Opportunities

At this globally-recognized research university, you have the chance to be part of something bigger. 

Research conducted here at MSU has improved lives globally—from developing corn cross-fertilization in the 1870s to anticancer drugs in the 1960s, and today’s innovations in climate-resilient agriculture, supply chains, and STEM education.

There are hundreds of research faculty seeking curious, dedicated students for assistance in conducting and disseminating research. Your Briggs courses give you hands-on experiences and skills. Follow your curiosity!

Here are some ways to explore:

  • Talk to a professor or academic advisor about your research interests.
  • Make use of helpful resources and workshops from the Undergraduate Research Office to find opportunities, support, and presentation tips.
  • Work with a Briggs professor on faculty-led research: opportunities are posted below.
  • Search Handshake for research opportunities: paid and unpaid.
  • Search MSU websites for research topics you are interested in. Consider what skills you have to offer, and send a brief, professional email to lead researchers (typically the Principal Investigator of a lab), inquiring if they are looking for undergraduate research assistants.
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Research Opportunities with LBC Faculty

Projects for Summer 2026

Project 1: Atlas of Alienated Species 

Faculty Mentor(s): Dr. Lisa Fink
Term(s): Summer 2026
Maximum number of research positions: 1
Expected hours/week: 10 hours per week 
Location: Either remote or in-person work is acceptable

Overview

The Atlas of Alienated Species is a digital project that collects and curates documented methods of harvesting, processing, and using non-local beings (sometimes referred to as “invasive species”) for food, medicine, and other uses. It emerges from a larger project studying Anishinaabe approaches to species considered invasive. For that study, we interviewed Anishinaabe Elders, harvesters, natural resource stewards, and cultural resource stewards across nine Tribes in the upper Great Lakes region.

During this project, the undergraduate researcher will be mentored in conducting archival and library research, as well as reviewing interview data, about documented uses of non-local beings in the upper Great Lakes region. This project may include opportunities for botanical illustration. The research will be used to create a digital atlas, as well as a small print handbook, intended for Anishinaabe communities in the upper Great Lakes region.

Project-specific qualifications or preferences: Familiarity with archival and qualitative research methods is preferred (but not required). Interest in or experience with botanical illustration or graphic design is also a plus.

Project 2: How Do Physiology Instructors Talk About Disability in Their Physiology Courses?

Faculty Mentor(s): Dr. Ariel Steele and Dr. Shahnaz Masani  
Term(s): Summer 2026 
Maximum number of research positions: 2 
Expected hours/week: 20 hours/week  
Location: Either remote or in-person work is acceptable  

Overview

Physiology courses often use variation in humans and animals to explore the structure, processes, and functions of body systems. Topics within physiology can include the respiratory system, musculoskeletal system, endocrinology, nervous system, and circulatory system, where students may learn about phenotypes that diverge from what is considered “normal” and are labeled as disease or disability. The narratives around disability can be critical for inclusive education, especially as the number of disabled students in STEM increases. However, not much is known about how physiology instructors teach about disability in their courses, including what narratives they use to describe disabilities, and how they approach teaching about disabilities in a biologically-accurate and disability-inclusive way. This project explores what narratives physiology instructors use to discuss disability within the context of their physiology courses. Undergraduate research students will assist with data collection and analysis during Summer 2026. 

Project 3: Reimagining Culturally Responsive Pedagogy in Proof-Based Mathematics at Hispanic-Serving Institutions 

Faculty Mentor(s): Dr. Reagin McNeill and Dr. Kristen Vroom  
Term(s): Summer 2026 
Maximum number of research positions: 2 
Expected hours/week: 10 hours/week  
Location: Remote only 

Overview

This project examines how proof-based mathematics courses at Hispanic-Serving Institutions (HSIs) can be redesigned to better support and affirm Latin* students. Although HSIs enroll large numbers of Latin* students, mathematics—especially abstract, proof-focused courses—often treats knowledge as culture-free, which can make students’ identities and experiences feel invisible. The study brings together HSI math instructors and Latin* students to co-develop and study culturally responsive teaching practices in introduction-to-proofs courses, including changes to syllabi, assignments, classroom norms, and assessment. Using instructor collaboration, classroom materials, and student interviews, the project investigates what culturally responsive pedagogy looks like in proof-based math and whether students experience these efforts as genuinely affirming. An undergraduate research assistant would contribute to management and analysis of data from interviews with Latin* students.  

Project-specific qualifications or preferences: Applicants with knowledge and experience related to the project (e.g., knowledge of Latin* cultures and student experiences, experience working with Latin* communities) will be given preference.

Project 4: Understanding the Quality of Chemistry Educational Videos on YouTube   

Faculty Mentor: Dr. Ryan Sweeder   
Term: Summer 2026 
Maximum number of research positions: 2  
Expected hours/week: 5-8 hours per week from May 11-June 30  
Location: Remote 

Overview 

The advent of websites like YouTube has provided a way for learners to get additional just-in-time instructional help outside of the classroom. This is good as it has the potential to help meet the unique and diverse needs of students. However, the instructional quality of chemistry videos available on sites like YouTube varies greatly. Thus, learners or instructors looking for quality videos frequently need to spend considerable time to find what they seek. This project will evaluate the instructional quality of frequently watched chemistry videos using a set of measures that have been shown to positively affect learning and then use these data to create a curated database of videos for several core chemistry concepts. To support conceptual chemistry learning, instructional videos should include a focus on things such as connecting the various levels of chemistry instruction (macroscopic, particulate, and symbolic), three-dimensional learning, causal mechanistic reasoning, and active engagement of students in the learning process, all characteristics which research has shown to support deep conceptual learning of core chemistry concepts. The student selected for this project will gain familiarity with the expected criteria for quality chemistry educational videos and then work to catalog frequently viewed or the top results for relevant general chemistry topics. The result will be that the researcher helps identify appropriate videos for analysis and contribute to building the curated database of videos that will then be disseminated broadly to support both students and instructors of general chemistry.  

Project-specific qualifications or preferences: Students must have completed general chemistry or an equivalent course. Students must be available for a research meeting (time TBD) and full day kick-off research meeting the week of May 11th (exact date TBD). 

Eligibility 

Any student in Lyman Briggs College may apply. The student must be enrolled in LBC full-time during the semester of the award, except during summer. 

General Application Procedure

  1. Fill out the Undergraduate Research Support application form via Qualtrics by March 13, 2026, at 8:00 a.m.
  2. In the application, indicate you are applying for an LBC project

For more information about funding, please visit the Research Funding page.

Project 1: Atlas of Alienated Species 

Faculty Mentor(s): Dr. Lisa Fink
Term(s): Summer 2026
Maximum number of research positions: 1
Expected hours/week: 10 hours per week 
Location: Either remote or in-person work is acceptable

Overview

The Atlas of Alienated Species is a digital project that collects and curates documented methods of harvesting, processing, and using non-local beings (sometimes referred to as “invasive species”) for food, medicine, and other uses. It emerges from a larger project studying Anishinaabe approaches to species considered invasive. For that study, we interviewed Anishinaabe Elders, harvesters, natural resource stewards, and cultural resource stewards across nine Tribes in the upper Great Lakes region.

During this project, the undergraduate researcher will be mentored in conducting archival and library research, as well as reviewing interview data, about documented uses of non-local beings in the upper Great Lakes region. This project may include opportunities for botanical illustration. The research will be used to create a digital atlas, as well as a small print handbook, intended for Anishinaabe communities in the upper Great Lakes region.

Project-specific qualifications or preferences: Familiarity with archival and qualitative research methods is preferred (but not required). Interest in or experience with botanical illustration or graphic design is also a plus.

Project 2: How Do Physiology Instructors Talk About Disability in Their Physiology Courses?

Faculty Mentor(s): Dr. Ariel Steele and Dr. Shahnaz Masani  
Term(s): Summer 2026 
Maximum number of research positions: 2 
Expected hours/week: 20 hours/week  
Location: Either remote or in-person work is acceptable  

Overview

Physiology courses often use variation in humans and animals to explore the structure, processes, and functions of body systems. Topics within physiology can include the respiratory system, musculoskeletal system, endocrinology, nervous system, and circulatory system, where students may learn about phenotypes that diverge from what is considered “normal” and are labeled as disease or disability. The narratives around disability can be critical for inclusive education, especially as the number of disabled students in STEM increases. However, not much is known about how physiology instructors teach about disability in their courses, including what narratives they use to describe disabilities, and how they approach teaching about disabilities in a biologically-accurate and disability-inclusive way. This project explores what narratives physiology instructors use to discuss disability within the context of their physiology courses. Undergraduate research students will assist with data collection and analysis during Summer 2026. 

Project 3: Reimagining Culturally Responsive Pedagogy in Proof-Based Mathematics at Hispanic-Serving Institutions 

Faculty Mentor(s): Dr. Reagin McNeill and Dr. Kristen Vroom  
Term(s): Summer 2026 
Maximum number of research positions: 2 
Expected hours/week: 10 hours/week  
Location: Remote only 

Overview

This project examines how proof-based mathematics courses at Hispanic-Serving Institutions (HSIs) can be redesigned to better support and affirm Latin* students. Although HSIs enroll large numbers of Latin* students, mathematics—especially abstract, proof-focused courses—often treats knowledge as culture-free, which can make students’ identities and experiences feel invisible. The study brings together HSI math instructors and Latin* students to co-develop and study culturally responsive teaching practices in introduction-to-proofs courses, including changes to syllabi, assignments, classroom norms, and assessment. Using instructor collaboration, classroom materials, and student interviews, the project investigates what culturally responsive pedagogy looks like in proof-based math and whether students experience these efforts as genuinely affirming. An undergraduate research assistant would contribute to management and analysis of data from interviews with Latin* students.  

Project-specific qualifications or preferences: Applicants with knowledge and experience related to the project (e.g., knowledge of Latin* cultures and student experiences, experience working with Latin* communities) will be given preference.

Project 4: Understanding the Quality of Chemistry Educational Videos on YouTube   

Faculty Mentor: Dr. Ryan Sweeder   
Term: Summer 2026 
Maximum number of research positions: 2  
Expected hours/week: 5-8 hours per week from May 11-June 30  
Location: Remote 

Overview 

The advent of websites like YouTube has provided a way for learners to get additional just-in-time instructional help outside of the classroom. This is good as it has the potential to help meet the unique and diverse needs of students. However, the instructional quality of chemistry videos available on sites like YouTube varies greatly. Thus, learners or instructors looking for quality videos frequently need to spend considerable time to find what they seek. This project will evaluate the instructional quality of frequently watched chemistry videos using a set of measures that have been shown to positively affect learning and then use these data to create a curated database of videos for several core chemistry concepts. To support conceptual chemistry learning, instructional videos should include a focus on things such as connecting the various levels of chemistry instruction (macroscopic, particulate, and symbolic), three-dimensional learning, causal mechanistic reasoning, and active engagement of students in the learning process, all characteristics which research has shown to support deep conceptual learning of core chemistry concepts. The student selected for this project will gain familiarity with the expected criteria for quality chemistry educational videos and then work to catalog frequently viewed or the top results for relevant general chemistry topics. The result will be that the researcher helps identify appropriate videos for analysis and contribute to building the curated database of videos that will then be disseminated broadly to support both students and instructors of general chemistry.  

Project-specific qualifications or preferences: Students must have completed general chemistry or an equivalent course. Students must be available for a research meeting (time TBD) and full day kick-off research meeting the week of May 11th (exact date TBD). 

Eligibility 

Any student in Lyman Briggs College may apply. The student must be enrolled in LBC full-time during the semester of the award, except during summer. 

General Application Procedure

  1. Fill out the Undergraduate Research Support application form via Qualtrics by March 13, 2026, at 8:00 a.m.
  2. In the application, indicate you are applying for an LBC project

For more information about funding, please visit the Research Funding page.

Research Opportunities from Other Organizations

Governmental and Professional Society Programs

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