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How to Conduct Responsible Research: A Guide for Graduate Students

Alison l. antes.

1 Department of Medicine, Division of General Medical Sciences, Washington University School of Medicine, St. Louis, Missouri, 314-362-6006

Leonard B. Maggi, Jr.

2 Department of Medicine, Division of Molecular Oncology, Siteman Cancer Center, Washington University School of Medicine, St. Louis, Missouri, 314-362-4102

Researchers must conduct research responsibly for it to have an impact and to safeguard trust in science. Essential responsibilities of researchers include using rigorous, reproducible research methods, reporting findings in a trustworthy manner, and giving the researchers who contributed appropriate authorship credit. This “how-to” guide covers strategies and practices for doing reproducible research and being a responsible author. The article also covers how to utilize decision-making strategies when uncertain about the best way to proceed in a challenging situation. The advice focuses especially on graduate students but is appropriate for undergraduates and experienced researchers. The article begins with an overview of the responsible conduct of research, research misconduct, and ethical behavior in the scientific workplace. The takeaway message is that responsible conduct of research requires a thoughtful approach to doing research to ensure trustworthy results and conclusions and that researchers receive fair credit.

INTRODUCTION

Doing research is stimulating and fulfilling work. Scientists make discoveries to build knowledge and solve problems, and they work with other dedicated researchers. Research is a highly complex activity, so it takes years for beginning researchers to learn everything they need to know to do science well. Part of this large body of knowledge is learning how to do research responsibly. Our purpose in this article is to provide graduate students a guide for how to perform responsible research. Our advice is also relevant to undergraduate researchers and for principal investigators (PIs), postdocs, or other researchers who mentor beginning researchers and wish to share our advice.

We begin by introducing some fundamentals about the responsible conduct of research (RCR), research misconduct, and ethical behavior. We focus on how to do reproducible science and be a responsible author. We provide practical advice for these topics and present scenarios to practice thinking through challenges in research. Our article concludes with decision-making strategies for addressing complex problems.

What is the responsible conduct of research?

To be committed to RCR means upholding the highest standards of honesty, accuracy, efficiency, and objectivity ( Steneck, 2007 ). Each day, RCR requires engaging in research in a conscientious, intentional fashion that yields the best science possible ( “Research Integrity is Much More Than Misconduct,” 2019 ). We adopt a practical, “how-to” approach, discussing the behaviors and habits that yield responsible research. However, some background knowledge about RCR is helpful to frame our discussion.

The scientific community uses many terms to refer to ethical and responsible behavior in research: responsible conduct of research, research integrity, scientific integrity, and research ethics ( National Academies of Science, 2009 ; National Academies of Sciences Engineering and Medicine, 2017 ; Steneck, 2007 ). A helpful way to think about these concepts is “doing good science in a good manner” ( DuBois & Antes, 2018 ). This means that the way researchers do their work, from experimental procedures to data analysis and interpretation, research reporting, and so on, leads to trustworthy research findings and conclusions. It also includes respectful interactions among researchers both within research teams (e.g., between peers, mentors and trainees, and collaborators) and with researchers external to the team (e.g., peer reviewers). We expand on trainee-mentor relationships and interpersonal dynamics with labmates in a companion article ( Antes & Maggi, 2021 ). When research involves human or animal research subjects, RCR includes protecting the well-being of research subjects.

We do not cover all potential RCR topics but focus on what we consider fundamentals for graduate students. Common topics covered in texts and courses on RCR include the following: authorship and publication; collaboration; conflicts of interest; data management, sharing, and ownership; intellectual property; mentor and trainee responsibilities; peer review; protecting human subjects; protecting animal subjects; research misconduct; the role of researchers in society; and laboratory safety. A number of topics prominently discussed among the scientific community in recent years are also relevant to RCR. These include the reproducibility of research ( Baker, 2016 ; Barba, 2016 ; Winchester, 2018 ), diversity and inclusion in science ( Asplund & Welle, 2018 ; Hofstra et al., 2020 ; Meyers, Brown, Moneta-Koehler, & Chalkley, 2018 ; National Academies of Sciences Engineering and Medicine, 2018a ; Roper, 2019 ), harassment and bullying ( Else, 2018 ; National Academies of Sciences Engineering and Medicine, 2018b ; “ No Place for Bullies in Science,” 2018 ), healthy research work environments ( Norris, Dirnagl, Zigmond, Thompson-Peer, & Chow, 2018 ; “ Research Institutions Must Put the Health of Labs First,” 2018 ), and the mental health of graduate students ( Evans, Bira, Gastelum, Weiss, & Vanderford, 2018 ).

The National Institutes of Health (NIH) ( National Institutes of Health, 2009 ) and the National Science Foundation ( National Science Foundation, 2017 ) have formal policies indicating research trainees must receive education in RCR. Researchers are accountable to these funding agencies and the public which supports research through billions in tax dollars annually. The public stands to benefit from, or be harmed by, research. For example, the public may be harmed if medical treatments or social policies are based on untrustworthy research findings. Funding for research, participation in research, and utilization of the fruits of research all rely on public trust ( Resnik, 2011 ). Trustworthy findings are also essential for good stewardship of scarce resources ( Emanuel, Wendler, & Grady, 2000 ). Researchers are further accountable to their peers, colleagues, and scientists more broadly. Trust in the work of other researchers is essential for science to advance. Finally, researchers are accountable for complying with the rules and policies of their universities or research institutions, such as rules about laboratory safety, bullying and harassment, and the treatment of animal research subjects.

What is research misconduct?

When researchers intentionally misrepresent or manipulate their results, these cases of scientific fraud often make the news headlines ( Chappell, 2019 ; O’Connor, 2018 ; Park, 2012 ), and they can seriously undermine public trust in research. These cases also harm trust within the scientific community.

The U.S. defines research misconduct as fabrication, falsification, and plagiarism (FFP) ( Department of Health and Human Services, 2005 ). FFP violate the fundamental ethical principle of honesty. Fabrication is making up data, and falsification is manipulating or changing data or results so they are no longer truthful. Plagiarism is a form of dishonesty because it includes using someone’s words or ideas and portraying them as your own. When brought to light, misconduct involves lengthy investigations and serious consequences, such as ineligibility to receive federal research funding, loss of employment, paper retractions, and, for students, withdrawal of graduate degrees.

One aspect of responsible behavior includes addressing misconduct if you observe it. We suggest a guide titled “Responding to Research Wrongdoing: A User-Friendly Guide” that provides advice for thinking about your options if you think you have observed misconduct ( Keith-Spiegel, Sieber, & Koocher, 2010 ). Your university will have written policies and procedures for investigating allegations of misconduct. Making an allegation is very serious. As Keith-Spiegel et al.’s guide indicates, it is important to know the evidence that supports your claim, and what to expect in the process. We encourage, if possible, talking to the persons involved first. For example, one of us knew of a graduate student who reported to a journal editor their suspicion of falsified data in a manuscript. It turned out that the student was incorrect. Going above the PI directly to the editor ultimately led to the PI leaving the university, and the student had a difficult time finding a new lab to complete their degree. If the student had first spoken to the PI and lab members, they could have learned that their assumptions about the data in the paper were wrong. In turn, they could have avoided accusing the PI of a serious form of scientific misconduct—making up data—and harming everyone’s scientific career.

What shapes ethical behavior in the scientific workplace?

Responsible conduct of research and research misconduct are two sides of a continuum of behavior—RCR upholds the ideals of research and research misconduct violates them. Problematic practices that fall in the middle but are not defined formally as research misconduct have been labeled as detrimental research practices ( National Academies of Sciences Engineering and Medicine, 2017 ). Researchers conducting misleading statistical analyses or PIs providing inadequate supervision are examples of the latter. Research suggests that characteristics of individual researchers and research environments explain (un)ethical behavior in the scientific workplace ( Antes et al., 2007 ; Antes, English, Baldwin, & DuBois, 2018 ; Davis, Riske-Morris, & Diaz, 2007 ; DuBois et al., 2013 ).

These two influences on ethical behavior are helpful to keep in mind when thinking about your behavior. When people think about their ethical behavior, they think about their personal values and integrity and tend to overlook the influence of their environment. While “being a good person” and having the right intentions are essential to ethical behavior, the environment also has an influence. In addition, knowledge of standards for ethical research is important for ethical behavior, and graduate students new to research do not yet know everything they need to. They also have not fully refined their ethical decision-making skills for solving professional problems. We discuss strategies for ethical decision-making in the final section of this article ( McIntosh, Antes, & DuBois, 2020 ).

The research environment influences ethical behavior in a number of ways. For example, if a research group explicitly discusses high standards for research, people will be more likely to prioritize these ideals in their behavior ( Plemmons et al., 2020 ). A mentor who sets a good example is another important factor ( Anderson et al., 2007 ). Research labs must also provide individuals with adequate training, supervision and feedback, opportunities to discuss data, and the psychological safety to feel comfortable communicating about problems, including mistakes ( Antes, Kuykendall, & DuBois, 2019a , 2019b ). On the other hand, unfair research environments, inadequate supervision, poor communication, and severe stress and anxiety may undermine ethical decision-making and behavior; particularly when many of these factors exist together. Thus, (un)ethical behavior is a complex interplay of individual factors (e.g., personality, stress, decision-making skills) and the environment.

For graduate students, it is important to attend to what you are learning and how the environment around you might influence your behavior. You do not know what you do not know, and you necessarily rely on others to teach you responsible practices. So, it is important to be aware. Ultimately, you are accountable for your behavior. You cannot just say “I didn’t know.” Rather, just like you are curious about your scientific questions, maintain a curiosity about responsible behavior as a researcher. If you feel uncomfortable with something, pay attention to that feeling, speak to someone you trust, and seek out information about how to handle the situation. In what follows, we cover key tips for responsible behavior in the areas of reproducibility and authorship that we hope will help you as you begin.

HOW TO DO REPRODUCIBLE SCIENCE

The foremost responsibility of scientists is to ensure they conduct research in such a manner that the findings are trustworthy. Reproducibility is the ability to duplicate results ( Goodman, Fanelli, & Ioannidis, 2016 ). The scientific community has called for greater openness, transparency, and rigor as key remedies for lack of reproducibility ( Munafò et al., 2017 ). As a graduate student, essential to fostering reproducibility is the rigor of your approach to doing experiments and handling data. We discuss how to utilize research protocols, document experiments in a lab notebook, and handle data responsibly.

Utilize research protocols

1. learn and utilize the lab’s protocols.

Research protocols describe the step-by-step procedures for doing an experiment. They are critical for the quality and reproducibility of experiments. Lab members must learn and follow the lab’s protocols with the understanding that they may need to make adjustments based on the requirements of a specific experiment.

Also, it is important to distinguish between the experiment you are performing and analyzing the data from that experiment. For example, the experiment you want to perform might be to determine if loss of a gene blocks cell growth. Several protocols, each with pros and cons, will allow you to examine “cell growth.” Using the wrong experimental protocol can produce data that leads to muddled conclusions. In this example, the gene does block cell growth, but the experiment used to produce the data that you analyze to understand cell growth is wrong, thus giving a result that is a false negative.

When first joining a lab, it is essential to commit to learning the protocols necessary for your assigned research project. Researchers must ensure they are proficient in executing a protocol and can perform their experiments reliably. If you do not feel confident with a protocol, you should do practice runs if possible. Repetition is the best way to work through difficulties with protocols. Often it takes several attempts to work through the steps of a protocol before you will be comfortable performing it. Asking to watch another lab member perform the protocol is also helpful. Be sure to watch closely how steps are performed, as often there are minor steps taken that are not written down. Also, experienced lab members may do things as second nature and not think to explicitly mention them when working through the protocol. Ask questions of other lab members so that you can improve your knowledge and gain confidence with a protocol. It is better to ask a question than potentially ruin a valuable or hard-to-get sample.

Be cautious of differences in the standing protocols in the lab and how you actually perform the experiment. Even the most minor deviations can seriously impact the results and reproducibility of an experiment. As mentioned above, often there are minor things that are done that might not be listed in the protocol. Paying attention and asking questions are the best ways to learn, in addition to adding notes to the protocol if you find minor details are missing.

2. Develop your own protocols

Often you will find that a project requires a protocol that has not been performed in the lab. If performing a new experiment in the lab and no protocol exists, find a protocol and try it. Protocols can be obtained from many different sources. A great source is other labs on campus, as you can speak directly to the person who performs the experiment. There are many journal sources as well, such as Current Protocols, Nature Protocols, Nature Methods, and Cell STAR Methods . These methods journals provide the most detailed protocols for experiments often with troubleshooting tips. Scientific papers are the most common source of protocols. However, keep in mind that due to the common brevity of methods sections, they often omit crucial details or reference other papers that may not contain a complete description of the protocol.

3. Handle mistakes or problems promptly

At some point, everyone encounters problems with a protocol, or realizes they made a mistake. You should be prepared to handle this situation by being able to detail exactly how you performed the experiment. Did you skip a step? Shorten or lengthen a time point? Did you have to make a new buffer or borrow a labmate’s buffer? There are too many ways an experiment can go wrong to list here but being able to recount all the steps you performed in detail will help you work through the problem. Keep in mind that often the best way to understand how to perform an experiment is learning from when something goes wrong. This situation requires you to critically think through what was done and understand the steps taken. When everything works perfectly, it is easy to pay less attention to the details, which can lead to problems down the line.

It is up to you to be attentive and meticulous in the lab. Paying attention to the details may feel like a pain at first, or even seem overwhelming. Practice and repetition will help this focus on details become a natural part of your lab work. Ultimately, this skill will be essential to being a responsible scientist.

Document experiments in a lab notebook

1. recognize the importance of a lab notebook.

Maintaining detailed documentation in a lab notebook allows researchers to keep track of their experiments and generation of data. This detailed documentation helps you communicate about your research with others in the lab, and serves as a basis for preparing publications. It also provides a lasting record for the lab that exists beyond your time in the lab. After graduate students leave the lab, sometimes it is necessary to go back to the results of older experiments. A complete and detailed notebook is essential, or all of the time, effort, and resources are lost.

2. Learn the note-keeping practices in your lab

When you enter a new lab, it is important to understand how the lab keeps notebooks and the expectations for documentation. Being conscientious about documentation will make you a better scientist. In some labs, the PI might routinely examine your notebook, while in other labs you may be expected to maintain a notebook, but it may not be regularly viewed by others. It is tempting to become relaxed in documentation if you think your notebook may not be reviewed. Avoid this temptation; documentation of your ideas and process will improve your ability to think critically about research. Further, even if the PI or lab members do not physically view your notebook, you will need to communicate with them about your experiments. This documentation is necessary to communicate effectively about your work.

3. Organize your lab notebook

Different labs use different formats; some use electronic notebooks while others handwritten notebooks. The contents of a good notebook include the purpose of the experiment, the details of the experimental procedure, the data, and thoughts about the results. To effectively document your experiment, there are 5 critical questions that the information you record should be able to answer.

• Why I am doing this experiment? (purpose)
• What did I do to perform the experiment? (protocol)
• What are the results of what I did? (data, graphs)
• What do I think about the results?
• What do I think are the next steps?

We also recommend a table of contents. It will make the information more useful to you and the lab in the future. The table of contents should list the title of the experiment, the date(s) it was performed, and the page numbers on which it is recorded. Also, make sure that you write clearly and provide a legend or explanation of any shorthand or non-standard abbreviation you use. Often labs will have a combination of written lab notebooks and electronic data. It is important to reference where electronic data are located that go with each experiment. The idea is to make it as easy as possible to understand what you did and where to find all the data (electronic and hard copy) that accompanies your experiment.

Keeping a lab notebook becomes easier with practice. It can be thought of almost like journaling about your experiment. Sometimes people think of it as just a place to paste their protocol and a graph or data. We strongly encourage you to include your thoughts about why you made the decisions you made when conducting the experiment and to document your thoughts about next steps.

4. Commit to doing it the right way

A common reason to become lax in documentation is feeling rushed for time. Although documentation takes time, it saves time in the long-run and fosters good science. Without good notes, you will waste time trying to recall precisely what you did, reproduce your findings, and remember what you thought would be important next steps. The lab notebook helps you think about your research critically and keep your thoughts together. It can also save you time later when writing up results for publication. Further, well-documented data will help you draft a cogent and rigorous dissertation.

Handle data responsibly

1. keep all data.

Data are the product of research. Data include raw data, processed data, analyzed data, figures, and tables. Many data today are electronic, but not all. Generating data requires a lot of time and resources and researchers must treat data with care. The first essential tip is to keep all data. Do not discard data just because the experiment did not turn out as expected. A lot of experiments do not turn out to yield publishable data, but the results are still important for informing next steps.

Always keep the original, raw data. That is, as you process and analyze data, always maintain an unprocessed version of the original data.

Universities and funding agencies have data retention policies. These policies specify the number of years beyond a grant that data must be kept. Some policies also indicate researchers need to retain original data that served as the basis for a publication for a certain number of years. Therefore, your data will be important well beyond your time in graduate school. Most labs require you to keep samples for reanalysis until a paper is published, then the analyzed data are enough. If you leave a lab before a paper is accepted for publication, you are responsible for ensuring your data and original samples are well documented for others to find and use.

2. Document all data

In addition to keeping all data, data must be well-organized and documented. This means that no matter the way you keep your data (e.g., electronic or in written lab notebooks), there is a clear guide—in your lab notebook, a binder, or on a lab hard drive—to finding the data for a particular experiment. For example, it must be clear which data produced a particular graph. Version control of data is also critical. Your documentation should include “metadata” (data about your data) that tracks versions of the data. For example, as you edit data for a table, you should save separate versions of the tables, name the files sequentially, and note the changes that were made to each version.

3. Backup your data

You should backup electronic data regularly. Ideally, your lab has a shared server or cloud storage to backup data. If you are supposed to put your data there, make sure you do it! When you leave the lab, it must be possible to find your data.

4. Perform data analysis honestly and competently

Inappropriate use of statistics is a major concern in the scientific community, as the results and conclusions will be misleading if done incorrectly ( DeMets, 1999 ). Some practices are clearly an abuse of statistics, while other inappropriate practices stem from lack of knowledge. For example, a practice called “p-hacking” describes when researchers “collect or select data or statistical analyses until nonsignificant results become significant” ( Head, Holman, Lanfear, Kahn, & Jennions, 2015 ). In addition to avoiding such misbehavior, it is essential to be proficient with statistics to ensure you do statistical procedures appropriately. Learning statistical procedures and analyzing data takes many years of practice, and your statistics courses may only cover the basics. You will need to know when to consult others for help. In addition to consulting members in your lab or your PI, your university may have statistical experts who can provide consultations.

5. Master pressure to obtain favored results

When you conduct an experiment, the results are the results. As a beginning researcher, it is important to be prepared to manage the frustration of experiments not turning out as expected. It is also important to manage the real or perceived pressure to produce favored results. Investigators can become wedded to a hypothesis, and they can have a difficult time accepting the results. Sometimes you may feel this pressure coming from yourself; for example, if you want to please your PI, or if you want to get results for a certain publication. It is important to always follow the data no matter where it leads.

If you do feel pressure, this situation can be uncomfortable and stressful. If you have been meticulous and followed the above recommendations, this can be one great safeguard. You will be better able to confidently communicate your results to the PI because of your detailed documentation, and you will be more confident in your procedures if the possibility of error is suggested. Typically, with enough evidence that the unexpected results are real, the PI will concede. We recommend seeking the support of friends or colleagues to vent and cope with stress. In the rare case that the PI does not relent, you could turn to an advisor outside the lab if you need advice about how to proceed. They can help you look at the data objectively and also help you think about the interpersonal aspects of navigating this situation.

6. Communicate about your data in the lab

A critical element of reproducible research is communication in the lab. Ideally, there are weekly or bi-weekly meetings to discuss data. You need to develop your communication skills for writing and speaking about data. Often you and your labmates will discuss experimental issues and results informally during the course of daily work. This is an excellent way to hone critical thinking and communication skills about data.

Scenario 1 – The Protocol is Not Working

At the beginning of a rotation during their first year, a graduate student is handed a lab notebook and a pen and is told to keep track of their work. There does not appear to be a specific format to follow. There are standard lab protocols that everyone follows, but minor tweaks to the protocols do not seem to be tracked from experiment to experiment in the standard lab protocol nor in other lab notebooks. After two weeks of trying to follow one of the standard lab protocols, the student still cannot get the experiment to work. The student has included the appropriate positive and negative controls which are failing, making the experiment uninterpretable. After asking others in the lab for help, the graduate student learns that no one currently in the lab has performed this particular experiment. The former lab member who had performed the experiment only lists the standard protocol in their lab notebook.

How should the graduate student start to solve the problem?

Speaking to the PI would be the next logical step. As a first-year student in a lab rotation, the PI should expect this type of situation and provide additional troubleshooting guidance. It is possible that the PI may want to see how the new graduate student thinks critically and handles adversity in the lab. Rather than giving an answer, the PI might ask the student to work through the problem. The PI should give guidance, but it may not be an immediate fix for the problem. If the PI’s suggestions fail to correct the problem, asking a labmate or the PI for the contact information of the former lab member who most recently performed the experiment would be a reasonable next step. The graduate student’s conversations with the PI and labmates in this situation will help them learn a lot about how the people in the lab interact.

Most of the answers for these types of problems will require you as a graduate student to take the initiative to answer. They will require your effort and ingenuity to talk to other lab members, other labs at the university, and even scour the literature for alternatives. While labs have standard protocols, there are multiple ways to do many experiments, and working out an alternative will teach you more than when everything works. Having to troubleshoot problems will result in better standard protocols in the lab and better science.

HOW TO BE A RESPONSIBLE AUTHOR

Researchers communicate their findings via peer-reviewed publications, and publications are important for advancing in a research career. Many graduate students will first author or co-author publications in graduate school. For good advice on how to write a research manuscript, consult the Current Protocols article “How to write a research manuscript” ( Frank, 2018 ). We focus on the issues of assigning authors and reporting your findings responsibly. First, we describe some important basics: journal impact factors, predatory journals, and peer review.

What are journal impact factors?

It is helpful to understand journal impact factors. There is criticism about an overemphasis on impact factors for evaluating the quality or importance of researchers’ work ( DePellegrin & Johnston, 2015 ), but they remain common for this purpose. Journal impact factors reflect the average number of times articles in a journal were cited in the last two years. Higher impact factors place journals at a higher rank. Approximately 2% of journals have an impact factor of 10 or higher. For example, Cell, Science, and Nature have impact factors of approximately 39, 42, and 43, respectively. Journals can be great journals but have lower impact factors; often this is because they focus on a smaller specialty field. For example, Journal of Immunology and Oncogene are respected journals, but their impact factors are about 4 and 7, respectively.

Research trainees often want to publish in journals with the highest possible impact factor because they expect this to be viewed favorably when applying to future positions. We encourage you to bear in mind that many different journals publish excellent science and focus on publishing where your work will reach the desired audience. Also, keep in mind that while a high impact factor can direct you to respectable, high-impact science, it does not guarantee that the science in the paper is good or even correct. You must critically evaluate all papers you read no matter the impact factor.

What are predatory journals?

Predatory journals have flourished over the past few years as publishing science has moved online. An international panel defined predatory journals as follows ( Grudniewicz et al., 2019 ):

Predatory journals and publishers are entities that prioritize self-interest at the expense of scholarship and are characterized by false or misleading information, deviation from best editorial and publication practices, a lack of transparency, and/or the use of aggressive and indiscriminate solicitation practices. (p. 211)

Often young researchers receive emails soliciting them to submit their work to a journal. There are typically small fees (around $99 US) requested but these fees will be much lower than open access fees of reputable journals (often around $2000 US). A warning sign of a predatory journal is outlandish promises, such as 24-hour peer review or immediate publication. You can find a list of predatory journals created by a postdoc in Europe at BeallsList.net ( “Beall’s List of Potential Predatory Journals and Publishers,” 2020 ).

What is peer review?

Peer reviewers are other scientists who have the expertise to evaluate a manuscript. Typically 2 or 3 reviewers evaluate a manuscript. First, an editor performs an initial screen of the manuscript to ensure its appropriateness for the journal and that it meets basic quality standards. At this stage, an editor can decide to reject the manuscript and not send it to review. Not sending a paper for peer review is common in the highest impact journals that receive more submissions per year than can be reviewed and published. For average-impact journals and specialty journals, typically your paper will be sent for peer review.

In general, peer review focuses on three aspects of a manuscript: research design and methods, validity of the data and conclusions, and significance. Peer reviewers assess the merit and rigor of the research design and methodology, and they evaluate the overall validity of the results, interpretations, and conclusions. Essentially, reviewers want to ensure that the data support the claims. Additionally, reviewers evaluate the overall significance, or contribution, of the findings, which involves the novelty of the research and the likelihood that the findings will advance the field. Significance standards vary between journals. Some journals are open to publishing findings that are incremental advancements in a field, while others want to publish only what they deem as major advancements. This feature can distinguish the highest impact journals which seek the most significant advancements and other journals that tend to consider a broader range of work as long as it is scientifically sound. It is important to keep in mind that determining at the stage of review and publication whether a paper is “high impact” is quite subjective. In reality, this can only really be determined in retrospect.

The key ethical issues in peer review are fairness, objectivity, and confidentiality ( Shamoo & Resnik, 2015 ). Peer reviewers are to evaluate the manuscript on its merits and not based on biases related to the authors or the science itself. If reviewers have a conflict of interest, this should be disclosed to the editor. Confidentiality of peer review means that the reviewers should keep private the information; they should not share the information with others or use it to their benefit. Reviewers can ultimately recommend that the manuscript is rejected, revised, and resubmitted (major or minor revisions), or accepted. The editor evaluates the reviewers’ feedback and makes a judgment about rejecting, accepting, or requesting a revision. Sometimes PIs will ask experienced graduate students to assist with peer reviewing a manuscript. This is a good learning opportunity. The PI should disclose to the editor that they included a trainee in preparing the review.

Assign authorship fairly

Authorship gives credit to the people who contributed to the research. This includes thinking of the ideas, designing and performing experiments, interpreting the results, and writing the paper. Two key questions regarding authorship include: 1 - Who will be an author? 2 - What will be the order in which authors are listed? These seem simple on the surface but can get quite complex.

1. Know authorship guidelines

Authorship guidelines published by journals, professional societies, and universities communicate key principles of authorship and standards for earning authorship. The core ethical principle of assigning authorship is fairness in who receives credit for the work. The people who contributed to the work should get credit for it. This seems simply enough, but determining authorship can (and often does) create conflict.

Many universities have authorship guidelines, and you should know the policies at your university. The International Committee of Medical Journal Editors (ICMJE) provides four criteria for determining who should be an author ( International Committee of Medical Journal Editors, 2020 ). These criteria indicate that an author should do all of the following: 1) make “substantial contributions” to the development of the idea or research design, or to acquiring, analyzing, or interpreting the data, 2) write the manuscript or revise it a substantive way, 3) give approval of the final manuscript (i.e., before it is submitted for review, and after it is revised, if necessary), and 4) agree to be responsible for any questions about the accuracy or integrity of the research.

Several types of authorship violate these guidelines and should be avoided. Guest authorship is when respected researchers are added out of appreciation, or to have the manuscript be perceived more favorably to get it published or increase its impact. Gift authorship is giving authorship to reward an individual, or as a favor. Ghost authorship is when someone made significant contributions to the paper but is not listed as an author. To increase transparency, some journals require authors to indicate how each individual contributed to the research and manuscript.

2. Apply the guidelines

Conflicts often arise from disagreements about how much people contributed to the research and whether those contributions merit authorship. The best approach is an open, honest, and ongoing discussion about authorship, which we discuss in #3 below. To have effective, informed conversations about authorship, you must understand how to apply the guidelines to your specific situation. The following is a simple rule of thumb that indicates there are three components of authorship. We do not list giving final approval of the manuscript and agreeing to be accountable, but we do consider these essentials of authorship.

• Thinking – this means contributing to the ideas leading to the hypothesis of the work, designing experiments to address the hypothesis, and/or analyzing the results in the larger context of the literature in the field.
• Doing – this means performing and analyzing the experiments.
• Writing – this means editing a draft, or writing the entire paper. The first author often writes the entire first draft.

In our experience, a first author would typically do all three. They also usually coordinate the writing and editing process. Co-authors are typically very involved in at least two of the three, and are somewhat involved in the other. The PI, who oversees and contributes to all three, is often the last, or “senior author.” The “senior author” is typically the “corresponding author”—the person listed as the individual to contact about the paper. The other co-authors are listed between the first and senior author either alphabetically, or more commonly, in order from the largest to smallest contribution.

Problems in assigning authorship typically arise due to people’s interpretations of #1 (thinking) and #2 (doing)—what and how much each individual contributed to a project’s design, execution, and analysis. Different fields or PIs may have their own slight variations on these guidelines. The potential conflicts associated with assigning authorship lead to the most common recommendation for responsibly assigning authorship: discuss authorship expectations early and revisit them during the project.

3. Discuss authorship with your collaborators

Publications are important for career advancement, so you can see why people might be worried about fairness in assigning authorship. If the problem arises from a lack of a shared understanding about contributions to the research, the only way to clarify this is an open discussion. This discussion should ideally take place very early at the beginning of a project, and should be ongoing. Hopefully you work in a laboratory that makes these discussions a natural part of the research process; this makes it much easier to understand the expectations upfront.

We encourage you to speak up about your interest in making a contribution that would merit authorship, especially if you want to earn first authorship. Sometimes norms about authoring papers in a lab make it clear you are expected to first and co-author publications, but it is best to communicate your interest in earning authorship. If the project is not yours, but you wish to collaborate, you can inquire what you may be able to contribute that would merit authorship.

If it is not a norm in your lab to discuss authorship throughout the life of projects, then as a graduate student you may feel reluctant to speak up. You could initiate a conversation with a more senior graduate student, a postdoc, or your PI, depending on the dynamics in the group. You could ask generally about how the lab approaches assignment of authorship, but discussing a specific project and paper may be best. It may feel awkward to ask, but asking early is less uncomfortable than waiting until the end of the project. If the group is already drafting a manuscript and you are told that your contribution is insufficient for authorship, this situation is much more discouraging than if you had asked earlier about what is expected to earn authorship.

How to report findings responsibly

The most significant responsibility of authors is to present their research accurately and honestly. Deliberately presenting misleading information is clearly unethical, but there are significant judgment calls about how to present your research findings. For example, an author can mislead by overstating the conclusions given what the data support.

1. Commit to presenting your findings honestly

Any good scientific manuscript writer will tell you that you need to “tell a good story.” This means that your paper is organized and framed to draw the reader into the research and convince them of the importance of the findings. But, this story must be sound and justified by the data. Other authors are presenting their findings in the best, most “publishable” light, so it is a balancing act to be persuasive but also responsible in presenting your findings in a trustworthy manner. To present your findings honestly, you must be conscious of how you interpret your data and present your conclusions so that they are accurate and not overstated.

One misbehavior known as “HARKing,” Hypothesis After the Results are Known, occurs when hypotheses are created after seeing the results of an experiment, but they are presented as if they were defined prior to collecting the data ( Munafò et al., 2017 ). This practice should be avoided. HARKing may be driven, in part, by a concern in scientific publishing known as publication bias. This bias is a preference that reviewers, editors, and researchers have for papers describing positive findings instead of negative findings ( Carroll, Toumpakari, Johnson, & Betts, 2017 ). This preference can lead to manipulating one’s practices, such as by HARKing, so that positive findings can be reported.

It is important to note that in addition to avoiding misbehaviors such as HARKing, all researchers are susceptible to a number of more subtle traps in judgment. Even the most well-intentioned researcher may jump to conclusions, discount alternative explanations, or accept results that seem correct without further scrutiny ( Nuzzo, 2015 ). Therefore, researchers must not only commit to presenting their findings honestly but consider how they can counteract such traps by slowing down and increasing their skepticism towards their findings.

2. Provide an appropriate amount of detail

Providing enough detail in a manuscript can be a challenge with the word limits imposed by most journals. Therefore, you will need to determine what details to include and which to exclude, or potentially include in the supplemental materials. Methods sections can be long and are often the first to be shortened, but complete methods are important for others to evaluate the research and to repeat the methods in other studies. Even more significant is making decisions about what experimental data to include and potentially exclude from the manuscript. Researchers must determine what data is required to create a complete scientific story that supports the central hypothesis of the paper. On the other hand, it is not necessary or helpful to include so much data in the manuscript, or in supplemental material, that the central point of the paper is difficult to discern. It is a tricky balance.

3. Follow proper citation practices

Of course, responsible authorship requires avoiding plagiarism. Many researchers think that plagiarism is not a concern for them because they assume it is always done intentionally by “copying and pasting” someone else’s words and claiming them as your own. Sometimes poor writing practices, such as taking notes from references without distinguishing between direct quotes and paraphrased material, can lead to including material that is not quoted properly. More broadly, proper citation practices include accurately and completely referencing prior studies to provide appropriate context for your manuscript.

4. Attend to the other important details

The journal will require several pieces of additional information, such as disclosure of sources of funding and potential conflicts of interest. Typically, graduate students do not have relationships that constitute conflicts of interest, but a PI who is a co-author may. In submitting a manuscript, also make sure to acknowledge individuals not listed as authors but who contributed to the work.

5. Share data and promote transparency

Data sharing is a key facet of promoting transparency in science ( Nosek et al., 2015 ). It will be important to know the expectations of the journals in which you wish to publish. Many top journals now require data sharing; for example, sharing your data files in an online repository so others have access to the data for secondary use. Funding agencies like NIH also increasingly require data sharing. To further foster transparency and public trust in research, researchers must deposit their final peer-reviewed manuscripts that report on research funded by NIH to PubMed Central. PubMed makes biomedical and life science research publicly accessible in a free, online database.

Scenario 2 – Authors In Conflict

To prepare a manuscript for publication, a postdoc’s data is added to a graduate student’s thesis project. After working together to combine the data and write the paper, the postdoc requests co-first authorship on the paper. The graduate student balks at this request on the basis that it is their thesis project. In a weekly meeting with the lab’s PI to discuss the status of the paper, the graduate student states that they should divide the data between the authors as a way to prove that the graduate student should be the sole first author. The PI agrees to this attempt to quantify how much data each person contributed to the manuscript. All parties agree the writing and thinking were equally shared between them. After this assessment, the graduate student sees that the postdoc actually contributed more than half of the data presented in the paper. The graduate student and a second graduate student contributed the remaining data; this means the graduate student contributed much less than half of the data in the paper. However, the graduate student is still adamant that they must be the sole first author of the paper because it is their thesis project.

Is the graduate student correct in insisting that it is their project, so they are entitled to be the sole first author?

Co-first authorship became popular about 10 years ago as a way to acknowledge shared contributions to a paper in which authors worked together and contributed equally. If the postdoc contributed half of the data and worked with the graduate student to combine their interpretations and write the first draft of the paper, then the postdoc did make a substantial contribution. If the graduate student wrote much of the first draft of the paper, contributed significantly to the second half of data, and played a major role in the thesis concept and design, this is also a major contribution. We summarized authorship requirements as contributing to thinking, doing, and writing, and we noted that a first author usually contributes to all of these. The graduate student has met all 3 elements to claim first authorship. However, it appears that the postdoc has also met these 3 requirements. Thus, it is at least reasonable for the postdoc to ask about co-first authorship.

The best way to move forward is to discuss their perspectives openly. Both the graduate student and postdoc want first authorship on papers to advance their careers. The postdoc feels they contributed more to the overall concept and design than the graduate student is recognizing, and the postdoc did contribute half of the data. This is likely frustrating and upsetting for the postdoc. On the other hand, perhaps the postdoc is forgetting how much a thesis becomes like “your baby,” so to speak. The work is the graduate student’s thesis, so it is easy to see why the graduate student would feel a sense of ownership of it. Given this fact, it may be hard for the graduate student to accept the idea that they would share first-author recognition for the work. Yet, the graduate student should consider that the manuscript would not be possible without the postdoc’s contribution. Further, if the postdoc was truly being unreasonable, then the postdoc could make the case for sole first authorship based on contributing the most data to the paper, in addition to contributing ideas and writing the paper. The graduate student should consider that the postdoc may be suggesting co-first authorship in good faith.

As with any interpersonal conflict, clear communication is key. While it might be temporarily uncomfortable to voice their views and address this disagreement, it is critical to avoiding permanent damage to their working relationship. The pair should consider each other’s perspectives and potential alternatives. For example, if the graduate student is first author and the postdoc second, at a minimum they could include an author note in the manuscript that describes the contribution of each author. This would make it clear the scope of the postdoc’s contribution, if they decided not to go with co-first authorship. Also, the graduate student should consider their assumptions about co-first authorship. Maybe they assume it makes it appear they contributed less, but instead, perhaps co-first authorship highlights their collaborative approach to science. Collaboration is a desirable quality many (although arguably not all) research organizations look for when they are hiring.

They will also need to speak with others for advice. The pair should definitely speak with the PI who could provide input about how these cases have been handled in the past. Ultimately, if they cannot reach an agreement, the PI, who is likely to be the last or “senior” author, may make the final decision. They should also speak to the other graduate student who is an author.

If either individual is upset with the situation, they will want to discuss it when they have had time to cool down. This might mean taking a day before discussing, or speaking with someone outside of the lab for support. Ideally, all authors on this paper would have initiated this conversation earlier, and the standards in the lab for first authorship would be discussed routinely. Clear communication may have avoided the conflict.

HOW TO USE DECISION-MAKING STRATEGIES TO NAVIGATE CHALLENGES

We have provided advice on some specific challenges you might encounter in research. This final section covers our overarching recommendation that you adopt a set of ethical decision-making strategies. These strategies help researchers address challenges by helping them think through a problem and possible alternatives ( McIntosh et al., 2020 ). The strategies encourage you to gather information, examine possible outcomes, consider your assumptions, and address emotional reactions before acting. They are especially helpful when you are uncertain how to proceed, face a new problem, or when the consequences of a decision could negatively impact you or others. The strategies also help people be honest with themselves, such as when they are discounting important factors or have competing goals, by encouraging them to identify outside perspectives and test their motivations. You can remember the strategies using the acronym SMART .

1. S eek Help

Obtain input from others who can be objective and that you trust. They can assist you with assessing the situation, predicting possible outcomes, and identifying potential options. They can also provide you with support. Individuals to consult may be peers, other faculty, or people in your personal life. It is important that you trust the people you talk with, but it is also good when they challenge your perspective, or encourage you to think in a new way about a problem. Keep in mind that people such as program directors and university ombudsmen are often available for confidential, objective advice.

2. M anage Emotions

Consider your emotional reaction to the situation and how it might influence your assessment of the situation, and your potential decisions and actions. In particular, identify negative emotions, like frustration, anxiety, fear, and anger, as they particularly tend to diminish decision-making and the quality of interactions with others. Take time to address these emotions before acting, for example, by exercising, listening to music, or simply taking a day before responding.

3. A nticipate Consequences

Think about how the situation could turn out. This includes for you, for the research team, and anyone else involved. Consider the short, middle-term, and longer-term impacts of the problem and your potential approach to addressing the situation. Ideally, it is possible to identify win-win outcomes. Often, however, in tough professional situations, you may need to select the best option from among several that are not ideal.

4. R ecognize Rules and Context

Determine if any ethical principles, professional policies, or rules apply that might help guide your choices. For instance, if the problem involves an authorship dispute, consider the authorship guidelines that apply. Recognizing the context means considering the situational factors that could impact your options and how you proceed. For example, factors such as the reality that ultimately the PI may have the final decision about authorship.

5. T est Assumptions and Motives

Examine your beliefs about the situation and whether any of your thoughts may not be justified. This includes critically examining the personal motivations and goals that are driving your interpretation of the problem and thoughts about how to resolve it.

These strategies do not have to be engaged in order, and they are interrelated. For example, seeking help can help you manage emotions, test assumptions, and anticipate consequences. Go back to the scenarios and our advice throughout this article, and you will see many of our suggestions align with these strategies. Practice applying SMART strategies when you encounter a problem and they will become more natural.

Learning practices for responsible research will be the foundation for your success in graduate school and your career. We encourage you to be reflective and intentional as you learn and hope that our advice helps you along the way.

ACKNOWLEDGEMENTS

This work was supported by the National Human Genome Research Institute (Antes, K01HG008990) and the National Center for Advancing Translational Sciences (UL1 TR002345).

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What is a research student?

I’ve red that some universities in Japan offer a non-degree program called research student. I want to know:

Why do students usually apply as a research student?

Do research students work on things that haven’t been done before? Or do they work on anything that interests them (of course) but that is not necessarily new?

How does a research student differ from a master student? What does a research student presents in his/her last year?

• graduate-school
• research-undergraduate
• terminology

• 10 Please provide the source from which you heard of the term "research student". –  Nobody Commented Jun 27, 2014 at 8:09
• 1 A research student is one who is learning how to research by doing research under the supervision of a more senior academic. Of course, if you're not simultaneously a bachelor, Master, or PhD student, then you're not going to get any formal qualification out of it. –  Moriarty Commented Jun 27, 2014 at 8:34
• @scaaahu, i've known about it from some Japanese universities websites... –  user3527764 Commented Jun 27, 2014 at 17:06
• 1 Comment as this is about a different meaning of the term "research student": I'm chemist in Germany. Our bachelor and master courses include internships in research groups before the theses projects are started. Those students are sometimes referred to as "research student"/Forschungsstudent (also "research intern"/Forschungspraktikant) in analogy to "bachelor student" (= students currently doing their their thesis project). –  cbeleites Commented Jan 6, 2015 at 12:12

2 Answers 2

I've only encountered the term "research student" in Japan (研究生), most (all ?) graduate schools in Japan offer it (see for example the Graduate School of Information Sciences of Tohoku University ). As I understand it

A student will apply as a research student if they wish to conduct research at the university under the supervision of a faculty member, but are not interested in taking classes or obtaining a degree. You could want to do this for example as a "gap year" between undergrad and Master's (or Master's and Ph.D.), this could be a way to get some research experience under your belt, and perhaps improve your application for Masters or Ph.D.

Anything goes, as long as it is agreed between the student and supervisor.

You are not required to present anything. Since there is no degree to be obtained, there are no requirements to be fulfilled.

is subjective.

• 2 " I've only encountered the term "research student" in Japan ", this is what I suspect and why I asked the OP to identify the source (see my comment above). –  Nobody Commented Jun 27, 2014 at 8:43
• You have mentioned that research student is not required to present anything , then on what basis he/she is going to be judged _ i mean if the research student did well or not? if he/she have agreed on a specific subject with his supervisor, then shouldn't he/she present what they have worked on during his/her stay in the university? –  user3527764 Commented Jun 27, 2014 at 18:47
• 2 Whether the student "did well or not" is very subjective, and depends on what his or her goals are. It would be pointless to require the student to do anything, because what if they just don't do it? The university can't really say "you don't get the degree", because you were not supposed to get one in the first place. –  fkraiem Commented Jun 27, 2014 at 18:58
• 1 That is also subjective. Different professors might have different standards (Shinichi Mochizuki requires anybody wanting to work with him to have studied all of Hartshorne's book first) and it probably also depends on your level. If you are applying right after undergrad, you will want at the very least to demonstrate that your subject of interest align with theirs (even better, to have a good term paper written about it). –  fkraiem Commented Jun 27, 2014 at 19:20
• 2 I've studied in Japan as a "research student". I had a scholarship to immediately start study Japan, but (living outside of Japan and all) hadn't yet sat the entrance exam for the masters program. I spent the research student year taking classes, researching for my masters, and preparing for the entrance exam. (The supervisor liked my masters research proposal and took me on as a research student with the understanding I would pass the entrance exam in a year and go on to complete the masters.) –  Robin Commented Jan 12, 2019 at 21:52

Usually, students who go through a research program, aim for a research project or a project the output of which may be a research report or a scientific publication. As far as this program is only offered in a few number of universities or research centers; I just want to add some comment to the questions you asked. In some universities, non-degree programs are offered as some students want to attend to the university not going through the official class-attending programs. I mean, in a non-degree program, the student may not have to attend all the courses offered in a degree leading program. The student has the opportunity to choose the courses he likes and the ones mostly near the field of research he likes to do. It may be noted that in a degree program, the student may have to pass a few number of courses which may be chosen by the group or department; but in a non-degree program, he has the opportunity to choose from a wide range of different courses which he likes more. I insist that that because these programs may not lead to a degree, each university may have its own regulations and the student may or may not have the opportunity to choose as many different courses as he wants. It is better to check the universities' websites. The answer the your question about why students apply for such programs varies. Some students prefer to enjoy the freedom of the program, choosing a number of courses and pass them,while they do some research activity in the research institute. Some researchers prefer to apply for this programs as they have passed some courses before and they are coming with a good research background; so they apply for a non-degree program just to expand their researches and do some publications at the end of the research period. Some other students are the ones who work in industry and do not have enough time to attend a complete degree leading program and have a research topic in mind; so they apply for such program and do research in the field of their desire. When we are talking about research , It means that we are looking for something new. When something is done before and the researchers looks for it; it is called research but the output may be a Review Paper not a Research Paper. A non-degree program may differ as a matter of time. The research period may be three months, six month, one year or more. But as the research non-degree program student does research under supervision of a professor at the university; the output should be something like a publish paper, conference paper or a research report or book. If the person applies for a non-degree program and does not have any publication at the end of the research period, why does he attend the university? The research student may take most of the research period , by talking to the other researchers and students at the university. Go to some courses and read as much as papers and reports as he can. Develop new ideas for his future projects and gain ideas to make his work better.

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UCLA Graduate Programs

Whether you’re a new grad student, a postdoc, a visiting graduate researcher, or a prospective applicant looking to see what research we’re doing on campus, we’ve compiled some resources on this page to get you started.

As a preeminent public research university, UCLA offers the opportunity to lead research in state-of-the-art facilities while collaborating with world-renowned faculty. Scholars will learn to further shape and define their particular projects, expand their mastery in their chosen field, work in partnership with their peers and mentors and share their knowledge in the classroom and lab. This collective effort is the spark that ignites solutions to the most pressing global problems of today and tomorrow. Susan L. Ettner Dean, UCLA Division of Graduate Education Professor, Department of Medicine Professor, Department of Health Policy and Management

Visiting Graduate Researchers

Visiting Graduate Researchers are domestic or international degree-seeking graduate students at their home institution who are invited to conduct short-term doctoral research or participate in a mentored or independent research project or master’s research collaboration with a faculty member at UCLA. The initial Visiting Graduate Researcher appointment can range from 3 weeks to 12 months; the maximum stay is 24 months.

Postdoctoral Scholars

A  Postdoctoral Scholar  (Postdoc) is an individual who holds a doctoral degree, is engaged in advanced training and education, and conducts research under the guidance of a faculty member at UCLA. A postdoctoral scholar position prepares you for a career in academia, industry, government or the non-profit sector. Each year, UCLA hosts approximately 1,200 postdocs worldwide who play a critical role in furthering the University’s educational and research mission.

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Graduate Student Researcher positions provide experience working on faculty-supervised research projects. Applicants should inquire within their department.

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The UCLA Career Center’s  Handshake  is a good place to start looking for internships, as is the  UCLA International Education Office  if you’re looking for an experience abroad. Other places are your home program/department and other programs/departments on campus.

Summer Programs

Many UCLA summer programs are designed to give undergraduates research experience before applying to graduate school. Head to our Admissions section to learn more about Undergraduate Summer Programs . For graduate students, search our Graduate Funding Search Engine to see current research opportunities available through the summer.

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/images/cornell/logo35pt_cornell_white.svg" alt="research graduate student"> Cornell University --> Graduate School

Research and scholarship.

With $1.22 billion in research expenditures, one of the 15 largest academic research libraries, top ranked graduate fields, and some of the best facilities in academia, Cornell University is consistently ranked as one of the most comprehensive universities in the world.

Cornell has more than 150 interdisciplinary research centers, institutes, laboratories, and programs where research is conducted on everything from nano-particles to labor migration in Nepal. The Graduate Linkage program links graduate students at Cornell University’s Ithaca campus with the Weill Cornell Medical College (WCMC) and Graduate School of Medical Sciences (WCGSMS).

Graduate education receives strong financial support with nearly $50 million in tuition, stipend, and organized research expenditures. Cornell is ranked among the nation’s top five academic institutions in National Science Foundation research funding. ( Source: Cornell Research .)

Research Highlights

• Cornell scientists are building and testing a prototype of a linear accelerator-driven, ultrabright x-ray source – the Energy Recovery Linac (ERL) – an essential tool for investigating all types of materials, physical phenomena, biological molecules, and chemical processes.
• With its legacy of leadership in nanoscience and nanotechnology, Cornell is a global force in nanofabrication capabilities, particularly featuring advanced electron beam and optical lithography and expertise in complex process integration.
• With a long tradition of research leadership in genetics and genomics, Cornell is a nationally recognized institution for implementing and utilizing the latest sequencing technologies as shared resources. More than 1,000 researchers use Cornell’s sequencing capabilities annually for genomics research.
• A Cornell lead science team created two of the world’s most famous robots – Spirit and Opportunity – which have been exploring Mars since January 2004.
• Cornell faculty scholarship in literary theory is among the most highly regarded in the field.
• Cornell biophysicists invented multiphoton microscopy, a widely used technology that is allowing researchers to image fluorescent markers deep inside tissue, “seeing” what takes place inside living cells.

Learn more:

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Why should you consider Cornell?

Graduate Research Fellowship Program

What is GRFP?

Fellowship benefits.

• Five year fellowship period with three years of financial support
• Annual stipend of $37,000
• Cost-of-education allowance of $16,000 to the institution
• No post-graduate study service requirement
• Access to supplemental funding to sustain research while on medical deferral (e.g. family leave)

Learn More »

Am I Eligible ?

To be eligible for the NSF GRFP, you must:

• be a US citizen, US national, or permanent resident
• intend to pursue a research-based Master’s or Ph.D. program in a GRFP-supported field
• be enrolled in an eligible program at an accredited United States graduate institution, with a US campus, by fall following selection
• be at an early stage in your graduate career
• have completed no more than one academic year of full-time graduate study (or the equivalent)
• Graduate students are limited to only one application to the GRFP, submitted either in the first year or in the second year of graduate school

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What's My Level?

Application level selection.

The GRFP Application requires you to select the academic level that best describes the stage of your academic career. Use the GRFP Academic Level Questionnaire to help you select the appropriate academic level in your application. Levels are determined as follows:

Level 1. You have not previously enrolled in a graduate degree-granting program, but plan to start graduate study next fall. Includes undergraduates in the final year of a bachelor’s degree program and individuals who previously earned a bachelor’s degree.

Level 2. First year graduate student currently enrolled in a graduate degree-granting program, who has never applied to GRFP before as a graduate student or returning graduate student, or a student currently enrolled in a joint bachelor’s-master’s degree program (must have completed three academic years in program).

Level 3. Second year graduate student who has completed no more than one academic year of graduate study while enrolled in any graduate degree-granting program, does not have a graduate degree, and has never applied to GRFP before as a graduate student or returning graduate student.

Level 4. Returning graduate student who is not currently enrolled in a degree-granting program, and may have more than one academic year in a graduate-degree granting program and/or a master’s or professional degree, followed by an interruption of at least two years just prior to the GRFP application deadline. Note: address the reasons for the interruption and why you should be considered to be in the early stages of your graduate education in the Personal, Relevant Background and Future Goals Statement.

GRFP recognizes and supports outstanding graduate students who have demonstrated the potential to be high achieving scientists and engineers, early in their careers. Applicants must be pursuing full-time research-based master’s and doctoral degrees in science, technology, engineering, and mathematics (STEM) or in STEM education at accredited US institutions.

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NSF welcomes scientists and engineers to serve as reviewers of GRFP applications. Serving as a GRFP Reviewer is an excellent opportunity to apply your research and career expertise to help identify future science and engineering leaders.

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Reference letters are a key component of a strong GRFP application package. The most effective reference letters provide detailed and specific information about how an applicant meets the NSF Merit Review Criteria of Intellectual Merit and Broader Impacts.

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Research at Brown reflects the innovative and interdisciplinary character of the University. Our researchers are making front-page news, redefining fields and turning Brown research into solutions for real-world problems.

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Brown is a research university that regards the creation of knowledge as one of its fundamental missions. Our faculty and students work at the cutting edge of research in their fields and collaborate with colleagues across disciplines and around the world to address society's biggest challenges.

Open Graduate Education

Students who conduct research at Brown find an open and encouraging environment that welcomes creative and entrepreneurial thinking. The Open Graduate Education program provides a way to formalize interdisciplinary research interests of the select doctoral candidates, as they pursue a secondary master's degree.  

Learn about the Open Graduate Education program

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The Graduate School provides research travel support through several research grants, such as the Joukowsky Summer Research Awards and the Research Mobility Fellowships.

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In response to the National Science Foundation (NSF)  requirement for the responsible conduct of research , the University requires training for undergraduate students, graduate students and postdoctoral researchers supported by the National Science Foundation (NSF).

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Research, Creative Activities & Innovation > Student Research > Graduate Student Research

​​Elevating academic excellence and embracing a culture of creativity and discovery is a key strategic pillar for the University; our graduate students experience this every day. Our colleges and departments have outstanding research facilities and opportunities for conducting graduate-level research. Masters students can engage in the research process through independent studies, thesis-based courses, and interning with faculty as a research assistant. Doctoral students (in specific departments) undergo a rigorous research curriculum to help them excel at both teaching and research.

Doctoral Programs

Driehaus college of business & kellstadt graduate school of business.

Doctorate in Business Administration DePaul's DBA program begins with a strong emphasis on research methodology and disciplinary coursework that features the most current developments from both academia and professional practice. Coursework simultaneously builds candidates' interdisciplinary business knowledge and applied research skills. Candidates take seven research methodology and seven business discipline specific courses.

Jarvis College of Computing and Digital Media

Computer and Information Sciences (PhD) The PhD program in Computer and Information Sciences offers an opportunity for exceptional students to pursue substantial research in the computer sciences and related areas. The program is highly selective and is purposefully kept small so that each PhD student can receive substantial advising and mentoring from CDM faculty. To earn a PhD degree, a student must demonstrate breadth of knowledge in at least two research areas and significant depth in a chosen dissertation area. In addition, the student must conceive, write and defend a PhD dissertation representing a significant and original contribution to current academic research as demonstrated by a public dissertation defense and publication in established peer-reviewed academic conferences and/or journals.

College of Education

Curriculum Studies (PhD) The Curriculum Studies (PhD) program prepares you to strengthen your own practice, challenging you to work for social justice and educational excellence. The program focuses on educational curriculum in the context of sociocultural and political environments, forcing you to think critically about opportunities and problems in education. The PhD in Curriculum Studies is for those who seek academic careers such as researchers or university faculty; leadership positions in educational policy, local or state agencies; or curriculum positions in schools or community learning environments.

Educational Leadership (EdD) The Educational Leadership (EdD) program examines the human, organizational, political, social and technical systems of educational institutions. As a Doctor of Education (EdD) you will be committed to socially just leadership and the transformation of education at the local, regional and national levels.

College of Liberal Arts and Social Sciences

Philosophy (PhD) In the Philosophy (PhD) program, you’ll gain a foundational understanding of the discipline, grounded in continental European thought, through rigorous coursework and seminars. Through directed research, colloquia and the dissertation, you’ll also develop the expertise necessary to begin your academic career. In addition to your studies within the department, you’ll spend the spring of your second year abroad, engaged in immersive language study.

College of Science and Health

Clinical Psychology (MA/PhD) DePaul’s Clinical Psychology (MA/PhD) program emphasizes training in both scientific research and practice and has been recognized by the APA for training in diversity. You’ll gain a deep understanding of the societal and systemic forces that influence mental health and contribute to disparities in access to adequate health care for poor, urban and ethnically diverse populations. You’ll be prepared to work in the public sector, in an urban environment, with diverse ethnic and socio-economic populations, and with children, teens and families who have been traditionally underserved by psychology.

Community Psychology (MA/PhD) Find solutions to a wide array of social issues, from educational failure and chronic illness to substance abuse and violence. DePaul’s Community Psychology (MA/PhD) program will equip you with the skills and research methodologies necessary for a career as a researcher, educator, interventional specialist, consultant and program evaluator. The program emphasizes human diversity, specializing in research and intervention work with underserved communities.

Industrial/Organizational Psychology (MA/PhD) DePaul’s Industrial/Organizational Psychology (MA/PhD) program will provide you with a solid grounding in psychological theory and essential training in methodology. As an Industrial/Organizational (I-O) Psychology graduate student, you’ll collaborate with a faculty expert to develop and implement new research ideas while contributing to developments in the field.

How to Fund Graduate-Level Research

Not every graduate research or dissertation research project requires funding to get started. If your project does, below are some approaches to funding that might be of interest to you.

Faculty Research Grants

Internally and externally funded grants obtained by faculty often provide limited budget for faculty to hire students to assist with the research activities. Working on a faculty member’s grant to hone your research and methodological skills can be great preparation for your independent research. A complete listing of this Fiscal Year’s Faculty Grants is detailed on the featured research .

External Sources of Support

A sampling of external programs to fund graduate research is detailed below. Additional information is available on Grant Forward .

• American Association of University Women American Fellowships
• American Council of Learned Societies, ACLS/Mellon Dissertation Fellowship
• American Educational Research Association Dissertation Grants
• American Educational Research Association Minority Dissertation Fellowship in Education Research
• German Academic Exchange Service, DAAD Scholarships for Study/Research in Germany
• Graduate Fellowships for Science, Technology, Engineering, and Mathematics Diversity (formerly the National Physical Science Consortium Fellowship)
• Horowitz Foundation for Social Policy Small (Dissertation) Grants
• Institute of International Education (IIE), Fulbright U.S. Student Program
• International Research and Exchanges Board (IREX) Awards
• National Academies of Sciences, Engineering, and Medicine, Ford Foundation Dissertation Fellowships
• National Institute of Justice Graduate Research Fellowship Program
• National Science Foundation Linguistics Program - Doctoral Dissertation Research Improvement Awards
• The Smith Richardson Foundation Grant, World Politics and Statecraft Fellowship
• Soros Foundation, The Paul & Daisy Soros Fellowships for New Americans
• U.S. Department of Education, Fulbright-Hays Doctoral Dissertation Research Abroad (DDRA) Fellowships
• U.S. Department of Energy, DOE Office of Science Graduate Student Research (SCGSR) Program
• Woodrow Wilson National Fellowship Foundation, The Charlotte W. Newcombe Doctoral Dissertation Fellowships

Google PhD fellowship program

Google PhD Fellowships directly support graduate students as they pursue their PhD, as well as connect them to a Google Research Mentor.

Nurturing and maintaining strong relations with the academic community is a top priority at Google. The Google PhD Fellowship Program was created to recognize outstanding graduate students doing exceptional and innovative research in areas relevant to computer science and related fields. Fellowships support promising PhD candidates of all backgrounds who seek to influence the future of technology. Google’s mission is to foster inclusive research communities and encourage people of diverse backgrounds to apply. We currently offer fellowships in Africa, Australia, Canada, East Asia, Europe, India, Latin America, New Zealand, Southeast Asia and the United States.

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Program details

Application status, how to apply, research areas of focus, review criteria, award recipients.

Applications are currently closed.

Update on 2024 Announcement : Decisions for the 2024 application cycle, originally planned for July 2024, will now be announced via email in August 2024. We apologize for the delay and appreciate your patience as we work to finalize decisions.

• Launch March 27, 2024
• Deadline May 8, 2024
• Awardees Notified By Aug. 31, 2024

The details of each Fellowship vary by region. Please see our FAQ for eligibility requirements and application instructions.

PhD students must be nominated by their university. Applications should be submitted by an official representative of the university during the application window. Please see the FAQ for more information.

Australia and New Zealand

Canada and the United States

PhD students in Japan, Korea and Taiwan must be nominated by their university. After the university's nomination is completed, either an official representative of the university or the nominated students can submit applications during the application window. Please see the FAQ for more information.

India and Southeast Asia

PhD students apply directly during the application window. Please see the FAQ for more information.

Latin America

The 2024 application cycle is postponed. Please check back in 2025 for details on future application cycles.

Google PhD Fellowship students are a select group recognized by Google researchers and their institutions as some of the most promising young academics in the world. The Fellowships are awarded to students who represent the future of research in the fields listed below. Note that region-specific research areas will be listed in application forms during the application window.

Algorithms and Theory

Distributed Systems and Parallel Computing

Health and Bioscience

Human-Computer Interaction and Visualization

Machine Intelligence

Machine Perception

Natural Language Processing

Quantum Computing

Security, Privacy and Abuse Prevention

Software Engineering

Software Systems

Speech Processing

Applications are evaluated on the strength of the research proposal, research impact, student academic achievements, and leadership potential. Research proposals are evaluated for innovative concepts that are relevant to Google’s research areas, as well as aspects of robustness and potential impact to the field. Proposals should include the direction and any plans of where your work is going in addition to a comprehensive description of the research you are pursuing.

In Canada and the United States, East Asia and Latin America, essay responses are evaluated in addition to application materials to determine an overall recommendation.

What does the Google PhD Fellowship include?

Students receive named Fellowships which include a monetary award. The funds are given directly to the university to be distributed to cover the student’s expenses and stipend as appropriate. In addition, the student will be matched with a Google Research Mentor. There is no employee relationship between the student and Google as a result of receiving the fellowship. The award does not preclude future eligibility for internships or employment opportunities at Google, nor does it increase the chances of obtaining them. If students wish to apply for a job at Google, they are welcome to apply for jobs and go through the same hiring process as any other person.

• Up to 3 year Fellowship
• US $12K to cover stipend and other research related activities, travel expenses including overseas travel
• Google Research Mentor
• 1 year Fellowship
• AUD $15K to cover stipend and other research related activities, travel expenses including overseas travel
• Up to 2 year Fellowship (effective from 2024 for new recipients)
• Full tuition and fees (enrollment fees, health insurance, books) plus a stipend to be used for living expenses, travel and personal equipment
• US $10K to cover stipend and other research related activities, travel expenses including overseas travel
• Yearly bursary towards stipend / salary, health care, social benefits, tuition and fees, conference travel and personal computing equipment. The bursary varies by country.

Early-stage PhD students

• Up to 4 year Fellowship
• US $50K to cover stipend and other research related activities, travel expenses including overseas travel

Late-stage PhD students

• US $10K to recognise research contributions, cover stipend and other research related activities, travel expenses including overseas travel
• US $15K per year to cover stipend and other research related activities, travel expenses including overseas travel

Southeast Asia

• US $10K per year for up to 3 years (or up to graduation, whichever is earlier) to cover stipend and other research related activities, travel expenses including overseas travel

Is my university eligible for the PhD Fellowship Program?

Africa, Australia/New Zealand , Canada, East Asia, Europe and the United States : universities must be an accredited research institution that awards research degrees to PhD students in computer science (or an adjacent field).

India, Latin America and Southeast Asia : applications are open to universities/institutes in India, Latin America (excluding Cuba), and in eligible Southeast Asian countries/regions (Brunei, Cambodia, Indonesia, Malaysia, Myanmar, Philippines, Singapore, Thailand, Vietnam).

Restrictions : All award payments and recipients will be reviewed for compliance with relevant US and international laws, regulations and policies. Google reserves the right to withhold funding that may violate laws, regulations or our policies.

What are the eligibility requirements for students?

All regions

• Students must remain enrolled full-time in the PhD program for the duration of the Fellowship or forfeit the award.
• Google employees, and their spouses, children, and members of their household are not eligible.
• Students that are already supported by a comparable industry award are not eligible. Government or non-profit organization funding is exempt.
• Past awardees from the PhD Fellowship program are not eligible to apply again.
• Grant of the Fellowship does not mean admission to a PhD program. The awardee must separately apply and be accepted to a PhD program in computer science (or an adjacent field) at an eligible institution.
• Grant of the Fellowship will be subject to the rules and guidelines applicable in the institution where the awardee registers for the PhD program.

Nominated students in Africa, Australia and New Zealand, Canada and the United States, East Asia and Europe.

Universities should only nominate students that meet the following requirements:

• Africa: Incoming PhD students are eligible to apply, but the Fellowship award shall be contingent on the awardee registering for a full-time PhD program in computer science (or an adjacent field) within the academic award year of the Fellowship award, or the award shall be forfeited.
• Australia and New Zealand : early-stage students enrolled in the first or second year of their PhD (no requirement for completion of graduate coursework by the academic award year).
• Canada and the United States : students who have completed graduate coursework in their PhD by the academic award year when the Fellowship begins.
• East Asia: students who have completed most of graduate coursework in their PhD by the academic award year when the Fellowship begins. Students should have sufficient time for research projects after receiving a fellowship.
• Europe: Students enrolled at any stage of their PhD are eligible to apply.

Direct applicant students in India, Latin America and Southeast Asia

• Latin America : incoming or early stage-students enrolled in the first or second year of their PhD (no requirement for completion of graduate coursework by the academic award year).

What should be included in an application? What language should the application be in?

All application materials should be submitted in English.

For each student nomination, the university will be asked to submit the following material in a single, flat (not portfolio) PDF file:

• Student CV with links to website and publications (if available)
• Short (1-page) resume/CV of the student's primary PhD program advisor
• Available transcripts (mark sheets) starting from first year/semester of Bachelor's degree to date
• Research proposal (maximum 3 pages, excluding references)
• 2-3 letters of recommendation from those familiar with the nominee''s work (at least one from the thesis advisor for current PhD students)
• Student essay response (350-word limit) to: What impact would receiving this Fellowship have on your education? Describe any circumstances affecting your need for a Fellowship and what educational goals this Fellowship will enable you to accomplish.
• Transcripts of current and previous academic records
• 1-2 letters of recommendation from those familiar with the nominee's work (at least one from the thesis advisor)

Canada, East Asia, the United States

• Cover sheet signed by the Department Chair confirming the student passes eligibility requirements. (See FAQ "What are the eligibility requirements for students?")
• Short (1-page) CV of the student's primary advisor
• 2-3 letters of recommendation from those familiar with the nominee's work (at least one from the thesis advisor)
• Research / dissertation proposal (maximum 3 pages, excluding references)
• Student essay response (350-word limit) to: Describe the desired impact your research will make on the field and society, and why this is important to you. Include any personal, educational and/or professional experiences that have motivated your research interests.
• Student essay response (350-word limit) to: Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes or contributed to group efforts over time. (A leadership role can mean more than just a title. It can mean being a mentor to others, acting as the person in charge of a specific task, or taking the lead role in organizing an event or project. Think about what you accomplished and what you learned from the experience. What were your responsibilities? Did you lead a team? How did your experience change your perspective on leading others? Did you help to resolve an important dispute at your school, church, in your community or an organization? And your leadership role doesn’t necessarily have to be limited to school activities. For example, do you help out or take care of your family?)

Students will need the following documents in a single, flat (not portfolio) PDF file in order to complete an application (in English only):

• Student applicant’s resume with links to website and publications (if available)
• Short (one-page) resume/CV of the student applicant's primary PhD program advisor
• 2-3 letters of recommendation from those familiar with the applicant's work (at least one from the thesis advisor for current PhD students)
• Applicant's essay response (350-word limit) to: Describe the desired impact your research will make on the field and society, and why this is important to you. Include any personal, educational and/or professional experiences that have motivated your research interests.
• Applicant's essay response (350-word limit) to: What are your long-term goals for your pathway in computing research, and how would receiving the Google PhD Fellowship help you progress toward those goals in the short-term?

How do I apply for the PhD Fellowship Program? Who should submit the applications? Can students apply directly for a Fellowship?

Check the eligibility and application requirements in your region before applying. Submission forms are available on this page when the application period begins.

India, Latin America and Southeast Asia: students may apply directly during the application period.

Africa, Australia, Canada, East Asia, Europe, New Zealand, and the United States : students cannot apply directly to the program; they must be nominated by an eligible university during the application period.

How many students may each university nominate?

India, Latin America and Southeast Asia : applications are open directly to students with no limit to the number of students that can apply from a university.

Australia and New Zealand : universities may nominate up to two eligible students.

Canada and the United States : Universities may nominate up to four eligible students. We encourage nominating students with diverse backgrounds especially those from historically marginalized groups in the field of computing. If more than two students are nominated then we strongly encourage additional nominees who self-identify as a woman, Black / African descent, Hispanic / Latino / Latinx, Indigenous, and/or a person with a disability.

Africa, East Asia and Europe : Universities may nominate up to three eligible students. We encourage nominating students with diverse backgrounds especially those from historically marginalized groups in the field of computing. If more than two students are nominated then we strongly encourage the additional nominee who self-identifies as a woman.

*Applications are evaluated on merit. Please see FAQ for details on how applications are evaluated.

How are applications evaluated?

In Canada and the United State, East Asia and Latin America, essay responses are evaluated in addition to application materials to determine an overall recommendation.

A nominee's status as a member of a historically marginalized group is not considered in the selection of award recipients.

Research should align with Google AI Principles .

Incomplete proposals will not be considered.

How are Google PhD Fellowships given?

Any monetary awards will be paid directly to the Fellow's university for distribution. No overhead should be assessed against them.

What are the intellectual property implications of a Google PhD Fellowship?

Fellowship recipients are not subject to intellectual property restrictions unless they complete an internship at Google. If that is the case, they are subject to the same intellectual property restrictions as any other Google intern.

Will the Fellowship recipients become employees of Google?

No, Fellowship recipients do not become employees of Google due to receiving the award. The award does not preclude future eligibility for internships or employment opportunities at Google, nor does it increase the chances of obtaining them. If they are interested in working at Google, they are welcome to apply for jobs and go through the same hiring process as any other person.

Can Fellowship recipients also be considered for other Google scholarships?

Yes, Fellowship recipients are eligible for these scholarships .

After award notification, when do the Google PhD Fellowships begin?

After Google PhD Fellowship recipients are notified, the Fellowship is effective starting the following school year.

What is the program application time period?

Applications for the 2024 program will open in March 2024 and close in May 2024 for all regions. Refer to the main Google PhD Fellowship Program page for each region’s application details.

A global awards announcement will be made in September on the Google Research Blog publicly announcing all award recipients.

How can I ask additional questions?

Due to the volume of emails we receive, we may not be able to respond to questions where the answer is available on the website. If your question has not been answered by a FAQ, email:

Africa: [email protected]

Australia and New Zealand: [email protected]

Canada and the United States: [email protected]

East Asia: [email protected]

Europe: [email protected]

India: [email protected]

Latin America: [email protected]

Southeast Asia: [email protected]

See past PhD Fellowship recipients.

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Funding for Graduate Students

Funding at nsf.

From research experiences across the world to internships at its headquarters, the U.S. National Science Foundation offers graduate students and recent Ph.D.s paid opportunities to expand their skills and knowledge in science and engineering.

On this page

Information for principal investigators

This page highlights opportunities that graduate students and recent Ph.D.s can directly apply to.

If you're interested in supporting graduate students with NSF funding, explore NSF's  Funding Search  page. Most of NSF's funding opportunities allow proposers to include graduate student researchers in their project budget.

Some NSF opportunities focus explicitly on supporting graduate student training through  internships  and other activities, like NSF's  Non-Academic Research Internships for Graduate Students (INTERN) program.

NSF Graduate Research Fellowship Program (GRFP)

The prestigious NSF Graduate Research Fellowship Program  supports outstanding graduate students who are pursuing research-based master's or doctoral degrees in STEM — science, technology, engineering and mathematics — or in STEM education.

The five-year fellowship provides three years of financial support that can be used at accredited U.S. institutions. This support includes an annual stipend and a cost-of-education allowance covering tuition and fees.

Eligibility

Applicants must be citizens, nationals or permanent residents of the United States. Applicants must be pursuing full-time research-based master's and doctoral degrees in STEM or in STEM education at accredited U.S. institutions.

How to apply

Applications are due in the fall of each year. Learn more about the program and how to apply at  nsfgrfp.org .

And read NSF 101 for some tips on how to apply .

International Research Experiences for Students (IRES)

NSF's IRES program offers international research opportunities to undergraduate and graduate students.

Participants are mentored by researchers at a foreign lab, allowing them to build their professional network. IRES opportunities usually involve small groups of students who travel to a host institution for a summer-length research project.

Undergraduate or graduate students who are citizens, nationals or permanent residents of the United States are eligible to apply.

Students must contact researchers with IRES funding for information and application materials. Application materials for different IRES opportunities can vary: they may require a statement of purpose, transcripts, reference letters or additional materials.

To find active IRES projects, visit the  NSF IRES Project Search . Each project lists the name and contact information of the principal investigator, or lead, of that project.

You can also find many (but not all) IRES opportunities on the  NSF Education and Training Application  website, where you can prepare and submit applications for IRES and other NSF education and training opportunities.

Computer and Information Science and Engineering Graduate Fellowships (CSGrad4US)

The CSGrad4US program helps bachelor's degree holders return to academia and pursue their research interests in computer and information science and engineering fields.

The three-year fellowship includes a stipend and cost-of-education allowance. 

Applicants must be citizens, nationals or permanent residents of the United States who are not currently enrolled in any degree-granting program and have never enrolled in a doctoral program. Applicants must intend to apply for full-time enrollment in a research-based doctoral degree program in a computer and information science and engineering field within two years.

Applications are typically due in the spring or early summer of each year. Learn more about the program and how to apply on the CISE Graduate Fellowships page.

Doctoral Dissertation Research Improvement Grants (DDRIG)

Some of NSF's programs offer grants to doctoral students, allowing them to undertake significant data-gathering projects and conduct field research in settings away from their campus.

The award amounts of these grants vary across programs but typically fall between $15,000 to $40,000 (excluding indirect costs).

Doctoral students enrolled in U.S. institutions of higher education who are conducting scientific research are eligible to apply. Applicants do not need to be U.S. citizens.

These proposals are submitted to NSF through regular organizational channels by the doctoral student's dissertation advisor, with the student serving as the co-principal investigator on the proposal.

Visit NSF's  Funding Search  to see the list of programs that currently accept DDRIG proposals. Deadlines vary by program: some accept proposals at any time while others have annual or semi-annual deadlines.

Note: Information on the NSF-funded Law and Science Dissertation Grant (LSDG) can be found on the LSDG website .

NSF Research Traineeship Program (NRT)

The NSF Research Traineeship Program gives graduate students opportunities to develop the skills and knowledge needed to pursue a range of STEM careers.

Graduate students funded by the program receive, at minimum, 12-month-long stipends that support their participation in the program's training activities, which can include courses, workshops and research projects.

Graduate students who are citizens, nationals and permanent residents of the United States are eligible to participate as funded trainees in the NRT program. International students can participate as unfunded trainees. Participants must be enrolled in research-based master's or doctoral degree programs.

Students must contact researchers with NRT funding for information and application materials.

To find active NRT projects, visit the  NSF NRT Project Search . Each project lists the name and contact information of the Principal Investigator, or lead, of that project.

For more information about the NSF Research Traineeship Program, please contact  [email protected] .

Mathematical Sciences Graduate Internship

NSF's Mathematical Sciences Graduate Internship program supports summer research internships for doctoral students in the mathematical sciences. These internships are primarily at national laboratories and focus on introducing students to applications of mathematical or statistical theories outside of academia.

Current graduate students pursuing doctoral degrees in mathematics, statistics or applied mathematics are eligible to apply. Participants do not need to be U.S. citizens.

Applications are due in the fall or winter each year. Learn more about the program and how to apply on the internship website .

Presidential Management Fellowship Program

The Presidential Management Fellows Program is a two-year paid fellowship designed to prepare current or recent graduate students for a career in the analysis and management of public policies and programs. At NSF, fellows serve as program and management analysts and a variety of other positions requiring a scientific degree.

Current or recent graduate students are eligible to apply.

Applications are due in the fall of each year. Learn more about the program and how to apply at  pmf.gov .

Summer Scholars Internship Program

NSF's Summer Scholars Internship Program is a 10-week-long summer internship for undergraduate and graduate students. Students participating in the program work in NSF offices that align with their academic interests.

Through the program, interns learn about science administration and how federal policies affect the science and engineering community.

Graduate students and undergraduates who are citizens, nationals or permanent residents of the United States are eligible to apply.

Students interested in the NSF Summer Scholars Internship Program can apply through the following organizations:

• QEM Network
• Hispanic Association of Colleges and Universities National Internship Program

For more information on the NSF Summer Scholars Internship Program, please contact  [email protected] .

Applying for a postdoc?

NSF's Postdoctoral Research Fellowships support independent postdoctoral research, allowing fellows to perform work that will broaden their perspectives, facilitate interdisciplinary interactions, and help establish them in leadership positions.

These two- or three-year fellowships provide a stipend and a research and training allowance.

Citizens, nationals and permanent residents of the United States who have recently earned a Ph.D. or will have earned their Ph.D. before beginning the fellowship are eligible to apply.

Current postdoctoral fellowship opportunities can be found on NSF's  Funding Search .

Deadlines vary by program: some accept proposals at any time while others have annual deadlines.

Graduate Student Research

Research, scholarship, and creative activities are at the heart of discovery and innovation that lead to a better understanding of the world and the human condition. By their very nature, these activities at the graduate level are primary drivers for the creation of new knowledge, solving challenging problems, and providing beauty and entertainment for us all.

Research Opportunities and Events

There are a variety of opportunities to become involved in research as a graduate student at Miami University.

Graduate Research Forum

RedHawk Talks

Three Minute Thesis Competition

Dissertation scholarship/fellowship.

Miami University offers a limited number of Dissertation Scholarships (also referred to as Dissertation Fellowships). These are awarded to doctoral candidates who are selected by the individual departments, with each doctoral department being able to receive up to one per academic year. This selection is based on the merits of the student’s proposed dissertation and the probability of the doctoral degree being awarded within the year (by the following August). More details on eligibility and requirements can be found in the Policy Library.

Graduate Summer Research Fellowship

The Miami University Graduate Summer Research Fellowship is a competitive award that provides financial support for full-time graduate students to engage in meaningful scholarly activities during a 6-week summer period. Although each student’s accomplishments are unique, they may include conducting literature reviews, participating in internships, visiting archives, making progress on their thesis or dissertation, traveling to data collection sites, presenting at national conferences, writing journal manuscripts, mentoring undergraduate students, conducting experiments, and preparing or collecting data. More details on eligibility and the application process can be found on the Graduate Summer Research Fellowship.

For a glimpse of the accomplishments of our Graduate Summer Research Fellowship recipients, please see a few students’ highlights below.

Make Discoveries

Simran Kaur Colbert

Research Interests: Enhance institutional climates for religious, secular, and spiritual identities through research, policy, and practice

Presented at the National Civil Rights Conference in June 2019 about our grassroots community-university partnership.

Shana Oates

Research Interests: Three distinct yet overlapping strands: (1) the academic, social, and emotional experiences of autistic college students; (2) disability portrayal in visual media, and (3) interrogating equity within the overlap of race and disability.

“Shana assisted with the panels for new graduate student orientation. She helped build a sense of community for many students on campus.” - Rose Marie Ward

Justine Ruyer

Research Interests: Women and gender studies in French, and the Nouveau Roman, a French literary movement from the 1950 and 1960s

• Summer Research Programs

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Summer Research Opportunities at Harvard (SROH)

Harvard Griffin GSAS administers the Summer Research Opportunities at Harvard (SROH) program, but you may be interested in other programs at Harvard's many schools and affiliated hospitals.

Other Summer Programs

Harvard programs, harvard-amgen scholars program.

Harvard-Amgen Scholars will conduct novel biotechnology-focused research with Harvard scientists over the course of a 10-week summer internship. Interns will have the opportunity to interact closely with faculty through scholarly and pre-professional development activities including a Distinguished Faculty Lecture Series and Biotechnology Journal Club. They will also gain critical exposure to tools for effective science communication, proposal writing, and graduate school preparation, and will have opportunities to explore the Boston area through a variety of social activities and outings. Currently, enrolled undergraduates interested in pursuing a bioscience PhD or the MD/PhD are eligible to apply, especially those from underrepresented and diverse backgrounds. US citizenship or permanent residency is required. Housing on Harvard’s Cambridge campus, travel, meal allowance, and a stipend are provided. 

Harvard Stem Cell Institute (HSCI) Internship Program (HIP)

The Harvard Stem Cell Institute Internship Program (HIP) provides an opportunity for Harvard and non-Harvard undergraduates to gain direct experience in stem cell research while working in a Harvard Stem Cell Institute (HSCI) laboratory under the supervision of an experienced researcher. Interns participate in a mandatory stem cell seminar series and a career pathways presentation and present their summer research findings at the HIP Symposium in August. Candidates must express a strong interest in stem cell biology; previous lab experience is desirable but not required. Approximately 35 students are selected by competitive review for this 10-week internship. A stipend is provided.

Research Experience for Undergraduates (REU) at the School of Engineering and Applied Sciences

The Harvard John A. Paulson School of Engineering and Applied Sciences (SEAS) Research Experience for Undergraduates (REU) is a 10-week program that introduces undergraduates to bioengineering, materials research, nanoscience, and engineering while providing a coordinated, educational, and dynamic research community that inspires them to seek a graduate degree. REU research opportunities are arranged in conjunction with the Materials Research Science and Engineering Center (MRSEC), the Center for Nanoscale Systems (CNS), the Wyss Institute for Biologically Inspired Engineering , as well as other Harvard-based engineering and science entities. Professional development workshops, faculty seminars on research and ethics, and community activities are integrated into the program. Students receive a stipend and housing.

Center for Astrophysics Solar Research Experience for Undergraduates Program

Scientists from the Solar and Stellar X-Ray Group (SSXG) and the Solar, Stellar, and Planetary Group (SSP) at the Harvard-Smithsonian Center for Astrophysics (CfA) host undergraduate students from around the US. For 10 weeks, these students will participate in cutting-edge astronomical research about the sun and the heliosphere and learn the skills necessary for a successful scientific career. Projects range from data analysis to computer modeling to instrument building. Special seminars will be held to increase students' public speaking and computer programming skills. Students will learn from experience about scientific research and how to apply their academic work to real-world problems. Some time will also be devoted to exploring Cambridge, Massachusetts, and the surrounding area. US citizenship or permanent residency is required.  Stipend, housing, and travel are provided. Please visit the website for more information .

Harvard Forest Summer Research Program in Ecology

The Harvard Forest Summer Research Program in Ecology is an 11-week research program that allows students to participate in ongoing research at the Harvard Forest in Petersham, Massachusetts. Projects focus on the effects of natural and human disturbances on forest ecosystems including global warming, hurricanes, forest harvesting, and invasive organisms. Researchers come from many disciplines, and specific studies center on population and community ecology, paleoecology, land-use history, phenology, biogeochemistry, soil science, ecophysiology, and atmosphere-biosphere exchanges. Students work with mentors from Harvard and collaborating institutions. Responsibilities may include field sampling, laboratory studies, data analysis, and scientific writing. In addition, students attend seminars given by nationally known scientists and workshops on career and graduate school preparation. At the end of the summer, students present their research results by writing an abstract and presenting their findings at a student research symposium. The program provides room, board, and a competitive stipend.

Program for Research in Markets & Organizations

The Program for Research in Markets & Organizations (PRIMO) provides an opportunity for Harvard and non-Harvard undergraduates (rising sophomores, juniors, and seniors enrolled full-time at a US institution) to work closely with Harvard Business School faculty, gaining exposure to business research on a variety of cutting-edge ideas. The primary goal of the program is to build and foster a strong community of scholars committed to excellence in research as part of the Harvard Summer Undergraduate Research Village. Students must commit to the 10-week program and are provided with Harvard campus housing, meals, and a research stipend.

Programs at Harvard Medical School 

Summer honors undergraduate research program at harvard medical school.

Summer Honors Undergraduate Research Program (SHURP) is a 10-week summer research program primarily for college students belonging to groups that are underrepresented in the sciences. In addition to laboratory-based research with Harvard Medical School faculty, the program includes research and career development seminars and a peer-mentoring program. Stipend, housing, and travel are provided. Administered by the Division of Medical Sciences (PhD programs office) at Harvard Medical School every year since 1991, SHURP is offered for currently enrolled undergraduates who are considering careers in biological or biomedical research sciences, who have already had at least one summer (or equivalent term-time) of experience in a research laboratory, and who have taken at least one upper-level biology course that includes molecular biology. US citizenship or permanent residency is required.

Systems Biology Summer Internship Program

The 10-week Systems Biology Summer Internship Program enables interns to work on research projects spanning many scientific fields including systems biology, biophysics, bioinformatics, genomics, applied mathematics, and computation. Participants learn a range of cutting-edge techniques in the exciting and dynamic research environment of the FAS Center for Systems Biology and the Department of Systems Biology at Harvard Medical School. Participants must be US citizens or permanent residents. Individuals from underrepresented minority and economically disadvantaged groups are especially encouraged to apply.

Cell Biology Research Scholars Program

The Cell Biology Research Scholars Program provides a 10-week full-time research opportunity to undergraduate students with a passion for scientific discovery and fundamental biology. Students will be hosted by faculty investigators to work on cutting-edge research projects and participate in training workshops and mentoring activities in preparation for a productive scientific research career. A stipend is provided, but scholars are responsible for travel, housing, and meals.

Biological Chemistry and Molecular Pharmacology Summer Scholars Program

The Biological Chemistry and Molecular Pharmacology (BCMP) Summer Scholars Program is a 10-week program designed to provide hands-on laboratory research experience to motivated undergraduates with a strong interest in pursuing graduate studies focused on molecular mechanisms in biology. The program offers students the opportunity to gain experience in hands-on laboratory research; to interact with faculty, postdoctoral fellows, graduate students, and other summer interns; to attend weekly presentations by department members on specific research projects and cutting-edge research tools; and to improve their presentation, writing, and communication skills. Participating laboratories cover a broad range of basic and disease-oriented research topics using the analytical tools of biochemistry, molecular genetics, biophysics, chemical biology, and structural biology. A stipend is provided, but students are responsible for travel, housing, and meal accommodations.

Summer Undergraduate Program in Immunology at Harvard Medical School

The 10-week Summer Undergraduate Program in Immunology exposes undergraduate students to current topics in immunology. Students participate in a combination of weekly lectures and laboratory work with faculty, graduate students, and postdoctoral fellows from the Harvard Medical School Immunology Graduate Program. Participants from colleges in which the topic is not taught or presented in depth are especially welcome, and individuals from underrepresented minority groups are especially encouraged to apply. Preference will be given to students who are in their sophomore or junior year. A stipend is provided, but the program is unable to assist with travel, housing arrangements, or visas for students.

Summer Institute in Biomedical Informatics at Harvard Medical School

Summer Institute in Biomedical Informatics , now entering its 15th year, is a nine-week full-time extensive research opportunity with a curriculum including didactic lectures, clinical case studies, a mentored research project, and presentation of findings. The program is for undergraduates with quantitative interests and skills who aspire to contribute to translational advances in biomedicine with a future PhD or research-oriented MD or MD/PhD. A stipend, housing, and a travel allowance are provided. If you are an undergraduate with a strong quantitative background and interested in innovation and methodological rigor in your approach to scientific inquiry in biomedicine or in the translation of computational methods to engineering/software applications in medicine, this is the summer program for you!

The Four Directions Summer Research Program

The Four Directions Summer Research Program (FDSRP) provides an opportunity for talented Native American undergraduates to explore careers in the medical profession under the guidance and supervision of staff from Harvard Medical School and Brigham and Women's Hospital. The FDSRP is an eight-week summer research opportunity offered to undergraduate and first-year medical students with a commitment to the health of Native American communities. Interns engage in basic science or translational research projects under the supervision of Harvard Medical School faculty advisors. Students also receive career development training, meet faculty from across the hospital and medical school, and participate in a variety of social networking events. US citizenship or permanent residency is required. Stipend, housing, and travel are provided.

Newborn Medicine Summer Student Research Program

The Newborn Medicine Summer Student Research Program is sponsored by the Harvard Program in Neonatology for students interested in clinical aspects and research in Newborn Medicine. During the 8–12-week program, students are guided by faculty and fellow mentors from the program with the goal of providing undergraduate and medical school students with intensive clinical and laboratory research. As part of the program, the students will have the opportunity to observe newborn care in the hospital nurseries, clinics, and neonatal intensive care units. Partial funding is available for students participating in the program.

Harvard Summer Research Program in Kidney Medicine

Based at Harvard Medical School, the Harvard Summer Research Program in Kidney Medicine is an eight-week research-intensive experience that provides undergraduates interested in science or medicine an introduction to nephrology, and an overview of basic and clinical science. At the end of the program, students will have the opportunity to present their research at a national student symposium. Stipend and housing are provided. Research experience is preferred but not required. US citizenship or permanent residency is required.

Programs at the Harvard T. H. Chan School of Public Health

Summer program in biological sciences in public health.

The Summer Program in Biological Sciences in Public Health at the Harvard T. H. Chan School of Public Health is an eight-week laboratory-based biological research program for undergraduates belonging to underrepresented groups during the summer following their sophomore or junior years. The program exposes college students to the rewards of laboratory research directed toward solving important public health problems such as infections (malaria, TB, parasites), cancer, lung diseases, multifactorial, multigenic, and common diseases of aging, diabetes, and obesity. Scientific approaches include regulation of cell growth and gene regulation, cellular metabolism, DNA modification, cellular signaling, and structure-function analyses. The overall mission of the program is to prepare qualified students for graduate-level training leading to research careers in the biological sciences.

Summer Program in Epidemiology

The Summer Program in Epidemiology at the Harvard T. H. Chan School of Public Health is an intensive five-week program that integrates mathematics and quantitative methods to provide students with an understanding of the skills and processes necessary to pursue a career in public health. The program recruits undergraduates belonging to underrepresented groups for graduate-level training. Areas of study include cancer prevention, infectious disease, environmental and occupational health, nutrition, and more. Students will participate in an introductory course in epidemiology and biostatistics, faculty lectures, a research project led by faculty or post-doctoral fellow, and networking opportunities. Travel, lodging, a stipend, and frequent meals are provided.

Multidisciplinary International Research Training (MIRT) Program

MIRT is a national program designed to encourage students to pursue careers in biomedical and behavioral research providing support for undergraduate and graduate students to do health-related population-based research and training in developing countries including Zimbabwe, Ethiopia, Vietnam, Thailand, Republic of Georgia, Peru, Mexico, Ecuador, Chile, and Australia. Trainees get knowledge of scientific literature associated with projects, biomedical research ethics, and cultural aspects with a focus on how these aspects affect public health issues as well as scientific and medical issues. Research opportunities are designed collaboratively with faculty in these institutions to address health and health disparities pertinent to their countries.

Summer Program in Biostatistics & Computational Biology at the Harvard School of Public Health

The Summer Program in Biostatistics & Computational Biology is an intensive six-week introduction to biostatistics, epidemiology, and public health research. Based at the Harvard T.H. Chan School of Public Health, this program is designed to introduce qualified undergraduates and post-baccalaureates to the use of quantitative methods for biological, environmental, and medical research, and to demonstrate the application of quantitative methods to the study of human health. US citizenship or permanent residency is required.

Programs at Harvard’s Affiliated Hospitals

Summer research trainee program at massachusetts general hospital .

The goal of the eight-week Summer Research Trainee Program (SRTP) is to provide underrepresented minority students with an overview of opportunities available in biomedical research and clinical medicine. Students are assigned to Massachusetts General Hospital (MGH) laboratories or clinical sites where they undertake original research projects and prepare presentations of their work under the mentorship of an MGH investigator. In addition to this research experience, students will attend weekly seminars, career development workshops, and networking events. The program is open to underrepresented minority students who have completed at least three years of college or who are first-year medical students; no prior research experience is necessary. US citizenship or permanent residency is required. Housing, meals, and a stipend are provided.

Summer Training in Academic Research and Scholarship Program at Brigham and Women’s Hospital

The STARS Program provides underrepresented minority (URM) undergraduate and first-year medical students with a strong interest in pursuing advanced careers as research scientists, physicians, and/or healthcare professionals with an opportunity to engage in basic, clinical, and translational research projects during an eight-week summer program at Brigham and Women’s Hospital (BWH) and Harvard Medical School (HMS). Interns participate in a research project under the supervision of an HMS faculty mentor. Additional activities include "Research 101" education and training sessions, social networking opportunities, weekly roundtables with BWH Faculty and the Office for Multicultural Faculty Careers, and community health center/clinic shadowing. US citizenship or permanent residency is required. Housing, travel, and a stipend are provided.

Continuing Umbrella of Research Experiences at Dana-Farber/Harvard Cancer Center

The Dana-Farber/Harvard Cancer Center (DF/HCC) Continuing Umbrella of Research Experiences (CURE) program introduces Massachusetts high school and undergraduate students from underrepresented minority populations to cancer research. Each year, CURE selects several students to participate in full-time 8–12-week summer internships. Interns are assigned individual mentors, who oversee their research and offer guidance. In addition to working on a research project, participants benefit from various program activities, such as a comprehensive orientation, scientific research, and professional development seminars, journal club discussions, networking, and social events. Applicants must demonstrate an interest in pursuing a biomedical or health-related research career. Students receive a weekly stipend.

Brigham Research Institute Undergraduate Research Summer Internship Program 

The Brigham Research Institute’s Summer Undergraduate Research Internship Program provides an excellent opportunity for undergraduates across the United States to gain a focused, challenging, and hands-on research experience in a basic science or clinical laboratory setting. Interns can choose from a wide variety of host labs doing exciting work in areas related to cardiovascular, immunology, musculoskeletal, neurobiology, and sex differences research. During the 10-week internship program, students can take advantage of educational and professional development offerings on the Brigham and Women’s Hospital and Harvard Medical School campuses as well as participate in a central curriculum associated with the program. Students will present their research findings in a mini research symposium at the end of their training period.

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Student Research

Nothing beats real world experience. With a student-faculty ratio of 9:1, students work closely with faculty on exploring research opportunities in the lab, the local community and around the world. Many schools have funding programs to support student research so that research experience is accessible for all.

Research Opportunities & Scholarships

The chance to practice high-level scholarly inquiry is at your fingertips. Take advantage of a wide range of centers and scholarships that can propel you forward.

Using Your Education to Solve Problems

Being enrolled at USC comes with beyond-the-classroom learning opportunities, such as improving the well-being of our immediate community, addressing questions with national and global implications, and much more.

Student Research News

Take a peek at just a few standout examples of students taking their inquiry out into the real world.

Anya Shah brings a unique perspective to USC’s Convergent Science Institute in Cancer

The multiple-major student, diagnosed with leukemia at age 8, has been working at the institute since she was a freshman.

How AI might help in diagnosing mild concussions

A USC undergraduate student’s research could offer vital insights in diagnosing traumatic brain injury early with 99% accuracy.

An astronautics standout discovers a talent for robotics

COMMENCEMENT: Henry Adam was too curious to specialize early on. By allowing his interests to roam, he managed to achieve more than many goal-oriented engineers.

Meet the graduating senior who’s been leading USC’s Liquid Propulsion Lab

COMMENCEMENT: Soon to launch into a career at one of the nation’s top space companies, graduating student Danetti Martino has already gained ground as lead engineer of one of the nation’s top student rocketry labs.

Supporting the future of aging research

A new, NIH-funded program at the USC Leonard Davis School of Gerontology lets undergraduates take part in aging research.

New AI algorithm enables advanced real-time decoding for neurotechnologies

The work by USC Viterbi’s Maryam Shanechi and her doctoral students involves decoding brain signals to develop brain-computer interfaces for treatment of neurological and mental health conditions.

USC Bridge Institute

A launchpad for projects combining diverse disciplines in science, engineering, medicine and the arts, Bridge Institute leverages the strengths of diverse experts to act as a connector that trains fearless researchers, supports convergence and empowers collaborative problem-solving.

Opportunities for Graduate Students

Center for Advanced Genocide Research

Recognizing USC undergraduate, graduate and doctoral students who use USC’s Visual History Archive or other genocide-related resources at USC for innovative research projects, this award is open to students across all academic disciplines.

Center for Dark Energy Biosphere Investigations (C-DEBI)

While the search for extraterrestrial life is neverending, USC scientists have launched the search intra-terrestrially — they’re hunting for life below the ocean floor. Graduate students contemplating a career in scientific research are encouraged to apply for a variety of opportunities.

Institute on Inequalities in Global Health (IIGH)

With partners in civil society, academia, government and the UN, IIGH offers several fellowship opportunities for students and postdocs interested in conducting research both in the U.S. and internationally.

More Research Opportunities

These are just a sample of the many research opportunities  available to graduate students. Find one that works for you.

Opportunities for Undergraduate Students

Undergraduate research is a key part of the complex, robust research ecosystem that makes up USC. Take a look at just some of the many funding opportunities you can explore.

Various schools and divisions offer funding for fields of research that fall under their disciplines.

• USC Annenberg School for Communication and Journalism
• USC Dornsife College of Letters, Arts and Sciences
• USC Sol Price School of Public Policy
• USC Viterbi School of Engineering

The USC Bridge Institute is training the next generation of students to explore across scientific disciplines and connect with the arts to understand science in a deeper way. Learn more.

MMUF is a partnership between the USC Dornsife College of Letters, Arts and Sciences  and USC’s Office of the Provost to identify, support and mentor highly qualified underrepresented undergraduate students and other students interested in diversifying fields of study in higher education. Learn more.

Founded to increase the number of women in faculty positions and increase the representation of women in science and engineering, WiSE gives upper-level undergraduate women first-hand experience in laboratory-based research and other programs. Learn more.

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Students also lead their own initiatives to better the world. There are several Tech4Good organizations that allow students to engage with issues that matter to them: Code the Change , Shift SC , and CAIS++ .

Shift SC is USC’s student-led platform for human-centered and socially responsible technology. Students who participate are focused on interdisciplinary conversation and action around the social implications and ethical issues of tech.

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Graduate Internships and Fellowships

If you are a graduate student looking for the ideal setting to conduct your thesis research, or if you’re a master’s student preparing to pursue your doctorate, a graduate-level STEM internship or fellowship can open doors for advanced studies.

ORISE offers summer, fall, and spring internship programs at locations across the United States for graduate students in STEM disciplines to participate in laboratory experiences to expand their expertise beyond the traditional university setting.

If you are looking for a short-term experience like a summer internship, ORISE has a diverse collection of opportunities in a variety of research areas. If a STEM internship or fellowship opportunity during the academic year is more ideal, there are also a number of positions with immediate availability for students who have already earned their bachelor's degree and are currently pursuing advanced degrees.

Current Research Opportunities for Graduate Students

Enter keywords to search current opportunities available through Zintellect. Once you enter the Zintellect catalog by clicking an opportunity listed below, you can set up a profile and apply.

Internship and Fellowship Programs Managed by ORISE

ORISE manages programs for the U.S. Department of Energy, U.S. Department of Health and Human Services, U.S. Department of Defense, U.S. Department of Homeland Security, and other federal agencies that pair students, recent graduates, postdocs, and faculty with programs that help grow their STEM expertise and experience. Check out websites created specifically to provide information about these ORISE programs for prospective applicants.

STEM program websites

STEM Connections Blog

Finding an internship or fellowship means polishing your resume and networking with your peers and professionals to learn about opportunities in the STEM disciplines that offer hands-on experience. For decades, ORISE has helped STEM professionals along their career paths, and our experts have provided tips and resources below to help you reach the next step in your career.

STEM Connections blog

Professional Development Resources

ORISE provides various resources to address the career planning and professional development needs of all research and non-research participants. Check out our professional development resources to enhance your internship or fellowship experience and prepare for the next step in your career.

Professional development resources

Meet some of the ORISE participants who are advancing scientific research and discovery

ORISE administers STEM education programs on behalf of the U.S. Department of Energy and other federal agencies. The diversity of these programs enables individuals—whether undergraduate, graduate, postdoc, or faculty—to conduct collaborative research with national laboratories or at one of DOE's federal agency partners. Learn about how their research experiences have advanced their academic and professional careers.

Read participant success stories

Ask the Experience ORISE Team

Want to learn more about an ORISE internship or fellowship? Have questions about how the ORISE experience can successfully impact your career path and/or add value to the research opportunities of students or alumni you engage with at your organization? If so, contact our team today—we look forward to hearing from you!

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Research plays a central role in graduate education and at the George Washington University, we support the research efforts of our graduate students and faculty. GW is home to more than 100 research centers and institutes , spanning the academic disciplines. Students work side-by-side with faculty mentors on cutting-edge research projects.

At GW, we continue to make substantial investments in our research facilities, most recently embodied by the opening of the Science & Engineering Hall, a state-of-the-art hub for research and learning.

Funding to graduate students is available through research assistant positions and research traineeships in academic departments with sponsored research grants.

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What is a Graduate Student Researcher?

General gsr qualifications.

• Academic standing for employment eligibility: Each graduate student researcher (GSR) must be in good academic standing (i.e., must not be on academic probation or have had his or her degree candidacy lapse), have a minimum 3.0 grade-point average, and have no more than two Incomplete grades in upper-division and graduate courses on the transcript. For more information about employment eligibility, please click here.
• Registration and enrollment: Each appointee must be registered and enrolled in at least 12 units of course work.
• Graduate standing: Each appointee must be a UC graduate student.

Applying to be a GSR

Benefits for graduate student researchers.

• Partial fee remissions - A partial fee remission is for TAs working 25 percent or more time, and GSRs working 24 percent or more time. This type of remission is equal to the amount assessed on your fee bill for tuition, the Student Services Fee and the Health Insurance Fee (if you have not had the health insurance requirement waived by University Health Services). A partial fee remission does not include campus-based fees (i.e. health services, transportation, student life, Graduate Student Association, recreation and Early Childhood Education Center). Currently, the non-resident supplemental tuition is covered for students if they are eligible for partial fee remissions.
• Childcare reimbursement

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Research Assistantships employ graduate students to assist professors with their research. Duties could include data collection and analysis, grant writing, or general research support. Research may involve either a sponsored project or on a non-sponsored project, such as writing a book in the student’s academic area.  In either case, graduate research assistants’ work should produce generalizable knowledge.

GRAs should be under the direction of a faculty mentor and research training for them is on a one-on-one basis with the mentor.  The research conducted should be at a high level with the research resulting in generalizable knowledge with the student a likely contributing author of a published paper, report, book, etc.

Research Assistantship Role

• Compensation: All GRAs receive a monthly salary. Doctoral GRAs receive full tuition coverage to support their doctoral study. Master’s GRAs may receive tuition coverage at the department’s discretion.

Minimum Compensation Level 

Full Time Equivalent (FTE):

FTE 0.5 = 20 hours per week

FTE 0.375 = 15 hours per week

FTE 0.25 = 10 hours per week

FTE 0.125 = 5 hours per week

Compensation: All GRAs receive a monthly salary. Doctoral GRAs receive full tuition coverage to support their doctoral study. Master’s GRAs may receive tuition coverage at the department’s discretion.

Please note: For all appointments, the total pay listed below is divided into even monthly payments. Fall semester has four payments (September, October, November, and December). Spring semester has five payments (January, February, March, April, and May). Summer semester has three payments (June, July and August). Any irregular assistantship terms (e.g. six months) will have a salary prorated based on the number of months.

Minimum Master's Student Salaries: 

Minimum Doctoral Student Salaries: 

How Can I Become a Graduate Research Assistant?

Graduate Research Assistants (GRAs) are appointed at the time of admission or selected by a faculty member. GRAs are limited and not available in all departments. If you are interested in a GRA, please reach out to your department to inquire about current availability. The Office of Graduate Student Assistantships and Fellowships does not offer graduate research assistantships and cannot provide students with information about a department's current availability. 

Find your Department Contact

• Student Loans

How to Pay For Graduate School With Scholarships, Grants And Fellowships

Updated: Aug 22, 2023, 1:00pm

A master’s degree can often guarantee higher earnings than a bachelor’s degree, but it can also come with more student loan debt. Approximately 60% of those who complete graduate school have student loans , with an average balance of $66,000, according to a study by Northeastern University.

But before you get discouraged by the cost of earning a master’s degree, know that you may not have to pay the full price yourself. By using graduate school scholarships, grants and fellowship programs, you can save money and reduce the need for student loans. We’ll walk you through how to find the right program for you, without having to pull out more in student loans .

How to Find Free Ways to Pay For Grad School

The median earnings for master’s degree holders is $77,844—nearly $13,000 more than those with a bachelor’s degree. However, the cost of graduate school can be steep. The National Center for Education Statistics reported that the average cost of tuition and fees—not including room and board—is $19,314 per year, or over $38,000 to complete a two-year program.

Thankfully, there are many financial aid programs specifically designed for graduate students, including scholarships, grants and fellowships.

Graduate School Scholarships

Scholarships for graduate students are awarded by schools, nonprofit organizations and private companies. They’re usually based on academic and professional achievements. There are thousands of scholarship opportunities available; below are just a sampling of potential awards.

• American Indian Education Fund : Through the graduate school scholarship program, the American Indian Education Fund awards scholarships of $1,000 to $2,000 to eligible American Indian, Alaska Native and Native Hawaiian students pursuing a graduate or doctoral degree.
• Davis-Putter Scholarship Fund : The Davis-Putter Scholarship Fund is a nonprofit organization focused on social change. Its scholarship program gives up to $15,000 to graduate students that plan to use their degrees to advocate against racism, sexism, homophobia and other forms of oppression.
• Foster G. McGaw Graduate Student Scholarship : Awarded by the American College of Healthcare Executives , this scholarship gives recipients up to $5,000. It’s for students in their final year of a healthcare management graduate program.
• American Speech-Language-Hearing Foundation : The ASHFoundation scholarship offers awards of $5,000 for those who are enrolled in a communication sciences and disorders graduate program.

Grants for Grad School

While scholarships are usually based on past achievements, grants are awarded based on your financial need. As a graduate student, you may be eligible for federal or state grants, and some nonprofit organizations issue grants as well. For example:

• American Association of University Women : Through the Career Development Grant , women going to graduate school to advance their careers or change fields can get up to $12,000. To qualify, the applicant must be studying education, health, medical sciences or the social sciences.
• TEACH Grant : With a federal TEACH Grant , you can get up to $4,000 per year to pay for your graduate degree. However, you must commit to teaching in a high-need subject for at least four years in an elementary or secondary school that serves low-income students. Otherwise, your grant is converted into a student loan and must be repaid with interest.
• California State University Grant Program : This program gives eligible graduate students that are California residents up to $7,176 to pay for their degrees. Awards are determined by financial need and the degree you’re pursuing.

Fellowships for Graduate Students

Fellowships are often awarded based on your future potential, rather than your past achievements. Issued by government agencies, companies and nonprofit organizations, fellowships are designed to give you the funding you need to advance your career or complete your research. Here are a few to consider:

• Goldman Sachs MBA Fellowship : The Goldman Sachs MBA Fellowship program is for first-year MBA students pursuing a summer associate position with the company. Students must be Black, Hispanic or Latino, Native American or identify as women. Fellowship recipients will get $35,000 on top of their summer associate salary.
• Paul & Daisy Soros Fellowship : The Paul & Daisy Soros Fellowship is for immigrants and the children of immigrants that the organization believes will make significant contributions to society or culture. Fellows receive up to $90,000 over two years.
• National Science Foundation Fellowship : The National Science Foundation Graduate Research Fellowship Program recruits individuals in science, technology, engineering and mathematics (STEM) fields. Past recipients include over 40 Nobel Laureates. It’s a five-year award program totaling $138,000 in financial assistance.

Grants vs. Scholarships

Grants and scholarships are two types of aid that usually don’t have to be repaid, but they work differently. Here’s how they compare.

When To Apply for Scholarships and Grants

Begin applying for scholarships and grants as soon as possible. Ideally, you’ll back about these awards before the school year starts (or early on) so you can determine if you have any funding gaps.

The actual deadlines for scholarships and grants can vary. Most scholarship deadlines fall between October and May, according to Scholarship.com. Since scholarships may involve writing essays and submitting recommendations, it’s best not to wait to apply.

You’ll need to complete the FAFSA for state, federal and institutional aid. The application opens each October before the start of the school year and closes in June of that school year. For example, the 2023-2024 school year application opened on October 1, 2022 and closes on June 30, 2024.

States may also have their own FAFSA deadline . Submit your application soon after the open dates since money may be limited and funds could be awarded on a first-come-first-serve basis.

3 Tips To Apply for Scholarships and Grants

If you’re looking for grants and scholarships for graduate students, follow these tips:

1. Fill Out the Free Application for Federal Student Aid (FAFSA)

Even as a graduate student, completing the FAFSA is a crucial first step in applying for financial aid. It’s what the government and many schools use to determine your eligibility for awards, including grants and student loans.

2. Apply for Multiple Opportunities

You’re not limited to only one or two awards. You can combine multiple scholarships and grants to reduce your expenses. You can find scholarships for graduate students using resources like The College Board’s Scholarship search tool , Sallie Mae’s database , and FastWeb .

3. Pay Attention to Deadlines

Deadlines vary by issuing organization, so research available opportunities early and set reminders for applicable deadlines. Make sure you follow the program’s application directions and submit your materials by its deadline.

Applying for Fellowships

The application process for fellowships can be more involved than it is for graduate school scholarships and grants. Most fellowship programs are highly competitive, and require evidence of your potential within your field. You may need to complete a research proposal, submit multiple letters of recommendation, collect transcripts and create a detailed curriculum vitae (CV).

To find fellowship opportunities, you can check with your university and related professional associations. You can also search for fellowships using ProFellow.com .

Paying for Graduate School

While graduate school can be expensive, earning a master’s degree can have a positive return on your investment. And by utilizing grants, fellowships and scholarships for graduate students, you can lower your education costs so you don’t need to borrow as much money to pay for school. With some extra work and a little luck, you may be able to completely avoid graduate student loans .

Find the Best Private Student Loans of 2024

Frequently asked questions (faqs), what are other financing options for grad school.

If scholarships, grants and fellowships can’t cover the full cost of grad school, you could use loans to pay for the remaining expenses. Financing options include:

• Unsubsidized Direct loans. Unsubsidized Direct loans are federal loans for undergraduate and graduate students not based on financial need. These loans come with fixed interest rates and can qualify for loan forgiveness programs and income-driven repayment (IDR) plans like the new Saving on a Valuable Education (SAVE) plan.
• Grad PLUS loans. Grad PLUS loans are federal loans specifically for graduate and professional students. Interest rates on grad PLUS loans are higher than other federal loans, so it’s best to use them only after exhausting all other federal loan options. Grad PLUS loans may also qualify for loan forgiveness programs and IDR plans, including the new SAVE plan.
• Private student loans. Lenders offer private student loans , but these loans don’t have the same borrower benefits as federal loans. However, interest rates on private graduate student loans may be lower than federal loans if you have good credit.

Are there any requirements for receiving grants and scholarships?

Grants are typically offered based on the applicant’s financial need, while scholarships may be based on financial need and professional, athletic or academic achievements.

When qualifying for grants, the cost of your school and your family’s ability to contribute to your education are considered. Scholarship applications may require a copy of your college transcripts, essays and other documentation showing a record of achievement.

How can I improve my chances of getting financial aid for grad school?

First, apply for financial aid early. Applying early could improve your chances of getting need-based aid since it can be offered on a first-come, first-served basis. Next, consider applying to several schools to receive and compare multiple offers. If you don’t get as much aid as expected or your financial situation changes after submitting the FAFSA, you could ask the school to reevaluate your offer, which might help you get more assistance.

How is a fellowship different from a scholarship?

A graduate fellowship is an academic or professional enrichment opportunity. Typically, fellows receive a stipend in cash while training, studying, researching or participating in a project. You can use the stipend funds to pay for school or other expenses. Scholarships generally don’t require ongoing professional development and are based on past achievements. Funds from scholarships may also go directly to the school to cover tuition.

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What is a graduate research student and how to become one

Graduate research students are individuals pursuing master's or doctorate degrees who conduct research in their respective fields. They often collaborate with professors to design and execute research studies, utilizing various tools such as library archives, laboratory equipment, and software like SAS statistical software. Their research contributes to their dissertation. Responsibilities may also include assisting supervisors with their research or teaching and supervising undergraduate students. These students typically have completed a bachelor's degree before pursuing further education. Their average salary is around $32,119 a year. In terms of research, graduate research students employ various techniques such as gel electrophoresis for gene amplification, UV-VIS and IR for investigating reaction kinetics, and data analysis using software like R and SAS. They also engage in activities like data collection, literature reviews, and presenting research findings at academic symposiums.

How long does it takes to become a graduate research student?

It typically takes 5-6 years to become a graduate research student:

• Years 1-4: Obtaining a Bachelor's degree in a relevant field, such as natural sciences, engineering, or social sciences.
• Years 5-6: Accumulating the necessary work experience, which can range from less than a month to 2-4 years, in research-related duties and skills.

Note: The typical on-site training duration is less than a month, which often overlaps with the work experience accumulation period.

Avg. Salary $34,658

Avg. Salary $59,228

Growth Rate 19 %

Growth Rate 0.3 %

American Indian and Alaska Native 1.11 %

Asian 11.77 %

Black or African American 10.99 %

Hispanic or Latino 17.60 %

Unknown 4.52 %

White 54.00 %

female 52.85 %

male 47.15 %

American Indian and Alaska Native 3.00 %

Asian 7.00 %

Black or African American 14.00 %

Hispanic or Latino 19.00 %

White 57.00 %

female 47.00 %

male 53.00 %

Stress level is moderate

Complexity Level is challenging

7 - challenging

Work Life balance is good

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Graduate Research Student career paths

Graduate research students often go on to become tutors or laboratory technicians. They may also move into roles like project managers, scientists, or senior research associates. In some cases, they become researchers, consultants, or directors of analytics.

Key steps to become a graduate research student

Explore graduate research student education requirements.

The educational requirements for a graduate research student typically include a master's degree, which is required in 41.17% of cases, and a doctorate, required in 28.4% of cases. A bachelor's degree is also necessary, although it is less common at 29.57%. Relevant majors include biology, chemistry, psychology, biochemistry, biophysics, molecular biology, and mechanical engineering. According to Hansjakob Werlen Ph.D. , Professor, German Studies Coordinator at Swarthmore College, "If your degree is not in a particular high-demand field, consider positions that, while not exactly matching the field of your degree, provide job opportunities where strong language and writing skills are in demand." Additionally, Alessandra Bryant PhD, LMFT, Assistant Professor, Marriage and Family Therapy at Fairfield University, advises, "Human development is an interdisciplinary major with multiple avenues to pursue post-bachelor's degree. You really need to pursue a master's degree post bachelor's to ensure job security post-grad."

Most common graduate research student degrees

Bachelor's

Master's

Start to develop specific graduate research student skills

A graduate research student should possess a range of skills. They should be adept at various laboratory techniques like gel electrophoresis, DNA and protein isolation, and molecular biology research. They should also have experience with statistical analysis software like SPSS and R. Data collection and interpretation are crucial, as is the ability to effectively communicate research findings and clinical data to the research team and at national meetings. As Shiri Noy Ph.D. , Assistant Professor at Denison University, puts it, "Having students that are open to learning, and that know themselves and can utilize the resources around them, primarily their community, peers, and supervisors, to deepen their learning is equally important in my experience."

Research graduate research student duties and responsibilities

A graduate research student's primary responsibilities involve conducting experiments, analyzing data, and presenting results. They use various techniques such as nuclear magnetic resonance spectroscopy, infrared spectroscopy, and mass spectrometry to collect data. They also prepare and present reports, often using statistical analysis software like SPSS. As Tom Solomon , Professor of Physics at Bucknell University, puts it, "A gap year can also be useful for someone to try out a particular field before making the commitment to pursue postgraduate degrees; for example, spending a year in a lab before going on to graduate school."

• Evaluate patients' study eligibility via medical history, obtain informed consent, enroll patients, and achieve enrollment quotas.
• Conduct molecular and cellular biology research techniques including DNA, RNA and protein isolation and analysis
• Assist in organic chemistry laboratory on synthesis of molecule that behaves as fluorescent switch with cation binding properties
• Perform Parkinson's psychological test on undergraduate students at UCLA and analyze data using statistical analysis software SPSS.

Prepare your graduate research student resume

When your background is strong enough, you can start writing your graduate research student resume.

You can use Zippia's AI resume builder to make the resume writing process easier while also making sure that you include key information that hiring managers expect to see on a graduate research student resume. You'll find resume tips and examples of skills, responsibilities, and summaries, all provided by Zippi, your career sidekick.

Choose From 10+ Customizable Graduate Research Student Resume templates

Apply for graduate research student jobs

Now it's time to start searching for a graduate research student job. Consider the tips below for a successful job search:

• Browse job boards for relevant postings
• Consult your professional network
• Reach out to companies you're interested in working for directly
• Watch out for job scams

How Did You Land Your First Graduate Research Student Job

Are you a Graduate Research Student?

Share your story for a free salary report.

Average graduate research student salary

The average Graduate Research Student salary in the United States is $34,658 per year or $17 per hour. Graduate research student salaries range between $19,000 and $60,000 per year.

What Am I Worth?

How do graduate research students rate their job?

Graduate research student reviews.

Exploring more about reseaching field by building knowledge in a certain subject of research and growing the wisdom and knowledge.

The struggle of not breaking a certain research topic.

What I like is that,you get to interact with different people from various communities.Relationships are formed in the process

Language barrier can be a problem,because communication needs to be formed in the language that each community you interact with understands.

Updated June 25, 2024

Editorial Staff

The Zippia Research Team has spent countless hours reviewing resumes, job postings, and government data to determine what goes into getting a job in each phase of life. Professional writers and data scientists comprise the Zippia Research Team.

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Research Experiences for Undergraduates (REU)

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

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

Funding for research-based graduate programs

What is a research-based program?

Research-based programs include PhD programs and master’s programs that have the study option of a thesis or a master’s research paper. You can find this information listed on each program page .

In these programs, both domestic and international students are eligible for minimum funding.

Minimum funding is the guaranteed minimum level of funding you will receive for your studies from the University, provided you are within your program time limits and in good academic standing.  

Jump to: Minimum funding | Scholarships and awards | International students

Research-based master’s students

Full-time research-based master’s students (both domestic and international) often receive minimum funding of $12,000 for one year. This applies to students in good academic standing in the first year of a non-co-op or coursework MA, MFA, MES, MASc, MMATH, or MSc program. 

PhD students

Full-time doctoral students (both domestic and international) receive minimum funding of $27,130 per year (effective May 1, 2024, to April 30. 2025) for up to four years.  

We review our minimum funding amounts for PhD students annually, and increases apply to both new (incoming) and current eligible doctoral students. 

Did you know?

Many of our departments and schools offer minimum funding that exceeds the University’s minimum funding amounts. Check in with your Faculty/department/school for more information. 

Minimum funding

What makes up minimum funding.

Minimum funding can come from multiple sources including scholarships and awards, and graduate student employment like Teaching and Research Assistantships (TAs and RAs). Depending on the source(s) of your funding, it can be paid to you in different ways.   

Awards and scholarships from Waterloo are applied directly to your Quest account on a termly basis. This money is then applied directly to your tuition and fees, and then any credit remaining is released to you as a refund.

Funding provided through Graduate Teaching Assistantships (TA) and Graduate Research Assistantships (RA) is considered employment income, which means that you’ll be paid that funding monthly by direct deposit to your bank account. Learn more about TAs and RAs.

Scholarships and awards

Most internal awards from the University of Waterloo don’t require an application and you’ll automatically be considered based on specific award and selection criteria. Learn more about awards from Waterloo .

Other awards and scholarships are provided by institutions external to the University of Waterloo, like the federal and provincial governments and research councils. Learn more external awards and how to apply .

Outstanding graduate students who hold certain major federally and provincially funded competition-based scholarships are also provided with the President's Graduate Scholarship (PGS) , valued at up to $10,000.

Browse the awards database for a listing of all the scholarships and awards available.

International students

International students in full-time research-based master’s programs may be awarded an International Master’s Award of Excellence (IMAE) by their Faculty on top of any minimum funding received.

International students in a full-time PhD program will be awarded an International Doctoral Student Award (IDSA) , which is approximately the difference between full-time domestic PhD tuition and full-time international PhD tuition.  

Explore additional funding opportunities for international students .

As an international student, you may be eligible for funding through one of the University of Waterloo’s international agreements and sponsorships, which are formal agreements that are preset with governments and institutions abroad. If you are applying for graduate studies under one of these formal agreements, please review Waterloo’s sponsorship requirements which are an important part of your application process. Please note that international agreements and sponsorships may replace the minimum funding and IDSA.

Self-funded full-time doctoral studies

Pursuing self-funded, full-time doctoral studies is available only on an exceptional basis, and must be approved by the academic unit and faculty of intended doctoral studies.

The following conditions will apply:

• Evidence of sufficient external sponsorship and/or personal funds to cover all  study and living costs  for the duration of your program. Note: This could include providing official documentation such as a sponsorship letter from an institution or a person providing you with funding, or personal bank statements from the past six months.
• Signed declaration stating that you will be responsible for all  study and living costs  for the duration of your program, and acknowledgement that you will not be eligible to receive funding from your department or Faculty. 

Waterloo may re-evaluate your offer of admission and/or continuation in your doctoral program, should there be any change in your self-funding situation.

If you have any questions, please contact our   Associate Director, Graduate Admissions .