WISP 2021-2022: Potential Changes

The plan for the WISP research internship program is as follows:

  • Interviewing and matching: fall term
  • Research experiences: winter and spring terms

Be sure to monitor the WISP website and communications for any changes to the research internship program process and/or schedule. The WISP program will remain active throughout the year, regardless of any potential pandemic-related restrictions (e.g. restrictions on access to campus facilities, including research facilities and labs), although the timeline and format may change.

How Matching Works

  • Students view faculty provided internship opportunities. The database is available in late September. WISP internships are only available for projects listed in the WISP database.
  • Reach out to Potential Mentors: Email potential faculty mentors to express interest and arrange interviews.
  • Online Preferences Form: After the interview process, students and faculty complete a preference form.
  • Matching Process: WISP staff match students with faculty research mentors based on multiple factors (e.g. student and faculty preferences, funding availability, etc.)
  • Decision Notification: Students and faculty mentors will receive an e-mail from the WISP office indicating whether or not they have been matched.

Students who have made separate arrangements to work with a faculty mentor independently of the matching process are not eligible for WISP funding. There is one exception. if the faculty mentor has funds to pay the wages, the student may be part of the WISP Research Internship Program.

If You Are Not Matched

There are two rounds of matching each fall. Students and faculty who are not matched in Round 1 may choose to enter Round 2. Round 2 is smaller and includes some new projects as well as projects that were not matched in Round 1.


There are a variety of reasons why students are not matched in Round 1. Often, many students apply for the same project. If you decide to enter Round 2, consider broadening your interests to include projects in a variety of science departments. Students often find an academic passion where they least expect it!


Overly technical or complex project descriptions may intimidate students. Consider revising your project description to make it more accessible to first-year students.