Find a FYRE Opportunity

Students will work on a well-defined project with an existing draft design that will serve as a starting point for their work. Required software licenses, reference schematics, part numbers, and technical documentation will be provided.

Ideally, at least two students will participate in the project, allowing responsibilities to be divided between mechanical and electrical tasks while working together toward a common goal.

Mechanical Tasks: Responsibilities include reviewing drawings, developing and modifying CAD models, assembling mechanical components, and supporting fabrication and mechanical integration of the dynamometer system.

Electrical Tasks: Responsibilities include reviewing electrical schematics and technical documentation, wiring electrical components, integrating sensors and instrumentation, assisting with system commissioning, testing, and troubleshooting.

All students will attend regular project meetings, collaborate with teammates to achieve project milestones, document their work, and contribute to presentations or demonstrations of the project at the end of the semester.

The project is intended for motivated first-year students who are interested in learning through hands-on engineering activities. Students should be curious, dependable, willing to learn new skills, and comfortable working as part of a team. An interest in engineering design, building things, electronics, manufacturing, or similar technical areas is desirable.

Previous experience with activities such as assembling DIY projects, woodworking, makerspaces, wiring, or other hands-on technical hobbies will be helpful but is not required. Tasks align better for mechanical and electrical engineering students. However, students from all engineering disciplines, as well as other STEM fields with an interest in engineering and technology, are encouraged to apply.

Regular weekly meetings will be held to review progress, discuss challenges, and provide guidance throughout the project.

Students who develop an interest in the topic will be welcome to continue collaborating with the research group beyond the FYRE program on related projects and research activities. While some meetings may be conducted remotely when appropriate, the hands-on nature of the project means that certain activities, such as assembly, integration, and testing, will require in-person participation. Student schedules will be accommodated whenever possible.

Participating in this FYRE opportunity will introduce students to critical historical thinking, archival, and digital humanities skills. This includes locating, tracing, and digitizing documents, photographs, newspaper articles, land deeds, maps, etc. of Asian American communities across Nebraska, visiting nearby archives to corroborate findings (e.g., Nebraska State Historical Society, UNL Special Collections and Archives), and using digital humanities methods to tag, create metadata, and OCR historical materials. If the student is interested, Prof. Anderson is open and willing to work with students to translate their findings into written summaries/essays and put together talks for local and regional conferences.

Students with a passion for storytelling, discovering historical materials, crafting networks and connections, and/or a desire to tell a more holistic Heartland history should apply for this opportunity. Strong reading and writing skills are needed to work through the historical materials, and basic computer skills (e.g., typing, building spreadsheets, etc.) will be used to build the digital archive. The ability to read cursive is preferred, but not required. Students from any major may apply, and those curious about pursuing careers in History, Ethnic Studies, English, Political Science, Sociology, Global Studies, Human Rights and Humanitarian Affairs, and related fields may find this opportunity particularly well aligned with their interests.

Effective mentors understand diverse perspectives and experiences to translate them into common outcomes that utilize both the mentor's and mentee's existing strengths and desired skills. In academic and research settings, establishing common goals ensures that all participants in a project understand and achieve their expectations, without the specter of surveillance, while targeting and creating opportunities for skills development and growth. Understanding each other's roles and responsibilities, while being conscious of everyone's independent goals and desired outcomes, enables mentors and mentees to have a structured yet flexible learning and research environment. As such, my research project offers both in-person progress check-ins and facilitated group brainstorming sessions, while also allowing students to complete their research remotely, in their own time.

Calling upon my over fifteen years in education, I strive to be a mentor who builds relational communities, where students are encouraged to pursue their investments in caring and accepting environments, whether that be a classroom or a lab. In building connections with my mentees, I seek to harness their unique experiences and talents in order to encourage investment in learning and problem-solving. Beyond the research project, I work with students to design their own personal research goals with their educational aspirations in mind. As such, I help scaffold plans and identify opportunities for students to expand on their aspirations and explore areas of curiosity within the field of History, the law, and the humanities, more broadly.

Responsibilities include participating in lab meetings where we discuss ongoing research and relevant papers from the scientific literature, assisting graduate students as they prepare experiments, and performing experiments once you have gained sufficient background training.

Interest in scientific research, good interpersonal skills, ability to follow protocols and receive constructive feedback, good time management, curiosity.

You will spend time working one-on-one with me and with the other students in my lab to learn new techniques and design research studies. Students in my lab will often continue beyond their first year because they enjoy their experience working in the lab.

FYRE students may help prepare stable fly traps and field supplies, sort insect samples, assist with basic fly identification, organize specimen records, label and store samples, enter data, and help prepare materials for molecular or diagnostic work. Depending on timing and training, students may observe or assist with sample processing related to pathogen surveillance, including learning how researchers prepare insects for downstream testing.

Students may also help summarize basic data from trap collections, create simple figures or tables, read short background materials with guidance, and participate in research team discussions. If field activities align with the student's schedule and training, the student may have opportunities to observe field sampling at Nebraska livestock or research sites.

By the end of the year, students should gain a practical understanding of how insect surveillance supports livestock health, how field samples move through a research pipeline, and how applied entomology contributes to Nebraska agriculture and animal health.

Students from any major are welcome to apply. This opportunity may be especially relevant for students interested in entomology, animal science, pre-veterinary medicine, biology, microbiology, environmental science, natural resources, public health, agricultural sciences, or One Health.

Prior research experience is not required. We are looking for students who are curious, reliable, careful with details, willing to learn new skills, and comfortable working with insect samples. Students should be able to follow protocols, keep clear notes, communicate about their schedule, and ask questions when something is unclear. An interest in livestock, insects, disease ecology, veterinary health, or Nebraska agriculture would be helpful.

The FYRE student will be welcomed as part of an applied entomology research team focused on insect pests, livestock health, and practical solutions for Nebraska stakeholders. The student will receive step-by-step training from a postdoctoral researcher, with regular mentoring from Dr. Bingham. Training will include safe laboratory practices, insect handling, sample organization, data recording, and basic research communication.

We recognize that first-year students are still learning how to balance coursework, work, and campus life. The student's schedule will be arranged around classes, with an expected commitment of approximately 5 to 10 hours per week. Most activities will be in person because the project involves laboratory samples and hands-on training, but some reading, data organization, or reflection work may be flexible when appropriate.

Our mentoring approach emphasizes encouragement, belonging, and gradual skill-building. Students will be invited to ask questions, attend lab meetings when possible, interact with undergraduate and graduate researchers, and learn how research connects to real agricultural and animal health challenges. We are especially interested in helping early students build confidence and see a future pathway into UCARE, honors research, graduate school, veterinary school, Extension, public health, or agricultural careers.

FYRE students may assist with maintaining insect colonies, preparing materials for experiments, helping with phosphine resistance bioassays, observing insect behaviour, collecting data from traps or laboratory arenas, and helping organize samples and records. Depending on project timing, students may also learn about pheromone-based monitoring, mating disruption concepts, and how insect behaviour can be used to reduce pest populations.

Students will receive training in safe laboratory practices, insect handling, careful data recording, basic spreadsheet organization, and research team communication. They may help enter and summarize data, read short background papers with guidance from the team, attend lab meetings when their schedule allows, and present brief updates on what they are learning during the semester.

By the end of the experience, students should understand how a research question becomes an experiment, how pest management data are collected, and how applied entomology supports Nebraska agriculture and food systems.

Students from any major are welcome to apply. This opportunity may be especially interesting for students considering biology, entomology, plant science, animal science, food science, agronomy, microbiology, environmental science, agricultural economics, pre-veterinary medicine, or other life science and agriculture-related fields.

Strong applicants do not need previous research experience. We are looking for students who are curious, dependable, willing to learn, attentive to detail, and comfortable asking questions. Students should be able to follow instructions carefully, keep good notes, communicate when they need help, and work respectfully as part of a team. An interest in insects, agriculture, food security, pest management, laboratory research, or applied science would be helpful.

Our lab is committed to creating a welcoming, supportive research environment for early undergraduate researchers. FYRE students will be trained step by step and will not be expected to arrive with specialized knowledge. The student will work most closely with a postdoctoral researcher and graduate student, with regular check-ins from Dr. Bingham. This structure gives students both day-to-day support and access to broader mentoring about research, coursework, career pathways, and future opportunities such as UCARE.

We aim to help students feel that they are part of a real research team. Students will be encouraged to attend lab meetings when possible, ask questions, meet other undergraduate and graduate researchers, and gradually build confidence in scientific thinking and communication. We understand that first-year students are adjusting to college life, so schedules can be arranged around classes and academic commitments. Most work will be in person in the laboratory, with some flexible reading, data organization, or reflection activities possible when appropriate.

Our goal is for FYRE students to leave the year with practical research experience, stronger confidence, a clearer sense of belonging in science, and a better understanding of how Nebraska's land-grant research mission connects to food protection and agricultural resilience.

Responsibilities include reading and learning about microbial physiology and synthetic biology, conducting experiments, collecting and analyzing data alongside graduate students and the adviser, as well as general lab maintenance and preparing materials for experiments. Trainees will gain extensive experience with synthetic biology, anaerobic microbiology, genetics, biochemistry, and molecular biology including computational biology and genomics. Trainees attend weekly lab meetings and present their progress twice a semester.

We are looking for curious, motivated, detail-oriented people who are eager to soak up all the info and skills we want to share!

The Buan Lab is passionate about providing opportunities for first-gen college students and is committed to growing the next generation of research pioneers. Graduates from the Buan Lab have been awarded prestigious fellowships, scholarships, and been admitted to top PhD programs and medical schools. For maximal learning benefit, please plan on committing to an average 10h per week. We encourage applying to UCARE and competitive fellowship opportunities, if applicable.

• Climate data downloading and processing
• Data quality control and data management
• Basic statistical analysis of climate data
• Presenting results at conferences

An interest in climate change, environmental science, or data analysis, and a willingness to learn scientific programming and research methods. The ideal student is curious, self-motivated, and enthusiastic about developing new skills while contributing to a collaborative research environment.

The student will gain hands-on experience in scientific programming, statistical analysis, and climate data visualization. The student will be mentored by both me and a Ph.D. student. We will meet weekly to set goals, discuss progress, and troubleshoot challenges. Our lab also holds weekly group meetings where undergraduate and graduate students present their work, exchange ideas, and learn from one another. This collaborative environment provides students with opportunities to build scientific communication skills and develop a sense of belonging within a research community.

I maintain a flexible mentoring approach. Remote work is possible when appropriate, and schedules can be adjusted to accommodate student needs. As students gain confidence and experience, I encourage them to develop their own research questions and pursue independent ideas. Whenever possible, I support students in extending their projects beyond the FYRE program through continued research involvement, conference presentations, and future research opportunities.

Responsibilities include general lab maintenance and assisting graduate students and post-docs with experiments and analysis. Student researchers will be expected to keep an organized and detailed lab notebook, understand that tasks such as labeling tubes and washing dishes are just as important as conducting experiments and collecting data.

We are looking for student researchers who are detail-oriented and excited to learn new skills. Student researchers must be willing to work as a team and troubleshoot alongside others to help solve problems.

Our lab is very teamwork-oriented, as many projects need multiple sets of hands. Incoming student researchers will be working alongside a graduate student or a postdoctoral researcher to complete a project, with flexibility to answer new questions based on the student's specific interests. We are passionate about working with students to figure out their future goals and help them obtain the skills to reach those goals. We are flexible to accommodate for student class schedules. Student researchers will also be contributing to a project that aims to improve both human and agricultural health.

• Create a bibliography;
• Analyze oral historical sources;
• Create a packet on Alexandran history;
• Develop a digital project which showcases how death and mourning practices evolved in Alexandra.

Seeking a responsible, motivated scholar that wants to gain skills as an experiential learner.

I will guide students every step of the way and conduct weekly sessions vis Zoom or in-person to clarify and to delve deeper into the subject of death in Alexandra, South Africa.

Responsibilities include reading and learning about liquid crystal elastomers, smart materials, soft robotics, and stimuli-responsive polymer systems; assisting with the preparation of material samples; conducting basic experiments under the guidance of graduate students and the adviser; collecting, organizing, and analyzing data from mechanical, thermal, or optical tests; and helping prepare materials, tools, and documentation for experiments. Students may also assist with creating simple demonstrations that show how these materials bend, stretch, or change shape in response to heat, light, or mechanical forces. Trainees will attend regular lab meetings, maintain a clear lab notebook, follow safety protocols, and present their progress during the semester.

Students should be curious, responsible, detail-oriented, and willing to learn through hands-on work. Strong applicants will enjoy problem-solving, asking questions, observing carefully, and working as part of a research team. No prior research experience or advanced coursework is required; training will be provided. This project may be especially interesting for students with interests in chemistry, engineering, materials science, robotics, biomedical technology, sustainability, or creative design. Students from any science/engineering major are welcome to apply.

Our lab is committed to helping first-year students feel that they belong in research from the beginning. Students will not be expected to know everything on day one; instead, they will receive patient, step-by-step training in laboratory safety, basic experimental techniques, data collection, and scientific communication. Students will work alongside graduate students and the adviser in a team environment that values curiosity, responsibility, kindness, and persistence. We believe mentoring is more than teaching technical skills—it also means helping students build confidence, learn how to ask good questions, understand how research works, and see themselves as future scientists, engineers, or problem-solvers. We are especially excited to support students who are new to college research, including first-generation college students. Students will attend lab meetings, receive regular feedback, and have opportunities to present their progress. We will be flexible with student schedules whenever possible, while recognizing that most hands-on lab work will take place in person.

Students may be trained in a variety of laboratory techniques including cell culture, protein extraction, immunoblotting, general lab skills (e.g., pipetting and making buffers), serum isolation, hormone assays, histology etc. Students may also assist with animal (e.g., pigs and/or mice) work if desired. Lab maintenance related to your research will be expected (e.g., autoclaving tips, labeling tubes, washing dishes etc). 

The student should be detail-oriented, motivated to learn, dependable and organized. A genuine curiosity about how the body works (physiology), reproduction and/or animals as well as a professional interest in biology, human/veterinary medicine, animal science or related field is preferred.

I am committed to fostering a positive environment where students can grow professionally through this program. In terms of student learning, my team and I prioritize individualized attention and guidance. I understand that each student has unique strengths, interests, and learning styles. Therefore, I will work closely with you to understand your goals, aspirations, and research interests, and tailor my mentorship to suit your needs. I will provide guidance on research methodologies, help you develop critical thinking skills, and support you in exploring new areas of physiology research.

FYRE students will receive training and work alongside graduate students, postdoctoral researchers, Extension professionals, and faculty mentors. Responsibilities may include:

1. Learning about early childhood nutrition and responsive feeding 
   Students will read brief, beginner-friendly materials about child nutrition, family child care homes, responsive feeding, and rural health.
2. Supporting dietary data entry using NDSR 
   Students will be trained to enter child dietary observation data into the Nutrition Data System for Research, or NDSR. This may include entering foods, beverages, portion sizes, meal and snack information, and other dietary intake details from structured study records. Students will receive step-by-step training and will work under close supervision to ensure accuracy.
3. Supporting research organization and data quality 
   Students may help organize study materials, check forms for completeness, compare data entries using structured checklists, identify missing information, and support documentation for study records.
4. Assisting with community-engaged research activities 
   Students may help prepare provider-friendly materials, recruitment packets, handouts, or simple communication materials for child care providers and families.
5. Supporting coding or review of study materials 
   With training, students may assist with reviewing child care mealtime materials, organizing observation notes, or helping prepare data for analysis. Students will not be expected to conduct advanced analysis independently.
6. Participating in lab meetings and professional development 
   Students will attend selected lab meetings, learn how research teams work, and have opportunities to share what they are learning. Students may also learn about research posters, abstracts, graduate school pathways, and careers in nutrition, child development, public health, Extension, and community health.

Tasks will be matched to the student's interests, skills, and comfort level. Students will begin with structured, entry-level tasks and gradually take on more responsibility as they gain confidence.

No prior research experience is required. Students from any major are welcome to apply. This opportunity may be especially interesting for students in nutrition, child development, education, psychology, public health, data science, sociology, human development, family science, pre-health, or related fields.

Strong applicants will bring:

• Interest in children's health, nutrition, families, rural communities, or community-based research.
• Curiosity and willingness to learn.
• Reliability and good communication.
• Attention to detail, especially when working with research records or data.
• Respect for families, child care providers, and communities.
• Comfort working as part of a team.
• Interest in learning how research can be used to improve real-world programs and policies.

Students do not need to know statistics, nutrition science, or research methods before starting. We are looking for students who are dependable, thoughtful, open to feedback, and excited to learn.

Our lab is committed to mentoring students in a supportive, structured, and encouraging environment. FYRE students will be welcomed as members of the research team and will receive step-by-step training for all assigned tasks. Students will work with Dr. Dipti Dev and members of the Healthy Children, Healthy Communities research team, including graduate students, postdoctoral researchers, Extension professionals, and project staff.

We recognize that first-year students are still learning how college works, so we provide clear expectations, checklists, examples, and regular feedback. Students will not be expected to figure it out alone.  We will begin with simple tasks and gradually build skills in research organization, data quality, communication, and community-engaged research.

Students can expect:

• A welcoming team environment.
• Regular check-ins with a supervisor or mentor.
• Flexible scheduling around classes, usually 5–10 hours per week.
• Opportunities to attend lab meetings and learn about ongoing NIH-funded research.
• Professional development related to research, graduate school, health careers, Extension, and community-engaged scholarship.
• Opportunities to continue with the lab beyond the first year, including possible UCARE applications, research posters, and longer-term mentoring.

Our lab values respect, belonging, teamwork, and student growth. We are especially excited to mentor first-generation college students and students who are exploring research for the first time. Many students enter college not knowing that research can be a career pathway or a way to serve communities. This position is designed to help students see themselves as future researchers, health professionals, educators, Extension professionals, or community leaders.

Primarily data collection which requires initial training on our paradigms and technologies, and then FYRE students would be ablet to make their own schedule to collect data.  We do have a project where data collection would have to take place in the early evening and that might be well suited for someone with a full course schedule, but that is the only project with specific time constraints.  FYRE students are also expected to attend lab meetings if they fit into their course schedule.  Lab meetings can be a combination of reading group discussions, larger real-world discussions, or info sessions on various professional development activities.

Curious, motivated, responsible, hardworking, able to work independently once trained and going, but also willing to ask questions whenever you need anything.  Time management can be helpful and it is good to have general interpersonal skills for interacting with participants.

All of our FYRE students receive initial trainings in ethics, lab protocols, lab technology (primarily eyetracking) and general experimental guidance.  The purpose of having FYRE students attend lab meetings is to help develop other professional skills.  We have a very supportive and inclusive lab with folks from all years of study and with very divergent backgrounds.  This really adds to the cohesiveness of the lab group and makes folks feel more involved in the lab relative to if they just collected data on their own.  I'm a first generation college student, an immigrant (Canada) and so it is important to me to provide opportunities to students seeking them.  Lab is very supportive and grad students often help as additional advisors, but I am availiable to students at any time for anything.  This is a good opportunity to learn about Cognitive Psychology research (a great inroads to neuroscience but also relevant to all other areas of Psychology) and we have had good success getting FYRE students a lot of critical opportunities.

Secondary contact: Emmanuella Asabere (easabere2@huskers.unl.edu)

Responsibilities may include but are not limited to: collecting, managing, and analyzing data alongside graduate student researchers; preparing posters for presentations; participating in family engagement events; attending bi-weekly lab meetings.

Students can be from any major; however, the learning experiences on this project may be of special interest to students who are considering a degree in education/early childhood education, educational psychology, social work, special education, and speech-language pathology.  

Reliable and responsible, detail-oriented, curious, able to be a self-starter/take initiative, able to work independently once trained but also willing to ask questions whenever you need anything, good time management skills; good interpersonal skills and teamworking skills.

Preferred but not required: Bilingual, particularly in Spanish or Arabic. This skill is sometimes helpful when communicating with families at events or translating written materials.

Student will be required to complete CITI training and will receive training on lab procedures and protocols.

As a mentor, I am generally supportive and encouraging. I tend to take a coaching approach to my mentorship where I focus on helping students to develop specific skills, achieve specific goals, and build confidence. I provide explicit guidance, constructive feedback and encourage reflection and creative thinking. In my mentees, I value consistent and open communication, taking responsibility/accountability, and taking initiative.

The project team comprises a diverse group of graduate and undergraduate students and faculty. We are a very positive and welcoming group that emphasize teamwork and collaboration when completing project tasks/activities.

• Helping with sample collection and processing.
• Assisting with DNA extraction and real-time PCR runs.
• Data analysis and modeling using computational biology.

• Preferably someone who enjoys the outdoors (for sample collection).
• Interested in DNA technology and lab research (wet lab).
• Some level of interest in dry lab techniques (computational biology).

Our lab consists of many members who are committed to help each other. Myself and graduate students are always willing to provide training. For this project, we have one PhD student who is leading most of the efforts. Our Department is a great community to work with and we offer many social activities.

• Cloning to add epitope tags to individual viral proteins in the context of an infectious clone.
• Generate Alphafold models of protein 3D structures.
• Test pathogenicity of virus clones with proteins that have been tagged.
• Measure protein and RNA accumulation in virus-infected plants.

• Curiosity and interest in science.
• Dependability, commitment, determination.
• Highly responsible.

Students will be mentores by the PI in the context of a team that includes graduate students and other undergraduate stundents. Mentoring includes inquiry-based and deliberate practice with a focus on scientific discovery.

• Preparing simple test samples.
• Assisting with basic 3D printing or material-processing experiments.
• Taking photos or microscope images of samples.
• Recording experimental observations in a lab notebook.
• Organizing data and helping summarize results.
• Participating in regular discussions with graduate students and the faculty advisor.

• Interested in 3D printing, materials, lasers, or manufacturing.
• Careful and responsible in the lab.
• Willing to learn new experimental skills.
• Comfortable taking notes and organizing data.
• Able to work with graduate students and follow safety instructions.

Weekly or biweekly meeting will be arranged between the student and the faculty advisor.

Responsibilities may include:

• Reading and discussing articles, industry reports, and case studies related to global advertising, culture, technology, and consumer behavior.
• Assisting with background research for book chapters.
• Identifying and analyzing examples of advertising campaigns from different countries and cultures.
• Monitoring emerging trends involving artificial intelligence, social media, influencers, sports, and digital communication.
• Organizing research materials, notes, references, and interview data.
• Assisting with literature reviews and fact-checking.
• Participating in regular research meetings and discussions.

Students will learn research, critical thinking, information literacy, and professional communication skills while contributing to an active book project.

• Curiosity about culture, media, technology, business, sports, or global issues.
• Strong reading, writing, and communication skills.
• Willingness to learn and ask questions.
• Responsible, organized, and detail-oriented.
• Ability to work independently while also contributing to a collaborative team environment.
• Openness to diverse perspectives and cultural differences.
• Interest in research, analysis, and problem-solving.

Students from any major are encouraged to apply. The project may be especially appealing to students interested in advertising, journalism, public relations, marketing, business, communication studies, psychology, sociology, international studies, political science, or emerging technologies.

I view undergraduate research as a partnership and an opportunity for students to explore their interests while developing professional skills and confidence. As a first-generation college student myself, I understand that navigating college can feel overwhelming, especially during the first year. My goal is to create a supportive environment where students feel welcomed, valued, and comfortable asking questions.

Students will receive regular mentoring, feedback, and guidance throughout the project. We will meet regularly to discuss progress, research strategies, and professional development opportunities. I am committed to helping students build research, communication, and career skills that will benefit them long after the project ends.

I understand that first-year students are balancing coursework, campus involvement, work, and other responsibilities. The project offers flexibility, and many research activities can be completed remotely. We will work together to create a schedule that supports both the student's academic success and meaningful participation in the project.

Responsibilities include investigating how people have shaped and been shaped by the environment over time. Students will learn how to find and evaluate historical sources, summarize readings, analyze maps and environmental data, and help build research databases. No prior experience with Chinese history is required, but would be beneficial. Students will work closely with the faculty mentor, participate in regular research meetings, and share their discoveries through presentations and written reflections.

Depending on student skills and strengths, this may include:

• locating, reading, and summarizing primary and secondary sources;
• assisting with archival and digital research; organizing research notes and bibliographic materials;
• helping analyze historical maps, government records, and environmental data;
• conducting historical geographical research and creating geographical GIS data;
• participating in regular meetings to discuss findings and project development.

Curiosity about how people interact with the environment and how historical decisions continue to shape societies today. Interest in topics such as environmental change, migration, social inequality, sustainability, global history, or public policy. Strong reading, writing, and critical thinking skills, or a willingness to develop them through research. Ability to work independently, stay organized, and pay attention to detail when reviewing sources and managing research materials. Interest in learning how historians use evidence, maps, documents, and data to answer important questions about the past and present.

No prior experience with historical research, environmental studies, Chinese history or Chinese language is required, but are certainly very welcome (especially Chinese language). Students from any major are encouraged to apply. The project may be of particular interest to students in History, Environmental and Sustainability Studies, Global Studies, Geography, Anthropology, Political Science, Sociology, Asian Studies, Economics, English, and related fields.

As a research mentor, I view undergraduate students as collaborators in the research process rather than simply assistants. Many students join research projects with little or no prior experience, and I am committed to helping them develop the skills and confidence needed to succeed in both research and college more broadly. My goal is to create a supportive environment where students feel comfortable asking questions, sharing ideas, and learning through practice.

Students will receive hands-on training in historical research methods, including how to find, evaluate, organize, and interpret different kinds of evidence. We will meet regularly to discuss research findings, address challenges, and connect the project's historical questions to larger contemporary issues such as climate change, migration, environmental justice, and sustainable development. Students will also have opportunities to develop professional skills in writing, communication, critical thinking, and project management that are valuable across many careers and academic disciplines.

I recognize that first-year students are often balancing coursework, jobs, family responsibilities, and the transition to college. I strive to be flexible with scheduling and can accommodate a combination of in-person and remote research activities when appropriate. Because much of the work involves reading, note-taking, database organization, and source analysis, many tasks can be completed remotely.

I am especially committed to supporting students who may be new to research, including first-generation college students and those who are still exploring their academic interests. No prior knowledge of Chinese history or environmental history is expected. What matters most is curiosity, reliability, and a willingness to learn. I want students to leave the experience not only with new research skills but also with a stronger sense of belonging in the university community and greater confidence in their ability to contribute to meaningful scholarly conversations.

Responsibilities include:

• Review resources and brochures that exist.
• Brainstorm ideas for additional creations.
• Investigate focused content by interviewing scientists and engineers and studying available content resources.
• Create initial videos and brochure drafts based on the interviews, videotapes, etc.
• Collaborate with the PreSTAR team to further brainstorm content ideas.

• Curiosity, creativity, persistence
• Basic levels of content knowledge around one or more the focused topics OR willingness to investigate and learn about those topics
• Collaborative mindset and skills
• Attention to detail

I invest my time and effort to notice individual students' strengths and provide opportunities to further develop those strengths while helping them build new skills and knowledge. The key philosophy of my mentoring is threefold: (1) Learning happens most effectively when students feel safe, respected, and included; (2) Mentoring should motivate students to gain knowledge and skills and effectively use them in practice; (3) Effective mentoring occurs when it is meaningful and relevant to students' prior experiences, current interests, and future goals.

• Conduct archival research (both in person and online) at different locations (Including History Nebraska, Legislature, Churches around Lincoln, etc.)
• Conduct library research and write a literature reviews
• Help construct a comprehensive timeline documenting the history of refugee resettlement in Nebraska

This project welcomes students from all majors who are passionate about refugee and immigrant experiences. What matters most is your curiosity, your commitment to learning, and your enthusiasm for the topic.

Student qualifications/characteristics:

• An interest in stories of immigrants and refugees in Nebraska
• Passion for telling the real history of immigrant and refugee communities in Nebraska
• Excellent reading and writing skills and ability to read dense material
• Responsible and detail oriented
• Cultural sensitivity and determination
• Interest in archival and library research
• Flexible hours (can work on your own schedule) as much of the research can be done remotely
• Students from any major can apply (but may be of special interest to students in Anthropology, Communication Studies, Modern Languages (Arabic, French, Chinese, Spanish and others) Ethnic Studies, Global Studies, Political Science, Human Rights and Humanitarian Affairs, English and other related disciplines).

Dr. Ibrahimpasic is passionate about working with students and guiding them through the research process. She enjoys helping students uncover information that has been hidden or forgotten and supporting them in crafting meaningful narratives from their discoveries. Much of this project involves spending time in the archives, where students will dig through dozens of boxes of documents to piece together the story of refugee experiences in Nebraska. These archival sessions are often engaging and lead to rich conversations about the topic and its broader implications.

Dr. Ibrahimpasic meets regularly with the research team, usually once a week either at the archives or in her office, to review findings, ask new questions, and pursue emerging leads. While archival research is an important component, much of the work can also be done online, allowing students the flexibility to manage their own schedules.

A key part of this research experience is sharing findings with broader audiences. Dr. Ibrahimpasic works closely with students to help them prepare posters and oral presentations for UNL's Research Days in April. She also mentors students as they develop presentations for the Forced Migration Symposium, held on City Campus each spring. These opportunities allow students to engage in public scholarship, refine their communication skills, and connect their research to real-world conversations.

Understanding the demands of student life, Dr. Ibrahimpasic is flexible around exams, assignments, and other academic responsibilities. She also prioritizes building a sense of community within the research team, often organizing casual coffee meetings a few times each semester. These gatherings provide space for discussing the project, sharing interests, and talking about students' academic and career goals.

For Dr. Ibrahimpasic, this work is not only about research, it's about mentoring students, helping them discover their passions, and supporting their personal and academic growth.

You'll spend time actively exploring the "That Funny Feeling" trend on TikTok, identifying and categorizing videos based on their themes. You'll be responsible for carefully reading and interpreting the lyrics and visuals within these videos, noting how they connect to current events and social issues. We'll work together to develop a system for analyzing these trends, and you'll contribute your insights through regular team meetings. You may also help with reviewing existing academic literature on the subject of the protest paradigm if that is something we decide is appropriate for your interests and background.

You don't need to be a political science or journalism major or have any prior experience with social media analysis, although background or interest in those areas would help you be successful. I am looking for students who are naturally curious, have a strong interest in understanding youth culture and online trends, and possess excellent reading and writing skills. You should possess a genuine interest in exploring how young people use creative expression to make their voices heard. If you're passionate about social justice and are eager to learn new skills, you're already a great fit!

I'm committed to supporting your growth as a FYRE student and researcher. I'll be your primary mentor, providing clear guidance on the project's goals, methodologies and timelines. We'll meet biweekly via Zoom or in person to discuss your progress, brainstorm ideas and address any questions you might have. I'll also be available via email and for quick questions or support.

Responsibilities of undergraduates involved in the research include (1) reading literature on nutrient metabolism, metabolic diseases, cancer, and cell signaling, (2) learning experimental techniques, (3) conducting experiments to collect data, both in collaboration with graduate students and the mentor and independently, (4) analyzing and presenting data, (5) maintaining a lab notebook, and (6) attending lab meetings and presenting their progress.

Interest in and enthusiasm for learning, research, and creative activity are required.  Students from biology-related disciplines, such as biochemistry, biological sciences, nutrition, and microbiology, who are pursuing graduate study (e.g., graduate or medical school) are preferred.

Students will meet weekly with their mentor and collaborate daily with senior undergraduates, graduate students, and postdoctoral fellows. They are encouraged to attend weekly lab meetings. The mentor will help students hone their critical-thinking, research, and presentation skills.

Conduct a guided literature review on small airport operations, management, and community roles; Synthesize key themes (e.g., workforce, finance, service demand, governance) into summary notes; Assist in developing and refining semi-structured interview questions; Identify and contact potential interview participants (e.g., local or hometown airport staff); Conduct or assist with interviews (virtual or in-person, depending on access); Transcribe, organize, and code qualitative data from interviews; Contribute to a short research summary or presentation at the end of the project.

Strong work ethic and reliability in completing independent tasks; Interest in infrastructure, transportation, or community development; Willingness to read technical materials and engage in structured data collection; Curiosity and comfort interacting with professionals (e.g., conducting interviews); Preferred: access to or familiarity with a local/rural airport (e.g., student's hometown).

The student will receive step-by-step training in research methods, including literature review techniques, qualitative interview design, and basic data coding. Initial weeks will involve close guidance and example-driven learning; later phases emphasize increasing independence.

Regular check-ins (biweekly) will provide feedback, troubleshoot challenges, and ensure steady progress. The student will also be introduced to broader research practices such as ethical data collection, documentation, and synthesis of findings.

This project is designed as an undergraduate entry point into applied infrastructure research, with a supportive mentoring environment that prioritizes skill development, confidence-building, and clear communication. Students will have opportunities to contribute to presentations or future research outputs.

• Research pilot models and comparable initiatives
• Identify and summarize grant opportunities
• Conduct literature reviews and organize research articles
• Assist with event planning and logistics for in-person gatherings
• Help build and manage a digital resource hub
• Translate research into educator-friendly formats
• Support social media storytelling and impact documentation
• Compile participation and engagement metrics
• Help curate examples of innovative educator practices across Nebraska

I am seeking a small team of motivated and creative students who want hands-on experience working on innovative projects that connect education, workforce development, research, technology, and community impact. Ideal students are collaborative, organized, curious, and interested in areas such as leadership, digital content creation, teaching and learning, research, and/or educational innovation. Students from any major are encouraged to apply, especially those who enjoy bringing ideas to life, solving real-world problems, and contributing to meaningful work that supports educators and communities across Nebraska.

Students joining this project will gain hands-on experience working on innovative, real-world initiatives connected to education, leadership, technology, workforce development, and community impact. I strive to create a supportive and collaborative environment where students feel valued, challenged, and connected. Students will build professional skills, expand their network, and have opportunities to contribute ideas, take on meaningful responsibilities, and grow through mentorship and feedback. Flexible scheduling options are available and students from all backgrounds and majors are encouraged to apply.

Working side-by-side with graduate students, a research technician, and Dr. Malakar, the FYRE student will be trained to:

• Process vadose zone cores: help open, describe, photograph, log, and subsample the long soil-and-sediment cores our team collects at field sites across Nebraska, from the land surface all the way down to the water table.
• Run soil and water analyses: prepare samples and learn laboratory methods to extract soil samples for nitrate and other forms of nitrogen, soil moisture, and related properties (work done in part at UNL's Water Sciences Laboratory).
• Connect the land surface to groundwater quality: help build ""depth profiles"" that reveal how nitrate moves and transforms as it travels from the surface down toward the Ogallala aquifer, and learn how farming practices at the surface shape what eventually reaches our drinking water.
• Practice good science habits: keep an organized lab notebook, prepare and clean materials, and assist with general lab upkeep.
• Grow as a researcher: attend lab meetings, learn to read and discuss scientific papers, and present your progress to the team during the semester.

No prior research experience is required. We start from the basics and teach you everything. We're looking for first-year students who are curious about water, soil, agriculture, or the environment, and who care about protecting Nebraska communities. The strengths that matter most are being detail-oriented, dependable, organized, comfortable with hands-on lab work, and willing to ask questions and learn new skills. Careful record-keeping and basic comfort with numbers are a plus. Students from any major are welcome to apply; this opportunity may be of special interest to those exploring Environmental Science/Studies, Natural Resources, Agronomy & Horticulture, Chemistry, Geology/Earth & Atmospheric Sciences, Biological Sciences, or Engineering.

Our group is committed to helping new students learn, belong, and grow. You'll receive full, patient training in lab safety, core processing, and soil/water analysis. No experience needed- because we teach from the ground up. You'll work closely with a supportive team of graduate students and a research technician who were beginners themselves not long ago, and Dr. Malakar keeps an open door for questions big and small. We understand that your classes come first, so we're flexible around course schedules and exams (FYRE students typically work 5–10 hours per week). You'll see exactly how your work fits into a bigger mission of protecting the drinking water of Nebraska families, which makes the day-to-day tasks meaningful. Many first-year researchers grow into larger roles over time, and this experience is excellent preparation for applying to UCARE in your sophomore year and for future careers (or graduate and professional school) in environmental science, water resources, and agriculture. Our alums have gone on to graduate programs and to industry research positions.

The FYRE student will be part of a very active research team with undergraduate, graduate and postdoctoral researchers both at UNL and meeting virtually with our collaborator lab at UC Berkeley. The student will participate in all aspects of research, including group meetings, field collections, culturing the colony, breeding and genome sequencing to understand the genetic basis of the wing dimorphism that enables dispersal and flight across these crickets species.

We are looking for a student who is responsible and curious, who works well both in a team and independently, and with some interest in genetics, physiology, or evolution.

The cricket research team at UNL is a very active group with 2 postdocs, 2 graduate students, and 3-4 undergraduate researchers.

Undergraduates in the Montooth Lab are fully engaged members of the lab who participate in lab meetings, lab activities, and work collaboratively in a space that is designed to empower students through discovery. The lab serves as a home base for students, with computers and lunch/break spaces where undergraduates can work and have fun with other members of the lab. Dr. Montooth has an open-door policy and likes to work with students both at the lab bench and on the computer to collaborate on experimental design, data analysis, and presentations to disseminate results. Students know that their work will lead to co-authorship on manuscripts that include their data, which fosters both ownership and belonging. The cricket team within the Montooth Lab is a dynamic and active research group with 2 postdocs, 3 graduate students, and 3-4 undergraduate researchers, who also meet biweekly and in person at an annual retreat with our collaborators at UC Berkeley. Our weekly group meetings provide opportunities for collaborative design, presentation of data and results, and positive and constructive feedback. The lab provides mentoring that supports student academic success and professional development toward diverse careers for many undergraduate researchers that are active participants in FYRE, STEM-POWER, and UCARE, providing a vibrant environment for student belonging and success through peer mentoring and professional development activities, such as preparing and disseminating research results at local and national meetings and providing resources to assist students as they apply for jobs or further training in graduate or professional degree programs.

Responsibilities may include reading short biographies and primary sources about selected More, America figures; helping identify important events, quotations, images, and archival materials; preparing brief research summaries; fact-checking names, dates, and historical context; and helping translate academic research into accessible public writing.

Students may also assist with building timelines, organizing research notes, developing social media or website materials, and thinking creatively about how to present American history to broad audiences. Trainees will meet regularly with the adviser to discuss progress, learn basic historical research methods, and reflect on how public history can connect regional, national, and global issues. Students may also have the opportunity to present their work or contribute to a public-facing piece connected to the project.

Students from any major are encouraged to apply. No prior research experience is required.

Strong applicants may bring curiosity about American history, politics, religion, race, immigration, Indigenous history, social movements, writing, storytelling, or public life. They should be interested in asking who gets remembered in American history, who gets left out, and why those stories matter today.

Useful strengths include careful reading, clear writing, attention to detail, reliability, openness to feedback, and a willingness to learn unfamiliar histories. Students who enjoy finding and organizing information, working with stories, thinking creatively about public communication, or connecting the past to present-day issues would be a strong fit.

This project may be especially interesting to students interested in History, Ethnic Studies, Religious Studies, English, Journalism, Political Science, Education, Human Rights, and Global Studies, but students do not need to be in any of those fields to contribute meaningfully. First-generation students and students whose own families or communities have complex and/or contested relationships to American history are especially welcome to apply.

Students can expect a mentoring relationship built around curiosity, respect, and growth. I do not expect first-year students to arrive already knowing how to do college-level research. My job as a mentor is to help students learn how to ask strong questions, find reliable sources, read carefully, write clearly, and develop confidence in their own intellectual voice.

I have worked with UCARE students before in similar capacities, mentoring undergraduates as they developed research skills, organized historical materials, analyzed sources, and translated academic ideas into clear writing. I understand that students often begin research projects unsure of what the work will look like, and I enjoy helping them move from uncertainty to confidence.

I work closely with students and try to make research feel collaborative rather than intimidating. We will meet regularly to talk through assignments, troubleshoot challenges, and connect the project to students' own interests and goals. Students will receive training in historical research, public writing, source evaluation, note-taking, and revision. They will also learn how to take a large, complicated topic and turn it into something meaningful for a broad audience.

I am especially committed to mentoring first-generation college students and students who may not yet know all the hidden rules of university life. I was the first scholar of race and religion in America hired at UNL, and much of my teaching and research focuses on communities whose histories have been overlooked, marginalized, or misunderstood. I want students working on More, America to feel that they belong in serious intellectual work—and that their questions, backgrounds, and perspectives can make the project stronger.

My mentoring style is flexible, encouraging, and direct. I will give students clear expectations, but also help them improve step by step. I value reliability and communication more than perfection. Because students have classes, jobs, family responsibilities, and changing schedules, I am open to flexible work arrangements. Much of this project can be done remotely, though we will also make time for in-person meetings when useful.

Students who work with me can expect to build skills that transfer beyond this project: research, writing, critical thinking, communication, and the confidence to contribute to public conversations about history and democracy. My goal is for students to leave the experience not only with a stronger résumé, but with a clearer sense that they are capable of doing meaningful work at the university.

Student responsibilities include: reading and learning about insect biology, taxonomy, evolutionary phylogenetics, and applied use of insect parasitoids; organizing, preserving, and labeling microwasp specimens; identification of families, genera, or species using stereomicroscopy; collecting basic morphological data such as body size; and digitization and/or management of data related to preserved specimens. Tasks will occur in collaboration with graduate students and the faculty advisor. Students should also plan to attend weekly or bi-weekly lab meetings and present their progress on a regular basis. Especially engaged students may contribute to scientific manuscripts to be submitted for publication in peer-reviewed journals.

Ideal students should exhibit curiosity for the natural world, motivation to make new and impactful discoveries in the realm of insect biodiversity, and ability to work independently after initial training and determination of objectives. Students with prior interest in insects or biodiversity, experience using microscopes, and/or exposure to collecting or preserving insects will be prioritized. Students are expected to engage with scientific literature including papers identifying and describing new species; motivation in this area is especially important. Lastly, students with interest in careers related to systematics, museum collections, biodiversity sciences, insect ecology, conservation, or related areas are likely to benefit most from working with the Nastasi Lab. ALL applicants must be comfortable working with preserved insect specimens.

While the Nastasi Lab is a new lab at UNL as of 2026, Dr. Nastasi has had extensive experience mentoring undergraduate and graduate students in the area of insect systematics. Past undergraduate students at Penn State and University of Iowa have identified more than 20 insect species new to science, several of which have already been published in peer-reviewed scientific studies. FYRE students working with the Nastasi lab will receive training in core areas such as lab safety, ethics, basic protocols, insect specimen preservation and management, and general project guidance. Students working with the lab will have various opportunities to develop professional skills such as presenting their progress at lab meetings, educating the public at outreach events, working with the insect collection at the University of Nebraska State Museum, contributing to actual scientific papers, and engaging with other UNL peers in the area of entomology. The Nastasi lab looks to foster a highly inclusive environment; all present members (the professor, one PhD student, and one undergraduate student) belong to underrepresented groups and have divergent backgrounds that have led us to Nebraska in different ways. The team's composition, the professor's previous mentorship record, and the group's exciting projects altogether aim to provide a friendly and guidance-forward environment with a focus on building connections and giving students opportunities to develop important professional skills for aspiring scientists. Due to the nature of the lab's research, remote work is not possible, although we will do our best to accommodate the needs and time constraints of any students that wish to work with us.

The primary responsibilities for this project include:

1. Reading and acquiring the knowledge to understand the context of the work in the field and becoming proficient in biochemical and microbial techniques, particularly protein purification and bacterial cell culture.
2. Working collaboratively with other members of the group to collect and analyze data.
3. Participating in discussions, in weekly lab meetings and other forums.

The only really unique requirement for these projects is curiosity about the microbial world and the desire to use molecular tools to understand it. All of the technical aspects can be taught, but an organized mind and attention to detail will make this process much easier. The skills used in this project will synergize best with students pursuing courses of study in the life sciences and quantitative sciences (Chemistry, Biochemistry, Biological Sciences, Microbiology and related disciplines like Forensic Science and Food Science).

Regardless of the level of trainee, my primary goal is always to help foster a genuine spirit of inquiry. Undergraduates from my group have gone on to graduate programs and professional schools in the past and I've generally found that training in quantitative biology is useful throughout. Because my group sits at the interface between groups in several respects; I hold a joint appointment between Biochemistry and Food Science, my group uses techniques from structural biology and microbiology and I'm a member of multiple centers (the Nebraska Center for Integrated Biomolecular Communication and the Nebraska Food for Health Center), anyone working in my group has to comfortable interacting with people from other disciplines who often have a very different perspective on what questions are important. That dialogue is a key factor in what makes multi-disciplinary groups, including my group, successful.

Undergraduate students will be introduced to research through guided, hands-on activities in both the laboratory and data analysis. Responsibilities may include:

• Assisting with basic laboratory tasks such as preparing samples and helping maintain insect or plant experiments
• Learning how to safely handle biological materials and follow lab protocols
• Organizing and recording data using spreadsheets and a lab notebook

Gaining an introduction to data analysis using R programming language, including:

• Loading and exploring simple datasets
• Creating basic graphs (e.g., bar charts, simple plots)
• Supporting ongoing experiments by helping collect and organize results
• Participating in team meetings and learning how to discuss scientific ideas
• Reading simplified scientific materials to build understanding of the project

Students are not expected to have prior research or coding experience. Training will be provided, and tasks will be adjusted based on student interests and comfort level. The goal is to help students build confidence, develop foundational research skills, and explore interests in science.

• Curiosity about how living systems work, particularly insects, microbes, or human health
• Willingness to learn new skills, including basic laboratory techniques and introductory data analysis using R programming language
• Strong attention to detail and ability to carefully follow instructions in a laboratory setting
• Reliability and responsibility in completing tasks and maintaining accurate records
• Openness to teamwork and collaborative learning in a supportive research environment
• Interest in problem-solving and asking scientific questions
• Persistence and a positive attitude when learning new or challenging concepts

This project may be of particular interest to students in biology, environmental science, public health, data science, or related fields, but no prior coursework or research experience is required.

Students will join a supportive and inclusive research environment with hands-on, step-by-step training in both laboratory and basic data analysis. I provide close mentorship through regular check-ins, guidance on scientific skills, and opportunities to gradually build independence.

Students will work alongside a collaborative team, including peer mentoring from graduate students.

We offer flexible scheduling to accommodate coursework, with some tasks (e.g., literature review) possible remotely. Our goal is to help students build confidence, develop foundational skills, and feel a strong sense of belonging in science.

As a student trainee, the FYRE student will receive hands-on training in advanced microscopy and nanoscale materials characterization techniques used in biomaterials and bone research. The student will assist with specimen preparation, experimental setup, microscopy imaging, and collection of nanoscale compositional and mechanical data. Additional responsibilities may include image processing, data organization, basic data analysis, and maintaining research records.

The student will work closely with the faculty mentor and experienced undergraduate researchers in a collaborative research environment. Regular participation in lab meetings and research discussions will help the student develop scientific communication and critical thinking skills. The student will also have opportunities to present research progress during the semester, gaining valuable experience in research presentation and teamwork.

We are looking for students who are responsible, motivated, detail-oriented, and interested in learning advanced microscopy and materials characterization techniques. Strong organizational skills, careful attention to detail, and willingness to learn in a hands-on research environment are important. Students should also be comfortable reading scientific literature and participating in research discussions.

Students from all majors are welcome to apply. This opportunity may be particularly well suited for students interested in Physics, Chemistry, Biochemistry, Materials Science, Mechanical Engineering, Biological Engineering, Biomedical Engineering, or related STEM fields.

Our research group and facility are committed to providing a supportive, collaborative, and hands-on learning environment for undergraduate students. New students receive individualized training in laboratory safety, microscopy techniques, experimental procedures, and research data organization/analysis. Students work closely with the faculty mentor and experienced undergraduate researchers, allowing them to gradually build confidence and technical skills through guided participation in ongoing research projects.

Regular lab meetings and research discussions provide opportunities for students to ask questions, share progress, and develop scientific communication skills. We value curiosity, teamwork, professionalism, and respect for diverse backgrounds and experiences. Student schedules are considered carefully to support a healthy balance between academics, research responsibilities, and personal commitments. Depending on the project needs, some data analysis and literature review activities may also be completed remotely.

Our goal is to help students gain meaningful research experience, develop practical technical skills, and explore future opportunities in graduate school, research, engineering, and related STEM careers.

Students are expected to contribute to the research efforts of the lab by conducting bioassays, extracting DNA/RNA, setting up PCRs (gene amplification) and gel electrophoresis to answer questions relating to vector biology. Additionally, some field work and rearing may be required.

Preliminary safety training will need to be done at the beginning of the program.

If interested, students will be able to contribute to teaching by supporting the instructor and students enrolled in the molecular entomology course.

Potential for outreach involvement (if available).

Previous experience in entomology is not required.

No prior experience in research is required either, but a positive attitude towards laboratory-based work, as well as curiosity and willingness to learn will be essential.

Students are expected to communicate with their mentor timely. Punctuality and accountability are strengths.

Due to the nature of the project, remote work will be difficult, but as a mentor, I am understanding and flexible as long as the communication is open.

I will teach all necessary techniques and send reading material when appropriate.

Students will be able to interact with the Insect Science Club, the undergraduate club of the department of entomology if they desire, as well as with the graduate students of the department for professional development opportunities.

I previously mentored or co-mentored 6 undergraduate students (including freshmen) and we had a positive experience. We stay in touch, which allows me to provide the support that they need in their career.

• Assisting with laboratory experiments, including cell culture, microfluidic device fabrication, and tissue engineering techniques.
• Gaining hands-on experience with microscopy, biomedical imaging, and image analysis.
• Collecting, organizing, and analyzing experimental data alongside graduate students and the faculty mentor.
• Participating in lab meetings, research discussions, and presenting research progress and findings at the end of the semester.

We are looking for students interested in biomedical engineering, biology, and human health. No prior research experience is required.

Students in our lab work closely with me, graduate students, and other undergraduate researchers in a collaborative and supportive environment. We recognize that first-year students are often new to research, so no prior experience is expected. Instead, we focus on mentorship, hands-on training, and helping students build confidence as researchers.

Responsibilities include locating, securing, and cataloging solo vocal repertoire written by Black composers suitable for undergraduate study and performance. Score analysis will include collecting and analyzing data for vocal range and tessitura. Students will regularly interact with Library resources and search engines. Additional research on poets represented in the repertoire may be required.

Students must be able to read music (treble and bass clef) easily. Interested students should like detail-oriented work. An interest in multicultural representation in the arts and literature is helpful. Students from any major can apply (but may be of special interest to students in Music, Music Education, Ethnic Studies, English, Library/Archives, and other related disciplines).

The student will work one-on-one with me in this research. I will demonstrate and provide examples of the work duties as well as a timeline for task completion. I welcome questions and conversations about the project and related topics. Remote work is possible with this project. I anticipate biweekly (sometimes weekly) check-in meetings to meet submission deadlines. I am happy to provide recommendations and reference letters for research partners. Previous student research partners have earned university, regional, and national recognition for their work on this project.

Student will assist graduate student evaluating edited lines in the laboratory and greenhouse. Specifically, student will collect plant samples for DNA extraction, PCR amplification and sequencing.

Once lines are confirmed through laboratory procedures, student will assist in planting rice seeds, inoculating plants with the bacteria and evaluating if the edited lines are more resilient to BPB than non-edited lines.

• Interest in laboratory research.
• Interest in agriculture and food security.
• Responsible, dependable and disciplined.
• Adaptable.
• Preferable students in STEM-related fields.

Student will be part of a welcoming community including faculty mentor, postdoc, 3 graduate students, 1 undergraduate student and 1 lab coordinator.  Faculty mentor will provide conceptual background to student and will define expectations, methods of communication and schedule. Student will meet with faculty mentor once a month.

Student will work side-by-side with graduate student who will provide specific training on all the activities.

Student will document daily activities and results.

To get the most out of this project, students will engage in many of the following activities:

• Read current literature on Orphan Trains
• Research primary and secondary sources, particularly those related to the development of the Orphan Train movement and children relocated to Nebraska
• Critically analyzing the documents to develop a research project that narrates the lived experiences of these children and the families in Nebraska who adopted them
• Expand their research project to develop posters and oral presentations for UNL’s Research Days in April, and potentially a paper that can be delivered at local student conferences.

This project welcomes students pursuing a degree in history  or a related field (sociology, women’s and gender studies, political science, psychology, anthropology) who are passionate about learning more about the Orphan Train movement and the children and families impacted by it in Nebraska.

Student qualifications/characteristics:

• An interest in the lives of children and families impacted by the Orphan Train movement
• A passion for researching historical events to better understand our past
• Excellent reading and writing skills
• Cultural sensitivity and the ability to respect the lived experiences of others
• An interest in archival and library research
• The ability to work independently, while also possessing a willingness to ask for help and direction
• Good time management and the ability to be flexible when necessary
• Students in the Honors Program preferred, but others will be given serious consideration

Dr. Ross is passionate about working with students and guiding them through the research process. She enjoys helping students develop a research plan that allows them to discover new information and critically analyze it for deeper understanding.  Much of this project involves spending time in libraries, archives, and digital repositories, where students will sort through documents and determine relevancy of the sources to piece together a narrative of children relocated to Nebraska as part of the Orphan Train movement.

Dr. Ross will meet regularly with students — usually once a week either at the library, the archives, or in her office — to review findings, ask new questions, and pursue emerging leads. While archival research is an important component, much of the work can also be done online, allowing students the flexibility to manage their own schedules.

A key part of this research experience is sharing findings with broader audiences. Dr. Ross works closely with students to help them prepare posters and oral presentations for UNL’s Research Days in April. She also mentors students as they develop an academic paper that can be presented at local student conferences.  These opportunities allow students to engage in public scholarship, refine their communication skills, and connect their research to real-world conversations.

Understanding the demands of student life, Dr. Ross is flexible around exams, significant assignments, and other academic responsibilities. She also prioritizes building a mentoring relationship with her students, organizing casual coffee or lunch meetings throughout the academic year. These gatherings provide space for discussing the project, sharing interests, and talking about students’ academic and career goals.

The project would consist of downloading data from the FireLog units and organizing the data.  We would then work with the student to provide the topographic information for the locations where the units were placed during the fire.  The next step is analyzing the temperature data with respect to the topography.  To do this we will first derive a few thermal variables, such as residence time of the flame at that location, the maximum temperature reached, and others.  These thermal variables will then be analyzed with respect to topographic position using correlations or simple linear models.

The student will be mentored throughout this process at every step of the way.  They would be able to present a poster at the Spring Research Fair and also at the School of Biological Sciences Research Symposium (or their home department's research symposium, such as the School of Natural Resources or the Plant Biology major).  Trainees will have the chance to attend lab meetings and learn about the graduate students' research in our group.

Students do not need any particular qualifications, because we will train and mentor them.  However, since this project mostly involves working with data, they should enjoy doing that!  So, they will gain experience working with Excel, as well as some statistical software.

My lab group is a very open, collaborative group, where everyone supports everyone else's success and growth.  My graduate students are exceptional scientists and people, and we enjoy mentoring young scientists!  Undergraduates from my lab group are currently working in ecological conservation or in graduate schools doing research of their own now.  As a first generation college student myself, it is my goal to make everyone feel welcome - we work hard and are dedicated to our science, the environment, and to everyone's growth and development.

The student will learn the difference between a systematic and traditional literature review, how to search for scientific information, collect and organize research from scientific publications in both journals and books, prepare text, tables, and figures for presentation and publication. The student will attend a meeting every other week with the faculty advisor and present monthly updates on their research findings.

A genuine interest in conservation research. Someone who can focus and work independently. Organized and thorough in their work. Clear communicator and eager to learn and disseminate the information they find.

I strive for a positive learning environment. I like to work with students to set reasonable goals based on their schedule and experience. I am here to help students learn how to be a professional, while still maintaining their individuality. Depending on how far the student wants to take this project, I will guide them through the process of research, publication, and presentation. I am okay with remote contact, as long as it is consistent. 

Responsibilities include reading and learning about international sporting events, training in the coding of media data leading to the collecting and analyzing data alongside faculty and other students. Trainees will also learn about ethical research practices. Trainees will attend weekly meetings and present relevant findings twice a semester.

Strong interest in sports media and/or international affairs. Good organizational and communication skills. Understanding of basic traditional social media functions would be helpful, but these can also be learned.

My goal is to foster a positive research environment where students develop research skills in both quantitative and qualitative methods which are both valuable in media research. I strive to create a team environment where all students contributions are valued and recognized. While much of the work can be done remotely and according to the students' schedule, I like to have weekly meetings to discuss progress, findings, and questions. A key part of the process is the presentation of findings, and I have helped students prepare posters and oral presentations for national and international conferences.

The most important aspect of the mentor relationship is creating a space for students to grow their intellectual curiosity and discover their own academic interests and passions.

Students will help with designing cognitive experiments and collecting data. They will also have opportunities to conduct literature review and data analysis and to disseminate findings.

We are looking for students who are curious about research and interested in engaging in hands-on learning. Students from different backgrounds are welcome to apply. We are looking for people interested in learning more about different steps in educational neuroscience research, including experimental design, data collection, data analysis, and scientific writing.

The Mind, Brain, and Education Lab conducts research that combines cognitive science, neuroscience, and education. The ongoing projects focus on the cognitive and emotional bases of STEM learning, with a particular focus on mathematics. We strive to maintain a collaborative and respectful lab environment where teamwork is the core value.

The student will receive training and experience with various methods of soil analysis. We use several methods of physical and chemical analysis in our lab, providing plenty of variety and opportunity for learning! Most of these methods involve hands-on work with soils. The student may also join the team in the field to collect soil samples and field data.

We are looking for students who are curious, responsible, and who have a love for nature and the outdoors. Most importantly, students must enjoy getting their hands dirty!

Students will develop a network of mentors by being a part of a lab group where you will work closely with other undergraduate students, graduate students, and a faculty mentor. We meet weekly as a lab group to discuss our research progress, ideas, and challenges. Students are invited to participate in field work as their schedule and physical abilities allow. Some field work is local and some involves overnight travel, providing ample opportunity to get out and explore the diverse landscapes of the Great Plains. We are a welcoming, supportive, hard-working, and fun lab group. 

Research social-impact organizations in the Midwest and translate findings into a map or visual document that shows the type of organization: a nonprofit, social enterprise, or B corporation.

Curiosity about the growing field of social-impact organizations such as nonprofits, social enterprises, and B corporations. Familiarity with Geographical Information Systems (GIS) and/or other online mapping and coding tools. The ability to conduct research and translate findings into visual data for the public.

My mentoring approach is to form a warm, trusting relationship with my mentee early on, whereby they feel comfortable embracing the journey of discovery and mastery. At first, students tend to be perfectionist and awkward with mentor/mentee relationships. My goal is to show them -- through my own journey -- that the art of learning is as beneficial as the final product itself. Much of this involves conversations not only regarding the semester project, but also my hard-won personal philosophy. I know what it is like to want to ""get it right"" the first time. But we rarely do!

Through a meaningful connection, my overarching goal is to set them up for their personal and professional journeys. We call this self-efficacy. This will involve mistakes, failure, and constructive learning. The more I can instill self-efficacy early on, my hope is they will be better able to adapt to life's circumstances.

However, this requires milestones and expectations. In the classroom, I hold students to deadlines. This is part of the "real world" and this will apply my mentorship as well.

• Learn general laboratory safety and organization;
• Prepare reagents and laboratory materials;
• Assist with skeletal muscle tissue processing;
• Learn protein quantification techniques;
• Perform and optimize western blot experiments;
• Organize and record experimental data;
• Assist with image analysis and quantification;
• Attend lab meetings and research discussions;
• Read introductory scientific literature related to muscle biology and mitochondria

• Interest in biomedical research, physiology, or molecular biology;
• Willingness to learn laboratory techniques;
• Strong attention to detail and organization;
• Ability to commit consistent weekly time in the laboratory; No prior research experience required

My goal as a mentor is to provide students with an early and supportive introduction to biomedical research. First-year students will gain hands-on laboratory experience while developing critical thinking, scientific communication, and problem-solving skills. I aim to create an environment where students feel comfortable asking questions, learning from mistakes, and gradually building confidence as young scientists. Through regular guidance and mentorship, students will learn not only technical skills, but also how scientific research contributes to understanding human health and disease.

Undergraduate Research Assistants who work on the project may participate in many aspects of the research process including: (1) study material development, (2) literature reviews, (3) data coding and data analysis, etc. In the 2026–2027 year, RAs will spend most of their time assisting with future project development, literature reviews, and assisting interdisciplinary research advancing access to civil justice. RAs attend bi-weekly lab meetings, may be asked to work specific hours, and are generally expected to complete the assigned work on time. In addition to the research experience, the CC&L lab provides professional development workshops and discussions.

The most important qualification is a keen interest in law-psychology, and in particular the desire to gain a better understanding of civil justice. (The best research experiences are the ones you are excited about!) Applicants should also be organized and willing to put in the necessary time to ensure attention to detail. Members of the lab typically work in an interdisciplinary team environment and are encourage to have good communication skills. General knowledge of social psychology and/or law are useful but not a requirement.

Students in this program will be integrated into the lab along with other undergraduate research assistants, graduate students, and myself. We meet biweekly as a large group to discuss ongoing projects, professional development, and generally check in on how everything is going in the lab. In addition, I meet individually, or in small groups with students, to advance individual projects. Students should expect an experience where they get to work closely with advanced graduate students and myself.

Students joining this project will gain hands-on experience in mathematics intervention research through a range of applied and collaborative tasks. Core responsibilities include learning to deliver evidence-based mathematics interventions with fidelity, preparing instructional materials, and collecting data during intervention delivery to support ongoing progress monitoring. Students are expected to attend weekly or biweekly lab meetings, come prepared to share updates on their work, and present progress in a clear and organized manner.

Demonstrate a genuine commitment to participating in a rigorous scientific project. This work requires students who are self-motivated and responsible, and a strong work ethic and willingness to invest sustained effort over the course of the project are expected of all team members. Prior experience in education, psychology, or a related field is welcomed but not required, what matters most is a sincere interest in mathematics education and research.

Students joining this project will receive structured training and ongoing mentorship to support their development as emerging researchers. Initial training will cover the background knowledge of evidence-based mathematics intervention, procedures for delivering interventions with fidelity, and protocols for data collection and management. Students will be mentored directly by the faculty mentor.

Also, students will become part of an active and collegial research community. Weekly or biweekly lab meetings provide a consistent space for collaboration and peer learning. The lab prioritizes an inclusive and supportive environment where all team members, regardless of prior research experience, are valued contributors. Students can expect to leave this project with applied research skills, a deeper knowledge of mathematics intervention, and hands-on experience working directly with K-6 students.

Responsibilities include reading and learning about reproductive biology, general lab maintenance, preparing materials for experiments, conducting experiments and analyzing data alongside graduate student mentors and the adviser. Trainees are expected to keep a thorough lab notebook, attend weekly lab meetings and present their progress twice a semester.

As scientists, we are strongly driven to understand why. Why do certain biological traits act in a specific fashion? Why do some animals have good characteristics whereas others have bad characteristics for a specific biological trait? Why are some animals fertile, whereas others are infertile? Our laboratory primarily focuses on biological mechanisms associated with reproductive traits. We are looking for students with an animal science, veterinary science or reproductive biology interest. Moreover, trainees should be detail-oriented, strong at reading and writing skills, enthusiastic to learn new skills and motivated to understand why.

Based on 25 years of experience teaching reproductive biology to undergraduate students and his involvement with the recruitment of high school students, Dr. White and members of his laboratory are highly relatable to students from different backgrounds and truly enjoy training/mentoring young people. Our laboratory works as a team, an attribute that is very important to successful scientific research. Weekly lab meetings help build teamwork and include fun events like birthday celebrations. New students in the laboratory work alongside graduate students and technicians to develop skills for conducting research experiments and analyzing the results. As trainees gain experience, they become more independent and can explore research questions specific to their interests. We realize that academics and extracurricular activities are very important to student success. So, we are also flexible with student course and activity schedules.

Responsibilities include general lab maintenance and assisting graduate students and other researchers with laboratory/museum collection protocols from sample organization to data collection (morphological and genetic), specimen preparation (i.e. preparing museum skins) for research and archival in the zoology collection, and analysis. There is a potential project to help digitalize (photograph) the zoological collection if desired. Student researchers will be expected to keep an organized and detailed lab/collection notebook. The position will be split between the SNR Conservation Genomics Lab and the Nebraska State Museum Zoology Division but can adjusted depending on student's interests and project needs.

We are looking for students with an interest in conservation genetics and biological sciences, wildlife, or fisheries. Potential students should be detail-oriented, hard-working, have strong organization, and be excited to learn new skills. Student researchers must be willing to work independently, in a team setting and alongside other students to help solve problems.

The SNR conservation genomics lab and State Museum Zoology Division has fostered an environment where students can be creative, support each other, and can explore career paths. Students supporting students provide the laboratory members with a foundation for personal and professional support network as they continue their professional career in STEM. As such, our lab is a team-oriented environment which is predicated on group learning. Incoming students will be working in a genetics lab and museum collection composed of young researchers at various stages of their career from other undergraduates just starting out to faculty members.

Students typically start assisting more experience researchers or help with smaller projects such as molecular sexing birds, using classical DNA sequencing techniques for species ID, or specimen preparation to help learn how to take morphological measurements and learn anatomy. As students' skills progress, students are afforded leadership roles by training other students in laboratory methods regardless of class standing and is based on experience.

Responsibilities will include reading and learning about the impacts of natural hazards on agricultural communities, reviewing and creating geospatial datasources and aerial imagery, analyzing data alongside research team.

An interest in the impacts of natural hazards on our communities. Willingness to learn and use GIS software.

Flexible work schedule and workplace. Office and desktop can be provided, if helpful, but remote work is most welcome. Will involve close mentorship of faculty mentor with secondary mentorship from graduate and other undergraduate students.

Responsibilities may include assisting with drone-based data collection, organizing and reviewing imagery, helping annotate datasets for artificial intelligence applications, exploring 3D models and digital twins of railroad infrastructure, conducting basic data analysis, and participating in weekly research meetings. Students may also assist with outreach activities, visualization projects, and demonstrations involving virtual or augmented reality technologies. No prior research experience is required.

Students from any major are encouraged to apply. Ideal candidates are curious, dependable, willing to learn new technologies, and interested in solving real-world problems. An interest in engineering, transportation, drones, mapping/GIS, computer science, artificial intelligence, video games, virtual reality, or emerging technologies may be helpful, but no prior experience is necessary. Training will be provided.

Students will work closely with Dr. Richard Wood, graduate student mentors, and other members of the research group and project team. Training will be provided in drone operations, image analysis, 3D modeling, and artificial intelligence workflows. Regular meetings and one-on-one mentoring will help students build technical skills, confidence, and professional experience. Students will become part of an active research group that values teamwork, curiosity, and professional growth. Flexible scheduling is available to accommodate academic commitments, and students will have opportunities to interact with industry partners, transportation professionals, and researchers from across the College of Engineering.

• Come to in person meeting.
• Do some programming work.
• Read relevant materials.
• Learn how to explore the unknown.
• Learn how to be better than AI.

Be responsible, and be aware of the timeline. Have passion and true curiosity.

• In person teaching and learning.
• Directly work with the professor.
• Support to formulate your own project pathways.
• Long term support in research and job hunting.

Responsibilities include reading and learning about virology, immunology, and molecular biology, with a focus on Epstein-Barr virus (EBV) and its interactions with the human immune system. Students will assist in conducting experiments, such as cell culture, PCR, and protein analysis, under the guidance of graduate students and the principal investigator. Tasks also involve collecting and analyzing data, maintaining lab records, and preparing materials for experiments. Students will participate in basic lab maintenance, including equipment care and inventory management.

Enthusiasm for biology, medicine, or public health. Curiosity about viruses and the immune system. Interest in scientific discovery and its impact on human health. Strong attention to detail and willingness to learn new techniques. Good organizational skills and reliability. Ability to work in a team and communicate ideas clearly. Comfort with basic math and data analysis.

Students from any major can apply, but may be especially appealing to those interested in biology, biochemistry, pre-med, or related fields. We welcome applications from all backgrounds, particularly students underrepresented in STEM or first-generation college students.

In our lab, we foster a supportive environment where every student's contribution is valued. As your mentor, I'm committed to guiding you through virology and immunology research, ensuring you gain hands-on experience and develop critical thinking skills. Our team works collaboratively to support your learning and professional development through lab meetings and flexible scheduling to accommodate your classes. We take pride in helping students build strong foundations for their future careers, with many alumni entering top graduate and medical programs.