summer research program nyu

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Who is Elible to Apply?

The Summer Undergraduate Research Program is designed to serve both current NYU undergraduate students and students from other universities who may not have access to the excellent research opportunities that NYU can provide. 

Both groups of students must apply through the process at the Apply Now link. 

Non-NYU students are eligible for a full funding package that includes housing, living expenses for the summer, a meal plan, and travel reimbursement

NYU students are not eligible for the full funding package, but may be able to find alternative sources of support. See the Funding Opportunities page for more information. 

Non-NYU applicants must be: 

- US Citizens or Permanent Residents. (Because of the way the program is funded, we can't make acceptions to this rule.)

- Students who have just finished their sophomore or junior year of undergraduate studies. 

NYU applicants can be:

- US Citizens or International Students.

- Students who have just finished their freshman, sophomore, or junior year of undergraduate studies.

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American Heart Association Undergraduate Summer Research Fellowship in Cardiovascular Engineering

The NYU-American Heart Association (AHA) Cardiovascular Engineering Undergraduate Summer Research Fellowship Program is supported by the AHA's institutional award for undergraduate student training. The AHA fellowship program provides support for five undergraduate students to spend 10 weeks in research laboratories and gain exposure to state-of-the-art cardiovascular engineering research.

Through the 10-week intensive hands-on summer research and professional development training, students will expose to a wide array of cutting-edge cardiovascular engineering research topics related to cardiovascular system, diseases, and their treatment with new diagnostic methods, medical devices, and therapeutic interventions, as well as specialized seminars, workshops, trainings, symposiums, and information sessions for research skill and professional development. Benefits of participating in the program include learning new knowledge of cardiovascular science and technologies, gaining experience in transdisciplinary research, and cultivating the basic and transferable skills necessary for succeeding in graduate school and future careers in research. 

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Program highlights.

The AHA-sponsored cardiovascular engineering fellowship program provides a $6,000 stipend to each fellow who will work full-time for 10 weeks in research labs in the summer, and additional travel fund (up to $3000) to allow each fellow to attend a research conference. The fellows will:

• Work full-time (35 hours/week) for 10 weeks on assigned research projects in the sponsor’s lab;
• Participate in required fellow meetings, seminars, and workshops for professional development throughout the 10-week period;
• Write a final research report, present a research poster in the Tandon SURP symposium at the end of the program.

Fellows are supported to present their research findings in scientific conferences after the summer. 

Program Faculty

Bhama Ramkhelawon, PhD, Department of Surgery and Cell Biology

Tanya Spruill , PhD, Population Health and Medicine

Irene de Lázaro , PhD, Biomedical Engineering and of Medicine 

John-Ross Rizzo , MD, Rehabilitation Medicine & Neurology

Andreas Hielscher , PhD, Biomedical Engineering

Weiqiang Chen , PhD, Biomedical & Mechanical Engineering

Eligibility

• Open to full-time undergraduate students from any four-year college or university who are in their sophomore or junior year at the time of their application to the fellowship.
• Students must be able to attend the full, 10-week summer research program. 
• At the time of application, student must be a United States citizen, or foreign national holding a student, exchange or permanent resident visa, including an F-1, H1, H1B, J1, PR, or TN. Deferred Action for Childhood Arrivals (DACA) status requires additional AHA approval to apply.
• Students of all backgrounds are encouraged to apply. Students from backgrounds underrepresented in science, engineering and medicine are strongly encouraged to apply.

How to Apply

The application and list of research projects for the 2024 AHA Undergraduate Summer Research Fellowship Program is now available. The 2024 summer research program starts on June 3 and ends on August 9, 2024 .

NYU students and Non-NYU students can submit their applications through the application portal on the NYU Tandon Undergraduate Summer Research Program webpage.

The application portal will close on Sunday, February 11, 2024 (11:59 PM EST) . Students will be notified if they have been accepted into the fellowship by the end of April 2024.

*At this time we are not able to provide housing as part of the summer fellowship package .

If you have any questions or concerns, please contact the Program Director,  Dr. Weiqiang Chen – [email protected] .

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Summer Undergraduate Research Experience

Since the spring 2000 semester the Mathematics Department has sponsored a number of summer research experiences (SURE) for a selected number of undergraduates math majors. The Summer Undergraduate Research Experience is aimed at current undergraduate math students in their junior year or advanced sophomores. The project ends with an oral presentation in the beginning of the fall semester. Therefore, you must be on the NY campus to present your work and fulfill the requirements of this project.

Funds to support this activity are limited and student participants are chosen by a faculty committee based on grades, coursework, and fit between their research interests and those of the supervising faculty. Applications are considered more highly if students have found a faculty mentor, a specific research project planned out, and have taken Analysis and Algebra. 

The application for Summer 2024 is now closed. The application deadline was Monday, March 18. Application decisions will be announced by Monday, April 15.

CLICK HERE TO ACCESS THE SURE APPLICATION

Summer 2023

Summer 2022, summer 2021, summer 2020, summer 2019, summer 2018, summer 2017, summer 2016, summer 2015, summer 2014, summer 2013, summer 2012, summer 2011, summer 2010, summer 2009, summer 2008, summer 2007, summer 2006, summer 2005, summer 2004, summer 2003, summer 2002, summer 2001/fall 2001/spring 2002.

Alex Ancheta (VIGRE-supported) was a student in the new course, Mathematical Neuroscience, which Professors David McLaughlin and Michael Shelley offered in Spring 2001 -- a course designed to introduce undergraduate and graduate students to research topics in mathematical neuroscience. Dr. Louis Tao (a postdoc at the Courant Institute and the Center for Neural Science) assisted in the development and presentation of the course. The students also joined the visual neuroscience working group, attending the working seminar "Neural Tuesday." Alex began an undergraduate research project in summer 2001, which continued during the academic year and will continue into summer 2002. During the academic year, his research work will be applied toward an undergraduate honors thesis. The research project studies coarse-grained mean field approaches to global modeling of the primary visual cortex. The work began with a literature search to unveil coupling architectures between the cortical layers of V1, from anatomical laboratory observations. Alex then constructed the architecture of an idealized network and began the construction of a numerical model under the large-scale scientific computational guidance of Professor David Cai.

Rachel Blumberg studied mathematical modeling of epidemics and the evolution of gene frequencies under the pressure of natural selection with Professor Daniel Tranchina. Rachel studied both discrete-time and continuous time models with an emphasis on the formulation of equations and on their numerical solution. Rachel learned about first-order and second-order accurate methods for solving systems coupled nonlinear differential equations and how to implement these methods in Matlab. Other topics touched on include phase plane analysis, analytic solution of trajectories, and Monte Carlo simulations for small population sizes.

Darin Comeau (VIGRE-supported) worked with Professor Lai-Sang Young and William Cowieson (VIGRE Postdoc) in the summer of 2001. As a preparation he read Devaney's book "An Introduction to Chaotic Dynamical Systems" and successfully completed two projects. In the first, he worked out by himself, following hints from a book, a proof of Sarkovskii's Theorem. (Sarkovskii's Theorem is a well known theorem - with an elementary proof - concerning periodic behavior for one-dimensional maps.) The proof was written up formally in a report. Comeau's second project was to carry out a numerical study of the H\'enon maps. Using Matlab, he discovered a number of properties of chaotic attractors. Comeau is currently (Spring 2002) enrolled in an Independent Study course with Young and Cowieson. The topic for this course is the mathematical theory of fractals.

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Selected Research Opportunities

From papers to capstone projects, from advanced laboratory research to fieldwork in the lanes and alleyways of Shanghai, research is a cornerstone of an NYU Shanghai education. Many of NYU's institutes in New York offer summer research opportunities and funding, such as the below. Meanwhile, students studying across NYU's global network work closely with professors in laboratories and research projects, take on research assistantships, co-publish and present with mentors and supervisors. 

NYU Shanghai Dean's Undergraduate Research Fund 

NYU Shanghai's flagship funding program for undergraduates outside of the academic year, the DURF annually funds students' summer research. Proposals should be made in collaboration with a faculty member(s) who will be supervising your work, and projects can be conducted individually or in groups. Each year, the competition opens in early spring, but applicants are encouraged to think through possible directions for their research throughout the year. Along with other research opportunities, DURF projects are presented each fall at the annual NYU Shanghai Global Research Symposium. 

NYU Shanghai Summer Student Research Program in Molecular Science (SRPMS)

The NYU Shanghai Summer Student Research Program in Molecular Science (SRPMS) is designed to foster entry into chemistry and biology research-centered careers for highly motivated undergraduates with a strong interest in chemistry, biology, or related scientific disciplines. Admitted students will have the opportunity to actively participate in research projects under the mentorship of a professor who is active at the forefront of his or her field of chemistry and biology. Students apply for positions in a roughly 2 to 3-month long program with flexible starting dates. A report summarizing the outcomes of the project is required. Students receive a stipend of RMB 3,000/month plus a housing allowance. Apply here . Questions? Email [email protected] . 

NYU Shanghai Summer Research Experience Program in Physics (SRPP)

The NYU Shanghai Summer Research Experience Program in Physics (SRPP) is designed to foster entry into physics research-centered career for highly motivated masters and undergraduates with a strong interest in Physics or related scientific disciplines. The primary goal of this program is to extend NYU Shanghai’s research opportunities to non-NYU Shanghai students and to attract talented students to the field of Physics. 

Summer 1 Credit Practicum Course (in New York) 

The 1-credit Practicum course offered in New York will allow NYU Shanghai students who are non-US citizens to be eligible to participate in an internship or on-campus research in the US. A required component of the course is for students to obtain an approved internship or on-campus research experience. To allow for greater internship opportunities, students are able to obtain an internship anywhere within a four hour radius by ground transportation of New York City. Students who take the 1-credit Practicum course are required to attend the four in-person class meetings in New York, along with completing online modules, readings, and assignments. NYU Shanghai students are not required to live on campus at NYU New York or DC when enrolled in any summer courses. 

Summer Undergraduate Research Experience (NYU Courant)

NYU's Mathematics Department sponsors summer research experiences (SURE) for a selected number of undergraduates math majors each year. The Summer Undergraduate Research Experience is aimed at advanced undergraduate math students in their junior year. For more information, click  here .

Summer Undergraduate Research Program (NYU Center for Neural Science)

NYU's Center for Neural Science hosts undergraduates interested in pursuing a neuroscience research-centered career. Accepted students are placed in laboratory positions during a 10-week summer program, during which they contribute to ongoing research and undertake projects in New York University science labs. For more information, click  here .

Summer Undergraduate Research Programs (NYU Langone, NYU Biology)

NYU's medical school sponsors a comparable, competitive summer program for undergraduates who have completed their sophomore or junior year of college and who aim to pursue a biomedical career. For more information, see  here . For NYU Biology's summer research program, see  here .

Summer Undergraduate Research Programs (NYU Abu Dhabi)

NYU Abu Dhabi provides an opportunity for limited number of undergraduate students at NYU New York, NYU Shanghai, and UAE-based universities to take part in research projects at NYU AD over the summer. For NYU Shanghai applicants, one must have successfully completed at least 44 credits, and have a cumulative GPA above 3.3, with a good academic and disciplinary record. For more information, see here .  For details on eligibility, see  here .

Shanghai Jiao Tong University International Summer Research Internship Program

The SJTU International Summer Research Internship Program seeks to promote international research collaboration and to enhance the academic environment at Shanghai Jiao Tong University. It offers top undergraduate students from around the world the opportunity to work at world class research laboratories under prominent research professors. Applications from NYU Shanghai students are encouraged, and scholarships may be available. For more information, please visit the  Study@SJTU  page.

Students from all NYU sites who will be in residence in Shanghai are welcome to apply to conduct research with NYU Shanghai faculty. To find an open position, simply log into the  NYU Shanghai CareerNet .

Faculty are encouraged to hire student collaborators for new and ongoing research. Contact [email protected] for assistance in administering your research position.

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NYU Sends Out Offers of Admission To the Class of 2028

Offers of admission to NYC campus were made to just 8% of the 118,000 undergraduate applicants

NYU has released offers of admission to the Class of 2028. Offers of admission to NYU’s New York campus were made to just 8% of those submitting 118,000 applications to be members of next fall’s entering undergraduate class. Three of NYU’s undergraduate colleges offered admission to fewer than 5% of applicants. 

This cycle, NYU witnessed its largest early decision applicant pool in history, comprising over 22,000 applications, marking a 56%-surge in Early Decision applications across NYU’s degree-granting campuses over the past five years. Over 60% of the applications to NYU were from public schools, with almost 9,000 of them from students who work with non-profit organizations such as OppNet, Bottom Line, College Advising Corps (CAC), Minds Matter, and the Charles Hayden Foundation, among others, who partner with NYU to create new pathways to increase educational access.   

NYU anticipates that 20% of the class will be Pell Grant recipients and 20% will be First-Generation students. This year’s cohort represents over 103 countries, 49 states (all but North Dakota), several US territories, and approximately 1,000 students from New York City public schools.

The NYU Promise: The NYU Promise is President Linda G. Mills’ expanded commitment to affordability. More than 1,000 students are recipients of the NYU Promise, which offers free tuition for students with family incomes under $100,000. In addition, the NYU Promise includes meeting students’ demonstrated need if it is beyond tuition and increasing aid annually to keep pace with increases in tuition.

“NYU’s admitted class of 2028 is made up of students who represent the best of us,” said Jonathan Williams, Associate Vice President of Undergraduate Admissions, Pre-College Access and Pathways. “Throughout their high school journey, these remarkable young individuals hail from various corners of the United States and the globe. They have proven themselves to be exemplary bridgebuilders, striving to connect diverse perspectives and foster understanding. Their unwavering perseverance in the face of myriad challenges showcases their dedication to creating a better world – together. They are shining examples of good listeners, global citizens, and future leaders. Their presence will undoubtedly enrich the NYU community and contribute to a brighter future for all.”

New York University

Founded in 1831, NYU is one of the world’s foremost research universities (with more than $1 billion per year in research expenditures, it is ranked seventh among private research universities) and is a member of the selective Association of American Universities. NYU has degree-granting university campuses in New York, Abu Dhabi, and Shanghai; has 13 other global academic sites, including London, Paris, Florence, Tel Aviv, Buenos Aires, and Accra, and US sites in Washington, DC, Los Angeles, CA, and Tulsa, OK; and both sends more students to study abroad and educates more international students than any other U.S. college or university. Through its numerous schools and colleges, NYU is a leader in conducting research and providing education in the arts and sciences, law, medicine, business, dentistry, engineering, education, nursing, the cinematic and performing arts, music and studio arts, public administration, social work, public health, and professional studies, among other areas.

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Schools can close summer learning gaps with these 4 strategies

W hen it comes to summer learning, the benefits are well documented. Students who consistently attend well-planned, high-quality programs achieve higher scores on math and language arts testing. They also earn higher ratings from teachers on their social and emotional skills, research shows. Unfortunately, research also shows that students from low-income and minority backgrounds are less likely to attend – and benefit from – summer learning programs than their affluent and white peers.

Summer learning can play a crucial role in helping these students – and all kids – recover learning lost during the pandemic. The federal government has also acknowledged the importance of summer learning through its Elementary and Secondary School Emergency Relief Fund, or ESSER. The fund infused states with nearly US$190.5 billion , with 20% allocated to academic recovery, including summer programs .

So how can school districts capitalize on the crucial summer months and make learning more equitable?

In partnership with the Wallace Foundation and the District Summer Learning Network implemented by the nonprofit development organization FHI 360, our team at the Center for Policy, Research, and Evaluation at New York University is studying how districts implement high-quality summer programs with an eye toward equity. We analyzed 2022 summer planning documents from 26 districts and identified four strategies they’re using to make the programs more equitable.

1. Strategically target students

Of the summer learning plans we analyzed, we found that half prioritized students who need academic or behavioral support. Additionally, 42% mentioned English-language learners, and 35% mentioned students with disabilities.

Other distinct groups included low-income students, migrants, racial and ethnic minorities and gifted and talented students. Among districts that prioritized special groups, almost all of them included more than one group in their strategic outreach.

Which students get served in summer learning programs, and how they are served, has implications for equity. For instance, research has found that middle-income students often benefit more from summer learning programs than lower-income students.

This could be because high-quality programs tend to serve higher-income students, which raises concerns that summer learning programs may actually increase the summer gap if they are not targeted. High-quality programs that target lower-income students and other minority students can move the needle toward equity.

2. Reduce barriers to access

For students to access programs outside of the regular school day in an equitable way, simple accommodations , such as transportation, are key.

Several district summer learning plans we analyzed went above and beyond academics. They provided not just transportation but also free and nutritious meals, outreach material in different languages and extended day care services to support working families.

3. Design courses for specific student populations

Students learn best when they feel a sense of safety and belonging. By affirming and nurturing the unique identities of students, districts can make summer programming more equitable and accelerate learning. Research shows, for instance, that summer supports for English-language learners are key for their overall academic development.

Some districts tailored their programming to the individual interests and cultural needs of their students. For example, three districts – in both urban and rural communities – provided language classes for English-language learners, including adults.

Another district designed an arts program for students to explore and celebrate their culture. The program featured programming around ethnic and racial identities.

Despite a shortage of teacher applicants across the country, some districts also made efforts to hire teachers who are not only effective and well credentialed but also reflect the demographics of the student body they serve.

4. Engage families in planning and programming

Some districts held regular family education sessions to provide updates about student needs and progress. Some also engaged families by offering information sessions on topics such as immigration and health.

Programs that include the whole family or community are particularly helpful for racially, ethnically and linguistically diverse populations and families in rural areas, where young people have limited access to adults other than their caregivers.

When parents are included in the planning process, programs can be designed to better fit their schedules. This might mean districts offer full-day, six-week camps to support children throughout the summer while their parents work. This type of arrangement makes it more likely that kids will be able to attend summer programs – and stave off summer learning loss .

These four approaches help make summer learning programs more culturally responsive, accessible and inclusive. Over the next two years, our research will dive deeper into how districts strengthen equity-based practices and strategies to sustain them long term.

This article is republished from The Conversation , >, a nonprofit, independent news organization bringing you facts and analysis to help you make sense of our complex world.

• How community schools can beat summer learning loss for low-income students
• Year-round school: Difference-maker or waste of time?

Rhea Almeida does not work for, consult, own shares in or receive funding from any company or organization that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

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