Opportunities

The Department of Psychology currently has several positions, paid and unpaid, available in our labs. 

Postdoctoral Fellowships

Postdoctoral Position in Diffusion Tensor Imaging for Brain Ark
Psychology Department
Emory University, Atlanta, GA

Despite the advances in neuroimaging tools, they have not been widely applied to the brains of non-human animals. Apart from humans, non-human primates, rats and mice, almost no information exists about the connectivity of other species’ brains. For example, what is it in a tiger’s brain that makes it a tiger? Or in a bear’s brain that makes a bear? The relationship between brain and species is fundamental to understanding the evolution of the nervous system, and can illuminate sensory, motoric, and cognitive adaptations that help situate each species in its ecological niche. A postdoctoral position is available in the Canine Cognitive Neuroscience Laboratory at Emory University. We are using diffusion tensor imaging (DTI) in opportunistically-acquired brain specimens of a wide range of mammals to construct a digital “Brain Ark.” The successful candidate will join a dynamic environment with a dedicated 3T research scanner, supercomputing cluster, and collaborations across multiple disciplines. Prior DTI experience is required, and a strong computational background is desirable. To apply for this position, please go to http://apply.interfolio.com/41710 AA/EOE.

For more information about the position, please contact directly:

Gregory S. Berns, M.D., Ph.D.
Distinguished Professor of Neuroeconomics and Psychology
Director, Facility for Education and Research in Neuroscience

URLs:  brainark.org and www.neuropolicy.emory.edu
Email:  gberns@emory.edu

Research Assistants

Research Assistant Positions Available
Summer/Fall 2018

The Spatial Cognition Lab in the Child Study Center at Emory University is looking for highly dedicated Research Assistants (RAs) to begin starting summer of 2018 and to continue into the fall and/or spring. 

Who we are:

The Spatial Cognition Lab seeks to answer a variety of closely related questions. Here are some examples: How do humans represent our bodies in space? How do humans acquire knowledge about the physical world? What do visual illusions tell you about our perceptual systems? What is the relationship between abstract reasoning (e.g., mathematical ability) and spatial representation? Are children born with an ability to represent abstract relations, or does this ability develop over time? You can read about specific studies on our website: http://www.psychology.emory.edu/cognition/lourenco/lab/ 

An ideal candidate should meet the following requirements:

- Strong academic record

- Good communication and interpersonal skills

- Experience working with infants, children, and parents is an asset

- A desire to continue education beyond the undergraduate degree

- An interest in developing research skills in cognitive and developmental psychology

- Programming experience is beneficial but not required.

- Able to commit to our lab for approximately 8-10 hours/week (time will vary) for at least the next two semesters. 

As an undergraduate RA, you will: 

  • Help with recruiting participants and collecting data
  • Assist with scheduling and other administrative tasks in the laboratory
  • Have the opportunity to engage with multiple stages of the experimental process
  • Attend lab meetings to participate in the discussion of current research issues and studies 

Duration: ongoing, minimum two semesters 8-10 hours/week. Academic credit can be arranged. 

This is a fantastic opportunity for the right candidate to develop research skills as an undergraduate, which is important if you are considering graduate school or professional schools. 

To apply, please send an email with ‘Spatial Lab RA Application’ in the subject line to Spatial Lab (spacelb@emory.edu) with:

  • A brief paragraph explaining your interests
  • A resume/CV highlighting your relevant experience and skills
  • Unofficial transcript (screenshot is fine) 

Submission deadline: Wednesday, May 2nd. We look forward to hearing from you!


VOLUNTEER RESEARCH ASSISTANT POSITION

Summer 2018
Dilks Lab, Department of Psychology
 

The Dilks Lab at Emory University is looking for a Research Assistant to begin in Summer 2018. The Dilks Lab investigates how the visual brain is organized, how this organization gets wired up in development, and how it changes in adulthood. To address these questions, we use a variety of methods, including psychophysics, fMRI, and transcranial magnetic stimulation (TMS), as well as a variety of populations, including typical children, typical adults, and individuals with developmental disorders such as Williams Syndrome and Autism. The Research Assistant for Summer 2018 will primarily focus on projects investigating the development of the visual system, both using behavior and fMRI.

 The ideal candidate has:

  •        Strong math/programming/computational skills
  •        An interest in working with children
  •        Excellent academic credentials
  •        Outstanding organizational skills
  •        A desire to continue education beyond the undergraduate degree,
  •        A clear interest in developing research skills

Candidates must be able to commit 10-12 hours per week to our lab, and must be able to continue this commitment for at least one year. This is not a paid position, but academic credit can be arranged. 

This is a fantastic opportunity for the right candidate to develop research skills as an undergraduate, which is critical if you are considering graduate or medical school. If you think your qualifications and interests would be a good fit, send a resume to fkamps@emory.edu. In your email, please include i) undergraduate courses taken in psychology, neuroscience, or related fields, along with the grades you earned in those courses; ii) any relevant experience with research, programming, or math; and finally iii) a brief statement of why you are interested in working in the Dilks Lab. We look forward to hearing from you!

For more information about the Dilkslab, visit our website at: https://secure.web.emory.edu/psychology/dilks/main.php


RESEARCH ASSISTANT POSITION AVAILABLE

We are currently conducting a study examining individual difference correlates of peripersonal space perception in the psychology department, and we are in need of research assistants to help us run the experiment next semester. In order to effectively conduct the experiment, we need both male and female research assistants. Currently, we have female research assistants, so we are looking for male research assistants at this time. We are also looking for individuals who can dedicate six hours minimum per week to the study. There will be opportunities to help with data analysis and the research project in addition to helping run participants. 

If you are interested in this research opportunity, please send your CV and a brief statement of interest to sbowes@emory.edu. We will then schedule times to conduct brief interviews. We look forward to hearing from you!


The Halle Institute for Global Research and Learning and the Fox Center for Humanistic Inquiry are pleased to announce the new Halle Institute--FCHI Undergraduate Global Research Fellows Program. The program will offer up to six Fellowships during Summer 2018 to support research outside the United States for juniors in any school (Arts and Sciences, Business, and Nursing) contemplating honors theses or other types of senior capstone projects with humanistic components. 

Global Research Fellows will receive up to $4,000 to conduct summer research during Summer 2018; in the fall, the Fellows will be expected to participate in the intellectual life of the FCHI and the Halle Institute and in a monthly research seminar with the Directors of the Halle Institute and the Fox Center. Global Research Fellows are expected to graduate in Spring 2019. 

Please note that the capstone project could be any research project alternative to the honors thesis—for example, an extended research paper written under the supervision of a faculty member with whom the student wishes to work closely. 

Please find complete information and the application at fchi.emory.edu. Applications are due February 5, 2018. If you have any questions, please contact Tye Tavaras at the GSI/Halle Institute (t.tavaras@emory.edu) or Keith Anthony at the FCHI (keith.anthony@emory.edu).


RESEARCH ASSISTANT POSITION AVAILABLE

Spring 2018
Infant and Child Lab 

The Emory Infant and Child Lab, directed by Dr. Philippe Rochat, is looking for Research Assistants (RA) starting in Spring 2018. Excellent academic credentials and a clear interest in developing research skills are required. Candidates must be able to commit at least 9 hours per week working at the Lab, with a minimum 1 year (2 semesters) commitment. This is not a paid position, but 3 academic credits per semester can be earned, with potential for more. 

The Infant and Child Lab investigates social and cognitive development across cultures. There are a variety of studies going on at the lab at any given time. Each study is designed with the intention of learning more about cognitive and behavioral development in infants and young children between birth and 12 years old. Our current studies focus on sharing, negotiation, and self-other discrimination, evaluation in early development and more. For more information on the Rochat lab and our current studies, please visit our website at: http://www.psychology.emory.edu/cognition/rochat/lab/

This is a great opportunity for the right candidate to develop research skills as an undergraduate, which is critical if you are considering graduate or medical school. If you think you might be interested and a good fit, please fill out and send an application and either a CV or resume to Natalie.eldred@emory.edu.

We look forward to hearing from you!

Volunteers

External Opportunities

Seeking RESEARCH ASSISTANTS for Summer 2018

The PARK Lab at Georgia Tech is looking for exceptional research assistants for paid and volunteer positions (dependent on experience) for summer 2018. Great position for someone interested in I/O psychology!!!

Requirements:
-Strong GPA
-Cannot be a graduating senior
-Must be able to work in our lab office in Midtown-Atlanta
-Background in one or more of the following areas: research design, statistics, computer programming, or psychology

Benefits:
-Flexible schedule
-Detailed letters of reference
-Learn about careers and graduate programs in psychology
-Gain research experience relevant in graduate admissions

For more information/apply: www.kanfer-ackerman.gatech.edu/volunteer 


 

NYU School of Medicine
The Anxiety and Complicated Grief Program led by Dr. Naomi Simon
Research Coordinator - 
Summer 2018 

The Anxiety and Complicated Grief Program led by Dr. Naomi Simon at NYU School of Medicine is seeking applicants for a Research Coordinator position to start in Summer 2018. Please click here or contact contact Rebecca Lubin at rebecca.lubin@nyumc.org for more information.


Columbia Business School
Research Internship Program - Summer 2018

Columbia Business School is seeking outstanding applications for the 2018 Summer Research Internship program. The highly selective program provides an intellectually stimulating environment and introduces the interns to the world of business research. Under the guidance of Columbia Business School’s leading faculty, interns will take an active role on a research project in one of the following areas: accounting, economics, finance, marketing, management, decision sciences, operations, and data analytics. This is a multi-disciplinary program and candidates from all majors are encouraged to apply.

The internship program is designed for undergraduate students at the end of their sophomore or junior year and first year Master Students. Exceptional students from other classes are considered on a case-by-case basis. Several of the top interns have gone on to leading MS and PhD programs in Economics, Finance, Computer Science, and Data Sciences. Many have been selected to join CBS full-time as a full-time Research Associates. All prospective interns must have the following qualifications:

Enthusiasm for research, intellectual curiosity, and excellent communications skills
The ability to learn new concepts and tools and apply them to your projects 

Skills for Quantitative Projects

Most Economics, Finance, and Accounting (and economics based management and marketing) projects require:
Strong background or major in econometrics and statistics
The ability to run regressions using statistical packages such as STATA or R

Quantitative projects in Management, Marketing or DRO require:
Background or major in mathematics, computer science, or engineering
Strong programming background (C/C++, Python, R, or Matlab, etc.)
Some projects may require the ability to do text processing using Python or Perl familiarity with basic machine learning algorithms 

Skills for Behavioral projects in Management or Marketing
Interest in behavioral experiments – background or major in Psychology
Knowledge of SPSS, some projects may require knowledge of Python or R 

The program runs from May 27, 2018 – July 28 or August 4, 2018 (final dates to be determined). On-campus housing and a stipend will be provided. To apply, please fill out the application form at the following website: https://www8.gsb.columbia.edu/programs/doctoral-program/research/summer-research-internship. The Application Deadline is 11:59pm EST on March 1, 2018. Applications will be reviewed on a rolling basis. The application process is highly competitive, only qualified candidates will be contacted for an interview. summerintern@gsb.columbia.edu


Johns Hopkins University
Laboratory for Child Development
Summer Internship Program - Summer 2018

Applications are now being accepted for the 2018 Johns Hopkins University Laboratory for Child Development’s annual Summer Internship Program. Summer interns will receive close mentorship by faculty, post docs, and graduate students, and will learn all aspects of cognitive development research. Under the direction of Drs. Lisa Feigenson and Justin Halberda, the Lab is currently investigating a range of issues including memory development, numerical abilities, logical reasoning, and language acquisition, in populations including young infants, toddlers, preschoolers, and adults. 

Summer interns participate fully in all aspects of research, including recruiting participants, testing infants and children in behavioral tasks, coding children’s testing sessions, analyzing data, and interpreting results. Interns also participate in guided readings of developmental literature, and attend laboratory meetings in which we discuss ongoing projects or current issues in the field of cognitive development. Students will work primarily in the Psychological & Brain Sciences building of Johns Hopkins University in Baltimore Maryland, and may also work at our testing site at the Maryland Science Center at Baltimore’s Inner Harbor.

2018 will be the 13th year of our annual summer program, which has been enormously successful in instilling students with a love of basic research, preparing them for graduate study, and forming friendships that last well beyond the duration of the program. 

Summer interns have daily contact with children and their parents, and as such must be mature, articulate, and comfortable communicating with others. Successful candidates will also be able to demonstrate enthusiasm for the research being conducted, a strong work ethic, and an excellent academic record.  Desirable background experience includes coursework in developmental and/or experimental psychology, computer skills, an ability to work in a highly collaborative, team-oriented environment, and previous research experience. 

The 2018 Program will begin on Monday, June 4 and will end on Friday, July 27 and will be full-time (roughly 9AM to 5PM, with some flexibility).  Interns will receive either course credit or a stipend. To apply, please email a completed application (available on the lab website), cover letter explaining your interest in and qualifications for the position, unofficial academic transcript, and two letters of recommendation to: jhulcdapplications@gmail.com. The deadline for applications is Friday February 23, 2018. Candidates will be notified of decisions at the end of March.

Inquiries can be directed to Alex Silver, Lab Manager: jhulcdapplications@gmail.com. Information can also be found on the lab website: http://www.psy.jhu.edu/~labforchilddevelopment/ 


Georgetown University
The Laboratory for Relational Cognition
Lab Manager & Study Coordinator

The Laboratory for Relational Cognition at Georgetown, directed by Dr. Adam Green, is seeking a full-time lab manager and a half-time study coordinator to contribute to neurocognitive research on learning, reasoning, and creativity in high school students and young adults. For more information on the lab, see our website. For more information on the positions, please see the attached description. With any questions, please contact Nhi Dinh at cnglab@georgetown.edu.

Lab Manager Position

Research Coordinator Position


Yale University School of Medicine
Yale Child Study Center
Research Fellowships - July 2018

The Yale Early Social Cognition Lab at the Yale Child Study Center is interested in recruiting highly qualified students for exciting pre-doctoral fellowships for current graduates or graduating seniors. The positions will commence July 2018.

  1. Yale Fellowship in Developmental Psychopathology and Social Neuroscience

Successful applicants will be involved in a 2-year training program involving clinical research experience. The primary training experience will be in daily activities related to behavioral, psychophysiological, eye-tracking and neuroimaging studies of infants and toddlers with and without autism. With research mentorship, selected applicants will be expected to guide a pre-determined project of research from the point of data collection through analysis and publication of results. 

Interested students should send cover page, CV, official transcripts, and personal statements no later than January 15, 2018 in order to be considered for the position. Letters of recommendation are due by January 29, 2018.  Additional information about the lab can be found on our website:  http://www.childstudycenter.yale.edu/yescog/ 

Questions regarding the Yale Fellowship in Developmental Psychopathology and Social Neuroscience may be directed to Dr. Suzanne Macari at yescog@yale.edu

  1. Yale Fellowship in Translational Technologies in Development

The recipient of the fellowship will be involved in a 2-year training program in data science, cutting-edge computational technologies in a clinically based developmental disabilities research lab.  The primary experience will be in daily activities related to training in rapid prototyping and robust development of translational technologies, which may include eye-tracking technologies, image processing, physiological sensing technologies, machine learning projects and experimental paradigms. With research mentorship, selected applicants will be expected to guide a pre-determined project of research from the point of data collection through analysis and publication of results.

Interested students should send cover page, CV, official transcripts, and personal statements no later than January 15, 2018 in order to be considered for the position. Letters of recommendation are due by January 29, 2018.  Additional information about the lab can be found on our website:  http://www.childstudycenter.yale.edu/yescog/ 

Questions regarding the Yale Fellowship in Translational Technologies in Development may be directed to Dr. Quan Wang at quan.wang@yale.edu.


Florida International University
Center for Children and Families
Summer Treatment Program
2018 Counselor Positions 

The Center for Children and Families at Florida International University announces Summer Treatment Program Counselor positions for 2018. The Summer Treatment Program (STP) provides services to children with Attention-Deficit Hyperactivity Disorder (ADHD), Conduct Disorder, Oppositional-Defiant Disorder, learning problems, and related behavior problems. The program provides treatment tailored to children's individual behavioral and learning difficulties. Counselors will work in the STP-PreK, for children in preschool or entering Kindergarten, or the STP-E, for children ages 6-12 in elementary school. Opportunities are also available for applicants interested in working with children at-risk for pediatric obesity through the Healthy-Lifestyle Intervention Program (HIP). The Center for Children and Families is directed by William E. Pelham, Jr., Ph.D., who is a Distinguished Professor of Psychology and Psychiatry at Florida International University. Paulo Graziano, Ph.D., and Katie Hart, Ph.D., are the Program Directors for the STP-PreK, and Erika Coles, Ph.D., is the Program Director for the STP-E. 

The dates of employment for the Counselor position are Monday, June 4, 2018 through Saturday, August 11, 2018. Counselor hours of employment are 7:00 AM to 7:00 PM, Monday through Friday, and on Saturday, August 11. In addition, Counselors continue to work with the children until 8:30 PM one evening each week while parents participate in weekly parent training groups. 

Counselors are paid a salary of $4,000 for the summer. In addition, current students may be able to arrange for academic course credit through their university departments.

In each of the programs, children and counselors are assigned to groups that remain constant for the duration of the program. Each group consists of four or five counselors and 10 to 15 children of similar age. Children participate in a variety of classroom-based and recreational activities. Staff members implement an extensive behavior modification treatment program during all program activities. The behavior modification program includes feedback and associated consequences for positive and negative behaviors, daily and weekly rewards for appropriate behavior, social praise and attention, appropriate commands, and age-appropriate removal from positive reinforcement. Counselors will also be responsible for recording, tracking, and entering daily records of children’s behavior and response to the treatment. Counselors will work under the supervision of experienced faculty and staff members and will receive regular feedback about their performance. A brief description of daily activities for each program follows: 

  • Counselors in the STP-PreK deliver the treatment components within both classroom and recreational contexts. Counselors will assist in the following each day: (1) leading an academic center (i.e., English/Language Arts, Math, Science, Writing); (2) leading a sport (i.e., soccer, kickball, teeball); (3) delivery of treatment components during large group instruction periods; (4) assisting in the delivery of an evidence-based reading intervention; and (5) tracking the daily behavioral progress for assigned cases. Within the STP-PreK, we serve children with and at-risk for ADHD and related learning problems and disruptive behavior disorders. Sports experience or teaching experience is not a requirement for the STP-PreK program.
  • Counselors in the HIP will assist in the following each day: (1) leading and/or supporting daily structured and non-structured physical activities; (2) supporting large- and small-group literacy and academic development; (3) supporting daily social skills and emotional development activities; (4) supporting daily nutritional activities; and (5) implementation of behavioral treatment program and tracking daily behavioral progress for assigned cases. Sports and active exercise experience is a requirement.
  • Counselors in the STP-E deliver the treatment components during daily sports-based recreational periods in which children practice and play soccer, teeball/softball, and basketball. Counselors plan and conduct skill drills to address children’s specific skill deficits, provide appropriate coaching, assess children’s knowledge of the game rules and procedures, model appropriate sports skills, and encourage and reinforce appropriate effort, sportsmanship, leadership, and teamwork. All counselors are required to be familiar with the rules and fundamentals of each sport and will be expected to model appropriate skill and enthusiasm. Counselors also assist with daily social skills training sessions, conduct problem solving discussions as necessary, and assist with the implementation of daily report cards and individualized treatment programs. In addition, Counselors organize, prepare and lead weekly Fun Friday activities such as video games, water slides, and field day activities that serve as reinforcers for children who met their behavioral goals for the week. Most of the daily activities take place outdoors and counselors are physically active throughout the day. Counselors in the STP-E spend a substantial amount of time coaching and teaching children sports rules and skills. Therefore, previous experience in teaching, refereeing, or coaching children is preferred. Counselors will be required to transport, setup, and breakdown sports equipment used in games, drills, and recess activities. 

Prior to the start of employment, Counselors will be required to read the applicable treatment program manual and to be extensively familiar with behavior modification program and rules and procedures for daily activities, including the rules and fundamentals for the sports played in the program and other daily activities. Counselors will be required to memorize, verbatim, information such the operational definitions for the behavior modification system categories, activity rules, rules for classifying behaviors, and other related information. Counselors will need to spend a significant amount of time preparing prior to the start of employment.

During the first two weeks of employment, Counselors will participate in a variety of training activities. Training will consist of lectures, slide and video presentations, testing, and daily active role-plays during which staff members will act as counselors and children during activities such as games, drills, discussions, and time out. On the last day of employment, Counselors will complete rating scales regarding progress children made in the program and children’s response to treatment. In addition, Counselors will prepare and summarize information to be included in children’s final treatment reports.

The Summer Treatment Program has been conducted at Florida State University from 1980 to 1986; at Western Psychiatric Institute and Clinic from 1987 to 1996; at the University at Buffalo from 1997 to 2009; and at Florida International University since 2010. The STP was named as a Model Program for Service Delivery for Child and Family Mental Health by the Section on Clinical Child Psychology and Division of Child, Youth, and Family Services of the American Psychological Association. The STP has also been used in clinical trials conducted under the auspices of the National Institute of Mental Health, has been named a Model Program in Child and Family Mental Health by the American Psychological Association and SAMHSA, and has been named a program of the year by CHADD, the national parent advocacy group for children with ADHD. The STP has been listed in SAMHSA's National Registry of Evidence-based Programs and Practices.

Experience in the STP may be helpful to prepare students for further study or employment in the fields of education, mental health, physical education, pediatrics, psychiatry, recreational therapy, behavior analysis, social work, counseling, and related areas. Staff members have uniformly reported the experience to be the most demanding but also the most rewarding clinical experience of their careers.

Desired qualifications for Counselors include: undergraduate-level study in Psychology, Education, Behavior Analysis, Social Work, or related field; experience working with children or adolescents in settings such as summer camps, after-school programs, sports programs, daycare programs, and educational programs; and experience with activities such as organized sports activities, art, music, dance, theater, journalism, photography, and videography.

Additionally, participation in the STP requires staff members to ensure the safety, well-being and treatment of children and adolescents with mental health, learning, attention and behavior problems. Staff must be able to visually scan the environment, effectively attend to and hear verbal exchanges between children, provide neutral, corrective feedback on children’s misbehavior (which can include aggression), provide a consistent, warm, positive climate for children, and actively engage in sports and physical activity. Applicants must be able to meet the above requirements of the position.

All finalists must clear a Criminal Background Check initiated by the Division of Human Resources at FIU before an offer of employment will be made. All finalists must be digitally fingerprinted and cleared by the FIU Division of Human Resource before beginning assignment.

Employees placed on Temporary Appointments are not eligible to participate in employee benefit programs (i.e., paid leave, health insurances, etc.) but are enrolled in the FICA Alternative plan.      

Florida International University is a member of the State University System of Florida and is an Equal Opportunity, Equal Access Affirmative Action Employer. 

Applications for STP positions will be accepted beginning in October, 2017. There is no cutoff date for applying. Applications received after all positions have been filled will be placed on a waiting list. Positions are competitive so interested individuals should apply as soon as possible. 

For detailed descriptions of each program, and to apply for this position, please visit https://ccf.fiu.edu/opportunities/summer-treatment-program-opportunities-and-training/


NSF-REU Site: Comparative and Developmental Origins of Social Cognition at Yale

Dates: June 4- August 10, 2018

The Canine Cognition Center and Social Cognitive Development Lab are seeking applicants for a summer 2018 NSF-REU program. The REU program is supported by an award from the U.S. National Science Foundation (Award #1659085) to Yale University as part of the Research Experiences for Undergraduates Program.  The broad goal of the Comparative and Developmental Origins of Social Cognition REU Site is to provide students from under-represented backgrounds with joint training in developmental and comparative psychology research. Students will gain experience investigating the origins of human social cognition from two different but related perspectives: developmental studies testing human children’s social understanding and comparative studies examining social cognition in domesticated dogs. The REU is coordinated by Psychology professors Dr. Laurie Santos and Dr. Yarrow Dunham. 

REU students will have a rare opportunity to participate in all aspects of the research process: research design, subject recruitment, stimulus generation, data collection, data entry, coding, and statistical analysis. In addition, students will have the opportunity to interact as colleagues: participating in weekly lab meetings, reading current literature, contributing to theoretical discussions regarding the comparative and developmental origins of social cognition, and attending a professional development series focusing on topics such as applying to graduate school, getting the most out of your undergraduate career, etc. Students will meet weekly with a graduate student mentor, and the PI and co-PI will attend bi-monthly social events. The REU Fellowship includes a $500/week stipend and can cover limited travel costs. 

To be eligible for the Yale REU program, applicants must:

  • be a U.S. citizen or permanent resident
  • be a full-time undergraduate student and return to their institution after the internship
  • have experience or be comfortable working around dogs
  • commit to the 40 hr/ week 9-week internship, which will include at least some weekends

Women and members of underrepresented groups are especially encouraged to apply. NSF defines underrepresented groups as Alaska Natives, Native Americans, Blacks or African Americans, Hispanics, Native Hawaiians, and other Pacific Islanders, and Persons with Disabilities. Applicants who are first generation college-going (neither of their parents graduated from college) and/or geographically isolated (separated by geographic barriers or distance) are also of special interest. 

For more detailed information and for our application, visit https://doglab.yale.edu/NSF-REU. For any specific questions, feel free to email canine.cognition@yale.edu.