summer research program university of buffalo

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Application for NURSE Summer Experience

Summer NURSE 2024 is a fully in-person program.

The Nursing Undergraduate Research Summer Experience (NURSE) program offers students an opportunity to participate in engaging research experiences working alongside UB School of Nursing researchers. This mentored 10-week program provides hands-on research experience that can translate into additional professional opportunities to attend scientific meetings and present research to local and national audiences.

Additional Information, Eligibility and Deadlines

Students will be placed with a UB School of Nursing faculty member to train with their research team. Training will take place in-person. This experience may include attending seminars with UB’s Jacobs School of Medicine and Biomedical Science research program, providing an opportunity for interprofessional collaboration.

Meaningful collaborative research projects, designed in conjunction with a faculty mentor, will match each student’s interests and abilities with the needs of the research group. This award is designed as an entryway to pursuing a nursing degree and offers exposure to high caliber research in order to assist students in deciding if an academic career in nursing is right for them.  At the end of the program, students will be better positioned to pursue an academic degree in nursing if they wish to do so.

Students are placed based on research interests and availability.

Eligibility

• U.S. citizens or permanent residents 
• Completed at least one academic year (full-time equivalent) at UB
• GPA: 3.5 or higher
• Current UB School of Nursing undergraduate student or plans to apply for either the traditional or accelerated BS programs to become a registered nurse
• Plans to undertake a PhD degree in nursing science (in the not too distant future) at UB School of Nursing
• Staying in Buffalo for the summer, with the understanding that the NURSE program does require a significant time commitment of approximately 30 hours per week of in-person or independent effort – please make sure that your schedule allows for fulfillment of program expectations.

Program Details

June 3, 2024 - August 9, 2024. Additionally, participants will be expected to present at the 2024 School of Nursing Research Day in Spring 2025. 

Deadline extended! Applications are due by 5pm on April 29, 2024. Please send any questions to  [email protected] .

SUMMER NURSE IS A PAID RESEARCH EXPERIENCE

Interviews may be required.

Application

Basic information, contact information, academic background, personal statement.

In your statement, please discuss the reasons you wish to enter the summer program and your future goals in studying a graduate program at UB School of Nursing. Also, please indicate if you have a specific area of interest within the field of nursing.

Academic Recommendation

Please identify a current or former UB faculty member to be contacted for a recommendation.

Please inform this individual of your application and desire to apply for this summer program. Our office will contact them directly for their recommendation.

Disclaimers

You certify that the statements in this application are complete and accurate. You understand that withholding information requested on this application, giving false information, or submitting fraudulent or falsified documents will be grounds for denial or, if you are accepted, for dismissal from this program.

You are also confirming that you desire a formal review of your application. All application information filed will become property of the University at Buffalo. 

• Undergraduate Education >
• Undergraduate Students in the News >

Students Present Their Summer Research Projects

Published September 13, 2021

story by dirk hoffman

Forty-three student-scientists presented projects during the 10th Annual Buffalo Summer Research Conference, an interdisciplinary forum marking the culmination of their summer research in Buffalo.

Related Links

• 11/14/23 Summer Undergraduate Research Experience (SURE)
• 2/7/24 T35 Training the Next Generation of Physician-Scientists

The undergraduate and graduate students worked with mentors from the University at Buffalo and partner institutions to explore Krabbe disease, lupus, prostate cancer, gestational hypertension and other topics.

Infectious Diseases Expert Shares Pandemic Lessons

Thomas A. Russo, MD , SUNY Distinguished Professor of  medicine  and chief of the Division of Infectious Diseases , was the keynote speaker. In addition to his clinical and research work, Russo — an infectious diseases expert — has also taken on the new role of educating the Western New York community during the COVID-19 pandemic.

Earning his undergraduate degree from Tufts University and his medical degree from McGill University, Russo completed a clinical and research fellowship in internal medicine and infectious diseases at Harvard Medical School and Tufts-New England Medical Center.

He was a senior staff fellow at the National Institute of Allergy and Infectious Disease’s Laboratory of Clinical Investigation for five years before joining the UB faculty in 1994.

Russo noted he started a program at the NIH to focus on extraintestinal pathogenic Escherichia coli, which is the E. coli that causes sepsis and a variety of infections outside the intestinal tract.

“I really chose that because as a physician I wanted to study organisms that had a lot of clinical relevance,” he said.

His research also focuses on Gram-negative bacilli, Acinetobacter baumannii and a new hypervirulent variant of Klebsiella pneumoniae.

Russo said what has been ongoing in the pandemic is a lesson in evolutionary biology.

“Viruses just want to have fun, so to speak. They just want to infect as many people as possible and they want to go ahead and go from host to host,” he said. “What we are seeing is the evolution of this virus at a fairly rapid pace primarily because so many people are getting infected.”

Russo said unfortunately in the age of social media the pandemic has had divisive messaging because it has been politicized to a degree and a lot of false information is circulating.

“Please read data from reliable sources and make sure it is actually legitimate data,” he said. ”Do not use social media for any sort of information about anything important in your life.”

Alumnus Has Distinguished Biotech Career

A Distinguished Biomedical Alumnus Award was presented to Douglas E. Williams, PhD, on behalf of the Medical Alumni Association and Michael E. Cain, MD, vice president for health sciences and dean of the Jacobs School of Medicine and Biomedical Sciences .

The award is one of the school’s highest citations and is presented annually to a doctoral graduate of the medical school who has made notable clinical, educational and investigative contributions to medicine, research and the school.

Williams earned his doctoral degree in physiology from UB and the Roswell Park Comprehensive Cancer Care program. He served on the Department of Laboratory Medicine faculty at Roswell Park and on the faculty of the Indiana University School of Medicine before joining Immunex as a staff scientist and rapidly rose through the ranks, eventually becoming the executive vice president and chief technology officer.

He went on to hold major leadership positions at Amgen Washington, Genesis Research and Development and Seattle Genetics and eventually becoming chief executive officer at ZymoGenetics. He then took a position as executive vice president for research and development at Biogen.

Williams is currently the co-founder, president and chief executive officer of Codiak BioSciences. 

During his 33 years in the biotechnology industry, Williams has made major contributions in the development of several novel drugs, including Enbrel, Tecfidera and Spinraza.

Williams urged students to consider a career in biotechnology, noting: “We are in a renaissance period. More biotech companies have been created in the last 18 months than in any other period of time.”

Displaying Posters, Giving Oral Presentations

During the forum, students from various summer research programs participated in a poster exposition. One student from each program was selected to deliver an oral presentation.

The following are research projects for the summer programs involving the Jacobs School.

Summer Undergraduate Research Experience at UB (SURE)

• Sarah Denman presented “Potential for Biomarkers as Predictive Agents for Intracranial Aneurysms (IAs).” Mentor: Vincent M. Tutino, PhD, research assistant professor of pathology and anatomical sciences , neurosurgery and biomedical engineering .
• Sarah Faber presented “Active Drug Taking in Rats with EGR3 Overexpression.” Mentor: David Dietz, PhD , professor and chair of pharmacology and toxicology .
• Paige Mirsky presented “Determining the Subdomain Structure of A. baumannii Siderophore, Fimsbactin G.” Mentor: Andrew M. Gulick, PhD , professor of structural biology .
• Samantha Phelps presented “Cyclooxygenase-2: Interactions with Cholesterol.” Mentor:  Michael G. Malkowski, PhD , professor and chair of structural biology.
• Luke Terry presented “The Role of Arginine Methylation in the Virulence of Cryptococcus Neoformans.” Mentor: John C. Panepinto, PhD , professor of microbiology and immunology .
• Caitlyn Waalewyn presented “Structure Studies of TDE0362: A Virulence Factor of Treponema Denticola.” Mentor: Michael G. Malkowski, PhD, professor and chair of structural biology.

The SURE program is directed by John C. Panepinto, PhD , who is responsible for coordinating the Buffalo Summer Research Conference. Panepinto is an associate professor of microbiology and immunology.

T35 Training the Next Generation of Physician-Scientists

• Nicholas Sass presented “Neutrophil Elastase as a Biomarker for Exacerbation Frequency in COPD.” Mentor: Sanjay Sethi, MD , professor of medicine and chief of the Division of Pulmonary, Critical Care and Sleep Medicine .

The T35 program is co-directed by Timothy F. Murphy, MD , senior associate dean for clinical and translational research and SUNY Distinguished Professor of medicine; and Kelvin P. Lee, MD , research professor of medicine.

Collaborative Learning and Integrated Mentoring in the Biosciences Undergraduate Program (CLIMB UP)

CLIMB UP is a summer research program that gives undergraduates hands-on laboratory experience in biomedical and health sciences.

• Bradley Balk presented “Discovery and Development of a New pH-Dependent Anti-EGFR Monoclonal Antibody (mAb).” Mentor: Dhavalkumar Kiritkumar Shah, PhD, associate professor of pharmaceutical sciences in UB’s School of Pharmacy and Pharmaceutical Sciences.
• Marissa Camacho presented “Uncovering Prophages in the Oral Commensal Niesseria Lactamica.” Mentor: Anne Kathryn Marie Kauffman, PhD, assistant professor of oral biology in UB’s School of Dental Medicine.
• Anyah Carew presented “The Effect of E-Cigarette Use on Gestational Hypertension.” Mentor: Xiaozhong Wen, PhD , associate professor of pediatrics  in the  Division of Behavioral Medicine .
• Paula Costa presented “Behavioral Effects of Two Neuropeptide S Receptor Agonists in Female Mice.” Mentor: Stewart Clark, PhD , assistant professor of pharmacology and toxicology .
• James Crawford presented “Therapeutic Strategy to Overcome Enzalutamide Resistance in a Castration Resistant Prostate Cancer.” Mentor: Remi M. Adelaiye-Ogala, PhD, research assistant professor of medicine .
• Camilla Fermanian-Mejia presented “EGR3 is Essential for Opioid-Induced Maladaptive Motivation.” Mentor: David Dietz, PhD , professor and chair of pharmacology and toxicology.
• Meagan Gleason presented “Evaluating Drug Delivery Methods and αPD-1 Combination Therapies in a Murine Colorectal Cancer Model.” Mentor: Kathleen Kokolus, PhD, HRI scientist at Roswell Park Comprehensive Cancer Center.
• Max Hernandez presented “Evaluating the Deficiency of Galc Enzyme Activity in Krabbe Disease.” Mentor:  M. Laura Feltri, MD , SUNY Distinguished Professor of  biochemistry  and  neurology .
• Amanda Holowatyj presented “Effect of Zinc Bound Salivary Peptide Histatin 5 on Candida Auris Survival.” Mentor: Mira Edgerton, PhD, DDS, research professor of oral biology.
• Naiya Jackson presented “The Role of Tyrosine Kinase Inhibitors in Glucose Uptake Using the GLUT Transporters.” Mentor: Jason Arthur Sprowl, PhD, assistant professor of pharmaceutical sciences.
• Valerie Lepore presented “Optimizing Phosphatidylserine Liposome Composition.” Mentor: Sathy V. Balu-lyer, PhD, professor of pharmaceutical sciences.
• Sarah LoCurto presented “Modulating the Neuropeptide S System to Reduce Anxiety.” Mentor: Stewart Clark, PhD, assistant professor of pharmacology and toxicology.
• Olivia Maday presented “Regulation of Dopamine Fibers in the Prefrontal Cortex by Day Length.” Mentor: Matthew J. Paul, PhD, assistant professor of psychology and pharmacology and toxicology.
• Destiny Overton presented “Analyzing the Effect of Different Antibody Drug Conjugate Payloads on Retinoblastoma Cell Lines.” Mentor: Dhavalkumar Kiritkumar Shah, PhD, associate professor of pharmaceutical sciences.
• Vanessa Schoen presented “Oh, the Places They’ll Go: Identifying Genes Regulating Motility in Shiga Toxin Encoding E. Coli (STEC).” Mentor:  Gerald B. Koudelka, PhD, professor of biological sciences in UB’s College of Arts and Sciences.
• Alexandra Spath presented “Melatonin as an Adjunct Lupus Treatment.” Mentor:  Jessy J. Alexander, PhD , research professor of medicine in the  Division of Nephrology .
• Nathaniel Suarez presented “Lead Exposure Causes Hearing and Vision Deficits in Young Children.” Mentor: Katarzyna Kordas, PhD, associate professor of epidemiology and environmental health in UB’s School of Public Health and Health Professions.
• Danielle Usinski presented “Perfecting the Nanoparticle Carrier in Immunotherapy Treatment.” Mentor: Yun Wu, PhD , associate professor of biomedical engineering .

CLIMB UP and its associated programs are part of the CLIMB program , directed by Margarita L. Dubocovich, PhD , senior associate dean for diversity and inclusion and SUNY Distinguished Professor of pharmacology and toxicology .

Dental Medicine, Roswell Students Take Part

The Aug. 6 event was conducted via videoconference and included 17 students from Roswell Park Comprehensive Cancer Center’s Summer Research Experience Program in Cancer Science.

Gabriel Valencia, a participant in UB’s School of Dental Medicine’s Student Research Program, made an oral presentation on “Evaluation of B Cell CD180 Expression in Primary Sjögren’s Syndrome Mice.”

Undergraduates in the News

• 5/29/24 UB Awards 320 Biomedical Science Degrees; 35 Earn PhDs
• 5/8/24 Jacobs School Students Feted for Academic Excellence
• 2/26/24 Determined to Improve Cancer Care in Uganda
• 11/29/23 Surtees Named Associate Dean for Undergraduate Education and STEM Outreach
• 8/31/23 Jacobs School Welcomes Undergraduates to Campus

Biomedical Undergraduate Education

South Campus 40 Biomedical Education Building 3435 Main Street Buffalo, New York 14214

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• Chemistry’s summer programs for undergraduates a successful tradition

Campus News

Chemistry’s summer programs for undergraduates a successful tradition.

UPR Cayey students who attended the UB-UPR STEM partership program at UB this summer. Top row, from left: Raúl J. Díaz-Santiago, Yaziel Rivera, Valerie Reyes Ortiz and Angelie Méndez-Miranda. Bottom row, from left: Wilfredo Resto, chair of chemistry, UPR Cayey; Chelsey D. Albaladejo Flores; and Eric J. Martínez Rivera.

By CHARLOTTE HSU

Published September 2, 2022

This summer, undergraduate students traveled to Buffalo from as far away as Puerto Rico to conduct summer research in UB’s chemistry department.

Among the mentors who welcomed them: UB graduate students, some of who conducted summer research at UB themselves before deciding to come to Western New York to pursue their PhDs.

“It is always rewarding to help the next generation of scientists. The best part is seeing their progress after they finish the program and present their research,” says chemistry doctoral candidate Nahyr A. López Dauphin.

She coordinated many details of one summer program in the department: a new initiative, funded by the Alfred P. Sloan Foundation , that brought six undergraduates from the University of Puerto Rico at Cayey (UPR Cayey) to UB for research and workshops. López Dauphin organized transportation, answered participants’ questions about graduate school, and introduced students to faculty members with matching scientific interests.

She understood the excitement, as well as the challenges, of taking part in a program like this, so far from home. In 2016, as an undergraduate at UPR Cayey, López Dauphin was recruited by SUNY Distinguished Professor of Chemistry Luis Colón to conduct summer research at UB through the Louis Stokes Alliance for Minority Participation (LSAMP).

“The summer experience allowed me to see firsthand the responsibilities and intricacies of being in grad school,” she recalls. “I learned what type of mentorship I needed to succeed, what kind of environment would allow me to thrive, and if I had the tools necessary here at UB to finish my degree.”

As summer drew to a close, undergraduate researchers and graduate student mentors in the Sloan Foundation-supported program took time to speak with UBNow, as did participants in the chemistry department’s National Science Foundation-funded summer Research Experiences for Undergraduates program.

Their stories highlight how such summer programs have been a successful recruitment tool over many years, helping undergraduates discover UB and learn about graduate school.

Participants in the UB-UPR Cayey STEM parnership. Front row, from left: Eric J. Martínez Rivera (UPR Cayey student), Nahyr A. López Dauphin (UB PhD candidate), Karoline E. García-Pedraza (UB PhD student), Yaziel Rivera (UPR Cayey student), Angelie Méndez-Miranda (UPR Cayey student), Valerie Reyes Ortiz (UPR Cayey student), Chelsey D. Albaladejo Flores (UPR Cayey student), Luis Colón (UB faculty). Back row, from left: Raúl J. Díaz-Santiago (UPR Cayey student), Brandon L. Salazar (UB PhD candidate).

STEM partnership at UB, UPR Cayey

Funded by the Alfred P. Sloan Foundation, this program brings undergraduates from UPR Cayey to UB for 10 weeks of summer research in chemistry or other science departments, and for workshops focused on graduate school readiness. Participants who successfully complete all activities are offered admission to a participating STEM graduate program at UB. The effort is led by Colón, SUNY Distinguished Professor and A. Conger Goodyear Professor of Chemistry at UB, and Wilfredo Resto, chair of chemistry at UPR Cayey. Many UB graduate students contribute to planning and implementation.

Angelie Méndez-Miranda (participant)

Undergraduate in chemistry, UPR Cayey

Méndez-Miranda’s summer research focused on optimizing qualities of a diarylethene-based photoswitch. This involved spending over 16 hours collecting data in a dark room with a red light. The work demonstrated that science is a long and complicated process, Méndez-Miranda says, but a very rewarding one.

Méndez-Miranda, regarding the summer experience at UB:

“The idea of potentially discovering something new to the field fills me with excitement, and I am very grateful to have experienced all of this.

“Through the Sloan Foundation-funded summer program, I have learned how to be a better scientist. I strengthened many skills, like teamwork, problem-solving, analytical thinking and networking. In addition, I grew as a person, learning along the way how to be more independent. This experience also gave me an insight of what graduate school is like and what it is to pursue a PhD. Now, I know what to expect.”

Raúl J. Díaz-Santiago (participant)

Díaz-Santiago’s summer project focused on modifying the surface of silica particles using diazonium chemistry. The eventual goal is to develop materials for use in liquid chromatography, a scientific technique used to separate chemicals.

Díaz-Santiago, regarding the summer experience at UB:

“The summer research and program at UB provided new opportunities for me to grow as an aspiring researcher in chemistry. Working within a graduate-level research laboratory allowed me to handle lab equipment and carry out techniques I wouldn't have seen otherwise had I not participated in this program. For me, this will make the transition from undergrad to grad school a lot more manageable, as I know what to expect from this type of environment.

“Working alongside other people from the same background as myself taught me the importance of trust, camaraderie and diversity within academia. Having other Puerto Ricans from UPR Cayey within this research program made me feel like I was back at home, which wouldn't have happened without the Sloan Foundation’s financial support.”

Karoline E. García-Pedraza (graduate student mentor)

UB PhD student in chemistry

In 2019, García-Pedraza took part in the UB chemistry department’s REU as a UPR Cayey undergraduate. This summer, García-Pedraza served as a mentor and research project assistant for the Sloan Foundation-funded program. Duties included providing workshops that help prepare students for graduate courses in inorganic chemistry. García-Pedraza’s knowledge of the chemistry programs at UB and UPR Cayey was key to developing content that will be highly relevant and useful for undergraduates in the summer program.

García-Pedraza, regarding the summer experience at UB:

“I found satisfaction in sharing my knowledge and experience. Being aware that I serve as a model for this group of students, I provided positive mentoring to show them that they can succeed if they decide to enter the field.

“My experience as an REU student was the decisive step for me to continue to graduate school. It was my first time participating in a summer research program, where I challenged and tested my ability as a scientist. Also, UB’s diversity and the chemistry department’s faculty made me feel comfortable.”

Brandon Salazar (graduate student mentor)

UB PhD candidate in chemistry

Salazar served as a research mentor for Méndez-Miranda and Díaz-Santiago. This included explaining their projects in detail and providing training on laboratory and instrumentation techniques, and on data collection and interpretation. Also important: helping students understand that lab work requires patience. Not all experiments succeed, and learning from mistakes, trial and error, and failed experiments is part of the process of conducting research, Salazar says.

Salazar, regarding the summer experience at UB:

“This was a very rewarding experience for me because it was the first instance in my graduate career where I could actually mentor someone. Through the summer, they were able to get a lot more out of the experience than just ending up with a poster to present. They were able to truly understand what they were doing and why, and how it contributed to the big picture of their research project.

“I didn’t have the opportunity to do undergraduate research through a summer program such as the one UB offers. However, I can say that my decision to come to UB was directly a result of Dr. Luis Colón. His history of recruiting members of underrepresented groups to do undergraduate research at UB, as well as attend UB for graduate school and to work in his lab, demonstrated to me that he is someone who has been committed to increasing minority representation in the STEM fields. That was a big deal to me, being a person of Hispanic descent and being a first-generation college student. That’s why I was eager to mentor two students this summer. It was a privilege to be able to pay it forward and aid in the mentoring of the next generation of Latinx scientists as they near the end of their undergraduate studies.”

CHEM 360º Research Experiences for Undergraduates program participants. From left: students Brett Wilson, Paige King, Zoe Marr and Shea Myers, and UB faculty member Jason Benedict.

CHEM 360° Research Experiences for Undergraduates (REU) program

Funded by the National Science Foundation, the REU invites undergraduates from across the U.S. to conduct summer research in UB’s chemistry department. The 10-week program has a career-oriented bent: Participants attend workshops on topics like ethics, interviewing, public speaking and establishing a professional presence on social media. The REU is led by Jason Benedict and Timothy Cook, both associate professors of chemistry. Many UB graduate students contribute to planning and implementation.

Paige King (participant)

Undergraduate in chemistry, St. Bonaventure University

King’s summer research involved synthesizing co-crystals containing compounds called diarylethenes. When exposed to ultraviolet (UV) light, diarylethenes switch between open and closed states, initiating a color change. King’s project sought to understand which materials best facilitate this light-activated switching when paired with diarylethenes in co-crystals.

King, regarding the REU experience:

“I have learned a variety of synthesis techniques throughout the REU, along with several analysis techniques, such as single-crystal X-ray diffraction and solid-state UV/vis. I have also developed skills in experimental setup, problem-solving and scientific communication.

“The REU has been extremely rewarding both scientifically and personally. Successful research outcomes have boosted my confidence in the lab, and the weekly workshops have prepared me for the future in grad school and the workplace.”

Brett Wilson (participant)

Undergraduate in chemistry, Penn State University

Wilson’s summer project also involved synthesizing light-sensitive diarylethene compounds. This research, along with workshops on career development, helped solidify Wilson’s goal of attending graduate school for chemistry.

Wilson, regarding the REU experience:

“I learned a lot during the REU. I have made a lot of progress in my own synthesis skills with all of the hands-on lab work I was doing each day. Additionally, I have a better understanding of what grad school is like, as well as more knowledge on how the process of research works, from reading literature, testing experiments, dealing with problems on the fly, and adjusting things in our own experiments for better results.”

Shea Myers (graduate student mentor)

In 2015, Myers took part in the UB chemistry department’s REU as a Penn State undergraduate. He was placed in Benedict’s lab, and says the experience “was easily the biggest factor in deciding my career.” He adds: “From the day I left the REU, the plan was to come back to UB for graduate school.” Fast forward to 2022, and Myers spent the summer serving as a mentor in the same lab, guiding Wilson on conducting experiments and interpreting results.

Myers, regarding the REU experience:

“Many of the REU students have never done research before, so this is their opportunity to get a taste of it and to see if this is something they can see themselves doing as a career.

“Working in chemistry, I am in a position where I get to be the first person in human history to hold never-before-seen substances by the simple fact that I was the one who made them. That is an awesome feeling, and being able to share that feeling with someone who has never experienced that before is one of the most rewarding experiences I have ever had.

“When I first attended the REU as an undergraduate, I really wasn’t sure what I wanted to do. I knew I wanted to be some kind of scientist, but I had started off in geology and had just recently switched majors to chemistry. I had been doing research with Dr. Dan Patel at Penn State for about a year and applied to the REU at his suggestion. Within the first week I was hooked. The REU program really set in stone the fact that I wanted to pursue research as a career path and, because of my participation in the REU, I knew the kind of research I was interested in and had already built a rapport with a lab where I could do it.”

Zoe Marr (graduate student mentor)

Marr served as a mentor, helping King develop skills necessary for conducting good research. Marr’s work included teaching experimental techniques, demonstrating the use of instruments, assisting with data collection and analysis, and providing instruction on bookkeeping.

Marr, regarding the REU experience:

“My goal is to work at a predominantly undergraduate institution, so helping out with the REU has helped me develop as a mentor.

“I didn't take part in the REU or summer research at UB as an undergraduate, but I did participate in summer research at my undergrad institution. It was helpful for me because I learned what it would be like to be a researcher full time. From this experience, I was able to get a taste of what graduate school would be like and then decided to pursue a PhD.”

• School of Engineering and Applied Sciences >
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• Diversity in SEAS >
• Resources for Students of Color >
• LSAMP Program

Summer Research

The SUNY LSAMP summer program is a 10-week intensive National Science Foundation (NSF) summer research experience for undergraduates who have completed a minimum of 30 credits, have a GPA of 2.8 or greater and have demonstrated serious research interest in a STEM discipline.

Louis Stokes Alliance for Minority Participation (LSAMP)

Here is how we diversify the stem workforce..

The State University of New York (SUNY) LSAMP program seeks to diversify the STEM workforce by significantly increasing the numbers of students successfully completing high quality degree programs in science, technology, engineering and mathematics (STEM) disciplines. 

Particular emphasis is placed in support of groups that historically have been underrepresented in STEM disciplines: African-Americans, Alaskan Natives, Native Americans, Hispanic Americans, and Native Pacific Islanders.

If you are interested in the program, please complete an application.

Looking to apply to the Summer LSAMP Research Internship Program instead of the Fall/Spring program? Visit this page.

Eligible STEM Majors

SUNY LSAMP at UB provides both support and enrichment activities for its students who are majoring in or intend to major in the following STEM disciplines: 

• Aerospace Engineering
• Architecture
• Biochemistry
• Biological Sciences
• Biomedical Engineering
• Biotechnology
• Chemical and Biological Engineering
• Civil and Structural Engineering
• Computer Science
• Electrical and Computer Engineering
• Environmental Design
• Environmental Engineering
• Environmental Studies/Science
• Geological Sciences
• Industrial and Systems Engineering
• Materials Science
• Mathematics
• Mechanical Engineering
• Neuroscience
• Pharmaceutical Sciences
• Pharmacology and Toxicology
• Physics/Mathematical Physics
• Statistics/Biostatistics

The LSAMP program is not funded to support students declaring majors in pre-medicine, pharmacy, nursing, or allied health sciences.

See the  NSF Crosswalk  for a complete list of eligible STEM majors.

Support Services and Enrichment Activities

• Need tutoring? LSAMP can assist you with placements in Engineering Small Groups and make tutorial referrals and recommendations to a vast network of services on campus. Learn more about tutoring services .
• Paid research and/or industrial internship opportunities are provided during the fall and spring semesters.
• Students can apply for the UB LSAMP Summer Research Internship Program that provides a paid, 10-week intensive research experience with UB faculty.
• UB LSAMP students are offered the opportunity to attend workshops and conferences to assist in their career development and preparation for graduate school.

Eligible Students

• Full-time undergraduates majoring in a STEM discipline at UB
• GPA 2.8 or better (students below 2.8 have one year to improve their grades to 2.8)
• Demonstrate an interest in research in a STEM discipline
• U.S. citizen or permanent resident
• LSAMP supports broadening participation from groups that have been historically underrepresented (African American, Latino/a, American Indians, Native Pacific Islanders, etc.) in STEM disciplines
• Must be active LSAMP student to be eligible for paid internships

History of LSAMP at UB

The LSAMP program at the University at Buffalo is part of SUNY LSAMP, a statewide alliance of the four university centers and smaller colleges within the geographical area of each university center. The SUNY LSAMP program was first funded by the National Science Foundation (NSF) in 1996 and has enjoyed continued support from NSF and each university partner.

Who was Louis Stokes?

LSAMP was named in honor of former congressman, Louis Stokes, (February 23, 1925 – August 18, 2015) who spent his life serving and defending those in need. He was an attorney who specialized in civil rights cases and later, the first black congressman elected in the state of Ohio. He served 15 terms in the United States House of Representatives – representing the east side of Cleveland.

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Oak Ridge Institute for Science and Education

Usamricd summer 2024 research opportunity.

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Reference Code

MRDC-MRICD-2024-0002

Application Deadline

4/19/2024 3:00:00 PM Eastern Time Zone

Description

USAMRICD is seeking motivated current undergraduate students and high school/GED students who will receive their diploma by June 30, 2024 (and are matriculating to an undergraduate program), to participate in our summer research activities. Summer students will participate in a variety of on-going research projects at the institute, all in support of our mission to discover and develop medical products and knowledge solutions against chemical and biochemical threats.

Why should I apply?

Under the guidance of a mentor, you will gain hands-on experience and have an active role in the laboratory that may include:

• Learning techniques involving microscopy, histology, RNA isolation, cell culture, small animal handling, organ dissection, electrophysiology, plethysmography, fluorometry, and spectrophotometry
• Engaging in aspects of experimental design, troubleshooting, and data analysis

USAMRICD has a culture of teamwork, as such you will learn how to be a member of a laboratory team and how teams of researchers accomplish a common research goal. In addition, you will have an opportunity to attend seminars for both professional and scientific development. This research-based internship is for summer 2024 and is expected to be between eight to twelve-weeks in duration.

Where will I be located?

Edgewood, Maryland

What is the anticipated start date?

USAMRICD is ready to make appointments immediately. Exact start dates will be determined at the time of selection and in coordination with the selected candidate. Applications are reviewed on an ongoing basis and internships or fellowships will be filled as qualified candidates are identified.

What is the appointment length?

This research-based internship is for summer 2024 and is expected to be between eight to twelve-weeks in duration. Appointments may be extended depending on funding availability, project assignment, program rules, and availability of the participant.

What are the benefits?

You will receive a stipend to be determined by USAMRICD. Stipends will range from $2400-$3300 per month.

About USAMRICD

The U.S. Army Medical Research Institute of Chemical Defense (USAMRICD) is the Department of Defense’s lead laboratory for medical chemical defense research. As a subordinate element of the U.S. Army Medical Research and Development Command (USAMRDC), the institute conducts research for development of medical countermeasures to treat exposure to various chemical threat agents for protection of soldiers and civilians. Scientific disciplines at USAMRICD include, but are not limited to, chemistry, biology, biochemistry, pharmacology, molecular biology, neuroscience, toxicology, physiology, psychology, and immunology. Learn more about USAMRICD at https://usamricd.health.mil.

About ORISE

This program, administered by Oak Ridge Associated Universities (ORAU) through its contract with the U.S. Department of Energy (DOE) to manage the Oak Ridge Institute for Science and Education (ORISE), was established through an interagency agreement between DOE and DoD. Participants do not enter into an employee/employer relationship with ORISE, ORAU, DoD or any other office or agency. Instead, you will be affiliated with ORISE for the administration of the appointment through the ORISE appointment letter and Terms of Appointment. Proof of health insurance is required for participation in this program. Health insurance can be obtained through ORISE. For more information, visit the ORISE Research Participation Program at the U.S. Department of Defense .

Qualifications

USAMRICD is seeking motivated current undergraduate students and high school/GED students who will receive their diploma by June 30, 2024 (and are matriculating to an undergraduate program).

Highly competitive applicants will have education and/or experience in one or more of the following:

• Effective writing and speaking skills
• Ability to comfortably operate in a research team environment
• Ability to operate independently when need
• Willingness to learn new skill
• Proficiency with MS Office software products

Application Requirements

A complete application consists of:

• Zintellect Profile
• Educational and Employment History
• Essay Questions (goals, experiences, and skills relevant to the opportunity)
• Resume (PDF)
• Transcripts/Academic Records – For this opportunity, an unofficial
• transcript or copy of the student academic records printed by the applicant or by academic advisors from internal institution systems may be submitted. Click here for detailed information about acceptable transcripts .
• One Recommendation(s). Your application will be considered incomplete and will not be reviewed until one recommendation is submitted. We encourage you to contact your recommender(s) as soon as you start your application to ensure they are able to complete the recommendation form and to let them know to expect a message from Zintellect. Recommenders will be asked to rate your scientific capabilities, personal characteristics, and describe how they know you. You can always log back in to your Zintellect account and check the status of your application.

If you have questions, send an email to [email protected]. Please list the reference code of this opportunity [MRDC-MRICD-2024-0002] in the subject line of the email. Please understand that ORISE does not review applications or select applicants; selections are made by the sponsoring agency identified on this opportunity. All application materials should be submitted via the “Apply” button at the bottom of this opportunity listing. Please do not send application materials to the email address above.

Connect with ORISE…on the GO! Download the new ORISE GO mobile app in the Apple App Store or Google Play Store to help you stay engaged, connected, and informed during your ORISE experience and beyond!

Eligibility Requirements

• Citizenship: U.S. Citizen Only
• Degree: Currently pursuing a High School Diploma/GED, Associate’s Degree, or Bachelor’s Degree.
• Chemistry and Materials Sciences ( 12 )
• Communications and Graphics Design ( 2 )
• Computer, Information, and Data Sciences ( 17 )
• Earth and Geosciences ( 21 )
• Engineering ( 27 )
• Environmental and Marine Sciences ( 14 )
• Life Health and Medical Sciences ( 51 )
• Mathematics and Statistics ( 11 )
• Physics ( 16 )
• Science & Engineering-related ( 2 )
• Social and Behavioral Sciences ( 29 )
• Age: Must be 18 years old by 6/1/2024

Affirmation

I affirm that I am either currently pursuing an undergraduate degree or that I am receiving a high school/GED diploma by June 30, 2024, and have been accepted into an undergraduate program to begin fall 2024.

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Unveiling the magic of molecules: Blessing Ogboo, a graduate student, orchestrates scientific wonders in David Heppner's chemistry lab! 🧪🔬 Photo: Douglas Levere

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• Buffalo Center for Social Research >
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• Institute on Trauma and Trauma-Informed Care >

Foundations of Trauma-Informed Care

ITTIC and Ken-Ton School District Partnership Highlight 

Trauma-Informed Supervision

ITTIC's Trauma-Informed Supervision: A Practical Framework online self-study module is now available through UB School of Social Work Continuing Education. 

The Institute on Trauma and Trauma-Informed Care (ITTIC) offers a Foundations of Trauma-Informed Care micro-credential program that awards individuals a digital badge upon completion.

What is a Micro-Credential?

Smaller than a minor, certificate or degree program, micro-credentials allow you to meet your personalized learning needs by gaining knowledge and skills in areas that are relevant to your academic or professional goals.

Micro-credentials equip you with digital badges that showcase your achievements and all it took to get there.

When you complete a micro-credential program you will earn a digital badge , or a series of digital badges. A digital badge is a clickable icon that houses information, including the issuing institution, the date earned, the criteria required to earn the badge, and the evidence that shows that you have met the required criteria. Digital badges are dynamic credentials that you own, so you can decide how you want to use them. Digital badges can be put on social media sites, added as a link on your digital résumé, embedded in your e-portfolio, and more.

• Earn stackable skills that differentiate you academically and professionally.
• Personalize your learning through credit and non-credit-bearing opportunities.
• Display badges that contain your achievements and competencies to employers, colleagues and peers.
• Gain skills to keep you at the leading edge of your discipline, whether you’re a current UB student, prospective student or industry professional.

To learn more about micro-credentials and digital badges, please visit the University at Buffalo Office of Micro-Credentials .

About Foundations of Trauma-Informed Care

This micro-credential focuses on Trauma-Informed Care (TIC), an approach that assumes that an individual is more likely than not to have a history of trauma. TIC recognizes the presence of trauma symptoms and acknowledges the role trauma may play in an individual’s life — including service staff. Learners can either contract as an organization with ITTIC or complete four online modules, which will provide foundational training on trauma and TIC before responding to a scenario to showcase their skills.

• Option 1: Complete the Basics for All Staff: Online Trauma-Informed Course (self-paced learning).
• Option 2: Contract with ITTIC to provide 12-15 hours of in-person or virtual training.

Both options require participants to submit a written response to a case scenario to demonstrate their application of trauma-informed approaches.

Continuing education/ professional education

Average Time to Completion

Less than one semester

Instruction Method

• In-person training, or
• 100% online

Who is Eligible

Both UB and non-UB students

Credit or Non-Credit

Not for credit

Focus Areas

• Trauma and adversity
• Re-traumatization
• Trauma-informed responses
• Trauma-sensitive practices
• Impact of the work and self-care
• Integration of diversity, equity, inclusion and accessibility

Skills Obtained*

• Career and self-development
• Communication
• Critical thinking
• Equity and inclusion
• Professionalism

*Categories based on the National Assocation of Colleges and Employers (NACE) key competencies.

For more information about in-person or virtual training associated with the Foundations of Trauma-Informed Care Micro-Credential, please contact Samantha Koury at [email protected] or (716) 829-3745 .

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Eight UB researchers awarded over $4.7 million in NSF CAREER awards

Projects to focus on ai algorithms, wastewater monitoring, air pollution, power grids and more.

By Elizabeth Egan, Peter Murphy and Laurie Kaiser

Release Date: June 24, 2024

Venu Govindaraju

BUFFALO, N.Y. — Eight University at Buffalo researchers — seven from the School of Engineering and Applied Sciences (SEAS) and one from the School of Pharmacy and Pharmaceutical Sciences (SPPS) — have received National Science Foundation CAREER awards, one of the nation’s most prestigious honors for early-career engineers and scientists.

CAREER grants provide scholars with funding to conduct research and develop educational programming for K-12 students, university students and members of the public.

The SEAS recipients are Courtney Faber, Luis Herrera, Craig Snoeyink, Kang Sun, Yinyin Ye, Zhuoyue Zhao and Shaofeng Zou. The SPPS recipient is Jason Sprowl.

Together, the eight grantees will receive more than $4.7 million for projects that address pressing societal problems such as the need for more reliable artificial intelligence algorithms, preventing deaths from bacterial infections, mapping air pollution, and better understanding how glucose moves throughout the human body.

“We take great pride in our eight faculty members who have been honored with this prestigious NSF award,” said Venu Govindaraju, UB vice president for research and economic development. “Their exceptional research is integral to UB’s mission of fostering a better world for all.”

Among the support that awardees receive is guidance from UB’s Office of Research Advancement, which Chitra Rajan, associate vice president for research advancement, oversees. The office is managed by three co-directors – Joanna Tate, Maggie Shea and Menna Mbah – and provides a comprehensive suite of services, including proposal management, scientific editing, graphics, and help with non-technical parts of the proposal. 

These services, Rajan says, play a critical role in assisting faculty members submit high-quality proposals.

UB’s awardees include:  

Courtney Faber, PhD Assistant Professor of Engineering Education School of Engineering and Applied Sciences Award amount: $590,963

When a research team is made up of people with various engineering and education backgrounds, different ideas of what knowledge is and how it is acquired can hinder team members’ ability to work cohesively.

Having firsthand experience with this issue, Faber’s goal is to support engineering education researchers who find themselves in a similar situation. 

She will facilitate interdisciplinary work by identifying barriers that research teams face related to differences in thinking and creating ways to bring them to the surface for discussion before they become a problem.

“It’s important for the field of engineering education to be able to do this type of interdisciplinary work,” said Faber. “The problems we are trying to solve are very complex and require an interdisciplinary approach to make space for diversity of thinking.”

The project will involve observing research teams and conducting interviews to see how they function together, as well as how individual members think independently of the group.

Faber plans to develop trainings that new and established engineering education researchers can freely access.

She also hopes to create a tool that assists research groups in integrating approaches and goals that might otherwise be problematic for a group. The tool could be as simple as a one-page guide that provides questions to be considered throughout the research process to help identify where a team’s ideas might differ across various aspects of their research.  

Luis Herrera, PhD Assistant Professor of Electrical Engineering School of Engineering and Applied Sciences Award amount: $500,000

Herrera’s research lies at the intersection of power electronics, power systems and control theory.

With this grant, he is developing different control methods to promote the wider adoption of direct current (DC) microgrids, which can run more efficiently than the more commonly used AC (alternating current) microgrids.

“Currently, DC electrical systems are primarily used in applications such as electric aircrafts, including the Boeing 787 Dreamliner, navy ships and data centers,” Herrera said. “However, most renewable energy sources are interfaced to the AC power grid through an intermediate DC stage.”

More networks operated through DC grids could significantly increase energy efficiency, reduce losses and improve the overall operation of electrical systems, he said.

This potential creates motivation for DC systems to be implemented in commonly used structures, such as residential and office buildings.

Graduate students will participate in a summer internship at the Air Force Research Laboratory through a partnership with the University of Dayton Research Institute.

Herrera also plans to create demonstrations of the research and present them to elementary, middle school and high school students, aiming to get students excited about STEM early in their academic careers.

Craig Snoeyink, PhD Assistant Professor of Mechanical and Aerospace Engineering School of Engineering and Applied Sciences Award amount: $581,088

Water filtration, whiskey distillation and blood-based diagnostics are just a few of the potential applications of dielectrophoretic molecular transport (DMT), a process that uses strong electric fields to push solutes out of water. This even includes those such as sugar and alcohol that do not have an electrical charge.

DMT is not used, however, due to the inaccuracy of current mathematical models.

With his grant, Snoeyink will develop and validate models for DMT for use in these applications. With one of the first accurate models of DMT, the process could be used, for example, to clean water as effectively as a water filter that never needs to be changed.

Snoeyink noted that point-of-care diagnostics are another significant application. 

“Down the line, we could use this technology to separate blood into components we want to test and stuff we don’t, making medical diagnostics cheaper and more sensitive,” Snoeyink said.

To help with testing and to offer students research opportunities that could propel them into graduate school, Snoeyink will teach a course for students to do research for the project as part of their curriculum. With Snoeyink’s guidance, students will run tests and create their own hypothesis. He hopes students will have papers based on their research that will bolster their graduate school applications.

Jason A. Sprowl, PhD Assistant Professor of Pharmaceutical Sciences School of Pharmacy and Pharmaceutical Sciences Award amount: $746,886

Sodium-glucose-linked transporters (SGLT) work like little doors in human cells that help bring in glucose, an important type of sugar that fuels the human body. Without the right amount of glucose, an individual can experience nutrient deficiencies and other health issues.

Unfortunately, cellular events that regulate SGLT activity are poorly understood. This is particularly true for tyrosine phosphorylation, a form of modification that can change protein structure and function.

For his research project Sprowl will study how tyrosine phosphorylation regulates changes in glucose movement into cells. He’ll use techniques like genetic manipulation and mass spectrometry to see how changing the tyrosine phosphorylation state of SLGTs affects its ability to let glucose into a cell. Finally, he will try to figure out which tyrosine kinases are responsible for phosphorylating SGLTs.

The project also includes several strategies for educational improvements at the middle school, high school and university levels. They include highlighting the biological importance of SGLTs, as well as the training and recruitment of junior scientists who will lead future research efforts. Collectively, the project is expected to impact many scientific disciplines, including molecular, cellular and systems biology.

To improve basic scientific knowledge, generate a passion for research and improve leadership capabilities in the field of biological sciences, Sprowl plans to establish an annual summer research position for underprivileged high school students. He also will work with middle school educators to increase recognition of reproducible and high-quality science and develop online content that will increase familiarity with transporter proteins.

Kang Sun, PhD Assistant Professor of Civil, Structural and Environmental Engineering School of Engineering and Applied Sciences Award amount: $643,562

Sun has been interested in astronomy since he was a young child. He’s currently fascinated by the idea of pointing a space telescope toward the earth and imaging emission sources like celestial objects.

With the research grant, Sun will map global emission sources of gaseous air pollutants and greenhouse gases. Such gases are invisible to the human eye. While they can be detected by satellites, their images are naturally smeared due to wind dispersion.

“This research removes the smearing effect using a simple and elegant equation that originates from mass balance,” Sun said. “The results are timely and precise estimates of emissions that can inform policy and scientific studies.”

Currently, the two mainstream emission-estimating methods are bottom-up, accounting for activities on the ground and how they emit, and top-down, inferring emissions with observations, numerical models and complicated frameworks that are usually region-specific.

Sun’s method will fall within the scope of the latter but will work faster, be globally applicable and provide the high spatial resolutions that are more commonly achieved by the bottom-up method.

The results will resemble a space-telescope image, with significant emission sources standing out like galaxies and smaller sources, such as towns and power plants, sprinkled about like star clusters.

By the end of the five-year study, Sun hopes that students and educators may use his open-source algorithms to generate satellite-based concentration and emission maps on their personal computers.

Yinyin Ye, PhD Assistant Professor of Civil, Structural and Environmental Engineering School of Engineering and Applied Sciences Award amount: $580,393

Bacterial infections cause more than 300,000 deaths annually in the United States. Many of these infections are triggered by  proteins secreted from bacteria in lipid-containing particles called extracellular vesicles (EV). These harmful materials move from the human body through feces into the sewer systems, where their fate is not fully understood.

With the research grant, Ye will monitor EV persistence and stability in wastewater and throughout the wastewater treatment process. She will analyze functions of environmental EV and what contents are packed in them. She will develop an  analysis method that integrates genome sequencing and proteomic analysis.

“If the vesicles preserve the function of virulence proteins in wastewater, we need to better understand the fate of the vesicles when they go through the treatment chain,” Ye said. “How are we able to minimize the health risks of vesicles after the treatment at the wastewater treatment plants? If they escape the treatment process and are still active, that can have certain health impacts.”

Ye’s project will focus on wastewater samples. However, these approaches can be applied to analyzing vesicles and their potential health risks in air dust, drinking water and rainwater, she said. Ultimately, this work will help determine what harmful materials — if any — are still present after the wastewater treatment process and how to remove them most effectively through disinfection.

She will also create hands-on activities to engage K-12 and undergraduate students in learning about wastewater microbiome analysis and microbial risk mitigation for public health and potentially build their interest in environmental engineering.

Zhuoyue Zhao, PhD Assistant Professor of Computer Science and Engineering School of Engineering and Applied Sciences Award amount: $599,977

Today’s internet databases hold large volumes of data that are processed at higher speeds than ever before.

A new type of database system, hybrid transactional/analytical processing (HTAP), allows for real-time data analytics  on databases that undergo constant updates.

“While real-time data analytics can provide valuable insights for applications such as marketing, fraud detection, and supply chain analytics, it is increasingly hard to ensure a sufficiently low response time of query answering in existing HTAP systems,” Zhao said.

Approximate query processing (AQP) is a faster alternative that uses random sampling. However, many AQP prototypes and adopted systems sacrifice query efficiency or the ability to handle rapid updates correctly.

With the research grant, Zhao aims to support real-time data analytics on large and rapidly growing databases by enabling reliable AQP capabilities in HTAP systems, leading to increasingly demanding, real-time analytics applications.

“If this problem is solved, it will potentially make it possible to finally adopt AQP in many existing database systems and create sizable impacts on real-world data analytics applications,” Zhao explained.

Zhao will incorporate new material into existing UB undergraduate and graduate level courses, as well as offer tutorials and projects in various K-12 outreach and undergraduate experiential learning programs.  

Shaofeng Zou, PhD Assistant Professor of Electrical Engineering School of Engineering and Applied Sciences Award amount: $520,000

Reinforcement learning (RL) is a type of machine learning that trains autonomous robots, self-driving cars and other intelligent agents to make sequential decisions while interacting with an environment.

Many RL approaches assume the learned policy will be deployed in the same — or similar — environment as the one it was trained in. In most cases, however, the simulated environment is vastly different from the real world — such as when a real-world environment is mobile while a simulated environment is stationary. These differences often lead to major disruptions in industries using RL, including health care, critical infrastructure, transportations systems, education and more.

Zou’s award will fund his work to develop RL algorithms that do not require excessive resources, and that will perform effectively under the most challenging conditions, including those outside of the training environment. According to Zou, the project could have a significant impact on both the theory and practice of sequential decision making associated with RL in special education, intelligent transportation systems, wireless communication networks, power systems and drone networks.

“The activities in this project will provide concrete principles and design guidelines to achieve robustness in the face of model uncertainty,” Zou said. “Advances in machine learning and data science will transform modern humanity across nearly every industry. They are already the main driver of emerging technologies. The overarching goal of my research is to make machine learning and data science provably competent.”

Media Contact Information

Laurie Kaiser News Content Director Dental Medicine, Pharmacy Tel: 716-645-4655 [email protected]

SEAS Sizzling This Summer with Research and Job-Readiness Programs for High School and College Students

July 1, 2024

Dr. Lara Thompson and participants in a summer biomedical engineering research program at UDC

The UDC School of Engineering and Applied Sciences (SEAS) is serving up a slate of summer programs built to give students—from high school through college—impactful, job-ready training in STEM fields.

Among the professional growth opportunities is an eight-week biomedical engineering research program that focuses on aging-related issues, staffed by UDC faculty and graduate student mentors. The program is funded by a $1.9 million NIH National Institute on Aging grant and the National Science Foundation Alan T. Waterman Award , and serves Firebirds as well as students from universities outside the D.C. region.

“Our summer research experience program seeks to provide meaningful—and hopefully life-changing—exposure, professional training and research experiences for our student research scholars,” says Professor Lara Thompson, Ph.D., the principal investigator and UDC Biomedical Engineering Program’s founding director. In 2022, Thompson became the first principal investigator from an HBCU (Historically Black College or University) to win the Alan T. Waterman Award.

SEAS is also highly invested in outreach and engagement with prospective Firebirds. Multiple pre-college learning opportunities are on the SEAS summer menu, including the Johns Hopkins Engineering Innovation Program, Apple Swift Coding Camp at Anacostia High School, a UDC civil engineering program on the water-energy-food-climate nexus, and a calculus-ready summer bridge program. The highly competitive program is offering 30 recent high school graduates intensive training in algebra and precalculus to help prepare them for STEM programs in college. Led by UDC Mechanical Engineering Chair Kate Klein, Ph.D., and SEAS Student Engagement Director Ann Lankford, the program is funded by the Special Competitive Studies Project.

For Media Inquiries Rachel Perrone [email protected]

For General Requests [email protected] 202.274.5000

Division of Student Affairs Launches Student Employment as a High Impact Practice

DSA News June 25, 2024

To enhance the professional development of its student workforce, the University of Houston (UH) Division of Student Affairs (DSA) is launching a new initiative Student Employment as High-Impact Practice. This pilot program, starting in Summer 2024, is designed to equip student employees with crucial professional competencies that align with the skills sought by employers in college graduates.

Identifying Key Competencies

The DSA has identified nine key competencies that are essential for professional success. These competencies are based on extensive research into what employers are looking for in college graduates. The competencies include:

• Critical Thinking and Problem Solving
• Communication (Verbal and Written)
• Teamwork and Collaboration
• Professionalism
• Emotional Intelligence and Conflict Resolution
• Cultural Competency
• Digital Technology

Measuring and Documenting Growth

To effectively measure the development of these competencies, DSA departments will employ a detailed rubric. This rubric will assess student employees' performance in relevant areas, allowing DSA to:

• Measure growth over time for student employees.
• Document the impact of on-campus employment on students' professional competency development.

Pilot Program Implementation

The Summer 2024 pilot program will involve five key departments:

• Vice President for Student Affairs (VPSA) Office
• Children’s Learning Centers (CLC)
• Student Centers
• Student Housing and Residential Life (SHRL)
• Campus Recreation

Each department will have groups of student employees participating, providing a diverse range of job experiences and opportunities for competency development.

Expansion Plan

Following the summer pilot, the program will expand in the Fall to include seven additional departments. By Spring 2025, all remaining DSA departments will be integrated into the program, ensuring that all student employees across the division benefit from this high-impact practice.

Long-Term Vision

This initiative is part of a broader strategy to prepare UH students for the competitive job market. By focusing on the development of these nine competencies, the DSA aims to provide student employees with the tools they need to succeed professionally and to make meaningful contributions to their future workplaces. The Vice President for Student Affairs, Dr. Paul Kittle stated, “Integrating high-impact practices into student leadership and employment roles enhances the learning experience and equips students with essential skills for their future careers. These practices foster critical thinking, collaboration, and real-world problem-solving abilities, ensuring our students are academically proficient and prepared to lead and excel in a dynamic and complex workforce.”

Commitment to Student Success

The University of Houston Division of Student Affairs is committed to fostering an environment where student employment is not only a means of financial support but also a significant avenue for professional growth. This new initiative underscores the university's dedication to student success, both during their time at UH and beyond graduation. The Director of Planning and Assessment, Dr. Scott Radimer said, “The creation of the student employee competencies is a vital step for the Division of Student Affairs to better assess the impact working on campus has for and will allow the division to better measure the impact it has on preparing students for their future careers."

The DSA's Student Employment as a High-Impact  Practice represents a forward-thinking approach to higher education, where academic learning and practical work experience are seamlessly integrated. By investing in the professional development of its student employees, UH is ensuring that its graduates are well-prepared to meet the demands of today's dynamic and evolving job market. Executive Director, Dr. Monica Thompson remarked, “As students explore various work sectors and industries, I remind them that education is a significant sector where they can develop essential career skills through their on-campus jobs within our division. The launch of our new initiative, Student Employment as High-Impact Practice, will better prepare our students for their future careers and significantly enhance experiential learning opportunities—one of UH's strategic goals. I am excited about our collective efforts to equip the next generation with the skills that employers desire in our graduates."

Written by Germaine Washington, Director of Marketing and Communications – Student Affairs