TRIALS Law Summer Program

“Trials is a unique partnership of NYU School of Law, Harvard Law School, and the Advantage Testing Foundation. It is a fully subsidized summer study program for students of modest means whose backgrounds are currently underrepresented at the nation’s top law schools.

For five weeks in the summer, Trials students take residence at Harvard or New York University. The residency alternates from year to year.

Each week, senior instructors from Advantage Testing prepare Trials students for the LSAT by deconstructing the test and presenting a step-by-step approach to each question type. Students maintain a rigorous practice testing schedule, frequently sitting for full-length official LSATs under simulated testing conditions. Working closely with their instructors, students learn to develop an individualized study plan, focus their preparation, and apply the core principles they master.

Trials students also attend lectures presented by prominent lawyers, public figures, and legal scholars, including distinguished faculty from both NYU Law and Harvard Law School. These lectures provide a wide-ranging introduction to the study and practice of the law while giving students the opportunity to ask specific questions related to their particular fields of interest.

Perhaps most important, Trials allows students to experience communities similar to those they will encounter in law school. Students form study groups to challenge, motivate, and inspire one another. In lunches with instructors and speakers, students can take part in informal discussions to learn more about the law, their peers, and themselves.

Finally, Trials is committed to taking full advantage of the resources of its host locations. Students enter the field in Boston and New York City to meet with and observe lawyers at work, garnering practical experience that complements the academic curriculum.”




Program Description:  The NIH Postbac IRTA program (CRTA, Cancer Research Training Award, in the National Cancer Institute) provides recent college graduates who are planning to apply to graduate or professional (medical/dental/pharmacy) school an opportunity to spend one or two years performing full-time research at the NIH. Postbac IRTAs/CRTAs work side-by-side with some of the leading scientists in the world, in an environment devoted exclusively to biomedical research. The NIH consists of the 240-bed Mark O. Hatfield Clinical Research Center and more than 1200 laboratories/research projects located on the main campus in Bethesda, MD and the surrounding area as well as in Baltimore and Frederick, MD; Research Triangle Park, NC; Hamilton, MT; Framingham, MA; and Detroit, MI.

You can identify NIH investigators with projects that interest you by searching the NIH Intramural Annual Reports. Use the text search feature to find project descriptions that contain the key words you enter.  You can then find contact information for the investigators in the NIH Enterprise Directory.

Each postbac has a scientific “home” in the NIH Institute or Center (IC) of his/her principal investigator (PI).  The IC manages all of the administrative details of the postbac appointment and the IC training office provides a variety of scientific and career enrichment activities.  The NIH-wide Office of Intramural Training & Education sponsors a wide range of career and professional development activities for postbacs, including skills workshops on topics such as oral and poster presentations and reading a scientific paper; workshops on getting to graduate school and getting to professional school; career exploration sessions; a Graduate & Professional School Fair; and Postbac Poster Day. The NIH provides a wealth of additional scientific seminars.

Eligibility: The Postbac IRTA/CRTA Program is for college graduates who received their bachelor’s degrees less than two years prior to the date they begin the program. To be eligible, candidates must be U.S. citizens or permanent residents. In addition, they must intend to apply to graduate or professional school during their tenure in the program. The general expectation is that applicants will have received their bachelor’s degrees from accredited colleges or universities in the U.S. U.S. citizens whose degrees are from other nations may apply for a waiver of this requirement. Permanent residents must have received their bachelor’s degrees from accredited U.S. institutions to be eligible to participate.”

College Advising Corps Fellowship

“The College Advising Corps (CAC) at Brown University is a full-time AmeriCorps program that seeks to increase the number of first-generation college bound, low-to-moderate income, and underrepresented high school and community college students who enter and persist in college and earn bachelor’s degrees.

The CAC achieves this mission by placing recent college graduates to serve as full-time College Advisers in under-served schools across Rhode Island. College Advisers provide college application and financial aid guidance to students and their families while fostering a culture of college attendance and higher education in Rhode Island’s urban communities. The CAC currently serves students at 13 high schools in 6 school districts as well students at the Community College of Rhode Island.

This posting is for several, full-time College Advisers to serve CAC partner schools across RI. The position begins August 1, 2016 and runs through June 30, 2017.

Compensation will include a gross taxable living allowance of $17, 000 for the program year, an education award, and health insurance.

The position requires a commitment to complete one full program year (August through June). Minimum daily hours are 8:00AM to 4:00PM depending on school and program training schedules.”

Deadline Friday April 8th

Civic Engagement Fellowship- Hope Reichbach Fund Fellowship

“The Hope Reichbach Memorial Fund provides scholarships for students who take internships in civic leadership and community organizing.  The Fund aims to continue Hope Reichbach’s legacy of progressive values and passion for Brooklyn.

Candidates must have completed their freshman or sophomore year of college; show demonstrable financial need; excel academically; are active in their communities; show leadership potential, have an interest in mentorship and professional development; are passionate about social change and community and public service work, and are interested in interested in working in Brooklyn-based organizations. Each student will receive $300 per week of full time work.  Internships must run between 8-12 weeks long.”

Cultural Resources Diversity Internship Program


The Cultural Resources Diversity Internship Program provides a career exploration opportunity for diverse undergraduate and graduate students ages 18-25 in historic preservation/cultural resources work. The program places interns with National Park Service park units and administrative offices, other federal agencies, state historic preservation offices, local governments, and private organizations. Intern sponsors provide work experiences that assist interns with building their resumes in this field.

This program serves two purposes:

(1) Diverse undergraduate and graduate students ages 18-25 gain exposure to and experience in the historic preservation/cultural resources field.

(2) National Park Service and partnership organizations have the opportunity to meet promising young people who might choose to work in the field.

Internships are offered during the summer (10 weeks). Projects include editing publications, planning exhibits, participating in archeological excavations, preparing research reports, cataloguing park and museum collections, providing interpretive programs on historical topics, developing community outreach, and writing lesson plans based on historical themes.

Summer Research Opportunity-ReNUWIt Re-Inventing the Nation’s Urban Water Infrastructure

“ReNUWIt has several openings for paid research internships during Summer 2016. Apply to spend 9-10 weeks this summer on a mentored, independent research project in areas such as:

* Tailored Water * Energy Positive Wastewater Treatment * Nutrient Recovery from Wastewater * Concentrate Management * Unit Process Wetlands * Managed Aquifer Recharge * Stream Restoration * Stormwater Harvesting * Decision Support Tools * Urban Planning * Life-Cycle Assessment *

Please review the Program Details, Program Eligibility, and How to Apply (below) for further information.

Program Details

  • 9 weeks, June-August (exact dates vary by campus)
  • Competitive stipend (~$4500; varies by campus) and travel allowance up to $600
  • On-campus housing provided
  • Work expectation of 40 hrs/week
  • 3-day all-REU meeting at Stanford
  • Social and professional development events and activities

Program Eligibility

  • U.S. citizen or permanent resident (required by NSF)
  • Junior or senior as of Fall 2016, graduating no earlier than December 2016
  • Attend U.S. college or university; preference to students from primarily undergraduate institutions and non-ReNUWIt campuses
  • Students from diverse groups traditionally underrepresented in science and engineering programs are encouraged to apply”

Fellowships Search Engine

If you are on the hunt for fellowships, check out


“Fellowships are short-term, competitive, funded opportunities to do something exceptional. Cofounder Vicki Johnson applied to and earned several fellowships throughout her career, but found that some of the best fellowship opportunities were buried on obscure websites. Vicki and Ryan Johnson founded ProFellow in 2011 to serve as the go-to source of information on professional and academic fellowships. Since that time, ProFellow has attracted the largest online community of active fellowship seekers in the world. Vicki and Ryan visit universities throughout the United States to provide seminars on how to find and earn competitive fellowships. Vicki also founded the International Fellows Network to facilitate cross-disciplinary networks of current and former fellows working on exceptional projects, research and enterprises.”

Student Spolight- Jonatan Pérez

Perez, Jonatan

  • Name: Jonatan Pérez
  • Year: 2016
  • Concentration: History and Ethnic Studies

1. What type of research experiences have you been involved with during your time in college?

During my time at Brown I have been involved in several different research experiences. During the summer after my freshman year I was extremely fortunate to work on the creation of a syllabus for a course on the history of immigration with Dr. Evelyn Hu-Dehart through a Brown UTRA. This first research experience then allowed me to pursue research through the Leadership Alliance, a consortium of schools which offer research opportunities to underrepresented minorities in higher education with the goal of increasing the numbers of URM’s pursuing higher education. The summer after my sophomore year I participated in research at Princeton University and the summer after my junior year I was at Stanford University. Although the program varies a bit from school to school, typically you are paired with a faculty member who mentors your own project or whose project you work on. Along with this research you are provided with networking opportunities and seminars regarding graduate school life and the application process.

2. How did you find out about this opportunity?
I actually found out about the Undergraduate Teaching and Research Awards (UTRA) just from looking at Brown’s Fellowship page which has plenty of great opportunities. As for the Leadership Alliance I learned about this during the Third World Transition Program. They had an internship panel and one of the panelists was a student who had done the program the summer before. Although I didn’t end up applying to it that year, I saved the information and ended up applying the year after.
3. What is your favorite part about conducting research?
I think that my favorite part of research is when the puzzle all starts to come together. Many times when conducting research it feels like no matter how much you read or investigate that you are making no progress. It’s only once you get to that certain chapter, open that one box in the archive or happen upon a random document that it all starts to come together and make sense. These moments truly validate all the hard work you have been doing.
4. What has it been like presenting your work?
Presenting my work is both nerve-wracking and exciting. Nerve-wracking because presenting academic work to your peers is very intimidating and you never know the reaction you’ll get. On the other hand, it is very exciting because while doing research allows you to work on stuff that may not have been investigated before the most rewarding part of research is sharing this new found knowledge with not only your peers but other audiences as well. It is extremely fulfilling to give a presentation on your work and see your audience just as captivated and excited about it as you.
5. Any advice for students looking to find out what research interests them?
I think that it is important to go into research with an open mind and with lots of questions. Talk with as many professors as you can and ask them what they research and why they conduct this research. Many of the best research projects I have undertaken have come from conversations with other professors who have pointed me to a certain person, book, archive, or even document.

Artists as Scientists Symposium

“We hope  you will join us on March 5th for our fourth annual ASaP Symposium: Designing the Next Steps, which explores holistic, artistic interventions for diverse populations through  a day of workshops, community classes, discussion, design, lecture/demonstration, and art installations. This year’s focus is on the power of design and the implementation of arts programming in the medical field.


ASaP Symposium 2016 is free and open to the public, but pre-registration in the workshops and discussion groups is required.  Please visit our website to register and for more details about the events. The Symposium is presented in collaboration with American Dance Legacy Initiative.


The Symposium will be of particular interest to students, educators, health providers, artists, creative arts therapists, neuroscientists, biomedical engineers, anthropologists, and public health professionals. We hope each participant comes away from the symposium having engaged in enriching and explorative conversations and possibly ready to implement an idea that’s been waiting to be ignited.


Artists and Scientists as Partners (ASaP) was born four years ago to work with medical and arts practitioners, fostering creative, integrative health practices. Since then we have offered workshops at the Cogut Center for the Humanities and the Warren Alpert Medical School; taught a pre-clinical elective in the medical school; launched Dance for our Aging Population (DAPpers) a series of classes for seniors; have taught four undergraduate courses and are currently teaching a fifth.

In that time, we have also come to understand and celebrate the immense mutual understanding and respect that  already exists among artists and scientists and believe the two have much in common.”