah Mubichi-Kut

Cornell Affiliations:

Global Learning , SC Johnson Business - Dyson

SMART Program

The student multidisciplinary applied research teams (SMART) is looking to engage 5-6 students in a month-long internship opportunity with Qimei.  Qimie is hosting an international conference at the end of June 2024 (part of the IFOAM Organic World Congress event series) to  enhance confidence in Chinese organic food. The selected interns will support Qimie by preparing background briefs, post event survey tools and participate in various conference activities. In return, the interns will gain practical experience in both desk and field research, report writing, and event planning.

Client:  Qimei Industrial Group Co., Ltd (Qimei), is one of China's largest organic produce companies. Qimei has around 2,300 acres of organic farmland and three processing facilities in Hebei. The company contracts with more than 3,500 farmers in villages across Hebei Province to grow a wide range of vegetable crops for the fresh and processed produce markets. Qimei products are certified organic by multiple third-party sources including USDA, EU, Canada COR, Japan JAS, and China OFDC. 

Roles & responsibilities: 

SMART Interns will actively participate in research, field visits and industry events that will allow them to learn about sustainable practices and consumption habits while contributing to consumer awareness through the following activities:

• Consumer perceptions towards Chinese organic produce
• Market trends and challenges 
• Present background briefs to Qimei and various stakeholders 
• Attend IFOAM summit (June 19-21) 
• Participate in panel discussion(s) at the IFOAM summit
• Interview summit participants 
• Field and compile a post-event survey. 

Qualifications:

• Current students -graduate and undergraduates (preference will be given to those who have never been to China or have gone through the SMART program)
• Interest in organic food production, processing, value chains, etc. 
• Background in Applied Economics and Management, Agricultural Development, International Development, Public Policy, Journalism, Food & Nutrition. 
• Strong writing and communication skills
• Strong research (quantitative and qualitative methods) skills 
• Knowledge in programming and use of offline survey tools such as knowledge of Wenjuan Xing, ding ding will be of added advantage.
• Experience working in organic farms and/or stores will be advantageous.
• Strong time management abilities organized and able to meet deadlines without direct supervision. 

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Summer Research Stipends for Undergraduates

The College of Human Ecology provides a limited number of $6,000 stipends to CHE undergraduates who will be involved in full-time summer research with a CHE faculty member. Both the student and the faculty member must be in CHE.

Students and their faculty mentors must both submit applications. Students should work with faculty members in preparing the 2-3 page proposal that is required as part of the application.

Student eligibility and responsibilities

All currently enrolled - spring 2024 - CHE students may apply provided that they have a CHE faculty research advisor, are enrolled full-time, are in good academic standing, and will be continuing as CHE undergraduate students in the fall semester. Students must be available for a full-time, 8-week summer research position. Simultaneous enrollment in courses is not permitted. Students must submit either weekly reflections or short reports at the end of the research experience. In addition, students often participate in a short presentation at the end of the summer, time to be announced.

Faculty responsibilities

Faculty members must review and approve the student’s application proposal before the student submits it and also submit a separate faculty application. Faculty members must provide on-site supervision during the student’s 8-week summer research experience.

Application deadlines

The priority deadline for 2024 applications is Friday, February 23rd at 5:00pm . Applications received after the priority deadline will be reviewed on a rolling basis pending availability of funding. We will update this webpage to share if we no longer are able to fund additional applications.

Student Application

Faculty Application

Instructions for Students

Human Ecology students who will participate in research with Human Ecology faculty members in the summer of 2024 are invited to apply for a limited number of $6000 stipends. Students and faculty members must apply jointly. The selection process is competitive. The stipend provides for the student’s own support while completing 8 weeks of full-time research supervised by a Human Ecology faculty member. Concurrent enrollment in summer courses is not permitted.

Applicants must be:

• enrolled as full-time students in Human Ecology in the Spring 2024 term
• be in good academic standing
• be continuing as full-time Human Ecology undergraduate students in the Fall 2024 term

The following students are not eligible to apply:

• students enrolled in other colleges or in the Brooks School of Public Policy
• students whose research will be supervised by a faculty member in another college or in the Brooks School of Public Policy
• students who have previously received a Human Ecology funded summer stipend

The number of awards varies each year depending upon available funding from different sources. Some funding sources specify the qualifications of the student applicant (e.g. major, state of residence, eligibility for employment), topic of the project, and/or qualifications of the faculty research mentor (e.g. department or other funding sources). The College will try to fund as many qualified applicants as possible.

In awarding stipends to qualified applicants, consideration is first given to the quality of the proposal, the endorsement and commitment of the faculty mentor, and the proposal’s match with requirements of the funding sources. Among the other considerations are the student’s past and future involvement in the project, relevance of research activity to student’s academic goals and career plans, student’s graduation year, student’s other support for undergraduate research, and the distribution of awards across Human Ecology faculty members.

Students should complete the online application and provide the other materials as directed on the student application instructions. Note if the project can be conducted remotely if needed.   

Priority deadline: Friday, February 23, 2024 at 5:00pm. Student electronic submission

Students should work with their faculty mentor to prepare the 2-3 page proposal, and the faculty member should approve the proposal before it is submitted. The faculty member needs to submit a separate application to the faculty online submission form faculty online submission form by the deadline.

Applications received after the priority deadline will be reviewed on a rolling basis pending availability of funding. We will update this webpage to share if we are no longer able to fund additional applications.

• Student information and background questions
• Project title
• Objectives and significance
• Brief review of literature
• Methodology (provide detail adequate to evaluate quality and probability of completion; indicate status of any necessary compliance trainings or approvals - e.g. IRB - to proceed with the work.)
• Timeline and current stage of research
• Budget and funding sources for research project expenses (other than the stipend)
• Personal statement (not to exceed 1 page) articulating how the research project relates to your academic goals and career plans. Indicate your prior experiences in research and if the summer research is related to an honors project.
• Unofficial copy of Cornell transcript
• Do you now have or have you previously received a financial award (such as a stipend, fellowship, grant, or financial aid) from Cornell for your own support to conduct research while an undergraduate student? You do not need to report paid employment. If yes, please describe the source, date, and amount of this award. 

Instructions for Faculty

Applicants must be enrolled as full-time students in Human Ecology in the Spring 2024 term and be in good academic standing. They must also be continuing as full-time Human Ecology undergraduate students in the Fall 2024 term, though they may be studying in one of Cornell’s off-campus off programs. The following students are not eligible to apply: students enrolled in other colleges or in the Brooks School of Public Policy, Human Ecology students whose research will be supervised by a faculty member in another college or in the Brooks School of Public Policy, and students who have previously received a Human Ecology funded summer stipend.

The number of awards varies each year depending upon available funding from different sources. Some funding sources specify the qualifications of the student applicant (e.g., major, state of residence, eligibility for employment), topic of the project, and/or qualifications of the faculty research mentor (e.g., department or other funding sources). The College will try to fund as many qualified applicants as possible.

The application is confidential and will not be shared with the student.

The application questions below are for reference only. Please submit your responses using the  online faculty application .

Students should complete the online student application and provide the other materials as directed on the student application instructions.

Are you the PI for an active Hatch Project? (YES or  NO)

If YES, what is the title of the project?

Student name and project title.

Can the student project be conducted remotely if needed? (YES or NO)

Answer the following questions and provide your signature on the online form to indicate your commitment and endorsement of the student’s application.

________________________________________________________         __________________

Faculty signature                                                                                                        Date

Please answer the following six (6) questions about the student and the proposed project:

• Is this student currently working with you?
• If YES, please briefly describe the nature of this student’s work and comment on his/her stage of development in research, such as research skills and intellectual contributions.    
• If NO, please explain how you know this student and why you feel that they would be a strong undergraduate researcher.
• How does the proposed project relate to your own work?  Describe the student’s intellectual involvement in the proposed project.
• Is this student interested in pursuing an honors program? If yes, are you likely to become the thesis advisor?
• How does this student compare with other undergraduate researchers you have mentored in terms of promise and performance in research?   
• Briefly describe how you will directly mentor the student and provide supervision for his/her work during the 8-week full-time research experience.
• OPTIONAL.  Please add any other information that you think would help us evaluate this student’s application.

ACCESS Summer Internship Program

Applications are open.

Our Applications are now closed for ACCESS 2024.  Please return to this page when the new application cycle opens for the most up to date information.

Advancing Cornell Career Experiences for Science Students (ACCESS)

The ACCESS Summer Internship Program at Weill Cornell Graduate School   of Medical Sciences will run  an in-person program from June 3rd to August 2nd, 2024 . While we are excited to welcome students to campus over the summer, the safety and security of the WCGS community is our highest priority and we may need to adjust to a virtual format due to COVID-19 pandemic and adherence to state and federal guidelines .   Any changes to the program’s format will be communicated to our applicants via email.

The program is designed for undergraduate students to enhance their understanding of modern biology and medical research. Interns gain hands-on experience in a biomedical research laboratory and are encouraged to apply to PhD programs. Selected students are placed in laboratories at the Weill Cornell Medicine or the Sloan Kettering Institute under the mentorship of experienced faculty members.

In addition to the laboratory experience students attend lectures and discussions aimed at enhancing their understanding of the current status of biomedical research, the pathways available for entering research careers, and the range of available career opportunities. Students also participate in weekly journal clubs, attend workshops that teach them how to prepare for interviews and seminars, and take part in social activities.

ACCESS Summer Cohort 2023, WCGS Summer Graduate Assistants, and Office of Student Diversity team at LANS 2023

Program Details

Program details .

Location -   Weill Cornell Medicine   is located in   the heart of New York City, one of the world's foremost capitals of science,   campus culture , arts, and business. Situated in the Upper East Side of Manhattan, overlooking the East River, WCGS enjoys one of the loveliest residential neighborhoods in the city. Within walking distance are the Metropolitan Museum of Art, Carnegie Hall, The Museum of Modern Art, The Frick Collection, The Asia Society, The Hispanic Society, and a plethora of art galleries.  

Housing and Stipend -  Each student participating in the regularly planned on-campus program receives a generous stipend of $6,000 and up to $500 for travel expenses. On-campus housing is provided free of charge to those who are not from the New York City area. If the program is run virtually, the stipend and duration of the program may be reduced.

ACCESS 2022 Community Building Activity in the Upper East Side in New York City

Curriculum 

Laboratory Experience  - Selected students are placed in laboratories at Weill Cornell Medicine or the Sloan Kettering Institute under the supervision of an experienced faculty member. They will have the choice of performing research in one of these eight disciplines: Biochemistry and Structural Biology, Cell and Developmental Biology, Immunology and Microbial Pathogenesis, Molecular Biology, Neuroscience, Pharmacology, Physiology, Biophysics, & Systems Biology, and  Computational Biology and Medicine .

Journal Club  - Students will learn to analyze and discuss scientific journal articles by participating in weekly journal clubs.

Seminar Series  - Students attend lectures and discussions aimed at enhancing their understanding of the current status of biomedical research, the pathways available to enter a research career, the range of career opportunities available, and the requirements for admission to graduate school.

ACCESS 2023 Research Seminar Series

Presentations  - At the end of the program students give an oral presentation during the Leadership Alliance National Symposium and present a poster during our end of summer Closing Ceremony. 

The Leadership Alliance - Weill Cornell School of Medicine is part of The Leadership Alliance , a consortium of universities from around the U.S. that is invested in fostering the intellectual and professional growth of students at different levels of their career. ACCESS students present their summer research to the Leadership Alliance community at the Leadership Alliance National Symposium that occurs in late July. 

Professional Development -  Students attend these sessions  geared towards applying to a PhD, attending a conference, next steps after graduation, networking tips, stereotype threat, just to name a few.

Community building activities - ACCESS students  have the opportunity to experience New York city by attending different community building activities organized by the program's graduate assistants.

ACCESS students at LANS2023

Eligibility

Applications are encouraged from:.

• Individuals from groups traditionally underrepresented in research careers in the sciences, social sciences and humanities in the academic, public or private sectors, including students who identify as African Americans, Hispanic Americans, American Indians, Alaska Natives, Native Hawaiians, and other Pacific Islanders.
• Individuals with disabilities, defined as defined by the NIH which include those with a physical or mental impairment that substantially limits one or more major life activities. We understand that some disabilities affect vision, speech, hearing, attention, learning, or mobility, and other disabilities are not obvious.
• Individuals from disadvantaged backgrounds, as defined by the NIH and meet two or more of the criteria defined in NOT-OD-20-031 .  
• Undergraduates who bring diversity to academic study by reason of their culture, class, race, ethnicity, background, work and life experiences, skills and interests.

Applicant Eligibility: 

• Applicants must be currently enrolled full-time in an accredited public or private college or university in the United States or its territories, as recognized by the U.S. Department of Education. 
• Have completed at least two semesters and have at least one semester remaining of their undergraduate education by the start of the summer program.
• Demonstrate a committed interest to pursue graduate study toward a PhD.  The ACCESS program is not designed for students pursuing professional training for careers in clinical medicine.
• Be a documented U.S. citizen or permanent resident in possession of an alien registration receipt card (I-551) or other legal document of such status at the time of application. International citizens studying in the United States with an F-1 Visa are not eligible.
• Applicants must have individual medical insurance for the duration of the program.

How to Apply

Please complete all sections of the application: .

• Statement of Purpose - In this section, please indicate why you would like to participate in this summer research program, discuss your previous research experiences and also indicate your short- and long-term career goals. Please keep your essay to 1000 words. See SREIP instructions for detailed information 
• Transcript/Academic Record - Upload an unofficial transcript(s) to the Leadership Alliance SREIP portal. Transcripts for every college or university you have attended must be submitted.
• Letters of Recommendation - P lease enter contact information for 2 recommendersto be sent via the SREIP portal. It is recommended, though not required, to have letters of recommendation from:   1)  A research faculty member from a lab you have worked in or who is familiar with your research potential. 2) A letter of recommendation from a science faculty instructor or program director (such as: MARC, RISE, McNair, etc.) commenting on your motivation and potential for scientific research
• Education and Experience - In this section, please utilize the most up to date version of your resume in this section to highlight your most significant experiences with a few descriptive paragraphs. You will have the opportinity to provide upto 5 research experiences and 5 relevant experiences (work/extracurricular activities).  See SREIP instructions for more details.

Students can apply to the ACCESS summer research program via The Leadership Alliance Summer Research-Early Identification Program.

When applying online, select “Weill Cornell Graduate School of Medical Sciences- ACCESS” for consideration in the ACCESS program.

For SREIP instructions please click HERE.  

Contact Us  

Angely Arriaza  Diversity Coordinator   [email protected]  

Other Summer Research Opportunities at Weill Cornell

The ACCESS program is not designed for students pursuing professional training for careers in clinical medicine. The Travelers and Gateways Programs provide summer research opportunities for students interested in a medical degree or MD/PhD dual degree. 

The Travelers Summer Research Fellowship Program for Premedical Students Contact : Dr. Joy Howell, Assistant Dean of Diversity and Student Life Weill Cornell Medicine Deadline:  February 1, 2023 http://weill.cornell.edu/education/programs/tra_sum_res.html

Gateways to the Laboratory Program Contact:   Dr. Catharine Boothroyd, Program Director Tri-Institutional MD-PhD Program

Deadline:  February 1, 2023

http://weill.cornell.edu/mdphd/summerprogram/   

Testimonials

“Through this program, I was not only able to acquire an extensive amount of knowledge in regard to my research field of interest, but I was able to develop my professional and research skills as a future PhD student. The journal clubs, Leadership Alliance National Symposium (LANS), seminars, mock interviews and all the other activities and resources were extremely useful throughout the whole summer." -2019 ACCESS Participant "This program was an absolute dream come true. My understanding of science and the scientific community increased dramatically. This was an invaluable experience that pushed me further than I ever thought possible. I am forever grateful to ACCESS, Weill Cornell, and the amazing program directors such as Dr. Lambert." -2019 ACCESS Participant

"I found it inspiring how much WCM & MSK faculty & staff were willing to invest in and engage with undergraduate summer students. The abundance of opportunities to interact with professors and admins was one of the most meaningful things (Journal club, No dumb Q’s, One-one meetings, LANS etc.)" -2019 ACCESS Participant

Weill Cornell Medicine Graduate School of Medical Sciences 1300 York Ave. Box 65 New York, NY 10065 Phone: (212) 746-6565 Fax: (212) 746-8906

Cornell Office of Undergraduate Admissions

Search cornell admissions, the pssp summer experience.

Hi! My name is Morielle Mamaril. I’m a freshman in ILR from a small agricultural town in California called Watsonville or “Strawberry City.” March 30th, 2023: Ivy Day. After nervously waiting for the “Application Status Update” email, a steady stream of tears flowed as soon as I read, “Congratulations!” Busy in joyous celebration with my mom right beside me, I relished the unknown of what the next four years of my life would look like at Cornell.  

What is PSSP?

As opposed to a more traditional matriculation to college, my admission for the fall semester was made with the condition that I attended the Pre-Collegiate Summer Scholars Program (PSSP), which was described as “a valuable opportunity to become better acquainted with Cornell while meeting other incoming students and getting a head start on some of your coursework.” I remember the vivid mix of nervousness and excitement on the plane to Ithaca for the first time, asking myself who I might meet, if I’d miss home on the first day, and whether or not I’d “fit in.” However, these initial worries were short-lived, as I joined 200 other students from all of Cornell's undergraduate colleges/schools that summer.  

After the first night settling into McClintock Hall, I awoke the next day feeling adjusted to the unfamiliar but comforting spaces thanks to the intentionally community-oriented nature of the program. Designed to draw us out into the shared living spaces, I formed immediate bonds with my peers, from playing “We’re Not Really Strangers” to gathering at the slope to watch the sunset or taste-testing Cornell’s dairy ice cream flavors at the dining hall, and of course, the classic exploration period around campus to gorges, falls, and trails before our summer classes officially began. The first week was incredibly fun! Given the liberty to manage our time, we explored Ithaca to our heart’s fullest content; we went to Collegetown for boba, to the Commons for Korean barbecue, to the mall, to the Farmers Market, and local state parks.  

Establishing a Routine

In due time, I established a routine typical of a full-time college student. I mastered the essentials of residential life etiquette, doing laundry, and navigating the TCAT bus system. I formed these habits while undergoing personal, academic, and social transformations. Apart from the personal growth I experienced through a tailored lifestyle and newfound friendships, I owe much of my smooth transition to the robust guidance and support I received from my peer mentor, academic advisor, and professors. With each new day, I cultivated genuine relationships that gave me confidence, which I found crucial for eventual personal and academic success. 

The academic period was compressed to a mere six weeks. I faced the rigorous challenge of meeting the demands that a 14-week-long semester would normally entail. My schedule totaled eight credits, which, coming from an underserved high school with limited resources, was enough to require that I put in the effort and get used to managing my time without extracurriculars and focusing on my academics. I took on proven learning strategies based on metacognition to complete my freshman writing seminar, Intro to Microeconomics, and college achievement seminar classes. Everything felt new to me; I was re-learning how to learn. After late nights writing essays and practicing econ problems at the Cocktail Lounge overlooking Libe Slope, I would unwind with a tranquil walk back to North Campus. By the end of the summer, my efforts paid off, even allowing me to take sophomore-level classes during my freshman spring semester and granting me lighter workloads and a smoother transition to the entire academic year.   

Advice for New Students

If there’s one thing that I took away from PSSP, it’s that we all share the ability to truly connect. Ultimately, our time here is an ongoing opportunity for discovery of ourselves and others. There are a few more things I want to leave you with:     

• Protect your peace & be selfish when it is necessary.   
• As cliche as this may sound, everything happens for a reason.  
• Show courage, grow from vulnerability, and stay curious.   

A good friend of mine once said, “From here on out, we walk a new path.” So, as we move forward, please take care of yourselves and the people around you. 

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Persistent questioning of knowledge takes a toll

Moral psychology

By | Kate Blackwood , Cornell Chronicle

It can be demoralizing for a person to work in a climate of repetitive skepticism and doubt about what they know, a new study shows. 

“I’m not talking about healthy, well-founded skepticism. I’m talking about failures-of-exchange when a person is persistently overlooked, unheard, brushed off and explained to,” said Laura Niemi , assistant professor of psychology in the College of Arts and Sciences (A&S), and co-author of the study. “Why? Something about who the person is – their identity – suggests to their interlocuter that they couldn’t possibly be right due to the interlocuter’s bias. These biases take many forms: race or ethnicity, manner of speaking, weight, attractiveness, age, style and so on.”  

Researchers have theorized that baseless discrediting of what people with marginalized social identities know is a central driver of prejudice and discrimination. In a new study, Niemi and colleagues conducted experiments that backed up these theories, finding that people are emotionally invested in being treated as credible, even in anonymous games. Further, they found that emotional impact of discreditation varies based on gender, race and experience with racial discrimination. 

“ The Emotional Impact of Baseless Discrediting of Knowledge: An Empirical Investigation of Epistemic Injustice ” was published in the journal Acta Psychologica April 1. Co-authors include doctoral student Migdalia Arcila-Valenzuela; Natalia Washington, University of Utah; Cliff Workman, University of Delaware; and Felipe De Brigard, Duke University.  

The authors believe that hostility in intellectual arenas is an ethical issue, said Niemi, who specializes in moral psychology, an interdisciplinary field seeking the psychological underpinnings of ethical action. 

“Discrediting of a person as a legitimate knower can be subtle, which makes it difficult to isolate, and, therefore, understudied,” said Niemi, also faculty director of the Dyson Leadership Development Program in the SC Johnson College of Business. “But growing research shows regular exposure to even relatively subtle prejudice and discrimination degrades physical and mental health, leading to outcomes like high blood pressure, chronic stress and depression.” 

To deepen their understanding of the impact of epistemic injustice – injustice around the domain of knowledge – the researchers focused on the emotional consequences of feedback. They modeled epistemic injustice in the lab by creating an experiment to safely simulate everyday experiences of invalidation. Participants observed a game, then shared their knowledge about the game – either how it worked or how they felt about it.  

The crucial part of the experiment came next; participants received feedback, supposedly from their partner in the game, about what they shared. Some feedback was validating, some was discrediting, and some was mildly insulting. 

“The participants then rated how positive or negative that feedback made them feel, the key measure of their emotional responses,” Niemi said. “We combined the experiment with surveys of variables thought to factor into epistemic injustice – race, gender and experiences with race-based discrimination and trauma.” 

The experiment revealed an important generality about knowledge, Niemi said; People find it more emotionally taxing to have their understanding of facts questioned than to have their feelings questioned. 

But more important findings came from the experiment outcomes combined with the surveys, which showed that race and gender factored into the experimental results. 

The most consistent finding, replicated twice, was that Black men rated discrediting feedback as significantly less negative compared with Black women and white men and women, Niemi said. Correlations with survey responses, also replicated twice, provide some insights into why.  

“Experience with race-based discrimination and trauma predicted Black men’s responses to discrediting feedback, suggesting a coping strategy of avoidance or downplaying of emotion when the discrediting feedback was encountered,” Niemi said. 

These findings are consistent, Niemi said, with research on prejudice and discrimination showing that Black men experience more racial discrimination in areas where credibility is extremely important – such as employment, educational settings and interactions with law enforcement – but where credibility can be undermined by emotional responses. 

Another consistent finding underscored the importance of individual differences. Validation – when participants were told that they were right – was significantly more positive for white women compared with white men, Niemi said, which resonates with studies showing that positive interventions boost women’s academic performance. 

In this study, the researchers pursued a recruitment strategy that allowed them to investigate discrimination against Black Americans. Niemi said that other groups facing systemic racism in the U.S. will benefit from focused epistemic injustice studies.  

Insights from this study could benefit managers, educators and people interested in living and working in safer and more just communities, Niemi said: “For universities, we think the results highlight the world of emotional coping mechanisms spoken about too rarely, but always under the surface in intellectual spaces.” 

Read the story in the Cornell Chronicle .

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New Summer Research Opportunities for Undergraduates from Across U.S.

The National Science Foundation awarded a team, led by principal investigators Professor Ajay Gopinathan and Carrie Kouadio, funding to establish a summer Research Experiences for Undergraduates (REU) program at UC Merced.

This new program seeks to increase the diversity of the science, technology, engineering and mathematics (STEM) research community.

The Interdisciplinary Biological Engineering and Science Training (I-BEST) program is affiliated with the CREST Center for Cellular and Biomolecular Machines (CCBM) and will provide students hands-on experience they might not otherwise have in interdisciplinary research in biophysical sciences, biotechnology, biomaterials and bioengineering.

CCBM Executive Director Kouadio and CCBM co-founder and faculty co-Director Gopinathan will work with the Undergraduate Research Opportunities Center (UROC) and the STEM Center to provide mentorship, education, professional development and social activities for 10 students each year, who will live on campus for 10 weeks of the summer as they conduct research with faculty mentors.

CCBM already has one undergraduate academic-year fellowship program and one established summer research program focused on local students. I-BEST will offer spots to students from across California and the United States.

I-BEST REU will increase opportunities for underrepresented students as well as those with limited research opportunities and help prepare participants for graduate school and future careers, Kouadio said.

CCBM is an interdisciplinary center. It has been active since 2016 and integrates about 30 faculty members, 70 graduate students and 20 undergraduates, as well as multiple scientists and postdoctoral researchers, who all contribute to its research, education, training, outreach and efforts to broaden participation.

“Major advances nowadays in bio-related fields require contributions by people from multiple disciplines working together in a team,” Gopinathan said. “Students will be able to experience such cutting-edge research first-hand in the highly interdisciplinary and collaborative environment created and sustained by CCBM’s infrastructure, faculty and students. The knowledge generated through these projects should have a high scientific impact and lead to applications that benefit society.”

REU participants will work with graduate students and faculty on projects that cross the boundaries between chemistry, physics, materials science, molecular and cell biology and bioengineering. They will enhance their research skills, develop effective scientific communication skills — especially across disciplinary boundaries — develop their confidence in doing team science in interdisciplinary fields and help advance scientific understanding.

They also will get exposure to life on a UC campus, attend networking and professional development workshops, including career panels with industry experts, and take part in activities such as trips to Yosemite National Park, movie nights and tours of the Merced Vernal Pool and Grassland Reserve .

CCBM’s established summer research program has recruited diverse cohorts since it began in 2016 — 64% from underrepresented groups, 35% Hispanic and 57% women — and Gopinathan and Kouadio aim to replicate or better those results.

They and affiliated faculty plan to recruit at CSU campuses, as well as community colleges in the Central Valley, and at national events such as the Society for Advancement of Chicanos/Hispanics and Native Americans in Science conference and the Annual Biomedical Research Conference for Minoritized Scientists.

I-BEST is now the second active REU site at UC Merced, along with one in physics, and the sixth for the campus since its founding.

Gopinathan is a professor in the Department of Physics , where, since 2006, he has been leading a research group using theoretical and computational methods to understand biological transport and self-organization. He is also a member of the Health Sciences Research Institute , serves as a director of the National Institutes of Health-funded G-RISE graduate training program and is the chair of the national Division of Biological Physics of the American Physical Society.

For over seven years, Kouadio has served as executive director of the CCBM, working with faculty, project scientists, students, staff and partners to achieve the Center's research, education, outreach and participation-broadening goals. She oversees Center administration and K-12 and community outreach , including the Science for Humanity Series, the annual Open House and CCBM summer camps.

“We are truly pleased that our CREST Center is continuing to bring in new opportunities for research connected to our scientific focus areas,” Kouadio said. “By giving undergraduates from outside of UC Merced the chance to conduct interdisciplinary research on our campus for a summer and to participate in valuable professional development sessions, these students will be well-positioned to consider UC Merced for their graduate studies and to pursue their career goals.”

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Title : Active carbons as nanoporous materials for solving of environmental problems

However, up to now, the main carriers of catalytic additives have been mineral sorbents: silica gels, alumogels. This is obviously due to the fact that they consist of pure homogeneous components SiO2 and Al2O3, respectively. It is generally known that impurities, especially the ash elements, are catalytic poisons that reduce the effectiveness of the catalyst. Therefore, carbon sorbents with 5-15% by weight of ash elements in their composition are not used in the above mentioned technologies. However, in such an important field as a gas-mask technique, carbon sorbents (active carbons) are carriers of catalytic additives, providing effective protection of a person against any types of potent poisonous substances (PPS). In ESPE “JSC "Neorganika" there has been developed the technology of unique ashless spherical carbon carrier-catalysts by the method of liquid forming of furfural copolymers with subsequent gas-vapor activation, brand PAC. Active carbons PAC have 100% qualitative characteristics of the three main properties of carbon sorbents: strength - 100%, the proportion of sorbing pores in the pore space – 100%, purity - 100% (ash content is close to zero). A particularly outstanding feature of active PAC carbons is their uniquely high mechanical compressive strength of 740 ± 40 MPa, which is 3-7 times larger than that of  such materials as granite, quartzite, electric coal, and is comparable to the value for cast iron - 400-1000 MPa. This allows the PAC to operate under severe conditions in moving and fluidized beds.  Obviously, it is time to actively develop catalysts based on PAC sorbents for oil refining, petrochemicals, gas processing and various technologies of organic synthesis.

Victor M. Mukhin was born in 1946 in the town of Orsk, Russia. In 1970 he graduated the Technological Institute in Leningrad. Victor M. Mukhin was directed to work to the scientific-industrial organization "Neorganika" (Elektrostal, Moscow region) where he is working during 47 years, at present as the head of the laboratory of carbon sorbents.     Victor M. Mukhin defended a Ph. D. thesis and a doctoral thesis at the Mendeleev University of Chemical Technology of Russia (in 1979 and 1997 accordingly). Professor of Mendeleev University of Chemical Technology of Russia. Scientific interests: production, investigation and application of active carbons, technological and ecological carbon-adsorptive processes, environmental protection, production of ecologically clean food.   

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New Summer Research Opportunities for Undergraduates from Across U.S.

The National Science Foundation awarded a team, led by principal investigators Professor Ajay Gopinathan and Carrie Kouadio, funding to establish a summer Research Experiences for Undergraduates (REU) program at UC Merced.

This new program seeks to increase the diversity of the science, technology, engineering and mathematics (STEM) research community.

The Interdisciplinary Biological Engineering and Science Training (I-BEST) program is affiliated with the CREST Center for Cellular and Biomolecular Machines (CCBM) and will provide students hands-on experience they might not otherwise have in interdisciplinary research in biophysical sciences, biotechnology, biomaterials and bioengineering.

CCBM Executive Director Kouadio and CCBM co-founder and faculty co-Director Gopinathan will work with the Undergraduate Research Opportunities Center (UROC) and the STEM Center to provide mentorship, education, professional development and social activities for 10 students each year, who will live on campus for 10 weeks of the summer as they conduct research with faculty mentors.

CCBM already has one undergraduate academic-year fellowship program and one established summer research program focused on local students. I-BEST will offer spots to students from across California and the United States.

I-BEST REU will increase opportunities for underrepresented students as well as those with limited research opportunities and help prepare participants for graduate school and future careers, Kouadio said.

CCBM is an interdisciplinary center. It has been active since 2016 and integrates about 30 faculty members, 70 graduate students and 20 undergraduates, as well as multiple scientists and postdoctoral researchers, who all contribute to its research, education, training, outreach and efforts to broaden participation.

“Major advances nowadays in bio-related fields require contributions by people from multiple disciplines working together in a team,” Gopinathan said. “Students will be able to experience such cutting-edge research first-hand in the highly interdisciplinary and collaborative environment created and sustained by CCBM’s infrastructure, faculty and students. The knowledge generated through these projects should have a high scientific impact and lead to applications that benefit society.”

REU participants will work with graduate students and faculty on projects that cross the boundaries between chemistry, physics, materials science, molecular and cell biology and bioengineering. They will enhance their research skills, develop effective scientific communication skills — especially across disciplinary boundaries — develop their confidence in doing team science in interdisciplinary fields and help advance scientific understanding.

They also will get exposure to life on a UC campus, attend networking and professional development workshops, including career panels with industry experts, and take part in activities such as trips to Yosemite National Park, movie nights and tours of the Merced Vernal Pool and Grassland Reserve .

CCBM’s established summer research program has recruited diverse cohorts since it began in 2016 — 64% from underrepresented groups, 35% Hispanic and 57% women — and Gopinathan and Kouadio aim to replicate or better those results.

They and affiliated faculty plan to recruit at CSU campuses, as well as community colleges in the Central Valley, and at national events such as the Society for Advancement of Chicanos/Hispanics and Native Americans in Science conference and the Annual Biomedical Research Conference for Minoritized Scientists.

I-BEST is now the second active REU site at UC Merced, along with one in physics, and the sixth for the campus since its founding.

Gopinathan is a professor in the Department of Physics , where, since 2006, he has been leading a research group using theoretical and computational methods to understand biological transport and self-organization. He is also a member of the Health Sciences Research Institute , serves as a director of the National Institutes of Health-funded G-RISE graduate training program and is the chair of the national Division of Biological Physics of the American Physical Society.

For over seven years, Kouadio has served as executive director of the CCBM, working with faculty, project scientists, students, staff and partners to achieve the Center's research, education, outreach and participation-broadening goals. She oversees Center administration and K-12 and community outreach , including the Science for Humanity Series, the annual Open House and CCBM summer camps.

“We are truly pleased that our CREST Center is continuing to bring in new opportunities for research connected to our scientific focus areas,” Kouadio said. “By giving undergraduates from outside of UC Merced the chance to conduct interdisciplinary research on our campus for a summer and to participate in valuable professional development sessions, these students will be well-positioned to consider UC Merced for their graduate studies and to pursue their career goals.”

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Additional Links

• Executive Leadership
• University Library
• School of Engineering
• School of Natural Sciences
• School of Social Sciences, Humanities & Arts
• Ernest & Julio Gallo Management Program
• Division of Graduate Education
• Division of Undergraduate Education

Administration

• Office of the Chancellor
• Office of Executive Vice Chancellor and Provost
• Equity, Justice and Inclusive Excellence
• External Relations
• Finance & Administration
• Physical Operations, Planning and Development
• Student Affairs
• Research and Economic Development
• Office of Information Technology

University of California, Merced 5200 North Lake Rd. Merced, CA 95343 Telephone: (209) 228-4400

• © 2024
• About UC Merced
• Privacy/Legal
• Site Feedback
• Accessibility