Relevant bibliographies by topics / Summer Research Internship

Academic literature on the topic 'Summer Research Internship'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Summer Research Internship"

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Kabacoff, Cathryn, Vasudha Srivastava, and Douglas N. Robinson. "A Summer Academic Research Experience for Disadvantaged Youth." CBE—Life Sciences Education 12, no. 3 (September 2013): 410–18. http://dx.doi.org/10.1187/cbe.12-12-0206.

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Internships are an effective way of connecting high school students in a meaningful manner to the sciences. Disadvantaged minorities have fewer opportunities to participate in internships, and are underrepresented in both science, technology, engineering, and mathematics majors and careers. We have developed a Summer Academic Research Experience (SARE) program that provides an enriching academic internship to underrepresented youth. Our program has shown that to have a successful internship for these disadvantaged youth, several issues need to be addressed in addition to scientific mentoring. We have found that it is necessary to remediate and/or fortify basic academic skills for students to be successful. In addition, students need to be actively coached in the development of professional skills, habits, and attitudes necessary for success in the workplace. With all these factors in place, these youths can become better students, compete on a more level playing field in their internships, and increase their potential of participating actively in the sciences in the future.
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Wu, I.-Chen, Randal Pease, and C. June Maker. "Students’ Perceptions of a Special Program for Developing Exceptional Talent in STEM." Journal of Advanced Academics 30, no. 4 (July 26, 2019): 474–99. http://dx.doi.org/10.1177/1932202x19864690.

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This investigation was to explore perceptions of students who participated in the Cultivating Diverse Talents in STEM project in an R1 university through (a) university-based summer internship program, (b) subsequent school-year research internships, and (c) successive summer workshops or internships. Thirteen high school juniors from diverse backgrounds and low-income families were selected using a series of identification and assessment methods. Both the performance-based and paper-and-pencil assessments were measures of creative problem solving and application of conceptual understandings. A questionnaire was administered after students’ participation in the summer internship. The core theme, active involvement in problem solving inspired and motivated students with exceptional talent, was identified, including three categories: (a) academic initiative and engagement, (b) transition preparation, and (c) practical skill development. Strengths of diverse, underrepresented students with exceptional talent in STEM (spatial analytical skills, high academic resilience, and persistence) and critical elements of a quality STEM program (focusing on individual research interests and real-world problems, providing enriched and varied experiences, and creating supportive mentoring relationships) are included in the research implications.
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Howell, Lydia Pleotis, Sharon Wahl, John Ryan, Regina Gandour-Edwards, and Ralph Green. "Educational and Career Development Outcomes Among Undergraduate Summer Research Interns: A Pipeline for Pathology, Laboratory Medicine, and Biomedical Science." Academic Pathology 6 (January 1, 2019): 237428951989310. http://dx.doi.org/10.1177/2374289519893105.

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Nurturing undergraduate students’ interest in careers in science, technology, engineering, and medicine is important to developing the future health-care workforce. Summer research internships provide experiential learning that is important to sustaining students’ interest in science, technology, engineering, and medicine careers and inspiring higher educational goals. The Edmondson Summer Research Internship is a mentored program for undergraduate students in University of California Davis Health’s Department of Pathology and Laboratory Medicine. To evaluate intern satisfaction, perceptions on the program’s influence on their career development, and higher educational outcomes, 102 former interns from a 15-year period were invited to participate in an online survey. Responses were received by 58 (57%) of 102 respondents. Not all respondents answered every question. Overall satisfaction was very high/high in 55 (95%) of 58. Ninety-three percent (54/58) strongly agreed/agreed that the internship was an important part of their career development. Almost all who applied to career/professional opportunities strongly agree/agreed that they perceived the internship to be advantageous (96%, 46/48). Forty-four percent (25/57) received additional education after completing their undergraduate degree, with 25% (14/57) receiving a doctoral degree. Few reported prior experience with a clinical laboratory (8/48, 17%), pathologist (10/48, 21%), or clinical laboratory scientist (12/48, 25%). Based on their internship experience, 55% (32/58) strongly agree/agreed that they positively considered pathology or laboratory medicine as a career choice. The Edmondson Summer Research Internship is seen as important to higher educational goals and career development, increases exposure to pathology and laboratory medicine, and demonstrates the value of hosting a mentored research program for undergraduates.
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SUN, MINGDA, SHERLI KOSHY-CHENTHITTAYIL, and NIKEETHA FARFAN D’SOUZA. "Quantitative Medicine and Reflection on Summer Research in Mathematical Biology." Harvard Educational Review 90, no. 2 (June 1, 2020): 322–30. http://dx.doi.org/10.17763/1943-5045-90.2.322.

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In this essay, Mingda Sun, a high school student from Connecticut, recounts her summer research internship opportunity at the Center for Quantitative Medicine of UConn Health. She discusses her learning experiences, the challenges she faced, and the encouragement she received from her mentors and peers and explains how this month-long internship helped her overcome her fears of the unknown, as the project was related to concepts that were new to her, like mathematical biology and computer science. Being part of a research team and committing herself to exploring new opportunities reaffirmed Sun’s career aspirations in science research in a STEM field. Her reflection offers helpful insights for students, educators, and researchers who are realizing the benefits that lab-based internship opportunities offer to both high school students and their instructors.
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Bihl, Trevor, Todd Jenkins, Chadwick Cox, Ashley DeMange, Kerry Hill, and Edmund Zelnio. "From Lab to Internship and Back Again: Learning Autonomous Systems through Creating a Research and Development Ecosystem." Proceedings of the AAAI Conference on Artificial Intelligence 33 (July 17, 2019): 9635–43. http://dx.doi.org/10.1609/aaai.v33i01.33019635.

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As research and development (R&D) in autonomous systems progresses further, more interdisciplinary knowledge is needed from domains as diverse as artificial intelligence (AI), bi-ology, psychology, modeling and simulation (M&S), and robotics. Such R&D efforts are necessarily interdisciplinary in nature and require technical as well as further soft skills of teamwork, communication and integration. In this paper, we introduce a 14 week, summer long internship for developing these skills in undergraduate science and engineering interns through R&D. The internship was designed to be modular and divided into three parts: training, innovation, and application/integration. The end result of the internship was 1) the development of an M&S ecosystem for autonomy concepts, 2) development and robotics testing of reasoning methods through both Bayesian methods and cognitive models of the basal ganglia, and 3) a process for future internships within the modular construct. Through collaboration with full-time professional staff, who actively learned with the interns, this internship incorporates a feedback loop to educate and per-form fundamental R&D. Future iterations of this internship can leverage the M&S ecosystem and adapt the modular internship framework to focus on different innovations, learning paradigms, and/or applications.
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Board, Editorial. "Research Methods and Data Analysis for Summer Internship Programme." Global Journal of Enterprise Information System 8, no. 3 (April 6, 2017): 90. http://dx.doi.org/10.18311/gjeis/2016/15845.

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Kelsey, Eric, Cyrena-Marie Briedé, Kaitlyn O’Brien, Thomas Padham, Matthew Cann, Luke Davis, and Alexander Carne. "Blown Away: Interns Experience Science, Research, and Life on Top of Mount Washington." Bulletin of the American Meteorological Society 96, no. 9 (September 1, 2015): 1533–43. http://dx.doi.org/10.1175/bams-d-13-00195.1.

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Abstract With extreme winds, rapidly changing weather, and myriad weather conditions during any given month, Mount Washington, New Hampshire (1,917 m MSL), is an ideal location to observe and learn about atmospheric sciences. During the summer of 2013, Mount Washington Observatory (MWO) welcomed a select group of interns to experience life at the “Home of the World’s Worst Weather” and develop scientific and meteorological skills. The goals of the internship program are to learn how to observe and forecast mountain weather; develop data analysis and critical thinking skills through individual research projects; and live, work, and collaborate effectively with others at a remote mountain-top observatory. Interns are typically undergraduate students or recent graduates of atmospheric science programs and are selected from a highly competitive field of applicants. The summer 2013 interns worked on a variety of research projects, ranging from developing a forecast tool for the gustiness of wind at the summit to understanding the evolution of atmospheric and environmental conditions that lead to avalanches in nearby Tuckerman Ravine. To accomplish their research projects, the interns learned how hourly weather observations are made, used data analysis software, and practiced critical thinking about their methods and results. Weekly meetings with the interns and the MWO director of research allowed for the sharing of research progress, peer feedback, and practice presenting scientific results. The internships ended with presentations of their scientific research to MWO observers, staff, and observatory members. Post-internship survey responses revealed the program was highly effective at meeting its goals and provided constructive suggestions for future internship programs.
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Prentice-Dunn, Steven, and Michael C. Roberts. "A Summer Internship in Psychological Research: Preparation of Minority Undergraduates for Graduate Study." Teaching of Psychology 12, no. 3 (October 1985): 142–45. http://dx.doi.org/10.1207/s15328023top1203_7.

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Graduate departments of psychology often confront the issue of how best to recruit and retain qualified minority students. Because undergraduate students seeking graduate appointments are frequently advised to gain research experience, we use this article to describe an intensive summer internship intended to strengthen the research skills of minority students. The 6-week program served honor students from a Minority Access to Research Careers program sponsored by the National Institute of Mental Health. Based on a research apprenticeship model, the internship juxtaposed didactic and experiential research components to provide a breadth of exposure to researchers and topics while achieving in-depth training in research methodology. Interns initially participated in faculty-sponsored research but later developed and implemented their own studies. We concluded that the research internship would prove valuable to all undergraduates considering advanced study in psychology.
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Kimbrough, Chelsey A., Michael Looper, Shane Gadberry, Mark R. Russell, Heidi M. Ward, John Jennings, and Kenny Simon. "142 Providing an experiential learning opportunity through an Extension animal science internship." Journal of Animal Science 97, Supplement_1 (July 2019): 9–10. http://dx.doi.org/10.1093/jas/skz053.020.

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Abstract Summer is a busy time for Extension programs and includes several activities, such as 4-H youth programs and producer meetings. Three years ago, the Arkansas Extension Animal Science Department started offering an internship opportunity for students. The internship occurs for 12 weeks with salary compensation and housing (if needed). Monies for the internship are provided by both the department and Extension ANR Associate Director. Applications are accepted in the spring (resume, cover letter, and 3 references), interviews are held for the top 3–5 applicants, and then an intern is selected. Year 1 and 2 yielded 11 applicants each year and year 3 generated 22. Interns spend the summer assisting faculty with youth programs, adult programs, and research projects. They are not assigned to one particular faculty member, but have the opportunity to gain experiences from all faculty members.Mid-way through the internship and at the end of the internship, an evaluation is sent to both the intern and faculty members to assess the mid- and overall performance of the intern. Some notable results from the intern evaluations include: 75% had moderate or large improvement in written and oral communication skills and 100% had a large improvement in general knowledge of Extension. All interns indicated that tasks assigned were challenging, but attainable; they believe the internship was excellent and would definitely recommend to others; they are more interested to work for Extension as a result of the internship; and believe the internship is a very valuable educational experience. From the faculty perspective, having an intern is very valuable. An intern allows for more things to get done in a timely manner. Suggestions for improvement are for more interns to be hired. Internships are a great way to expose students to Extension and what the Animal Science Department offers.
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Cortes-Rodríguez, Ada M., Yaritza Inostroza-Nieves, Fernando González, Irvin Maldonado, and Estela S. Estape. "Integrating Distance Strategies to Meet the 2020 Summer Research Internship Competencies and Objectives." Journal of Medical Education and Curricular Development 8 (January 2021): 238212052110064. http://dx.doi.org/10.1177/23821205211006414.

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Knowledge of research skills such as information literacy, critical thinking, ability to ask questions, and evidence-based decisions are necessary for all medical students. They will use these skills for clinical decisions, translate research findings to clinical practice, and educate their patients. Research also plays an essential role in the selection process for many residency programs, and it has only become more critical over time. Therefore, research activities are a central component of medical schools’ curriculum throughout the 4 years. One of the research opportunities offered to medical students is their participation in a research summer internship. Nevertheless, due to the COVID-19 pandemic, summer 2020 was impacted by the rapid shut down of academic and research activities to minimize infection. In this article, the authors describe the methodology changes to maintain the summer research internship offering amongst the coronavirus pandemic compared to the previous 6 years (2014-2019). Students answered a survey to assess their insight regarding general aspects of the summer research internship, structure, mentorship, faculty, and research skills development. Overall, students had a positive perception of all the survey areas, especially in mentor performance and research skills development. In conclusion, the authors found 2 critical attitudes toward facing unexpected challenges, such as the impact of COVID-19. These are essential to open new opportunities for the future of medical education research: (1) assuming a fast, encouraging, and constant response from the academic leaders, and (2) facilitating the stakeholders’ interest, resilience, and commitment to help and support.
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Dissertations / Theses on the topic "Summer Research Internship"

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Ying, Song Guang, and 宋廣英. "Research on the Work Motivations and Job Performance to Facilitate the Employability of College Students：A Case Study of Summer Community-Industry Internships." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/93467970655848150533.

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碩士
國立臺灣師範大學
工業教育學系在職進修碩士班
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The purpose of this study is to realize the relationship between college students’ motivational factors, job performance, and their employability. In order to reach this goal, a questionnaire survey mainly based on documents was conducted. The validity and reliability of the questionnaire used in this study were both statistically verified. A total of 361 questionnaires were delivered to college students who participated in summer internships in community industry, and 309 copies were returned. Among the returned 309 copies, 274 copies were categorized as effective questionnaires, and the effective response rate was 88.67%. The quantitative analysis of the questionnaires was conducted through descriptive statistics, reliability analysis, factor analysis, independent-samples t test, paired sample t test, stepwise multiple regression analysis, and path analysis. The findings are displayed as follows: 1. Students believed gaining social experience, work discipline, work attitude, and collaborative abilities to be the most important. The questionnaires showed that students who took part in the internships realized that a good internship experience could increase their on-the-job personal growth and team engagement, and thereby facilitating the employability. 2. In terms of students’ gender, educational systems, and past internship experiences, there was partially significant difference in work motivation and job performance, but no significant difference on employability. Therefore, in order to enhance the effects of employability, it would be worthwhile to expand the internship programs for all university students and technical and vocational college students. 3. For those who participated in summer internships, their motivational factors were positively affected their job performance and employability. Also, their job performance was positive affected employability. Moreover, their motivational factors through job performance affected their employability. It could be said that participating the internship program could provide an effective transitional platform for college and university students from the classroom to the work place, and had significantly effects in employability. Finally, according to the above findings, ten suggestions were proposed for the study participants and future researchers
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Books on the topic "Summer Research Internship"

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Worthen, Elaine. Summer internship with the Columbia River Research Laboratory. Bellingham, WA: Huxley College of the Environment, Western Washington University, 2002.

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DePhelps, Colette. Working in the weeds: Internship at WSU-Mount Vernon Research and Extension Unit : summer internship report. Bellingham, Wash: Huxley College of Environmental Studies, Western Washington University, 1991.

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Lepine, Kris. Summer 1996 internship: Research Experience for Undergraduates Program, UC Davis, California. Bellingham, WA: Huxley College of Environmental Studies, Western Washington University, 1997.

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Logan, Miranda. Summer internship in a wildlife toxicology laboratory, Patuxent Wildlife Research Center. Bellingham, WA: Huxley College of Environmental Studies, Western Washington University, 1999.

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Cardenas, Alma M. The Minority International Research Training Program, summer 1995. Bellingham, WA: Huxley College of Environmental Studies, Western Washington University, 1996.

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Peru. Comisión de Promoción del Perú, ed. Peru: A nation in development : a collection of research reports : PromPerú summer internship program. [Lima, Perú]: PromPerú, 1995.

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United States. National Aeronautics and Space Administration., ed. Summer research internships at Biosphere 2 Center: Progress report on NASA MTPE grant. [Washington, DC: National Aeronautics and Space Administration, 1997.

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Book chapters on the topic "Summer Research Internship"

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Tokowicz, Natasha. "The Learning Research and Development Center Summer Undergraduate Research Internship." In Advancing Diversity, Inclusion, and Social Justice Through Human Systems Engineering, 215–20. Boca Raton: CRC Press, 2020.: CRC Press, 2019. http://dx.doi.org/10.1201/9780429425905-14.

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Boughton, James M. "Settling into Morgenthau’s Treasury, 1934–36." In Harry White and the American Creed, 51–63. Yale University Press, 2021. http://dx.doi.org/10.12987/yale/9780300253795.003.0006.

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This chapter recounts how Harry White got a one-year appointment with the Tariff Commission as the U.S. Treasury did not have a slot available for him in September, managing it with help from a reference letter from Frank Taussig. It details Harry's return to the Treasury as principal economic analyst in the Division of Research and Statistics after just one month at the commission. As an expert on international finance, Harry filled an important niche in the bureaucracy. The chapter talks about how Harry's job in the Division established him in the government hierarchy and ultimately got regularized, noting that the Treasury would be his professional home for the next eleven and a half years. At work, Harry's first task in his new post was to pursue the policy implications of the work he had done during his summer internship.
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Bright, Anita, Susan Acosta, and Brad Parker. "Humility Matters." In Handbook of Research on Diversity and Social Justice in Higher Education, 19–40. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-5268-1.ch002.

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In this autoethnographic work focused on humility, three voices speak to an experience in co-facilitating three sections of a master's level course in an initial teacher preparation program. The course, titled Educating for Equity and Social Justice, took place in a large, urban, public university in the US during the summer of 2019, and was taught primarily by a faculty member. Two doctoral students at the same university elected to participate as part of their doctoral internships, each with a vision of what insights and learnings might occur through this engagement. With the three voices (one faculty member and two doctoral students) intertwined, the authors draw from their own lived experiences as a framework with which to analyze and interpret their experiences, reflections, and cultural assumptions to highlight the ways humility informs their work.
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Conference papers on the topic "Summer Research Internship"

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Mahmoodi, H., J. Garcia, J. Lohse, J. Paulino, H. Prado, A. Balani, S. Lakshmipuram, et al. "Engaging undergraduate students in nano-scale circuit research using summer internship." In 2013 3rd Interdisciplinary Engineering Design Education Conference (IEDEC 2013). IEEE, 2013. http://dx.doi.org/10.1109/iedec.2013.6526775.

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Isvik, Amy, Veronica Catete, and Tiffany Barnes. "FLAMES: A Socially Relevant Computing Summer Internship for High School Students." In 2020 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2020. http://dx.doi.org/10.1109/respect49803.2020.9272515.

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Isvik, Amy, Nicholas Lytle, Veronica Catete, and Tiffany Barnes. "Characterizing High School Participants’ Motivations and Outcomes in a Service-Oriented Summer Internship." In Koli 2022: 22nd Koli Calling International Conference on Computing Education Research. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3564721.3564734.

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Tetrick, Dan E., Daniel Farley, Golnaz Arastoopour, Michael Zinn, David Williamson Shaffer, and Naomi C. Chesler. "RescuShell: A Biomechanical Design Epistemic Game for First-Year Engineering Education and Potentially Increased Retention of Women." In ASME 2013 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/sbc2013-14069.

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The American engineering workforce lacks the size and diversity needed to maintain its place as the world leader in science and technology. Across the United States, academic institutions are attempting to retain men and especially women in engineering degree paths by providing introductory coursework that motivates them to persist to graduation. Epistemic games provide students with an authentic engineering experience that may increase their persistence towards engineering degrees. This authentic experience, which we refer to as a virtual internship, helps students create an engineering epistemic frame, in which their skills and knowledge are linked a developing engineering identity, values, and epistemology. RescuShell is an epistemic game that was developed to provide this virtual internship experience for first-year engineering students and increase the persistence of women. In RescuShell, students complete a biomechanical engineering design project in which they create an arm joint for a human enhancement suit. Students research the joint’s actuators, control sensors, power sources, types of articulation, and materials. Completed designs are assessed by the company’s various stakeholders for their ability to meet thresholds for safety, agility, payload, work capacity, reliability, and cost. We anticipate that RescuShell will motivate more men and women to persist to engineering degrees and future careers in the engineering profession than traditional first-year engineering coursework.
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Berger, Theresa E., Delroy Louden, John Chikwem, Linda Fleisher, Maureen Murphy, Carolyn Fang, Margie Clapper, et al. "Abstract B11: The Lincoln University-Fox Chase Partnership in cancer research and training: Summer internship program." In Abstracts: AACR International Conference on the Science of Cancer Health Disparities‐‐ Sep 30-Oct 3, 2010; Miami, FL. American Association for Cancer Research, 2010. http://dx.doi.org/10.1158/1055-9965.disp-10-b11.

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Lagos, Leonel E. "The DOE Fellows Program: A Workforce Development Initiative for the US Department of Energy." In ASME 2013 15th International Conference on Environmental Remediation and Radioactive Waste Management. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/icem2013-96089.

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The US Department of Energy Office of Environmental Management (DOE-EM) oversees one of the largest and most technically challenging cleanup programs in the world. The mission of DOE-EM is to complete the safe cleanup of the environmental legacy from five decades of nuclearweapons development and government-sponsored nuclear energy research. Since 1995, Florida International University’s Applied Research Center (FIU-ARC) has supported the DOE-EM mission and provided unique research capabilities to address some of these highly technical and difficult challenges. This partnership has allowed FIU-ARC to create a unique infrastructure that is critical for the training and mentoring of science, technology, engineering, and math (STEM) students and has exposed many STEM students to “hands-on” DOE-EM applied research, supervised by the scientists and engineers at ARC. As a result of this successful partnership between DOE and FIU, DOE requested FIU-ARC to create the DOE-FIU Science and Technology Workforce Development Initiative in 2007. This innovative program was established to create a “pipeline” of minority STEM students trained and mentored to enter DOE’s environmental cleanup workforce. The program was designed to help address DOE’s future workforce needs by partnering with academic, government and private companies (DOE contractors) to mentor future minority scientists and engineers in the research, development, and deployment of new technologies and processes addressing DOE’s environmental cleanup challenges. Since its inception in 2007, the program has trained and mentored 78 FIU STEM minority students. Although, the program has been in existence for only six years, a total of 75 internships have been conducted at DOE National Laboratories, DOE sites, DOE Headquarters and field offices, and DOE contractors. Over 100 DOE Fellows have participated in the Waste Management (WM) Symposia since 2008 with a total of 84 student posters and 7 oral presentations given at WM. The DOE Fellows participation at WM has resulted in three Best Student Poster Awards (WM09, WM10, and WM11) and one Best Professional Poster Award (WM09). DOE Fellows have also presented their research at ANS DD&R and ANS Robotics Topical meetings and this year two Fellows will present at the International Conference on Environmental Remediation and Radioactive Waste Management (ICEM13) in Brussels, Belgium. Moreover, several of our DOE Fellows have already obtained employment with DOE-EM, other federal agencies, DOE contractors, commercial nuclear power companies, and other STEM industry (GE, Boeing, Lockheed Martin, Johnson & Johnson, Beckman-Coulter, and other top companies). This paper will discuss how DOE Fellows program is training and mentoring FIU STEM students in Department of Energy’s Office of Environmental Management technical challenges and research. This training and mentoring has resulted in the development of well-trained and polished young scientists and engineers that will become the future workforce in charge of carrying on DOE-EM’s environmental cleanup mission. The paper will showcase FIU’s DOE Fellows model and highlight some of the applied research the DOE Fellows have conducted at FIU’s Applied Research Center and across the DOE Complex by participating in summer internship assignments.
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Cortez, Margarita L., and Amir Jokar. "Development and Testing of a Prototype Heat Sink Within a Wind Tunnel for Use in an Engineering Course." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-12084.

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The purpose of this undergraduate research project was to develop a test section and prototype heat sinks that will be used in an existing electronics cooling wind tunnel for a project in a future Advanced Thermal Systems course. During the course, students will design and manufacture their own prototype heat sinks. Heat sinks are made of highly conductive materials with various geometries and are attached to computer chips to dissipate heat from them to the surroundings. The prototype heat sinks will be manufactured in the school’s facilities which will limit the complexity of the geometry. The purpose is not to design a commercial heat sink. The students will experimentally analyze and simulate the heat transfer that takes place between a computer chip and a heat sink. During the course project the students will also analyze the heat sinks using CFD and compare the results to the experimental data. In this study, an electronics cooling wind tunnel was used to simulate the flow conditions that normally exist in a personal computer. A test section was designed and built in order to measure temperatures at different locations on a prototype heat sink using 18 type-T thermocouples. A data acquisition unit was set up and a Labview program was developed to collect the temperature data as well as the air velocity of the wind tunnel. The recorded data were then transferred to an excel file for further analysis. The objectives of this summer internship project were achieved through testing and analyzing different prototype heat sinks.
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Boyle, Roger, and Joanna Briggs. "Making Research Internships Work." In 2007 IEEE Meeting the Growing Demand for Engineers and their Educators 2010-2020 International Summit. IEEE, 2007. http://dx.doi.org/10.1109/mgdete.2007.4760379.

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Mindek, Richard B., and Joseph M. Guerrera. "Problem Solving Techniques Taught Through Validation of an Instantaneous Rigid Force Model." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-37376.

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Educating engineering students in the appropriate methods for analyzing and problem solving fundamental manufacturing processes is a challenge in undergraduate engineering education, given the increasingly limited room in the curriculum as well as the limited time and resources. Although junior and senior level laboratory courses have traditionally been used as a pedagogical platform for conveying this type of knowledge to undergraduate students, the broad range of manufacturing topics that can be covered along with the limited time within a laboratory course structure has sometimes limited the effectiveness of this approach. At the same time, some undergraduate students require a much deeper knowledge of certain manufacturing topics, practices or research techniques, especially those who may already be working in a manufacturing environment as part of a summer internship or part-time employment. The current work shows how modeling, actual machining tests and problem solving techniques were recently used to analyze a manufacturing process within a senior design project course. Specifically, an Instantaneous Rigid Force Model, originally put forward by Tlusty (1,2) was validated and used to assess cutting forces and the ability to detect tool defects during milling operations. Results from the tests showed that the model accurately predicts cutting forces during milling, but have some variation due to cutter vibration and deflection, which were not considered in the model. It was also confirmed that a defect as small as 0.050 inches by 0.025 inches was consistently detectable at multiple test conditions for a 0.5-inch diameter, 4-flute helical end mill. Based on the results, it is suggested that a force cutting model that includes the effect of cutter vibration be used in future work. The results presented demonstrate a level of knowledge in milling operations analysis beyond what can typically be taught in most undergraduate engineering laboratory courses.
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Brown, Mark, and Jackie Carter. "Using internships to engage social science students in the practice and development of data skills." In Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17505.

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There is growing recognition that good (quantitative) data skills are an essential part of a graduates skill set in an increasingly competitive jobs market. This is the context for the UK’s ‘Q- Step’ programme, a strategic response to a widely reported shortage of these skills among social science graduates. This paper describes an initiative at the University of Manchester Q-Step Centre to pilot the use of internships as an integral part of quantitative training in the undergraduate curriculum, enabling students to apply and practice the skills they have learned in the classroom in a workplace setting. The internships involve students being placed on data led research projects with a diverse range of employers for eight weeks over the Summer. Now in the fourth year of the programme our evaluation is highlighting the potential of internships to help motivate and build confidence in the use of quantitative skills, with a number of interns going on to undertake data led dissertations and specialize further at postgraduate level.
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Reports on the topic "Summer Research Internship"

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Nam, Hai Ah, Charles Kristopher Garrett, and Robert W. Robey. Parallel Computing Summer Research Internship. Office of Scientific and Technical Information (OSTI), October 2017. http://dx.doi.org/10.2172/1398943.

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Robey, Robert W., Hai Ah Nam, Gabriel M. Rockefeller, Charles Kristopher Garrett, Brendan K. Krueger, Joseph Arthur Schoonover, and Nickole A. Aguilar Garcia. Parallel Computing Summer Research Internship Overview. Office of Scientific and Technical Information (OSTI), June 2016. http://dx.doi.org/10.2172/1257111.

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Nam, Hai Ah, Robert W. Robey, Charles Kristopher Garrett, Eunmo Koo, and Luke Van Roekel. 3rd Parallel Computing Summer Research Internship: Student Lightning Talks. Office of Scientific and Technical Information (OSTI), August 2018. http://dx.doi.org/10.2172/1463587.

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Smith, Hinekura, Aotea Frandi, Danielle Squire, Irene Farnham, Eruera Morgan, Dan Keepa, and Piripi Morunga. Growing Kaupapa Māori Research Capabilities and Confidence Through Whanaungatanga as Research Mentorship. Unitec ePress, September 2022. http://dx.doi.org/10.34074/ocds.098.

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The Ngā Wai a Te Tūī – Hiringa Hauora Summer Research Mentorship is a kaupapa Māori collaboration to increase hauora Māori (Māori wellbeing) research capacity. The idea of research internships is not new, nor is a focus on hauora Māori. What is distinctive about this summer mentorship is its kaupapa Māori approach to support a diverse range of Māori into research that is by Māori, for Māori, and holds Māori values, beliefs and aspirations at its centre. Holding fast to our ways of being throughout the programme has produced a set of learnings and experiences amongst six ‘interns’ that we suggest offers a useful example of how to grow kaupapa Māori research in the hauora space, and beyond. Like many great Māori ideas, this mentorship programme was enabled through whanaungatanga (relationships) – in this case an email from one colleague to another that went something like, “Hey mete I have an idea I want to run past you.” A senior researcher at Te Hiringa Hauora, an evidence-based health-promotions organisation, approached her colleague, co-author Hinekura Smith, a senior lecturer and researcher at Unitec’s Ngā Wai a Te Tūī Māori and Indigenous Research Centre, with a funding opportunity to develop and facilitate a summer internship programme.
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