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Prospective postdocs.

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How to Find, Approach, and Interview Potential Faculty Mentors

Postdoc appointments at Stanford are initiated by an offer from a faculty member. Selecting the best faculty mentor requires thought and investigation. Consider the following guidelines:

Start with your research interests and career aspirations.

What are your research interests? Your career aspirations? What excites you in your research field? Can you identify a productive research area that fits your values and career plans? Who is engaged in research that is complementary to your interests? Do you have geographical limitations?

What kind of mentor best fits your needs?

Famous mentors have connections and resources but may travel a lot and have big labs. Up-and-coming mentors may be in the lab every day but may still be developing resources. Do you prefer hands-on guidance or a more removed mentoring approach? Are they nurturing? Is that important to you? Are they collaborative? Competitive? What kind of connections do they have in academia? In industry? Where have former postdocs from that lab ended up? Read their work and work from their lab widely and critically.

Approaching potential mentors:

Introduce yourself via a succinct cover letter or email.

• The story of your current research (question, approach, results, and significance)
• Your career goals, your plan to achieve them, and how a postdoc position in that lab fits into that plan
• Your postdoc project interests (be creative!) and proposed approach
• A description of how this collaboration is a great match

Preparing for the interview:

Read up on the field in general, read the last several papers from the group, and research their current interests and projects. Think about the lab’s ongoing work. Conceive of complementary projects that aren’t in their current inventory. Prepare a 30-minute talk in advance; in this talk make it clear why you did what you did and the foundation of that work. Be prepared to answer some hard questions - don’t be defensive; discussing and defending your work is part of the process.

Questions to ask current/past group members (be selective, the focus should be on your science):

About them: Ask about their science and the lab environment.

About the PI:

• Is the PI a micro-manager?
• How often do you meet?
• Are they available for guidance?
• Do they play favorites?
• Are lab meetings confrontational or supportive?
• How responsive are they with manuscripts and deadlines?
• How is authorship/project ownership handled?
• About opportunities: Are there opportunities to teach/mentor? Leadership development?
• About the lab environment: What is the lab work ethic? What is the time off with pay policy in practice? Is there encouragement/financial support to attend major meetings? Who represents the groups at department functions? Is there formalized, regular feedback? How long do postdocs usually stay?

Questions to ask the faculty mentor:

What are the mentor’s expectations of a postdoc? How is a postdoc’s research program determined? How many postdocs has the mentor had? Where did they go? How many others are in the lab (grad students, staff, etc.)? How many papers are being published, and where? What is the mentor’s policy on travel to meetings? Are there opportunities for practice in grant writing, teaching and mentoring, oral presentations, and reviewing manuscripts? How long is financial support guaranteed? On what does renewal depend? Are there adequate research funds to support the proposed research? What is the mentor’s approach to help in finding a next position? How are projects shared?

Adapted from John Boothroyd’s “Finding the Right Postdoc for YOU,” Preparing for Faculty Careers, and “Questions to Ask When Choosing a Postdoc Advisor,” Pathways to Science.

Other Resources:

• How to Find a Mentor and Lab (Stanford Biosciences)
• Advising and Mentoring : the value of multiple mentors (Stanford Biosciences)
• Quintessential Careers : how to find a good mentor
• Council of Graduate Schools : mentoring topics for each stage of training
• How to get the mentoring you want  (University of Michigan)
• How to obtain the mentoring you need : links to other resources and guides (University of Washington)
• Stanford T32 Institutional Awards for Postdocs
• Postdoc Benefits
• Open Postdoc Positions
• Diversity in Postdoctoral Scholar Training
• Postdoc Emergency Resources
• Verify Appointments
• Funding Guidelines
• Budgeting for Fellowships

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Teaching and Mentoring Resources for PhD Students

As you embark on your doctoral journey, it is crucial to recognize that your expertise and impact extend beyond your research. As future academics, you will play a pivotal role in shaping the next generation of scholars.

UB has the tools to enhance your mentoring skills, hone your teaching abilities, and cultivate a foundation for successful academic careers. Through the exploration of mentoring techniques, teaching skill development and strategies for effective instruction, these resources will empower you to excel both inside and outside the classroom.

• Teaching Assistantships (TA) are typically assigned by departments to current graduate students in their department, primarily to doctoral students. Being a TA allows you to develop teaching skills while being responsible for a lab, recitation or teaching a course by yourself. Discuss teaching opportunities with your faculty mentor or director of graduate studies. Even if you don't intend to enter an academic career path, teaching is an important professional skill to develop.
• The  Preparing for Academic Careers Seminar Series  is held during the spring semester and is offered to postdoctoral scholars and graduate students on various topics in teaching and learning. This series covers topics on engaging and motivating students, developing a teaching philosophy statement for academic job applications, and more.
• TA Orientation is a free virtual event for teaching assistants, held virtually every August by the Office of Curriculum, Assessment and Teaching Transformation (CATT). This orientation helps prepare graduate teaching assistants for success in their teaching roles at UB and in the future. Whether you are a new TA or have previous instructional role experience, this orientation is for you! 
• Fall Into Teaching is an annual teaching support series hosted by the Office of Curriculum, Assessment and Teaching Transformation (CATT). Each year the series covers important teaching topics and strategies. These sessions are free and virtual.
• The Office of Inclusive Excellence offers tips, resources and events for Inclusive Pedagogy . Find recordings of past events, and view upcoming webinars and self-paced online courses. 

The Office of Curriculum, Assessment and Teaching Transformation (CATT) provides leadership and support for delivery and assessment of 21st century instruction across physical and digital learning environments.

Offered by the Clinical and Translational Science Institute (CTSI), the Effective Teaching micro-credential will prepare participants to be more effective educators. This micro-credential is free and open to graduate students and postdoctoral scholars.

• The Network for Enriched Academic Relationships (NEAR) is a transdisciplinary online mentoring directory for students to find faculty mentors and allies beyond their substantive research areas. Students can connect with current faculty members in various departments to receive guidance and support around many topics and issues of importance.
• The  National Center for Faculty Development and Diversity (NCFDD) is an independent professional development, training and mentoring community dedicated to supporting academics in making successful transitions throughout their careers. UB's institutional membership offers an array of resources to you.
• The National Research Mentoring Network (NRMN) is a national network platform that offers professional development programs designed to hone your practices and deepen your connection to the diverse scientific community.
• School of Social Work Mentor Program  links current students with alumni.
• Finding a Career Mentor (in Addition to an Academic One)  is a useful article on Inside Higher Ed.
• One mentor isn't enough. Here's how I built a network of mentors  article on Science.org.

Stay Informed

The graduate brief.

Every Wednesday during the semester, the Graduate School emails the "Graduate Brief" to all graduate and professional students, which is a weekly selection of news and happenings within the Graduate School and its partnering offices. If you would like to be added to the mailing list, please contact [email protected] .

Upcoming Events

• Sep 21, 2020

Choosing Your Fate: Finding the right PhD mentor

Updated: Sep 24, 2020

By Michael Whaby

Undoubtedly one of the biggest decisions for a graduate student—especially PhD students—is choosing a mentor. Indeed, they come in all shapes and sizes. But unfortunately, the choice is not as simple as finding a mentor that does research that interests you. As this decision largely determines the direction of your graduate work, I figured it's worth discussing.

A graduate mentor—often referred to as a principle investigator (PI) in the sciences—is a professor that one does research under to complete a thesis or dissertation. These mentors are the graduate students’ guides, “bosses”, wisdom-providers—the list goes on; you name it. Mentors, along with other sub -mentors that make up a committee, not only help students finish their graduate work, but also help them prepare for their next steps in their careers. Accordingly, they also determine whether said graduate students are ready to defend their theses and graduate. They’re important.

Below, we’ll walk through some questions you may want to consider when choosing a graduate mentor. I will surely bias this in the perception of a STEM-related graduate student, as I am a biomedical PhD student. However, these questions should be of use to graduate students in other fields, too. Throughout this post, keep in mind what your intentions and goals are in pursuing a graduate degree.

Shall we begin?

Where to begin?

Simple answer: Begin well before you start the program. You should know of potential mentors for each program that you will be applying to (see post on PhD applications ). Reach out to these mentors ahead of time (via email) and succinctly tell them of your interest in the program itself and their research. Then, try to set up a call or meeting—which could easily be virtual, especially given the current state of the world. Make sure to do your research on the potential mentor and the program before meeting with them. This will make the meeting much more efficient.

These are the initial stages that will not only help you decide which program is best for you, but also help you find the right mentor and make connections before even starting the program. But still, just based off of these initial connections and conversations, do not yet put all of your eggs into one basket.

Use me as an example, I came to the Medical University of South Carolina to pursue a PhD in biomedicine. During the first year, we had to complete 3 lab rotations with 3 different mentors and labs. I came here with a good idea of which labs I would rotate with. When I got here, however, I ended up rotating in 3 labs different than those I had anticipated. Thankfully, I still fared well—as I still utilized the proceeding questions—but it’s best to try avoiding situations that make you improvise.

Tip: Even after talking with potential mentors, talk with the Dean of the graduate school and ask of any restrictions that might prevent you from having a certain mentor (we will learn more about this issue below).

What is the funding situation?

Something that is especially important for PhD students: You have to find a mentor who can afford you —or a school that funds you even if the mentor can’t. Some programs will provide funding for their students in the case that the PI does not have sufficient funding; however, the majority of programs do not offer this luxury. You will often have to be wary of the funding status of a potential mentor.

Tip: I used NIH RePORTER to “investigate” the funding status (from the NIH, at least) of potential mentors.

I talked with potential mentors before starting my PhD program that, by the time I started, were no longer able to take students because they lacked funding. This is why I added the side note above: Talk to the Dean, too. Know exactly which professors are most likely suited to take on graduate students.

Who do you learn well from?

As a graduate student, you must learn to think independently about your research and topics in your field. Your mentor will play a major role in helping you gather the tools necessary to do this. A quality that I searched for in a mentor was the level of communication they had with me. When we talked about research, I asked myself: 1) Did I learn well from this mentor? 2) How did they act if I didn’t understand something? 3) Were my ideas considered and not just tossed away?

To that last point, you want to be able to learn well from your mentor, but it is also important that your mentor can learn from you as well . As you grow as an academic and professional, you will bring more and more ideas to the table. Having these ideas heard, and not just in a passive manner, will add even more value to your training, your professional confidence, and your voice.

What is the rest of the lab like?

Labs can be very diverse environments. There can be other grad students, undergrads, postdocs, staff scientists, lab technicians, etc. You have to figure out which type of environment is most fitting for you. Maybe it’s a larger lab with multiple people at many stages in their career. A larger lab might indicate that you’ll have less one-on-one time with your mentor. And some people actually enjoy this “freedom”. In smaller labs, however, you tend to get more attention from the mentor.

The lab that I work in, for instance, consists of 3 staff scientists and 1 postdoc. I am the only graduate student. At first, this was kind of intimidating because everyone had so much experience on me. But the benefits to this were that I had tons of experienced people all around me. Most of the help I continue to receive comes from the other lab members, and yet I still have the luxury of being able to meet one-on-one with my mentor.

Tip: A good way to get a sense of what the lab and mentor are like is to join in on a few lab meetings. Here, you will get insights on how the lab functions and communicates with one another, and also will see some of the expectations that the mentor has of the lab.

Lastly, Talk to current and former graduate students of the lab. They will have the best, and hopefully unbiased, insights about the mentor and lab. You will never know exactly what a mentor is like through just a couple interactions with them, so it couldn’t hurt to hear another’s perspective.

What are their values vs yours?

As a graduate student, you will always encounter the dilemma of a work-life balance. Between self-guilt and pressure from peers or even your mentor, striking a good work-life balance is one of the hardest feats of graduate school.

Everyone’s ideal work-life balance is unique to them, but too much of either is risky. Again, with just a straightforward approach, ask potential mentors what they do to encourage a healthy work-life balance.

This plays into what mentors expect of their graduate students. Different mentors will have different expectations of their students and other lab members. Some mentors are more relaxed and flexible, while others are strict and more upfront about their expectations. It is best to openly ask them this question. No beating around the bush here; these are the conversations that need to happen early on.

Yet again, sadly, there are no “right" answers here; there are no single answers to the questions above that would be fitting for everyone. It would be wrong of me, though, to downplay the importance of this decision. So, I’ll leave you with this: If you’re lucky, you will have a hard time choosing between a few different great mentors. Good luck!

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Michael, I nice topic and some good advice. I also liked the Chronicles of Giving and Receiving Criticism. You are doing a great job of staying on track with the blogging schedule.

What Is a Mentor?

For graduate students, a mentor is someone who serves as a guide throughout their professional training. But mentors are more than that. They provide both professional and personal advice in transitioning into, and out of, graduate school. They give constructive feedback on writing, teaching, and other elements of career design. They can also serve to help students balance professional goals with their personal lives or give emotional encouragement during challenging times. The most successful students have multiple mentors in their network to help with various challenges facing them during and after their graduate school tenure at Duke. 

Good Mentors

Duke has addopted Stanford University sociologist Morris Zelditch's oft-cited definition of a mentor.* The Graduate School has compiled examples from the nomination letters for winners of the Dean's Award for Excellence in Mentoring in each of Dr. Zelditch's mentoring categories:

People with career experience willing to share their knowledge

People who give emotional and moral encouragement

People who give specific feedback on one’s performance

People who shepherd students through the transition from trainee to junior colleague

Sources of information about, and aid in obtaining opportunities

Role Models

Of the kind of person one should be to an academic

Difference Between an Adviser and Mentor

While there is quite a bit of overlap, advisers and mentors can serve different functions for students during their graduate education.

Advisers are usually connected to students’ home department and provide direction on course selection, departmental requirements, and might direct a dissertation or thesis. 

Students generally self-select their mentors for both professional and personal guidance. Many mentors are student colleagues who can speak to many issues differently than faculty mentors. 

Origins of "Mentor"

The term “mentor” derives from a character in Homer’s epic tale, The Odyssey . After leaving to fight the Trojan War, Odysseus, King of Ithaca, leaves Mentor in charge of his household. In this role, Mentor also taught Odysseus’s son, Telemachus. The goddess Athena later disguised herself as Mentor in order to support Telemachus in his quest to reclaim Odysseus’s throne. Over time, the term came to mean an experienced and trusted adviser, especially one who advises those with less experience. Mentors are those who help us move toward our full potential.

* – Zelditch, M. (1990). Mentor Roles, Proceedings of the 32nd Annual Meeting of the Western Association of Graduate Schools. Cited in Powell, R.C..& Pivo, G. (2001), Mentoring: The Faculty-Graduate Student Relationship. Tuscon, AZ: University of Arizona.

We’re hosting a workshop on April 8th at 6pm ET, covering “How can my research change the world?”

The application deadline for the summer term of the undergraduate research methods course was extended priority applications due april 23, we are hiring graduate teaching assistants for the summer sessions of the undergraduate course. applications accepted through april 15, institutional partners are universities that are committed to scaling undergraduate research. applications will be accepted through the start of our courses. apply today, are you an educator looking for an opportunity to teach a virtual, synchronous course check out our graduate and undergraduate instructor positions, ur2phd overview.

The Undergraduate Research to PhD (“UR2PhD”) program, pronounced ‘you are to PhD,’ focuses on increasing the representation of women and gender-marginalized students, particularly Black, Latinx, and Native/Indigenous individuals, in computing doctoral programs. Recognizing the urgent need to address the underrepresentation, the program aims to boost the percentage of women and gender-marginalized students entering computing PhD programs by at least 15% annually, with a higher increase target for U.S. citizens and permanent residents.

CRA Taulbee survey data from the 2020-2021 academic year indicates that only 23.3% of computer science PhD graduates identified as women, and 68.7% of those women were nonresidents. There is an urgent need to increase representation within the field. Computing researchers shape the technology that is built and implemented in the US and beyond, and if researchers aren’t representative of society, we’re not only sacrificing potential technological innovations and their accompanying economic benefits, but we are also at risk of causing irreparable harm to vast segments of society. 

The UR2PhD program will specifically focus on increasing the number of undergraduate research opportunities and closing the gap between a first research experience and a successful PhD application.

To accomplish this, the UR2PhD program will create and sustain three primary virtual activities:

• A twice-annual synchronous, undergraduate research methods course to increase the capacity of computing departments to provide high-quality undergraduate research experiences
• A mentor training program for graduate students in order to train them to support students in a culturally responsive manner in order to grow the capacity and quality of research experiences for undergraduates
• A series of workshops for students to retain their interest in research, increase their understanding of the graduate school application process, learn more about research pathways, and engage with current researchers

UR2PhD is managed by CRA’s Education Committee (CRA-E) and its Committee on Widening Participation in Computing Research (CRA-WP). Evaluation of the program will be conducted by CRA’s Center for Evaluating the Research Pipeline (CERP).  

Looking to share information about the UR2PhD program? View and download our Informational Flyer.

Program Objectives

UR2PhD aims to increase the percentage of women and other gender-marginalized students, especially those that also identify as Black, Latinx, and Indigenous/Native, entering computing doctoral programs by at least 15% per year, with higher increases for U.S. citizens and permanent residents. To achieve its goals, the UR2PhD program will specifically focus on increasing the number of undergraduate research opportunities for women and closing the gap between a first research experience and a successful PhD application.

Program Activities

The UR2PhD program is comprised of three primary, virtual activities: 

• An undergraduate research methods course to increase the capacity of computing departments to provide high-quality undergraduate research experiences
• A  mentor training program for graduate students  to train them to support undergraduate researchers in a culturally responsive manner
• A series of workshops to increase students’ understanding of the graduate school application process, learn more about research pathways, and engage with active researchers

Program Entry Points 

There are two pathways for students seeking to participate in our courses: individual applications and institutional partnerships.

• Undergraduates seeking to participate in the virtual research methods course must first form a research group (composed of 2-4 undergraduates) and identify a research advisor. Students will then submit an application to the program in advance of the deadline for the term in which they are applying. Learn more about undergraduate student participation.
• Graduate students who serve as mentors for UR2PhD undergraduate participants are encouraged to complete the mentor training course. Graduate students need not apply; when undergraduate students are selected to participate, the UR2PhD team will reach out to their research advisors and will request advisors identify any graduate student research mentors. Learn more about graduate student participation.
• 2023 partners: Boston University, University of Alberta, University of North Texas, and University of Waterloo.
• 2024 partners: Boston University, Harvey Mudd College, New Mexico State University, University of Alberta, University of California Riverside, University of North Texas, University of Waterloo, and Wellesley College.
• The responsibility for managing recruiting and mentoring efforts at institutional partner schools lies with the local coordinators. Undergraduate and graduate students at institutional partner schools should request additional information from their local coordinators about how they can get involved.
• Learn more about institutional partnerships.

Program Funding

The Computing Research Association received a $5 million grant from a philanthropic partner to support the UR2PhD program. 

Have a question about the program that’s not covered in this section? Please refer to our FAQ, or send us an email at [email protected]  

Prospective participants can submit their applications for the summer session from February 1 – March 29, 2024 . 

About the course:

The virtual, synchronous undergraduate research methods course aims to support new undergraduate researchers during their first research experience. In the summer, it is between 4-5 weeks in length and in the fall it is 11-12 weeks in length.

Course content:

This course will cover the foundations of research with the goal of supporting students in completing their pre-identified research project. Participants will develop and apply practical research skills, like reading and interpreting research papers, conducting literature reviews, and analyzing and presenting data. Students will hone their research comprehension and communication skills, develop an understanding of research ethics, and build their confidence in their identity as a researcher. All concepts and skills will be taught in the context of students’ projects. The course will also provide participants with an opportunity to foster a peer network of support.

This course does NOT cover specific research methodologies and techniques. It is designed to assist participants in identifying the precise technical knowledge required for the successful completion of their research projects. Over the duration of the course, participants will enhance their research, communication, and teamwork abilities. Additionally, they will explore the societal, ethical, and cultural implications of their projects.

Course eligibility:

All participants must be undergraduate students at a North American university or college. All participants must have a team (2-4 undergraduates), a mentor (graduate student and/or faculty mentor), a research project, and availability to attend all program sessions at the same time as their team.

Benefits of participating:

By participating, undergraduates will:

• Learn, practice, and apply crucial skills necessary to conduct research while earning course credit or pay
• Cultivate connections with undergraduate researchers within and beyond your university, fostering an extensive peer network
• Develop relationships with research mentors and advisors who can serve as future references 
• Expand understanding of computing research, sub-disciplines, and topics through engagement with guest speakers from across North America 
• Grow knowledge about research opportunities and careers, as well as graduate school, with an opportunity to learn more about graduate school application expectations and requirements

Responsibilities and expectations:

Participants will need to certify that they understand and will adhere to the following responsibilities and expectations:

• Engage in a research project at your college/institution with your research group (1-3 other undergraduates), a faculty member, and (if applicable) a graduate student mentor
• Active participation means arriving on-time. The expectation is that participants will have their cameras on during the entire session and will be focused on the course content, participating in discussion when prompted.
• Students will be allowed no more than 2 unexcused absences throughout the course
• Complete course assignments in a timely fashion
• Participate in evaluation efforts, as requested

Course timeline and meeting dates

For the Summer of 2024, both sessions will meet from 9am – 10:50am PT / 12pm – 1:50pm ET.

Please note: these dates are tentative and subject to change.

Compensation:

Students accepted into the UR2PhD program will gain access to the undergraduate research methods course and virtual workshops. We strongly encourage faculty members at participants’ home institutions to either provide course credit or payment to students.

Entry points and applications:

There are two primary pathways to participate in our activities: individual applications and institutional partnerships.

• Please note: each team member must submit their own application. The form will ask you to identify your research partners, faculty mentor, and preferred course term. Please be aware that the faculty members mentioned in applications will be contacted by the UR2PhD team to verify the submissions and provide additional information.
• Application link: https://forms.gle/xx8DzJprxBX77Emj7
• For the Summer of 2024 session, applications are rolling. Applications received before April 23, 2024  will receive priority.
• 2024 institutional partners include: Boston University, Harvey Mudd College, New Mexico State University, University of Alberta, University of California Riverside, University of North Texas, University of Waterloo, and Wellesley College.
• Students at these institutions should speak to their local coordinator about how they might be able to get involved in our program. If you are a student at an institutional partner school and do not know who your local coordinator is, our team would be happy to assist you in identifying the appropriate contact.

About the series:

The Computing Research Engagement and Awareness Workshop Series was designed for undergraduate researchers of all levels. Participants will hear from and connect with active researchers in various computing sub-disciplines through panels and concise research presentations. Participants will also participate in lively discussions on research-related topics, learn more about research career options, and expand their professional network.

In 2024, we plan to have two iterations of this series from February to May and August to December. Each workshop will be 1-hour in length. Registration for each session is required.

Eligibility:

All undergraduates interested in computing research are invited to participate in our monthly, virtual workshops. Students need not be affiliated with the UR2PhD program to engage with our sessions. Students do not need any prior research experience in order to participate.  

To ensure a workshop environment that fosters respect, inclusivity, and constructive dialogue for all involved, we kindly ask all participants to adhere to the following conduct guidelines:

• Respectful Communication : Please engage in discussions and interactions with courtesy and respect towards fellow participants and panelists. Disagreement is welcome, but it must be expressed in a considerate and constructive manner.
• Open-mindedness and Inclusivity : Embrace diversity of perspectives and backgrounds. Avoid discriminatory, derogatory, or offensive language or behavior that might marginalize any individual or group.
• Maintain Professionalism : While we encourage a relaxed atmosphere, disruptive behavior, use of inappropriate language, or any form of harassment will not be tolerated.
• Compliance with Moderation : Follow the guidance of moderators and adhere to the established guidelines for participation. This ensures a smooth and productive flow of discussions.
• Accountability and Responsibility : Each participant is accountable for their conduct and contributions. Take responsibility for your words and actions and understand their potential impact on others.

Schedule and registration:

All spring workshops will be held synchronously on Zoom from 3 – 4pm PT / 6 – 7pm ET.

We’ll host more sessions in the fall from August to December. Stay tuned for more details!

Previous sessions:

We encourage folks to attend our sessions synchronously, but we also record them. You can view previous sessions on CRA’s YouTube channel .

The Admissions Preparation Workshop Series, inspired by the CSGrad4US mentoring program , is tailored for undergraduates interested in exploring graduate study in computing. These workshops are beginner-friendly. Sessions will attempt to bridge the gap between a student’s initial research experience and successful admission into a PhD program.

For the year 2024: there will be one iteration of this series in the fall.

The development of this workshop series is currently underway. Stay tuned for further updates and details.

To come — this series is still being designed. We anticipate that our first session will be held in late August or early September.

About the mentor training course:

The UR2PhD graduate student mentor training course is a virtual, synchronous course that prepares participants to provide culturally-responsive mentorship. The curriculum aims to familiarize students with empirically-proven principles and best practices in mentorship. By the end of the series, participants will be capable of explaining and recognizing techniques for fostering inclusive, positive, and successful mentorship environments. They will also craft their own personal mentoring philosophy.

• Acquire formal training in the art of effective research mentoring, a pivotal skill for long-term career success
• Learn to design and adapt research projects based on research goals, advisee skills and experiences, and project challenges
• Hone essential communication skills and techniques for assessing and promoting student development and growth 
• Develop and formalize a personalized mentorship philosophy 
• Establish a supportive peer network with students across various universities

Any student that is mentoring an undergraduate participating in the UR2PhD undergraduate research methods course is required to complete the mentor training course, if they have not already.

Participants in the course must certify understanding and adherence to the following responsibilities and expectations:

• Attend and actively participate in the 1-hour virtual course sessions, missing no more than 2 sessions  
• Support mentees with their research project throughout the program

Course timeline and meeting times:

For the Summer of 2024, meeting times have not been determined, but the course will tentatively take place on the following dates:

Please note: these dates are tentative (T/TH) and are subject to change.

Participants who complete the graduate student mentor training program in its entirety will receive a $1,000 stipend. Stipends will be paid directly to participants following the completion of the course and required documentation (i.e., W-9 or W-8BEN Forms, and Direct Deposit Form).

To be considered as having “completed” the course, graduate student participants must actively engage in and attend all course sessions, complete all assigned coursework, and have a maximum of two unexcused absences. If a graduate student has more than two unexcused absences, they will not receive the stipend. This criterion ensures an optimal learning experience for all participants and maintains the program’s integrity

The course is limited to mentors of undergraduate participants in the UR2PhD program.

Students do NOT need to hold any specific nationality, nor do they need to identify as any specific gender to be considered for this program; however, they MUST currently attend a North American-based institution.

Applications:

If you are a graduate student attending an institutional partner school (Boston University, Harvey Mudd College, University of Alberta, University of California Riverside, University of North Texas, University of Waterloo, or Wellesley College), please contact your local coordinator for detailed application instructions . 

Mentors of undergraduate students in the research methods course who are not affiliated with our institutional partners will be contacted by a member of our team. No application is required , as a faculty mentor will identify your participation

Every term, we hire graduate students to perform Teaching Assistant duties for the undergraduate research methods course. We are currently hiring TAs for the summer.

About the role:

The undergraduate research methods course will teach students about the foundations of research (e.g., reading a research paper, doing a literature review, identifying and communicating a research problem, etc.). TAs will play a pivotal role in supporting program participants as they embark on their first research experiences and develop foundational research skills. Teaching Assistants will not be responsible for curriculum development or leading instruction.

We are hiring at three different commitment levels: two options at 10 hours per week and one at 20 hours per week.

• Option 1: In class TAs (10 hours/week).   These TAs are expected to provide 10 hours per week support for the 4-5-week, virtual, synchronous research methods course during the summer of 2024. This support will involve attending all class sessions (MWTh 9:00am – 10:50am PT), grading student assignments, supporting students in the course and assisting with other administrative tasks up to 10 hours per week.
• Option 2: Out of class TAs (10 hours/week) .  These TAs are expected to provide 10 hours per week support for the 4-5 week, virtual, synchronous research methods course during the summer of 2024.  These TAs will NOT attend class sessions, but will provide support by grading student assignments, supporting students in the course asynchronously and assisting with other administrative tasks up to 10 hours per week.
• Option 3: Full TA (20 hours/week) . These TAs are expected to provide 20 hours per week support for the 4-5 week, virtual, synchronous research methods course during the summer of 2024.  This support will involve attending all class sessions (MWTh 9:00am – 10:50am PT), grading student assignments, supporting students in the course and assisting with other administrative tasks up to 20 hours per week.

Candidates for all three options  must  have a strong background in computer science, experience doing computer science research, and a commitment to supporting students, particularly those from groups that are underrepresented in computer science. Strong interpersonal and communication skills are essential for this role.

Responsibilities:

Teaching Assistants will provide administrative and technical support to instructors and participants. Specifically, they will be responsible for:

• Attending weekly virtual course sections and hosting office hours, providing technical support and assistance to both instructors and participants.  (Option 1 and 3 only)
• Supervising breakout groups during course sections, fostering discussions and ensuring productive collaboration among students.  (Option 1 and 3 only)
• Offering real-time support to students as needed, addressing questions, concerns, and technical issues promptly and professionally.  (Option 1 and 3 only)
• Tracking and recording student participation during virtual sessions, ensuring accurate documentation for assessment purposes. (Option 1 and 3 only)
• Note: in class TAs will do less grading and out-of-class tasks than out of class TAs.
• Maintaining accurate and confidential student grade records in accordance with program guidelines.
• Proactively reaching out to students who are not meeting course expectations, offering guidance and support to facilitate their success.
• Tracking and reporting hours spent on duties related to this role, maintaining accurate records for administrative purposes.
• Assisting instructors in fostering a supportive and cohesive cohort community.

Qualifications:

• Currently enrolled in a graduate program
• Commitment to maintaining confidentiality and professionalism in all interactions
• Experience leading research with undergraduate students
• Experience teaching student-facing programs
• History of using identity inclusive instructional practices
• Demonstrated organizational and communication skills
• Strong technical skills and proficiency in virtual teaching platforms and collaboration tools (i.e. Zoom, Canvas, etc)
• Excellent communication and interpersonal skills, with the ability to interact effectively with instructors and students from diverse backgrounds
• Ability to work independently and collaboratively in a virtual environment, demonstrating initiative and problem-solving skills

Preferred: 

• Previous experience in teaching, tutoring, or providing academic support
• Experience teaching a similar course
• Experience working with programs designed to increase diversity, equity and inclusion in computing

The course is tentatively scheduled to have two sessions, and will require availability from mid-May to July 2024. Full course schedules are below. Please note that all sessions will be held from  9am – 10:50am PT / 12pm – 1:50pm ET.

We prefer applicants who can work during both sessions, but you may apply for only one if you are not available for both.

Graduate students will be compensated with a $2,800 stipend for option 3 (full TA), and a $1,400 stipend for options 1 and 2 (in-class or out-of-class TA) per session.  Folks who are offered the role will need to complete an independent contractor agreement, a W-8 or W-9 form, and a direct deposit form.

Please upload a cover letter and your CV to this Google form:  https://forms.gle/SoY16BSi8xfTAdru6  Applicants who apply by  April 15  will be given full consideration. The position will remain open until filled.

Please contact  [email protected]  with any questions.

UR2PhD intends to increase the percentage of women and other gender-marginalized students entering computing doctoral programs. We hope our programming makes it easier for you to mentor more undergraduate researchers. 

About UR2PhD:

The Undergraduate Research to PhD (“UR2PhD”) program is a fully virtual program designed to increase the percentage of women and other gender-marginalized students (especially those who identify as Black, Latinx, and Native/Indigenous) entering computing doctoral programs. The program aims to achieve this by increasing the number of undergraduate research opportunities for women and closing the gap between a first research experience and a successful PhD application.

Undergraduate students:

For more detailed information about these opportunities, please view the undergraduate student tab .

• Course length: In the fall, the course spans 11-12 weeks, and in the summer, it lasts between 4-5 weeks.
• Course content: Participants will develop and apply practical research skills, such as reading and interpreting research papers, conducting literature reviews, and analyzing and presenting data. They will hone their research comprehension and communication skills, develop an understanding of research ethics, and build confidence in their identity as a researcher. All concepts and skills will be taught in the context of their projects. The course does NOT focus on covering specific research methodologies or techniques.
• Course eligibility: Undergraduates at non-institutional partner schools seeking to participate in the virtual research methods course must first form a research group (composed of 2-4 undergraduates) and identify a research advisor. Students will then submit an application to the program before the term deadline.
• Course evaluation: Participants will receive grades based on their participation, research logs, research reflections, pre-class and homework assignments, LinkedIn activities, final presentations, and research proposals. All coursework will be related to the students’ research project.
• Supervising, mentoring, and guiding undergraduate researchers on a computing research project
• Ensuring that students attend the virtual course and complete related assignments
• Supporting program evaluation efforts by completing surveys as requested
• Workshop length:  All workshops are one-hour long.
• Workshop content: Throughout the series, participants will hear from and connect with active researchers in various computing sub-disciplines. They will learn about different research-related topics, research career options, and expand their professional network.
• Workshop eligibility:  Our workshops are open to ALL undergraduates. Students need not identify as a specific gender, race, ethnicity, nationality, etc. Registration is required for every workshop.
• Specific details about these workshops are forthcoming. More information will be included as it becomes available. 

Graduate students:

For more detailed information about these opportunities, please view the graduate student tab .

• Course length: In the fall, the course spans 11-12 weeks, and in the summer, it lasts between 9-10 weeks.
• Course content: Participants will develop and apply effective research mentoring skills. Students will learn to design and adapt research projects based on research goals, advisee skills and experiences, and project challenges. They will also develop and formalize their own personal mentorship philosophy.  
• Course eligibility: Graduate students must be actively mentoring participants in our undergraduate research methods course to be eligible to participate in this course.
• Compensation:  Students who complete the course and necessary documentation will receive a $1,000 stipend.

There are numerous reasons why you may want to consider actively mentoring and supporting undergraduate and graduate student researchers. Below, we’ve listed a few benefits faculty can take advantage of when participating in the UR2PhD program.

Faculty benefits:

• Reduce the time commitment necessary for introducing undergraduate students to research fundamentals
• In the context of their research project, undergraduates will learn how to: read research papers, conduct literature searches, present data, write technically, etc 
• Equip your graduate students with the skills needed to excel as effective research mentors of undergraduate and junior graduate students, freeing up your time for more focused research mentoring.
• Expand the reach and diversity of your research lab 

Institutional partners are North American universities and colleges that partner with the UR2PhD program leadership team to scale undergraduate participation in computing research.

Benefits of becoming an institutional partner:

The UR2PhD program aims to increase the number of women and gender-marginalized people entering computing PhD programs by providing educational support and community, aiding institutions in facilitating more high-quality research opportunities for undergraduates. Rather than offering monetary support or direct mentorship to undergraduate researchers, the program provides mechanisms to enhance institutions’ capacity for undergraduate research. Institutions aiming to grow their undergraduate research programs, both in size and gender diversity, stand to benefit significantly by participating in the program as partners. Specific benefits to institutional partner stakeholders are outlined below.

Departmental benefits:

• Increase the number of undergraduate researchers without increasing the department’s training workload
• Elevate the quality of research mentoring provided by graduate student mentors, contributing to a more robust and effective research ecosystem within the department

Faculty benefits: 

• Equip your graduate students with the skills needed to excel as effective research mentors of undergraduate and junior graduate students, freeing up your time for more focused research mentoring

Graduate student benefits: 

• Establish a supportive peer network with students across various universities 

Undergraduate student benefits: 

• Learn, practice, and apply fundamental skills necessary not only to conduct research but also to thrive in any technical workplace through a formal research methods course while earning course credit or pay from your university 
• Expand understanding of computing research, sub-disciplines, and topics through engagement with  leaders from academia, industry and government labs from across North America 

To ensure that all stakeholders are able to receive and take advantage of the benefits of our program, we expect our partners to commit to:

• Designating a local coordinator to manage local recruiting and mentoring efforts
• Implementing an advertising, recruitment, and selection process with the goal of ≥ 80% of the new researchers identifying as women or other gender-marginalized identities 
• Recruiting at least 20 new researchers during the program; researchers should be placed in teams of 2-4 undergraduates that are willing and able to attend the same synchronous course sessions. 
• Supporting undergraduate students with course credit (or pay) for their participation
• Ensuring any graduate and undergraduate student participants are attending and actively participating in their respective courses; students must be able to attend the synchronous course sessions
• Encouraging participants to complete evaluation efforts 
• Ensuring undergraduate students present their work at an on-campus, regional or national venue
• Encouraging undergraduates to participate in bridge program activities (i.e. workshops) and encouraging graduate mentors to continue to check-in with their mentees after the research experience 

To enable and encourage departments to meet the expectations outlined above, partners will receive:

• A one-time $2K stipend for a local coordinator to help manage and organize undergraduate research activities
• Priority access for their students to all three pillars of the UR2PhD program ( NOTE : graduate students participating in the mentor training program will be paid $1,000 for completing* the program; this stipend will be paid directly to the student)
• Guidance and support in implementing recruiting and selection strategies that result in a high participation percentage of women and other gender-marginalized students in computing, including those from marginalized races and ethnicities
• Regular, personalized support from experts in implementing scalable, inclusive undergraduate research programs

Student participation:

Undergraduate students at institutional partner schools must also meet the same eligibility requirements as individual participants.

To participate, students must be a part of a research team of 2-4 undergraduate researchers. They must work with a faculty mentor on a research project (and a graduate student mentor, if applicable).  Students must be able to attend the synchronous, virtual course meetings at the same time as their research group.

Eligibility

All accredited institutions who are able to commit to the institutional partner responsibilities are eligible to apply. Institutional partners will work closely with the UR2PhD program leadership to vastly expand the number of research opportunities for women and gender-marginalized undergraduates, including those from marginalized races and ethnicities, at their institutions.

Accepted partners commit to being partners for a year with the option to renew their commitment. 

Timeline and deadline(s)

Applications will be accepted on a rolling basis through the start of the Fall course, with a priority deadline of March 15, 2024 . Once you’ve completed your application, please allow at least 2 weeks of processing time for our team to review your application. 

Application instructions

There is a three step process for applying: 

• Make a copy of and complete the following document : https://docs.google.com/document/d/1sAuT4O8q-I3D0VecEwOpknXUX6asWujCxnz02QtjE9Y/copy
• Obtain a letter of support from your department chair
• Upload both documents to this form : https://forms.gle/DGZjy8NYxQja1DX47

We are honored to be able to work with several universities who are committed to expanding their research capabilities, among them:

• Boston University
• Harvey Mudd College
• New Mexico State University
• University of Alberta
• University of California, Riverside
• University of North Texas
• University of Waterloo

Wellesley College

Program Leaders

Christine Alvarado

University of California,

Bio  |  Website

Lori Pollock

University of Delaware

Bio | Website

Monique Ross

The Ohio State University

Williams College

CRA-WP Liaison

Susan Rodger

Duke University

Instructors

Justin Shaffer

Colorado School of Mines

Undergraduate Research Methods Instructor

Rachelle Heller

George Washington University

Jessica Masters

City College of San Francisco

Catherine Berdanier

Pennsylvania State University

Graduate Mentor Training Instructor

Joshua Sunshine

Carnegie Mellon University

Niema Moshiri

University of California, San Diego

Computing Engagement & Awareness Workshop Designer-Facilitator

Christine Bassem

Computing Research Engagement & Awareness Workshop Designer-Facilitator

Erik Russell

Director of Educational Initiatives

Julia Sepulveda Avalos

Program Associate

The UR2PhD program would not be possible without the support of the computing research community. The UR2PhD team is actively hiring instructors for our undergraduate and graduate student courses. 

Please note:  Any persons hired will be considered independent contractors, and are not employees of CRA. Stipends represent compensation for services rendered. Stipends are reportable as gross income, but not as wages. By accepting a role and participating in the UR2PhD program, independent contractors recognize that CRA is not required to withhold any taxes, and no such withholding shall be done. CRA will issue 1099’s to independent contractors. It is the responsibility of each recipient to properly report the award as taxable income on their tax return for the year in which it was received. Independent contractors will need to complete and submit the appropriate W-9 or W-8BEN form to CRA for their stipends to be processed. Independent contractors must agree to follow CRA’s Code of Conduct which is outlined here: https://cra.org/code-of-conduct/ .

OPENING FOR UNDERGRADUATE RESEARCH METHODS COURSE INSTRUCTOR(S)

We are seeking instructors for the UR2PhD program ( https://cra.org/ur2phd/ ), whose goal is to vastly increase the number of women (particularly Black, Latina and Native) students who have high-quality undergraduate research experiences and continue into PhD programs.  

UR2PhD is a national, virtual program with three pillars: (1) early undergraduate research support and training, (2) graduate student mentor training, and (3) a bridge program to support students between their first research experience and application to a PhD program.

We are currently seeking instructors for the undergraduate research methods course. Instructors will teach a virtual, synchronous research methods course for new undergraduate researchers. The course will teach students about the foundations of research (e.g., reading a research paper, doing a literature review, identifying and communicating a research problem, etc.), which they will apply in the context of their local research project. Instructors will also be expected to foster a network of support for undergraduate researchers. Instructors will not need to develop any curriculum. All materials needed to teach the course will be provided to the instructors.   

The course will teach students about the foundations of research (e.g., reading a research paper, doing a literature review, identifying and communicating a research problem, etc.). Instructors will also be expected to foster a network of support for undergraduate researchers. 

• Manage and teach all aspects of the course including coordinating with co-instructors, leading synchronous sessions, assigning homework, engaging with students between sessions, and grading and providing feedback on assignments.
• Manage and engage with graduate teaching assistants.
• Empower students to take an active role in their research; encouraging participants to consistently communicate with their peers, mentors, and faculty advisors. 
• Experience leading research with undergraduate students (required);
• Experience teaching student-facing programs (required);
• History of using identity inclusive instructional practices (required);
• Demonstrated organizational and communication skills (required);
• Experience teaching a similar course (preferred);
• Experience teaching virtual, synchronous courses (preferred);
• Experience creating interactive learning experiences, facilitating group discussions, and providing constructive feedback (preferred);
• Experience working with programs designed to increase diversity, equity and inclusion in computing (preferred).

For the summer, the course is scheduled to have two sessions and will require availability from mid-March to July 2024.

The fall course is tentatively scheduled to begin in September and end in mid-December. Prep work will begin in August, but we expect it to be fairly light as the course is already developed.

Instructors for the undergraduate research methods course will each be given a $12K stipend for their work.  

Applicants who apply by March 31 for the summer term will be given full consideration. Position(s) will remain open until filled.

Please upload a cover letter and your CV to this Google form: https://forms.gle/zpDyK58xDdxAikFz5  

Please contact [email protected] with any questions.

OPENING FOR GRADUATE STUDENT MENTOR TRAINING COURSE INSTRUCTOR(S)

We are seeking an instructor for the UR2PhD program ( https://cra.org/ur2phd/ ), whose goal is to vastly increase the number of women (particularly Black, Latina and Native) students who have high-quality undergraduate research experiences and continue into PhD programs.  

We are currently seeking an instructor for the graduate student mentor training course. Instructors will teach a virtual, synchronous course. The course will teach graduate students about the foundations of mentorship and best practices based on empirical research, while they are concurrently advising undergraduate students on a research project.  Instructors will be expected to foster a community  of support for graduate student participants and encourage them to grow as mentors. Instructors will not need to develop any curriculum. All materials needed to teach the course will be provided to the instructors.  

• Manage and teach all aspects of the course including coordinating with co-instructors, leading synchronous sessions, assigning homework, engaging with students between sessions, and providing feedback on assignments. 
• Empower participants to take an active role in mentoring their mentees; encourage consistent communication between graduate students, their mentees, and their faculty advisors.
• Experience working with graduate students (required);
• Experience mentoring researchers and enthusiasm for student empowerment (required);
• Experience working with programs designed to increase diversity, equity and inclusion in computing (preferred);
• Experience teaching virtual, synchronous courses (preferred).

The summer course is scheduled to have two sessions, and will require availability from the end of April to late July.

The fall course is tentatively scheduled to have two sessions, and will require availability from mid-July 2024 through the end of December 2024.

Instructors for the graduate student mentor training course will each be given a $8K stipend for their work.

Applicants who apply by March 31 for the summer term will be given full consideration. Position(s) will remain open until filled. Please upload a cover letter and your CV to this Google form: https://forms.gle/zpDyK58xDdxAikFz5  

OPENING FOR UNDERGRADUATE RESEARCH METHODS COURSE GRADUATE TEACHING ASSISTANT

About ur2phd: .

The UR2PhD program ( https://cra.org/ur2phd/ ) is a virtual program that aims to vastly increase the number of women and gender-marginalized students (particularly Black, Latina and Native students) who have high-quality undergraduate research experiences and continue on to PhD programs in a CISE field. UR2PhD has three pillars: (1) early undergraduate research support and training, (2) graduate student mentor training, and (3) a bridge program to support students between their first research experience and application to a PhD program. 

About the role: 

We are hiring at three different commitment levels: two options at 10 hours per week and one at 20 hours per week.  

• Option 1: In class TAs (10 hours/week).   These TAs are expected to provide 10 hours per week support for the 4-5-week, virtual, synchronous research methods course during the summer of 2024. This support will involve attending all class sessions (MWTh 9:00am – 10:50am PT), grading student assignments, supporting students in the course and assisting with other administrative tasks up to 10 hours per week.
• Option 3: Full TA (20 hours/week) . These TAs are expected to provide 20 hours per week support for the 4-5 week, virtual, synchronous research methods course during the summer of 2024.  This support will involve attending all class sessions (MWTh 9:00am – 10:50am PT), grading student assignments, supporting students in the course and assisting with other administrative tasks up to 20 hours per week.

Candidates for all three options must have a strong background in computer science, experience doing computer science research, and a commitment to supporting students, particularly those from groups that are underrepresented in computer science. Strong interpersonal and communication skills are essential for this role.

Responsibilities: 

Teaching Assistants will provide administrative and technical support to instructors and participants. Specifically, they will be responsible for: 

Qualifications: 

• Currently enrolled in a graduate program 
• Commitment to maintaining confidentiality and professionalism in all interactions  
• Experience leading research with undergraduate students  
• Experience teaching student-facing programs 
• History of using identity inclusive instructional practices 
• Demonstrated organizational and communication skills 
• Strong technical skills and proficiency in virtual teaching platforms and collaboration tools (i.e. Zoom, Canvas, etc) 
• Ability to work independently and collaboratively in a virtual environment, demonstrating initiative and problem-solving skills 
• Previous experience in teaching, tutoring, or providing academic support 

Graduate students will be compensated with a $2,800 stipend for option 3 (full TA), and a $1,400 stipend for options 1 and 2 (in-class or out-of-class TA) per session.  Folks who are offered the role will need to complete an independent contractor agreement, a W-8 or W-9 form, and a direct deposit form. 

Please upload a cover letter and your CV to this Google form: https://forms.gle/SoY16BSi8xfTAdru6 Applicants who apply by April 15 will be given full consideration. The position will remain open until filled.

Q: What is the UR2PhD program?

The Undergraduate Research to PhD (“UR2PhD”), pronounced ‘you are to PhD’, program focuses on engaging more women and gender-marginalized students who are U.S. citizens and permanent residents in computing PhD programs. The program aims to ensure that participants have access to high-quality undergraduate research opportunities, positive mentorship experiences, and information about applying to graduate school.

In order to meet its objectives, the UR2PhD program facilitates three primary activities:

• A mentor training program for graduate students to train them to support undergraduate students in a culturally responsive manner
• A series of online workshops for students to continue to engage students in research, while increasing their understanding of the field and graduate school application process

Q: How many students have participated in the UR2PhD program so far?

CRA launched the UR2PhD program in the summer of 2023. The first cohort featured 130 undergraduates and 50 graduate students.

Q: How can I get involved in the UR2PhD program? I am not sure if I am eligible for the activities that the UR2PhD program hosts. How can I learn more?

It depends! If you’re a student, you can learn more about our  undergraduate  and  graduate  student activities in their respective tabs. If you’re a  faculty member , we strongly encourage you to serve as a research mentor or instructor.

Q: My question wasn’t answered in this section. Who can I reach out to for assistance?

A member of our team would be happy to assist you. Please send us an email at [email protected].

Q: Who is eligible to apply?

Eligibility for the UR2PhD program is limited to groups of 2-4 undergraduate students enrolled in a North American university or college. Students must commit to attending the live, virtual sessions of the undergraduate research methods course at the same time as their research team.

Students do NOT need to hold any specific nationality, nor do they need to identify as any specific gender to be considered for this program; however, they MUST be attending a North American-based institution.

Q: Do I have to attend an “institutional partner” school to apply?

No. Students do not need to attend an institutional partner school to apply. Learn more about how to apply  here .

Q: Do I have to be a CS major to participate?

No. Students do not need to have declared a major (or concentration) in computer science. However, they must be participating in a research project supporting the computing field, which includes computer science, computer engineering, and information science. Fields not housed in one of the departments listed here may be considered on a case by case basis.

Q: Do my research teammates have to work on the same project as me?

Yes. To be eligible for this program, undergraduates must be a part of a team of 2 to 4 students working on a research project. We are hoping that undergraduate students will receive mentorship and support not only from their faculty advisors, graduate student mentors, and instructors, but also from their peers.

Q: Do my research teammates have to attend the same session as me?

Yes. The curriculum for the course is collaborative in nature and was designed to be completed in groups. To participate, students must be able to attend the same session time as their research team.

Q: Are there any requirements with respect to the length of a research project?

No. While we hope that students are engaged in a research project throughout the academic year, at this time, we do not have strict requirements about the length of a research project.

Q: Can my research project be completed virtually / remotely?

Yes. As long as students meet the eligibility requirements (i.e. identifying a research team, mentor(s), and project), we do not mind if the research is conducted remotely.

Q: How do I apply to participate? 

It depends!

If you are an undergraduate at an institutional partner school, you will follow the application instructions provided by the local coordinator.

If you are an undergraduate student not attending an institutional partner school, you will need to submit an application directly to our team. To do so, you will need to identify a faculty mentor, research project, and research team.

Q: Can I apply as an individual?

No. At this time, the UR2PhD program is only accepting applications from research teams. A research team is defined as a group of 2 to 4 undergraduate students working with a faculty member on a computing research project.

Q: Do my research teammates have to apply separately?

Yes, every student must submit their own application. The application form provides an opportunity for applicants to tell us more about their lived experience within computing and research.

Q: How do I identify a research advisor and team?

We suggest inquiring about research opportunities with faculty members and advisors at your institution. They may be able to provide additional guidance on how to identify research opportunities, participate in research projects, and receive compensation for research (either in the form of course credit or payment).

Q: Will undergraduate students participating in the program receive funding from CRA?

No, the UR2PhD program does not provide funding for undergraduates. Undergraduate students participating in the program will receive access to our virtual, synchronous research methods course, as well as bridge workshops.

Undergraduate students should direct any compensation questions to their faculty advisor. Faculty advisors are strongly encouraged to provide students with either course credit or pay for their engagement in the research project and course.

Q: Are there any fees or tuition associated with participating in the program?

No, this program is designed to offer free support and mentorship to students who want to explore research opportunities. However, all students must currently be enrolled in courses at their home institution.

Q: Do I have to commit to the entire program to participate?

Yes, to be considered, students must be able to commit 10 hours per week to conduct research for their project, attend the research methods course, and complete any associated assignments.

Q: How often is the undergraduate research methods course run?

We plan to run the undergraduate research methods course twice a year: in the summer and in the fall.

If you are not selected to participate the first time you apply, please consider reapplying for a future session.

Q: If the course is virtual, how is it taught?

The course is fully virtual and students participate in synchronous sessions over Zoom.

Students are view and submit assignments via Canvas. To build community, students are invited (but not required) to join the UR2PhD Discord server and a private LinkedIn group.

Q: What types of workshops do you offer?

The Computing Research Engagement and Awareness workshops are broadly designed to teach students more about computing research and research careers. 

The Admissions Preparations workshops will be a cumulative experience that prepares students for completing a PhD application for Computer and Information Science and Engineering (CISE) programs. 

These workshops collectively aim to empower students by offering them an enriching and inclusive environment to delve into computing research.

Q: How can I access the workshops?

All workshops will be taking place via Zoom. Each workshop will have it’s own registration link. Please refer to the undergraduate student tab for more details. 

Q: Do I have to register by a certain date to be able to join the workshops?

No; registrations will be accepted through the end of each workshop. Please join as able.

Q: What materials or software do I need?

To participate, students will need an active Zoom account.

Q: Is there a schedule/agenda available?

Yes, please refer to the workshop tabs under the undergraduate student tab. 

Q: Can I ask questions during the workshop?

Most of our workshops will be interactive. We hope you come with many questions! 

Q: Will the workshop be recorded for later viewing?

Yes. While we encourage students to attend workshops in a live manner, they will be made accessible on CRA’s YouTube channel at a later date. 

Q: What’s the duration of the workshop?

All workshops for the Computing Research Engagement and Awareness series will be approximately one hour in length. While we hope participants can engage throughout the whole session, we encourage students to participate as their schedule allows. 

Q: Are there any prerequisites or recommended background knowledge?

For the Computing Research Engagement and Awareness workshops, there are no prerequisites. 

Q: What’s the format of the workshop (lecture, Q&A, breakout sessions, etc.)?

The moderators will be designing each session to be slightly different, but they will all have some interactive component. 

Q: Will there be a certificate of completion or any recognition for attending?

No. There will not be any official certificate of completion for attending sessions for the Computing Research Engagement and Awareness workshops. 

Q: I am having technical difficulties. Who should I contact?

Contact ur2phd [at] cra [dot] org

Q: Who is eligible to participate in the mentor training course?

The training course on undergraduate research mentoring is open to any graduate student, MS or PhD, who is engaged in supervising undergraduate student researchers participating in the UR2PhD undergraduate research methods course.

Q: How do I apply to participate in the mentor training course?

If you are a graduate student attending an institutional partner school, please contact your local coordinator for additional information.

Graduate mentors of students participating in the program that are NOT from institutional partners will be contacted by a member of our team. You need not apply, as faculty mentors will identify you.

Q: I am mentoring a student participating in the undergraduate mentor training course. Do I have to complete the mentor training course?

Yes, any student that is mentoring an undergraduate participating in the UR2PhD undergraduate research methods course will be required to complete the graduate student mentor training course.

Q: I am interested in the research mentor training, but I am not currently supporting undergraduate students with research projects. Can I still participate?

Our program is hands-on, allowing mentors to put their learning into practice. At this time only graduate students who are currently supporting undergraduates in the UR2PhD undergraduate research methods course are eligible to participate.

Q: How often will this training be offered?

Twice a year: in the summer and in the fall. We will offer the mentor training course every time we offer the undergraduate research methods course.

Q: When will the graduate student mentor training begin?

It begins approximately 4 weeks prior to the undergraduate research methods course in order to adequately prepare graduate students for mentoring their mentees in the research methods course. For additional information about schedules and dates, please visit the “ Graduate Students ” tab.

Q: Will graduate students receive compensation for participating?

CRA will be paying graduate students who complete the graduate student mentor training program a stipend of $1,000. Stipends will be paid directly to participants. To receive their stipend, participants will be asked to complete a direct deposit form, and a tax form (either a W-9 or W-8BEN form). Please visit the “ Graduate Students ” tab for additional details.

Q: What are the eligibility requirements to become an institutional partner?

North American universities that are able to increase their research capacity and can commit to our expectations are eligible to participate.

Q: Can Canadian schools apply to be institutional partners? 

Yes, Canadian schools are eligible to apply as institutional partners and their students may apply to the programs.

Q: Are non-CS computing departments (e.g. Information Schools, Electrical and Computer Engineering departments, etc) eligible to be institutional partners?  Can students from these departments participate in the programs?

Maybe. This program is open to departments/schools and students focusing in computing fields, including computer science, computer engineering, and information science.  Other fields not housed in one of the departments listed here will be considered on a case by case basis.

Q: In order to participate in the undergraduate research course students need to be participating on a research project (often referred to as an REU). Is it sufficient for an institutional partner to host “REU sites” that run primarily in the summer?

No. Right now, we’re focusing on partners who will engage students during the academic year, so we’re looking for schools that can engage students during the year (in addition to the summer).  We’re also looking for sites to create *new* research opportunities through this program.   

Q: When will institutional partner applicants be notified about whether they have been accepted to the program?

In general, applications for institutional partners are reviewed and evaluated on a rolling basis.  We plan to evaluate each application within a few weeks of its submission. If you have not heard from a member of our team, please contact [email protected]

Q: The institutional partner application asks about our recruitment strategy. Is this referring only to the students who would be engaged in the UR2PhD program or for all students engaged in research positions in the department? 

This question is specifically asking about the recruitment strategy for the students who would be engaged in the UR2PhD program. However, we hope that departments would also be committed to engaging women and gender-marginalized individuals in their other research positions.

Q: The institutional partner application requirements specify the need to recruit, support (with credit or pay), and mentor at least 20 new undergraduate researchers. Can you please provide some guidance on what the requirement of 20 new researchers means?

We are looking for departments to increase their research capacity by at least 20 students overall. We expect institutional partners to be large universities, with hundreds of undergraduate students. If this is not the profile of your university, we are still open to working with you. Additionally, there are opportunities for individual students to become involved in the program through individual applications. Details for student applications to participate can be found under the “Undergraduate Student” tab.

Q: What are the consequences of institutional partners not meeting the 80% threshold of students from underrepresented populations?

This is a goal and we will provide ways to try to meet the goal. Institutions must commit to following practices that are likely to meet that goal (e.g. advertising, branding, selection processes), but there are no consequences, per se, for falling short if best efforts are made.

Q: What is the involvement of faculty and staff at institutional partners during the undergraduate research methods course?   

The goal is for this to be the course and the university to give course credit or pay to the students for taking this online course, with no need for another course at the institution itself.  We have no expectation of another course with an instructor, but we understand that the university might require a local course number and an instructor of record who also engages in some minimal number of hours with students.

That said, all undergraduate students engaged in the program will need to have a research advisor to mentor them on their research project, and this will need to be a faculty member.

CRA has budgeted a one-time $2K for each institutional partner to designate a “local coordinator.” The local coordinator will run the student selection and placement process, make sure that the students are keeping up with the research methods course and their research projects, deal with any issues that arise with the students in the program, answer administrative questions about academic credit or pay, etc.  They will not need to be mentoring students on a research project.

Q: Can the local coordinator be a staff member rather than a faculty member?

Yes, definitely.

Q: What requirements do students need to meet to participate in the undergraduate research methods course?

Students will need to have (1) a research team, (2) a research advisor, and (3) availability to attend the same course section as their teammates. Research teams should be groups of 2-4 undergraduate students working on a computing research project. Students must attend the same section as their teammates.

Q: How do the undergraduate students get involved in the research? What are their research topics?

To participate in the research methods course, students need to have a research team, project and mentor at their local university.

Local coordinators can either have students identify projects and mentors on their own, or they can decide to match students to faculty/projects.

Q: Are “homework assignments” assessments related to participant’s research project?

All assignments are related to participant’s research projects e.g, write an abstract, conduct a lit review, etc.

Q: Can students drop out of the program after the first semester/quarter?

Students are expected to commit to the program in its entirety and there are structures are in place to minimize dropouts.

Q: When will the undergraduate research methods course begin?

Two cohorts are anticipated each year, starting in the fall and summer.

Q: What does it mean to be a cohort? 

A cohort is the set of undergrads across different schools taking the online research methods course together.

Q: Will my stipend be paid to me directly, or will it go through my institution?

Your stipend will be paid directly to you by CRA

Q: Will I need to sign any documentation to receive my stipend?

Yes, all people receiving a stipend will be required to complete and return a signed copy of an independent contractor’s agreement. Additionally, contractors will need to complete a W-9 or W-8BEN form, and CRA’s Direct Deposit form.

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“The gift that keeps on giving”

Stanford REACH-HBMC mentors & mentees reflect on shared summer of learning

April 1, 2024

Launched in 2017, the Stanford  REACH-HBMC Summer Research Program offers an 8-week, on-campus research program for rising second-year medical students from from all four of our nation's Historically Black Medical Colleges (HBMCs). Majesty Greer, a medical student from Howard University, was among 57 mentees in the 2022 program cohort. “I not only got the chance to experience Stanford and do research there, but I met so many people that are so happy to help me reach my professional and personal goals,” Majesty says, describing the program “as the gift that just keeps on giving”.

The quickly growing program matches mentees with Stanford Medicine faculty mentors and labs for a bi-directional research experience. While the first year (2017) saw just two mentees, both from Meharry Medical College, the program is now a part of Stanford Medicine’s Racial Equity to Advance a Community of Health (REACH) Initiative , and partners with all four HBMCs, namely Howard University's College of Medicine, Meharry Medical College, Morehouse School of Medicine, and Charles R. Drew University of Medicine.

We asked mentor/mentee pairs from the Summer 2022 and Summer 2023 REACH-HBMC cohorts to share their thoughts and impressions. Here is what they had to say. 

Josiah Thule, Glenn Chertow, & Maria Montez-Rath

Summer 2023 Mentor/Mentee Pairing

Josiah Thule, Morehouse Mentee

“The Stanford REACH program provided me with the opportunity to experience a taste of academic medicine. Being able to focus solely on research in the gap between academic semesters, surrounded by the strong culture of teamwork and innovation, I was able to learn even more than I had hoped would be possible.“

Read full reflection

I was lucky enough to be a part of the 2023 HBMC REACH program at Stanford this Summer. I initially found out about the program from a colleague who was a mentee in the program the previous year, and spoke highly of their experience. Even before being matched with my mentor, it was clear that the program was determined to create a productive environment for a novice researcher to learn and make connections within the community of medical research.

When I met with Dr. Chertow in the spring prior to the start of the program, my perceptions of the program were further affirmed. He was gentle and wise with his instruction, recognizing my lack of hands-on research experience but nonetheless giving me the responsibility and opportunity to learn as I went along. As we worked through the process of deciding on a question, Dr. Chertow helped to guide me in selecting a question that was both novel as well as feasible to complete in the finite time window of the program.

Upon arriving in Stanford, I was able to join Dr. Chertow in some of his research meetings, attend program events about Stanford residency, and attend grand rounds for the Department of Medicine and Division of Nephrology. I was also fortunate enough to have the assistance of the statistics team at Porter Drive, in particular Dr Snow Yu, a biostatistician in the Department of Medicine. Without her help, the project would have been nearly impossible to complete. 

My time at Stanford showed me the importance of collaboration in research. In seeing the research group Dr. Chertow was a part of, consisting of statisticians, post docs, urologists, and nephrologists, and in my own experiences and reliance on the statistics team of Snow and Maria, it became even more clear that medicine, and medical research in particular, is a group effort that relies on the efforts of multiple dedicated individuals.

The Stanford REACH program provided me with the opportunity to experience a taste of academic medicine. Dr. Chertow was an amazing mentor, generous in his wealth of knowledge and kind in his understanding of my role as a student. The REACH-HBMC team was enthusiastic, helpful, and always quick to respond to any concerns that we as mentees might encounter. 

Being able to focus solely on research in the gap between academic semesters, surrounded by the strong culture of teamwork and innovation, I was able to learn even more than I had hoped would be possible. I consider myself incredibly lucky to have been able to participate in this program, and hope to return to Stanford in the future to build on the positive impressions that were initiated this summer.

– Josiah Thule, Morehouse Mentee, Summer 2023

Glenn Chertow, MD, MPH, Stanford REACH-HBMC Mentor

"With the tremendous help of Xue (Snow) Yu and Maria Montez-Rath, biostatisticians with whom we work closely, Josiah was able to complete his analytic plan, review results, and draft a manuscript, which should be ready to submit before the end of the summer."

It was such a pleasure to work with soon-to-be Dr. Thule (Josiah) this past summer. I found it extremely helpful to connect remotely before we met in person, as we were able to levelset on Josiah’s goals for the experience. 

Josiah wanted to immerse himself in research. Fortunately, I have the privilege of working with a generous, collaborative group of faculty and staff, all of whom welcomed Josiah into on-line and in-person research meetings. Josiah returned our welcome with a well-paced and considered approach to his research project, consuming textbook chapters, review articles, and original research on the topic we chose to study.  

With the tremendous help of Xue (Snow) Yu and Maria Montez-Rath, biostatisticians with whom we work closely, Josiah was able to complete his analytic plan, review results, and draft a manuscript, which should be ready to submit before the end of the summer. 

Personally, the highlight of the REACH experience was having Josiah and three of his classmates join my family for brunch in San Francisco during PRIDE weekend. We hope to welcome all of them back to Stanford someday soon!

– Glenn Chertow, MD, MPH, Stanford REACH-HBMC Faculty Mentor

Maria Montez-Rath, PhD, Stanford REACH-HBMC Mentor

"Josiah is an absolutely wonderful student, very bright and dedicated. Even though he came without much research experience, he dived into the topic he selected with Dr Chertow and learned not only about the clinical subject but also about the data and the statistical methods."

Josiah is an absolutely wonderful student, very bright and dedicated. Even though he came without much research experience, he dived into the topic he selected with Dr Chertow and learned not only about the clinical subject but also about the data and the statistical methods. Sometimes it is easy to fall back and let the statisticians do the work, but he didn't. He wanted to have an overall understanding of the entire project. 

Being able to communicate and discuss the methods and results with the researchers is an important part of team science and Josiah was up to task.

– Maria Montez-Rath, PhD, Stanford REACH-HBMC Faculty Mentor

Majesty Greer, Elijah McMillan, Creed Stary

Summer 2022 & 2023 Mentor/Mentee Pairings

Majesty Greer, Howard Mentee

“I always describe the REACH-HBMC program as the gift that just keeps on giving. I not only got the chance to experience Stanford and do research there, but I met so many people that are so happy to help me reach my professional and personal goals.”

The Stanford REACH -HBMC program was such an amazing experience for me. I went into the program hoping to learn more about anesthesia from my mentor and possibly be a part of a publication. In the end, I was able to make relationships with not only my mentor and the REACH-HBMC staff, but within the Stanford Anesthesia Residency Program as well. 

Never before did I ever believe that Stanford was an attainable goal for my future residency; however, through the guidance of the REACH and Anesthesia residency staff, I not only believe that I could potentially continue my medical training at Stanford but I really want to do so. Everyone was so nice and welcoming to my colleagues and me. 

The REACH program made sure to provide the students with opportunities to not only do research but to explore other specialties in medicine. One of my favorite activities was the Thursday breakfasts with program directors. I was able to talk to so many amazing doctors and get some shadowing opportunities. 

The Thursday breakfast didn't include the anesthesia residency so I reached out to [Executive Director of PRESENCE] Sonoo Thadaney Israni, asking if she could connect me with anyone from anesthesia: she immediately helped me get in touch with the residency program. Through that, we were able to organize a meet and greet with our school’s Anesthesia Interest Group, and write an abstract with the residency program on increasing diversity in anesthesia that we will be presenting at the 2023 American Society of Anesthesiologists meeting.

Dr. Creed Stary has been such an amazing mentor: we still regularly keep in contact even though it's been a year since I finished the REACH program. I came into Dr. Stary's lab excited to work and with the goal of publishing my first paper. I told him that and he helped me find a path to doing so. In the end, I published two papers with him, and I improved upon my technical, protocol writing, and notetaking skills through the various projects that I worked on. 

I was also able to present a poster at the 2023 International Anesthesia Research Society symposium in Denver this past April. That was such an amazing opportunity where I got to present to so many anesthesiologists and made new connections. I recently reached out to Dr. Stary to explain how I want to learn how to write a paper from scratch, so he assigned me to a review paper with Elijah so we can both experience writing a research paper and going through the review process. I am super excited to build upon those skills.

All in all, I always describe the REACH-HBMC program as the gift that just keeps on giving. I not only got the chance to experience Stanford and do research there, but I met so many people that are so happy to help me reach my professional and personal goals. The opportunities that I have gotten this past year wouldn't have happened without the amazing staff of the REACH-HBMC program, Dr. Stary, and the Stanford Anesthesia Residency Program. 

Stanford really put in the effort to make me feel welcomed, and I am hoping that I can return for the SCORE away program this year and hopefully residency during the Match 2025 cycle.

– Majesty Greer, Howard Mentee, Summer 2023

Elijah McMillan, Howard Mentee

“From the first day in the program, I felt extremely comfortable and truly felt accepted into the Stanford family. This is an amazing program with tremendous people running it and I am eager to see how it will transform other medical students' lives in the future like it did mine!”

To be a part of the Stanford HBMC-REACH program was a life-changing experience, to say the least. A program like this which gives underrepresented students like me an opportunity to learn from pioneers in various fields and conduct research is a once-in-a-lifetime opportunity.

From the first day in the program, I felt extremely comfortable and truly felt accepted into the Stanford family. While there were a plethora of opportunities to learn about various fields and specialties as well as networking opportunities, the priority of the program was for my cohort to gain experience in research. 

Dr. Creed Stary was a tremendous mentor who taught me so much throughout the program. He has a tremendous lab with great research associates (Dr. Xu and Dr. Sun) who introduced me to various lab techniques, data analysis methods, and imaging techniques. 

Dr. Stary thoroughly understands the makings of an ideal mentor-mentee relationship and puts in every effort to further me as a current student and future physician. During this past summer, we worked on two extremely intriguing projects. The first was titled, “Conditional-Neuronal miR-200c Deletion Protects Against Experimental Stroke by Augmenting Brain Sirtuin-1 Expression” and the second was titled, “Circulating Maternal Postpartum Exosomes Provide Protection Against Oxidative Stress in Vitro and Contain Elevated Levels of Heat Shock Protein 20.” 

In short, this is an amazing program with tremendous people running it and I am eager to see how it will transform other medical students' lives in the future like it did mine!

– Elijah McMillan, Howard Mentee, Summer 2023

Creed Stary, MD, Stanford REACH-HBMC Mentor

"The immersive program allowed Majesty and Elijah to start by first acquiring basic laboratory skills and then progressing to learning more advanced scientific techniques. As their mentor, their engagement and enthusiasm in the program was wholly rewarding."

Basic science research is a fundamental component in advancing the practice of clinical medicine, and the Stanford REACH-HBMC program has been a fantastic mechanism for me as a clinician scientist to provide research mentorship to promising future physicians. 

The immersive program allowed Majesty and Elijah to start by first acquiring basic laboratory skills and then progressing to learning more advanced scientific techniques. As their mentor, their engagement and enthusiasm in the program was wholly rewarding, and evident in their continued involvement in their respective projects after their formal rotation ended, and with their requests to present our findings at national meetings. 

In parallel, the REACH program provides an avenue for trainees to learn about research opportunities during their medical training and beyond. For example, within our Stanford department of Anesthesiology, Perioperative and Pain Medicine we offer the Fellowship in Anesthesia Research and Medicine, designed for trainees who want to pursue a combined career in research and academic anesthesia. Beyond that, anesthesia residency graduates can find support through our Stanford T32 Research in Anesthesia Training program, as well as career development awards offered through the Foundation for Anesthesia Education and Research and the International Anesthesia Research Society.  

Finally, the REACH-HBMC program has enriched my own experience as an NIH-funded neuroscientist, providing me with additional mentorship training, and aligning with my own personal goals and the NIH mission to increase diversity and support inclusion in the greater neuroscience research community. 

As an extension of my experience with the REACH-HBMC program I plan to grow my engagement with mentored diversity outreach, for example by applying for support from an NIH R35 Research Program Award. Of course, I also plan to remain engaged in both Majesty and Elijah’s careers as they progress through their training and beyond, and to continue my participation with the REACH-HBMC program!

– Creed Stary, MD, Stanford REACH-HBMC Faculty Mentor

We recommend for your next read

Aria Small embraces REACH-HBMC as both multidirectional learning experience and impressive mosaic

Program Administrator Aria Small reflects on her time with the REACH-HBMC student mentorship program, and her experience as a speaker at the 2023 Meharry Research Fair.

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• Assisting Project Managers and Directors with all the paperwork involved during the flow of business,

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• Years of Experience: 3-25 years of experience
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100 Best universities for Mechanical Engineering in Russia

Updated: February 29, 2024

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Below is a list of best universities in Russia ranked based on their research performance in Mechanical Engineering. A graph of 714K citations received by 136K academic papers made by 158 universities in Russia was used to calculate publications' ratings, which then were adjusted for release dates and added to final scores.

We don't distinguish between undergraduate and graduate programs nor do we adjust for current majors offered. You can find information about granted degrees on a university page but always double-check with the university website.

1. Moscow State University

For Mechanical Engineering

2. Tomsk State University

3. St. Petersburg State University

4. Bauman Moscow State Technical University

5. Ufa State Aviation Technical University

6. Peter the Great St.Petersburg Polytechnic University

7. Tomsk Polytechnic University

8. Ural Federal University

9. South Ural State University

10. National Research University Higher School of Economics

11. Moscow Aviation Institute

12. Novosibirsk State University

13. ITMO University

14. N.R.U. Moscow Power Engineering Institute

15. National Research Nuclear University MEPI

16. Kazan Federal University

17. National University of Science and Technology "MISIS"

18. Moscow Institute of Physics and Technology

19. Samara National Research University

20. Moscow State Technological University "Stankin"

21. Novosibirsk State Technical University

22. RUDN University

23. Southern Federal University

24. Saratov State University

25. Ufa State Petroleum Technological University

26. Samara State Technical University

27. Siberian Federal University

28. Kazan National Research Technical University named after A.N. Tupolev - KAI

29. Perm State Technical University

30. Omsk State Technical University

31. Saint Petersburg State Electrotechnical University

32. Moscow Polytech

33. Saint-Petersburg Mining University

34. Magnitogorsk State Technical University

35. Saratov State Technical University

36. Moscow State University of Railway Engineering

37. Lobachevsky State University of Nizhni Novgorod

38. Nizhny Novgorod State Technical University

39. Tula State University

40. Belgorod State Technological University

41. Far Eastern Federal University

42. Novgorod State University

43. belgorod state university.

44. Finance Academy under the Government of the Russian Federation

45. Moscow Medical Academy

46. Kazan State Technological University

47. Russian State University of Oil and Gas

48. siberian state aerospace university.

49. Tambov State Technical University

50. Voronezh State University

51. Siberian State Industrial University

52. Saint Petersburg State Institute of Technology

53. Kalashnikov Izhevsk State Technical University

54. St. Petersburg State University of Architecture and Civil Engineering

55. Mendeleev University of Chemical Technology of Russia

56. Murmansk State Technical University

57. South-Western State University

58. Ogarev Mordovia State University

59. Tomsk State University of Control Systems and Radioelectronics

60. south-russian state university of economics and service.

61. Perm State University

62. Kuzbass State Technical University

63. Russian National Research Medical University

64. Plekhanov Russian University of Economics

65. Ulyanovsk State Technical University

66. Ulyanovsk State University

67. Penza State University

68. Kuban State University of Technology

69. Polzunov Altai State Technical University

70. Chelyabinsk State University

71. Yaroslavl State University

72. University of Tyumen

73. National Research University of Electronic Technology

74. Leningrad State University

75. Moscow State Pedagogical University

76. Udmurt State University

77. Irkutsk State University

78. North-Eastern Federal University

79. Bashkir State University

80. Russian Presidential Academy of National Economy and Public Administration

81. Kuban State University

82. Kuban State Agricultural University

83. St. Petersburg State University of Aerospace Instrumentation

84. Kemerovo State University

85. Immanuel Kant Baltic Federal University

86. Orenburg State University

87. Baltic State Technical University "Voenmeh"

88. Tomsk State University of Architecture and Building

89. Chuvash State University

90. ivanovo state power university.

91. Irkutsk National Research Technical University

92. Orel State University

93. State University of Management

94. Tomsk State Pedagogical University

95. Volgograd State University

96. Petrozavodsk State University

97. Tver State University

98. Northern Arctic Federal University

99. Omsk State Transport University

100. Kaliningrad State Technical University

The best cities to study Mechanical Engineering in Russia based on the number of universities and their ranks are Moscow , Tomsk , Saint Petersburg , and Ufa .

Engineering subfields in Russia

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Associate Professor

• Madison, Wisconsin
• COLLEGE OF ENGINEERING/MECHANICAL ENGINEERING-GEN
• Faculty-Full Time
• Opening at: Mar 29 2024 at 10:05 CDT

Job Summary:

The Department of Mechanical Engineering seeks to fill a faculty position in nonlinear dynamics and vibrations, with applications in aerospace, manufacturing, energy and infrastructure. The department is particularly interested in candidates who use a combination of theory, computational modeling, data-driven approaches and experimentation to understand and exploit nonlinear dynamics phenomena. The UW-Madison College of Engineering strives to foster a respectful, diverse, equitable, and inclusive environment. 

Responsibilities:

The position will conduct teaching and develop undergraduate and graduate courses; mentor graduate students and supervise their research; develop and direct a strong extramurally funded research program; participate in departmental and university faculty governance and contribute to professional and public service

Institutional Statement on Diversity:

Diversity is a source of strength, creativity, and innovation for UW-Madison. We value the contributions of each person and respect the profound ways their identity, culture, background, experience, status, abilities, and opinion enrich the university community. We commit ourselves to the pursuit of excellence in teaching, research, outreach, and diversity as inextricably linked goals. The University of Wisconsin-Madison fulfills its public mission by creating a welcoming and inclusive community for people from every background - people who as students, faculty, and staff serve Wisconsin and the world. For more information on diversity and inclusion on campus, please visit: Diversity and Inclusion

Preferred PhD in Mechanical Engineering or closely related field.

Qualifications:

PhD in Mechanical Engineering or a closely related field, with demonstrated excellence in research and teaching.

Full Time: 100%

Appointment Type, Duration:

Ongoing/Renewable

Anticipated Begin Date:

AUGUST 19, 2024

Negotiable ACADEMIC (9 months)

Additional Information:

The Department of Mechanical Engineering is one of the fastest-growing departments at the University of Wisconsin, Madison in terms of student enrollment and faculty hiring. The Department offers and fosters a transdisciplinary research and educational environment and provides the infrastructure to address grand technological challenges. Current research areas include advanced materials design and manufacturing; energy, sustainability, and environment; engineering healthcare and biomechanics; intelligent systems and communication; engineering mechanics; control, robotics, and autonomous systems; advanced sensing, analysis, and characterization; and computer-aided engineering. New research directions will continue to be launched and nurtured within the Department.

How to Apply:

Please apply directly to the website by clicking on "Apply Now." Upload a SINGLE PDF document containing a cover letter and detailed curriculum vitae (CV). The CV should include a complete list of publications, as well as research, teaching and diversity statements describing how the applicant's research and teaching goals fit the solicitation described above. Submitted materials should include candidate's previous activities or plans in the areas of diversity, equity and inclusion in relevant sections of the application. Applicants will also be asked to provide names and contact information for three references within the application system. A criminal background check will be conducted prior to hiring. The deadline for assuring full consideration is April 30, 2024 however, applications will be accepted until the positions have been filled. Employment will require an institutional reference check regarding any misconduct. To be considered, applicants must upload a signed 'Authorization to Release Information' form as part of the application. The authorization form and a definition of 'misconduct' can be found here: https://hr.wisc.edu/institutional-reference-check/

Catherine Carter [email protected] 608-265-2155 Relay Access (WTRS): 7-1-1. See RELAY_SERVICE for further information.

Official Title:

Associate Professor(FA030)

Department(s):

A19-COLLEGE OF ENGINEERING/MECHANICAL ENGR

Employment Class:

Job number:, the university of wisconsin-madison is an equal opportunity and affirmative action employer..

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Graduate School recognizes excellence among students, faculty at Honors Banquet

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Apr 1, 2024, 1:30 PM

The second annual Honors Banquet commemorated excellence in academics, leadership and innovation among Graduate School students and faculty. The banquet on March 18 honored and reflected on the remarkable achievements in research and creative expression from the more than 50 graduate programs and departments represented in the Graduate School.

“The students and faculty are the heartbeat of our academic community. Their unwavering commitment to excellence and their pursuit of knowledge and innovation advance our mission,” said C. André Christie Mizell, vice provost for graduate education and dean of the Graduate School. “The Honors Banquet not only honors the achievements of these individuals, but reaffirms the Graduate School’s dedication to empowering leaders, mentors and innovators.”

Several awards were presented, including the Excellence in Graduate Student Mentoring Award, the Outstanding Doctoral Student Award, the Excellence in Leadership Award, the Excellence in Innovation Award and the Distinguished Partner Award.

Excellence in Graduate Student Mentoring Award

The Excellence in Graduate Student Mentoring award was established in 2022; an annual award honoring outstanding mentorship is a way of affirming our mission of helping students reach their full potential as scholars and human beings. Each of our three mentoring award recipients will receive an engraved plaque and $1,500.

• Ethan Lippmann : Lippmann is an associate professor in the Department of Chemical and Biomolecular Engineering and holds secondary appointments in Biomedical Engineering, Interdisciplinary Materials Science, Neurology, and Chemical and Physical Biology. Further, Lippmann has an appointment as training faculty in the Vanderbilt Brain Institute. He also serves as the director of undergraduate studies in Chemical Engineering.He is committed to empowering his students to explore, fail, and then try again while being unconditionally supported. One of his colleagues says, “Dr. Lippman is an absolutely terrific mentor who can successfully manage and mentor a large research group while making every student feel as an integral part of the team.” His mentees say the mentorship they had under Professor Lippman is unparalleled.
• Jeffrey Johnston : Johnston has been with Vanderbilt since 2006, when he started as a professor of chemistry. Since then, he has taken on several positions including co-director of NSF REU in Chemical Biology, director of graduate recruiting in Chemistry, and a Stevenson Professor of Chemistry. Johnston makes a point to mentor students beyond research through offering high-level coursework, preparing students to exceed graduate program benchmarks and providing intensive lab training. One of his previous mentees commented, “He pursued only the highest-quality education for his students. On top of demonstrating masterful knowledge through [the] courses he taught, Jeff consistently maintained high academic standards by ensuring his students were actively engaged and learning in a variety of ways.”Professor Johnston currently oversees six graduate students and has one single stipulation: that they are passionate about the research.
• Isabel Gauthier : Gauthier is the David K. Wilson Chair of Psychology, professor of radiology and radiological sciences and professor of psychology. She has been at Vanderbilt since 1999 and has left a lasting impact on countless students. Gauthier places immense value on mentoring graduate students, acknowledging that no two students are the same and adjusting her mentoring style to fit the individual student. She makes it known that despite winning dozens of awards, mentoring students has been the most rewarding feature of her career.One of her first graduate student mentees comments that she “has been an exemplary role model for her graduate students; as a strong woman in science one could argue that she is also an impressive role model to female graduate students across the field. Her bold and unwavering dedication to her science‑including her role helming one of the field’s most prestigious journals‑is highly visible, impactful and inspirational.” Colleagues say they have learned how to be a better mentor to students through watching Professor Gauthier.

Outstanding Doctoral Student Award

This award recognizes students who demonstrate exceptional scholarly accomplishments. The awardees were nominated by faculty and selected from across the various colleges and schools for their overall academic record and the outstanding quality of their research, scholarship and/or creative expression. The recipients were honored with engraved plaques and $500.

• Brayan Serratos Garcia, Spanish and Portuguese : Brayan’s in-progress dissertation, entitled “Navigating the Cross and Crossing the Sea: Collaborative Knowledge Production, Visual Literacies, and Racial Formations in Spanish Asia and America,” includes the “analysis of maps, missionary and scientific literature, letters and illustrated manuscripts, many of which have never been published or even read.”His work on “how colonialism generated different iterations of hybrid identities and cultural productions, across time, space, and representational, differences” will help contribute to “our understanding of how colonialism and coloniality worked in the early modern period.” Impressively, Brayan has earned the distinction of advanced proficiency in Chinese, a major advantage in work concerning global Iberian humanities. His current languages of scholarship include Spanish, Portuguese, Italian, Latin, Chinese and English, and he began working on his skills in Japanese last summer.
• Mellissa Meisels , Political Science : Mellissa is a doctoral student in the Department of Political Science, expected to graduate this May. In her dissertation, Mellissa endeavors to understand the relationship between candidates’ presentation of self, the electoral environment, the actions of political donors and the consequences in terms of legislative behavior. Her work in exploring the dynamics of congressional primary competition will help contribute to closing gaps in our understanding of primary elections.Impressively, Mellissa will be starting as a tenure-track assistant professor at Yale University in fall 2025 after taking a one-year postdoc position at Yale. In addition to these accomplishments, Mellissa’s scholarly work is being recognized by the larger political science community. To date, she has one publication and four completed working papers, each of which has been presented at least once at external conferences.
• Yu Wang, Computer Science : Yu is a doctoral student in the computer science program, expected to graduate this May. Yu’s main research area concerns “data quality-aware graph machine learning methods aim[ed] at improving the performance of graph neural network models to address data quality issues on graph-structured data.” Through this research, they are hoping to better understand “underlying data issues, and, in turn, inform the design of graph machine learning models that can mitigate these issues.”As his professors aptly pointed out, Yu has been very productive during his time as a Ph.D. student at Vanderbilt University, maintaining a commitment to continually enriching the local and academic community. Yu is widely published in top-tier conferences’ proceedings and journals, currently being a part of 13 first-author papers and six co-author papers. His academic and professional accomplishments are widely celebrated with a multitude of accolades.

Excellence in Leadership Award

Presented by Irene Wallrich, associate director of the Russell G. Hamilton Graduate Leadership Institute, the Excellence in Leadership Award recognizes a graduate student who made a major impact on their community through service, inspiring others to do the same. The student receives a $500 prize and an engraved plaque.

• Kayla And erson: Kayla is a fourth-year Ph.D. student in the Community Research and Action program who has demonstrated exceptional leadership and service both on campus and within the broader community. Through her research, she has engaged with community groups and local youth, amplifying their voices to decision-makers within our local community. Her current research investigates cancer incidence and local environmental issues and infrastructure in Grundy County, Tennessee. She has also been involved in action research on local housing issues in Nashville. For this project, she led a team of graduate students who analyzed the effects of short-term rentals on housing affordability and neighborhood quality at the request of local affordable housing advocates. As a result of this work, she was asked to testify before the state legislature, which was considering a bill that would remove municipalities’ authority to regulate short-term rentals. Her evidence-based, community-informed testimony played a role in preventing this bill from passing. Kayla also worked with her fellow graduate students to help them prepare to present their research to the affordable housing committee of Nashville’s Metro Council, which ultimately helped to secure funding for a local pilot of right-to-counsel for defendants in eviction cases. It is inspiring how Kayla has empowered and amplified the voices of others for the benefit of our community.

Excellence in Innovation Award

This award is co-sponsored by the Wond’ry and the Graduate School and was presented by David Owens, Evans Family Executive Director at the Wond’ry. The award acknowledges one outstanding doctoral candidate’s excellence across scholarship, creativity and translation of their research into applied impact. The recipient is honored with an engraved plaque and $500.

• Xinchun Ran: Xinchun’s achievements include the creation of EnzyKR, a deep learning model published in the journal Chemical Science, which leverages machine learning to accurately predict enzyme stereoselectivity‑a groundbreaking advancement in the field of chemistry. His innovative contributions extend beyond his academic work. He has leveraged his research to develop the venture EnzyML, a platform that holds tremendous promise in reducing labor costs and accelerating drug synthesis in chiral drug development‑a critical area for future growth in the pharmaceutical industry. This innovation has important implications in accelerating drug synthesis, contributing to the timely availability of new and more effective drugs in the market. Xinchun’s work not only has the potential to revolutionize drug development processes but also to have widespread impact across biotech sectors, from therapeutics to climate tech. His entrepreneurial spirit and dedication to translating research into tangible solutions exemplify the essence of this award.

Distinguished Partner Award

The Graduate School collaborates with many campus partners and honors one office with a Distinguished Partner Award. The award recognizes a remarkable team whose dedication, support and collaboration have significantly advanced the strategic vision and goals of the Graduate School.

• Office of the University Registrar: The Office of the University Registrar is the cornerstone of our academic ecosystem at Vanderbilt. With meticulous attention to detail, they oversee the intricacies of our academic records, course scheduling and policy enforcement. Yet, it is not only the fulfillment of these functions that sets them apart; it is their commitment to going above and beyond to support our students, faculty and staff that truly distinguishes them.

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Explore story topics.

• Andre Christie-Mizell
• Ethan Lippmann
• Graduate School
• Graduate School Honors Banquet
• graduate students
• Isabel Gauthier
• Jeffrey Johnston
• Office of the Dean of the Graduate School
• Office of the University Registrar
• The Graduate School
• The Wond'ry
• Vanderbilt Graduate School

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