Transfer Research Entry Program
Overall guidance: Any information entered in this application can be shared with the potential research mentors. My general rule of thumb is to be as specific as possible. Use examples when applicable. Professors want students who are motivated, eager, willing to learn, and willing to work hard more than they want previous research experience. Show them this.
Application questions - Note comments in the bullet points.
- First Name
- Last Name
- UNCW Email Address
- All official business will be conducted through UNCW email so get in the habit of checking it regularly
- 850 Number
- When is your first semester at UNCW?
- How many credits do you expect to enter UNCW with?
- When do you anticipate graduating from UNCW?
- Are you a first-generation college student?
- This is for information collection purposes only.
- What is your intended major(s)? If you are undecided, list some that you are considering.
- There are no rules that you have to do research within your major but some professors may choose to make this a pre-requisite. It’s also helpful for them to get a sense of who you are.
- What is your intended minor(s)?
- Why do you want to participate in the TREP program? What skills and experiences do you hope to gain?
- Be specific here.
- Why do you think you will be a good researcher?
- How do you see conducting research at UNCW contributing to your career path?
- You don’t necessarily need to be going into a career that uses research. You certainly don’t need to have goals of becoming a researcher. But even research in history can be beneficial for careers in veterinary medicine. Think about the soft skills or translatable skills you might gain. What are the connections?
- Do you have any previous research experience? Briefly tell us about it (what did you do, how many hours, etc) and how you think that will help you here. This can be a course-based research experience (CURE) or more of a one-on-one mentored experience.
- Again, being specific here is helpful. If you did a biology project previously and are hoping to get into a biology lab here, what skills did you pick up that would be helpful? Did you become proficient in using Excel? Did you learn how to use citation managers? Etc etc.
- Please tell us one professor you would like to work with and why.
- There are 5 of these questions. You do not need to list five professors. Other students might be interested in the same professors as you so applying broadly will give you the most opportunities.
- I do not recommend listing 5 just to list 5. I do recommend taking a chance and listing some that might be outside your area. You’re always welcome to decline but I would only do that after talking to them. Do not list professors that you have no interest in at least talking to.
- Your response to why you chose that professor should be specific to that professor and their research. Don’t just say “the research sounded interesting”. Say why that research sounded interesting to you. The professors will see these and will likely play a role in who they choose to interview and accept.
- The professors have listed projects that you will likely work on in the first semester (some might have you develop your own though). This is a current project but I would still spend some time looking them up online. See what else you can find. Look for personal websites, any profiles or news stories about them, maybe some videos exist. This will help you better understand them.
- You must choose professors off my provided list. You are more than welcome to work with other professors but only those students working with the professors on my list will be eligible for the scholarship.
- Please share some of your thought processes when choosing your top professors? What did you prioritize?
- What additional information do you think we need to know while evaluating your application?
| First Name | Last Name | Department | Project Description | Number of DIS credits (1 credit = 3-5 hrs/wk) |
| Michelle | Cathorall | School of Health & Applied Human Sciences/Public Health |
My three project areas are global health in Uganda, public health program evaluation, and patient-provider communication and health outcomes. All are in various states of progress. Project 1: In Uganda we study malaria prevention and are conducting an evaluation of a community driven malaria prevention program. I am also interested in conducting research on infectious disease prevention, HIV and STI prevention, in rural Uganda. The Uganda research is conducted in the summer as part of 6-week summer research program, although participating in the summer program is not required to work on the projects. Project 3: A newer line of research is patient-provider communication and how that impacts health outcomes. I am also open to working with students who have other research interests related to public health and helping them scale them to an appropriate level for the scope of an undergraduate project. This will mean a deciding on a topic and research questions must be completed quickly once we decide to work together. Most projects will require IRB approval but we will work to ensure that the methods used will only require an expedited process. The only pre-requisites are an interest in research and an interest in presenting the results of the project at a national or international conference. |
3 credits per semester |
| Joseph | Covi | Biology and Marine Biology | Students in the Zoop Lab conduct unique research on zooplankton that are able to remain dormant for centuries and then wake up when exposed to light and oxygen. These are some of the oldest animals on the planet, and few people even know they are right there under our boats in lakes and estuaries! Importantly, without zooplankton, our water resources would be filled with algae and the fish would all die off. Zooplankton are a critical link in all almost aquatic systems on the planet. We start student training with an analysis of important research to teach students how to read data and find peer-reviewed literature. Training to use essential lab equipment and to make essential solutions comes next. After these skills are mastered, we begin experimentation to examine the effects of pollutants and toxic algae one zooplankton dormancy and development. Each year, all students are encouraged to apply for grants and to present posters at symposiums. Writing grants and making posters is part of the training. |
1-3 credits per semester |
| Devon | Eulie | Enironmental Sciences |
Project Title: Living with Water Project Description: The USS North Carolina Battleship memorial site has experienced a 7000% increase in flooding over the last several decades. To reduce the impacts of this flooding on the site and visitor access, a several acre wetland/tidal creek restoration project has been constructed, along with a living shoreline. UNCW is monitoring the vegetation, water quality, and benthic community of the project. We are looking for someone interested in learning techniques for water quality and vegetation monitoring to assist graduate students in the field and lab. Pre-requisites: ability to work outdoors, personal transportation (to USS NC site and the Center for Marine Science) |
3 credits per semester |
| John | Wirszyla | School of Health & Applied Human Sciences | First, let me say that it would be online only, I am out of the country, but am teaching classes online. I love qualitative research, that is, getting to understand the thoughts, feelings and perceptions of participants in a situation, such as a subculture, a sport subculture, or an interest group (for example, a book study, or something that several people have a common interest in). We analyze the data by putting it into categories and then looking for emerging themes. Data can be collected by observation, participant observation, interviews, document analysis, etc. | 1 |
| Anastasiya | Ferrell | Nursing | I am interested in conducting a literature review on tobacco and food addiction. I will help you start the search, and we can filter the studies together before organizing them into a manuscript. Your work will be compensated in the co-authorship of this publication. | 1 credit (3-5 hrs/week) |
| Richard | Pond | Psychology |
The Pond Social Psychology Lab in UNCW’s Department of Psychology aims to expose students to many of the different cognitive, motivational, and emotional factors underlying social behavior. Our focus will be a scientific investigation into why people become aggressive and how people can effectively reduce their aggressive urges. For the fall 2025 semester, we will be conducting a study examining how a history of childhood trauma and individual differences in psychopathic traits predict aggressive behavior and urges. As a research assistant, you will be exposed to all aspects of the scientific research process, from hypothesis generation to presenting results to colleagues. You will be directly involved in one or more projects, working closely with Dr. Pond. Examples of your responsibilities might include: conducting literature reviews, running participants through laboratory experiments, administering surveys and computer-based tasks, acting as a confederate (i.e., pretending to be another participant in the study), and organizing and inputting data into spreadsheets. Mandatory lab meetings will be held bi-weekly throughout the semester where we will discuss progress on current research in the lab. Benefits of working in the lab include: learning about cutting edge research in social psychology, gaining hands-on experience with the scientific process, and gaining knowledge about graduate school and job possibilities in psychology. |
3 credits (9 hours per week) |
| Alex | Porco | English (Literature) | I am excited to work with any transfer students with an interest in the study of literature, especially twentieth and twenty-first century literature and its intersections with visual art, music, and theater. I have supervised thesis work and independent studies on topics ranging from American poetry (including Instagram poetry and blackout poetry) to songwriting and performance (from Leonard Cohen and Bob Dylan to Miley Cyrus and Taylor Swift), from the novels of Jane Austen, James Joyce, and William Faulkner, to the history of Surrealism. Two approaches to TREP are available: [1] I am happy to help work with individual students to develop a narrow and focused field of study within twentieth and twenty-first century literature, i.e., we'll figure out what you like and build a research plan around that interest; or, [2] students can get involved in research related to my own current book project, which is focused on twentieth-century American poetry. | 1 credit |
| Matthew | Peterson | Clinical Research | I am an exercise scientist working on identifying and intervening on novel biomarkers of cognitive decline in older adults through physical activity. The next stage of my research will quantify energy substrates in the brain before and after differing exercise sessions. | 1 credit |
| Menaka | Raguparan | Sociology and Criminology |
This intersectional qualitative study aims to investigate sex workers' and police officers' interactions—including the power dynamics and implications—in the pre-arrest process. Namely, we explore officer and sex worker perceptions of the pre-arrest discretionary decision-making process where law enforcement uses alternative action to arrest—such as “lecture and release” or referral programs. Law enforcement’s discretionary process has paralleled concern that formal intervention further criminalizes and manufactures unnecessary harm for marginalized populations. Despite the intention to avoid formal penal responses (e.g., arrest or referral for charges), little is known about the power dynamics at play when police officer mandate focuses on pre-arrest decisions. To fill this critical gap in knowledge, this study will use interviews with sex workers and police officers to glean perceptions of the pre-arrest discretionary decision-making. In turn, this project contributes to the scientific literature and can help explore the implications of power dynamics that occur outside formal institutional response. This is because pre-arrest discretion provides organizational emphasis on the discretionary power of officers, and little is understood about how dynamics manifest in the informal interactions before arrest. Student researchers in this study will engage in a review of relevant academic and non-academic literature and interview transcription. We are looking for students with strong organizational skills and work ethics. |
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| Tamatha (Tammy) | Arms | Nursing | I am an Adult/Gero and psychiatric mental health nurse practitioner. I have a PhD and DNP, so I am well versed in research and quality improvement initiatives. My research focus is Geropsychiatry, but this extends to nurse’s knowledge, beliefs and attitudes about various mental health topics as well as educational topics for students learning mental health concepts. I have worked with many honor students and students taking DIS courses. I have co-authored publications with many of the students as well. You do not need exceptional knowledge or experience in research as part of my role will be to teach you these things. No prerequisites are required. A student can pick their own topic that aligns well with my research area or join a current research project I am conducting. I do like to meet (in person or virtually) weekly most of the semester to check in. I also prefer to have students disseminate their work in some way, whether that be through publication or presentation because this is part of the process. | 2 credits |
| Chris | Schmader | Student Affairs Assessment, Research, and Planning |
Student Affairs Assessment, Research, and Planning is a unit that helps departments such as the University Learning Center, Campus Life, the Career Center, and others evaluate how well their programs and activities serve the student body. For this fall, we are looking for a TREP student to help with a project where we survey and interview staff in various Student Affairs departments to get their impressions of first year student well-being within the first month of the semester. We will then compare their impressions to the results of the New Student Survey, which all first-year students receive in their UNI 101 classes near the end of September. The results of this study will tell us how much Student Affairs staff already know about the student experience through their day-to-day work with students. This knowledge can then help us make better decisions about when we need to survey students in the future. There are multiple research skills a TREP research assistant could learn as part of this work, including designing surveys, co-leading interviews, basic statistical analyses, and/or creating reports and visual displays of data. We also have some flexibility to tailor the responsibilities of the research assistant position to the student’s needs. Because the position will include some training in basic statistics, a good grasp of algebra is recommended as a prerequisite. |
1 or 2 credits |
| Allison | Harris | English | I am open to working with any student interested in literature. My areas of expertise are in Black and Indigenous literatures, American literatures in general, and Appalachia and the South. I also work in archival research and would be open to mentoring students interested in historical archival research and digital humanities. | 1 credit |
| Jamie | Brummitt | Philosophy and Religion | My research explores the relationships between religion and technology. Despite the common assumption that “religion is belief in something,” scholars study religion as technology by examining the visual, material, and digital cultures of religion. This means that I study how religious history is related to technologies, such as temples, books, statues, objects, places, images, films, and digital media. I study how people have used technologies to practice their religions and define their worlds. I also study how technologies are alive and act on people. To study religious technologies, I visit archives, museums, libraries, and places of worship in-person and online. It’s OK if you don’t want to major in Philosophy and Religion. I have worked with students interested in Sociology and Criminology, History, Religion, Philosophy, Art History, Archaeology, Computer Science, and many other fields. I will work with you to pick a research topic about religion that interests you and teach you how to do research in my field. | 1-3 credits (up to the student) |
| Kgosietsile | Velempini | Environmental Sciences | Attitudes of local people from Fayetteville to Wilmington county and adjacent localities about water quality in the Cape Fear River Basin. Comparative analysis of the dynamics of ecotourism attractions for community development in the Appalachia mountain trails of USA and the Okavango Delta of Botswana. |
3 credits |
| Laura | Solano-Escobar | World Languages and Cultures | Are you interested in learning how to conduct research about language and bilingualism? Join Dr. Solano-Escobar and explore how Spanish-English bilingual people use their languages! This is an exciting opportunity for students from all majors, especially those in Communication Studies, Elementary Education, or anyone interested in language and bilingualism. You will gain hands-on experience with research methods and can either work on an existing project or start one of your own. Requirements: You must be fluent in both Spanish and English. No prior research experience is needed—just curiosity and enthusiasm for learning! Take advantage of this chance to deepen your understanding of bilingualism while building valuable research skills! |
1 or 2 credits |
| Ellie | Ebrahimi | Computer Science |
Children increasingly engage in online activities at school, on social media, and through gaming platforms. Unfortunately, they are also exposed to various online threats such as phishing scams, online predators, and privacy breaches. Teaching children to protect their personal information can prevent identity theft and reduce the risks of cyberbullying. Furthermore, cybersecurity education fosters digital literacy, enabling children to understand the broader digital environment, including the ethical use of technology and the consequences of their online actions. However, there is currently no standard curriculum for cybersecurity education in elementary schools, leaving a significant gap in our children’s education. With the digital landscape rapidly evolving, children are often the most vulnerable users. Despite high levels of engagement with digital devices, many children lack the knowledge and skills to navigate the digital world safely. This gap in education leaves them susceptible to online threats, which can have serious consequences for their safety and well-being. Moreover, the lack of cybersecurity education in schools means that children are not being prepared for the future workforce. As the demand for skilled cybersecurity professionals continues to rise, it is crucial to start building these skills at a young age. Without early exposure to cybersecurity concepts, children may miss out on opportunities to develop valuable skills that are highly sought after in today’s job market. This project comprises several sections: |
1-3 credits |
| Hosam | Alamleh | Computer Science |
Vehicle security: use machine learning to detect potential cyberattacks on the vehicle. This will be done by training and testing a model on the vehicle's signal data. This project is a continuation of work I began with another student, which led to a published paper in this area. That project used machine learning to recognize whether a drive was familiar with a vehible based on their driving style, analyzed from signals from the car. |
3 credits |
| Liz | Timbs | History | I am prepared to work with a student on a research project of their choice focused on either African/African diasporic histories and/or Africana Studies. | 3 credits |
| Greta | Bliss | World Languages and Cultures | If a transfer student is interested in research in French and Francophone studies, the topic would be negotiated and co-determined by the student and myself as advising faculty. The student would need to have 300-level proficiency in the French language. | 1-3 credits, depends on the project |
| Christian | Briseño-Avena | Biology and Marine Biology | The Plankton Ecology Lab at UNCW, located in the Center of Marine Sciences welcomes students interested in hands-on research in biological oceanography, marine biology, or plankton ecology in general. Dr. Briseño-Avena conducts research using multi-prong methods to understand how plankton distributions are affected by physical-biological interactions at different ecological scales, from individuals to ecosystems. Interested students will be exposed to field methods for plankton collection (some field trips on small vessels could occur, so students must be comfortable working in open waters), sample processing in the laboratory using a combination of different methods (wet/dry biomass, gut fluorescence, zooplankton identification, among other). Understanding that field work is not always possible, the lab also offers a suite of projects that are computer-based (such as image and big data analyses). In addition, Dr. Briseño-Avena offers students the opportunity to conduct research on independent projects at the Algal Resources Collection, where students get exposed to algae culturing and laboratory-based experiments using cutting-edge culturing techniques. Regardless of project, students will be exposed to programming languages such as Matlab to conduct data analysis and data exploration and will be used to produce figures for presentations and reports. No previous experience is required. Students should be enthusiastic and open to learning new methods and techniques and willing to work in teams. | up to 3 credits; depending on the project |
| Anastasiya | Ferrell | Nursing | My research is on tobacco prevention, cessation, and control. Students can assist me in any of the following scholarship initiatives: creating a photovoice project on tobacco issues among middle/high school students; literature reviews (challenges in exhaled CO level reading for users of different tobacco products; use of Motivational Interviewing in clinical practice among nursing students; burden of tobacco-related school suspensions on students/staff/nurses; overeating and tobacco use; evidence used in the community intervention of overeaters anonymous); analysis of Reddit posts/Yelp/Google reviews/Google Trends about tobacco product use/access/health issues; study of nursing students' knowledge and opinions of heated tobacco products; study of a reputation of Overeaters Anonimous among nursing professionals (students/faculty, LPNs, RNs, NPs, NEs). Assistance, mentorship, and collaboration on any of these projects will lead to coauthorship of published manuscripts. |
1 credit |
| Deborah | Tyndall | Nursing | I have an ongoing research project with 2 public school districts in rural NC. This project focuses on a school nurse suicide risk screening intervention to identify K-12 students who may be at risk. Suicide rates in NC are the highest we've seen in two decades. In NC, school counselors/psychologists are primarily responsible for identifying mental health needs and connecting them to services. However, our research has indicated that students may first present to the school nurse, sometimes with psychosomatic complaints. Our work focuses on equipping school nurses with the tools they need to screen and identify at-risk students, with the goal of connecting students to in-school mental health services. | 1 credit |
| Laurie | Minns | Nursing / Clinical Research | Project 1: Qualitative and mixed methods research to update the Preparedness Assessment for the Transition Home (PATH) instrument specific to caregivers of patients with high grade brain tumors. This is a remote program and includes mandatory Thursday 9am meetings (via zoom) and one face-to-face meeting during the week. Project 2: Preclinical laboratory experience. This project involves learning sterile technique to culture cells from the immune system, bioassay work to determine the effects of novel therapeutic agents on immune cell responses. This is an in-person laboratory experience in my research lab at the Center for Marine Science on Marvin K. Moss Lane in Wilmington. Both projects will involve student training on appropriate safety and ethical standards to conduct research. Students will join teams of multi-disciplinary scientists to complete work within the scope of the assigned projects. |
2 credits |
| Jeeyae | Choi | Nursing | Are you interested in mobile app design? Join an exciting project where you will develop a user interface (UI) for a mobile app using Android Studio or similar tools. This project focuses on addressing cognitive decline in older adults. Cognitive health is essential for reasoning, memory, learning, and daily activities. Early detection and intervention—such as cognitive training and physical exercise—can significantly improve quality of life. As a participant, you will: • Design and develop a user-friendly UI tailored for older adults. • Simulate and test the UI on a computer. • Conduct usability testing to ensure accessibility and effectiveness. No prior knowledge of cognitive decline or geriatrics is needed. However, basic programming skills are required. This is a great opportunity to enhance your experience in app development while contributing to an important healthcare initiative! |
1 credit |
| Yea-Jyh | Chen | Nursing | As a faculty member and researcher at the School of Nursing, I am dedicated to research and educational programs focusing on complementary and alternative therapies or using integrative health alongside conventional treatment and standard healthcare. My research investigates strategies to enhance the self-care capacity of patients and their family caregivers, including cancer symptom management and support for chronically ill patients at home, aiming to improve well-being and other healthcare-related outcomes. I have significant experience successfully guiding students as they develop their research interests and skills, from literature searches to research implementation and dissemination. If you're passionate about complementary and alternative therapies or integrative health, I would love to hear from you. I'm here to offer my support and guidance on your journey. Please don’t hesitate to reach out—I look forward to mentoring and collaborating with you! |
1 credit |
| Lynnee | Argabright | UNCW Library | Help the library develop a campus-wide program. The Statistical Collaboration and Training Center (SCTC, https://library.uncw.edu/sctc) is a partnership jointly funded by UNCW Library and the College of Science and Engineering, which offers statistical advice and related quantitative computational support. It started in August 2024, has a director and project manager as well as 5 student workers and 2 volunteer students skilled in statistical data analysis. We are seeking a student to support the project manager (the Data Librarian) in developing the SCTC as a sustainable program. Tasks would include developing documentation, conducting assessment, and clarifying working practices to support the SCTC's ability to run smoothly for years to come. The student would be welcome to attend the SCTC's weekly team meetings which discuss statistical questions from patrons and provide statistical or R training. Mentorship would be provided by the Data Librarian in how to initiate and maintain programs, how to write technical documents and assessment reports, how to work with analysis and visualization software, how to create asynchronous resources. If the student would like to conduct research, the data librarian (with data analysis support from the SCTC consultants themselves) would guide the student on a research project, or else construct the Directed Independent Study around more specific learning goals the student would like to achieve. The student does not need a statistical background but must be interested in practicing project management--a necessary and transferrable skill in the workplace! | 1 credit |
| Alison | Taylor | Biology and Marine Biology | Undergraduate Microscopy Directed Independent Study (DIS) The Richard M Dillaman Bioimaging Facility supports a wide range of microscopy-based research across the College of Science and Engineering. The Facility maintains several advanced imaging platforms and is structured much like other core imaging facilities, although with a focus on teaching, training, and student research. There is increased demand for core facility imaging scientists with competency and technical skills to support facility operations, training, service, maintenance, and administration. We are therefore planning a series of DIS opportunities for our students that focus on facility management and professional development. The students will have an early exposure to the imaging scientist career path and opportunities to gain technical and soft skills necessary to be competitive in an entry-level technical service position or to gain a graduate research opportunity in which bioimaging is a key component. An Undergraduate Microscopy DIS will provide students with: 1. Training in Health and Safety and risk assessments with structured EHS modules and in-person sessions 2. Theoretical and practical training in the operation of selected microscopy platforms 3. Shadowing of RMDBIF personnel during user trainings and consultations 4. Responsibility to support essential operations in the facility, e.g. maintaining lab equipment, monitoring chemicals, assisting with administrative tasks, outreach (on-line and in person) 5. Career mentoring though regular meetings, discussions, and written reflections. Successful applicants will have demonstrated a clear interest in microscopy, bioimaging, research instrumentation and an interest in learning the theory and technical aspects of microscopy and optics. Students working in the facility must agree to the policies and procedures therein, be responsible and reliable, and have a professional customer service mindset focused on providing support, training, and technical assistance to a wide range of users with diverse research projects and levels of experience. | Flexible, but 3 credits is preferred |
| Alison | Taylor | Biology and Marine Biology | The student will work with a UNCW graduate student in our lab on experiments to investigate calcification in a marine phytoplankton. Training will be provided in algal cell culturing, analysis of growth, microscopy and some advanced electron microscopy (scanning electron microscopy) in our Richard M. Dillaman Biological Imaging Facility. The project will entail learning about marine phytoplankton, their role in our oceans, impacts of ocean acidification, and the cell physiology of these fascinating organisms. The work will be entirely lab based (no field work) and will allow the student to explore a range of cell and molecular biology topics that can be applied to understanding the ecology of this critical group of marine phytoplankton. | Flexible, but 3 credits is preferred |
| Bradley | Tolar | Biology and Marine Biology | Our lab focuses on microbial ecology and environmental microbiology, blending field- and laboratory-based research on coastal systems. Our lab is physically located at the Center for Marine Science off Masonboro Loop Road (~15 minutes from campus), where all research activities occur - students can park on-site with a valid UNCW permit or take the Wave Transit shuttle that runs every hour from main campus by Leutze Hall. DIS students in my lab typically work closely with my current graduate students to assist on a project and gain skills learning field sampling, molecular microbiology, microbial cultivation, nutrient analysis, and others depending on the project. Some examples of current work in my lab that students could be involved with include: *A coastal time-series project sampling water and sediment from the Cape Fear River and Intercoastal Waterway to investigate a bloom of nitrogen cycling Archaea that happens every summer, in relation to other microbes present. *An investigation of Archaea associated with invertebrate animals - including sea squirts and oysters - to determine their contributions to nutrient recycling and physical location, as well as overall diversity. *A wetland soil project to examine carbon cycling processes along a salinity gradient in the Cape Fear River, including carbon dioxide and methane emissions, and connect to changes in vegetation, plant biomass, and microbial diversity (in partnership with Dr. Lori Sutter's Wetland Ecology Lab). *An interdisciplinary oceanography project in collaboration with other UNCW faculty, investigating changes in habitats from the Cape Fear River mouth to the Gulf Stream, with our lab focusing on analyzing microbial diversity along the gradient and microbial activity specifically with carbon and nitrogen cycling. For more information on our lab, see: https://tolarchaeota.com/ | 1-3 credits; depending on the project |
| Ying | Wang | Chemistry and Biochemistry | The research in Dr. Wang's lab is focused on development of biopharmaceuticals. We employ biocomputational tools to design proteins or nucleic acids for new vaccines and therapeutics. Then, we use recombinant DNA and cell cultures to produce proteins, peptides, lipid nanoparticles, messenger RNAs, and gene therapy viral vectors. In collaboration with other groups, we test the efficacy and safety of these biopharmaceuticals in cells and animals. Students joining our group can choose to focus on either computational or experimental research and are expected to work with other undergraduate and graduate students. | 2-3 credits |
| Jeremy | Morgan | Chemistry and Biochemistry | Cannabichromene (CBC) is considered a minor cannabinoid due to its low natural abundance. CBC is converted in the plant to other minor cannabinoids, such as cannabicyclol (CBL). We are interested in the synthesis of CBC and CBL derivatives, along with completely new non-natural cannabinoids. Using synthetic methods our group has developed, students will produce, isolate, and characterize novel derivatives that will be sent to collaborators for biological testing. | 2-3 credits (6-9 hrs/week) |