ENERGIZE Research Initiative


The ENERGIZE Psychology Research Initiative helps connect students with meaningful research lab experience during their undergraduate career.  We hope to ENERGIZE your interest in scientific psychology.  Also, participating Psychology labs are committed to ENERGIZING their research by recruiting lab members who will bring new experiences, backgrounds, and ideas to the research programs.  The labs are specifically looking for students who are under-represented in the sciences. This includes:

  • Racial and ethnic background
  • Sexual orientation
  • Religious diversity
  • First-generation students
  • International students
  • Students with disabilities
  • Nontraditional students
  • Rural students
  • Older students
  • Students with families

Why should you consider becoming a member of a lab?

  • It is the best way to learn deeply about psychology
  • You contribute to creating new science
  • Earn credit in PSY 399 or 499
  • Experience in labs leads to honors projects and strong letters of recommendation for graduate school or employment
  • It’s fun!

Read about the participating labs by clicking on the 'Participating Labs' tab above.  To apply to become a member of an ENERGIZE lab, click on the 'Apply to ENERGIZE' tab and fill out the form.

Important: By submitting this application you consent to provide this information to the Department of Psychology Advising, Faculty, and Graduate Student ENERGIZE mentors

Please note that the lab(s) you have applied to may not be currently recruiting new RAs. Your information will be shared with the lab and you will be contacted when the lab begins recruitment for the following semester

Participating Labs

These are the laboratories currently participating in the ENERGIZE program.  Each lab has agreed to hold open at least one position for an ENERGIZE student (but that position might already be filled).  In addition, the lab has agreed to be flexible in considering student preparation (e.g., GPA, courses taken), hours that a student might commit to the lab, and the times during the day and week that a student is available to work in the lab. Finally, the lab director is committed to some direct contact and mentoring (e.g., in research and the graduate school application process). This mentoring commitment may require that you attend high-level lab meetings.

You can find out more about each lab by clicking on the links to go to the lab websites.

After you have chosen one or more labs, fill out the form on the “Apply” tab. ENERGIZE program staff will try to arrange for you to meet with a student in the lab for an interview, and you may also be interviewed by the lab director. Be sure to prepare for this interview by reading scientific papers produced by the lab (you can find these papers at the lab websites).  Be ready to talk about the papers, why you are interested in the lab, what you can contribute, and when you are available.

  • Aktipis,  Cooperation and Conflict Lab: We explore a variety of topics such as evolution of empathy, prosociality, and more.
  • BaeVisual Cognitive Neuroscience Lab: We investigate underlying mechanisms for visual attention, perception, and working memory using EEG/ERPs, computational modeling, and psychophysics
  • BenitezLearning & Development Lab: The lab is focused on understanding early language and cognitive development. Our research studies specifically examine how young children learn words from monolingual and bilingual input.
  • BerkelREACH Institute: We conduct research to reduce health disparities by promoting the dissemination and implementation of culturally informed, evidence-based prevention programs.
  • BrewerMemory and Attention Control Lab: Our research projects investigate human memory and attention capabilities and how they support a wide range of behaviors.
  • ChassinPathways of Risk and Resilience Lab: We focus on the intergenerational transmission of alcohol and tobacco use.
  • CorbinBehavioral Alcohol Research for Clinical Advancement: The lab conducts laboratory and survey research on processes involved in alcohol-related problems.
  • Doane, Adolescent Stress Lab: Our lab studies child and adolescent daily experiences, stress, and well-being with emphasis on physiological, psychological and contextual levels of analysis. 
  • Ha@HEART; Healthy experiences Across Relationships and Transitions: The lab focuses on understanding the reciprocal processes that link romantic relationship experiences to emotional and behavioral adjustment.
  • InfurnaLifetime Development Lab: The Lifespan Development Lab's research interest and projects focus on examining resilience to major life stressors and psychosocial predictors of healthy aging in adulthood and old age.
  • Johnson-GlenbergEmbodied Games Lab: The team creates and assesses the efficacy of XR games for learning
  • Lemery-Chalfant, Doane, DavisArizona Twin Project: We explore early biological and environmental risk and protective factors for later mental and physical health of children.
  • LuccaEmerging Minds Lab: We explore the developmental and evolutionary foundations of human cognition, curiosity, and communication.
  • Luecken, PerezLas Madres Nuevas/The New Mothers Project (LMN): The LMN project is a longitudinal study of the health and development of Mexican American children.
  • McBeathPEARL Lab: The PEARL Lab (Perception, Ecological-Action, Robotics, & Learning), headed by Dr. Michael McBeath, does computational modeling of real-world perception-action phenomena including sports, music, VR, illusions, and emotions, and is also affiliated with the SAMBA (Science of Art, Music, & Brain Activity) research group..
  • McClureDecision Neuroscience Laboratory: We investigate the brain processes that underlie valuation and decision-making in people. We aim to understand the function of individual brain system in how they represent and learn information about available rewards.
  • McNamaraScience of Learning and Educational Technology (SoLET) Lab: The SoLET lab focuses on applying research from computer science, education, and psychology in educational environments. The research aims to further the understanding of cognitive processes and to use this theoretical foundation to improve educational methods.
  • NeubergEvolution, Ecology, and Social Behavior Lab, Integrating social psychologybehavioral ecology, and evolutionary biology, we explore fundamental questions about stereotyping and prejudices, how physical environments and social ecologies shape cognitions, behaviors, culture, and health, and how social goals shape the ways we perceive and understand the world around us.
  • Patock-Peckham, http://www.socialaddictionsimpulselab.org/ We study internalizing and externalizing pathways to behavioral control mechanisms involved in alcohol consumption.   
  • PerezEating Pathology Lab: We explore the genetic, biological, psychophysiological, cultural, and environmental underpinnings of eating behavior and unhealthy lifestyles.
  • Pina, The Courage Lab: The lab studies the developmental course of anxiety in children and adolescents, with a focus on feasible, mechanism-targeted prevention and intervention programs to reduce youth mental health problems
  • SanabriaBasic Behavioral Processes Lab: We study basic processes of learning, timing, choice, and impulsivity in rodent models.
  • Shiota, Psychophysiology Lab for Affective Testing (SPLAT Lab): The SPLAT Lab studies human emotion, with particular emphasis on positive emotions, emotion regulation, emotional processes in interpersonal relationships, and emotional mechanisms of behavior change. 
  • SuGenes, Environment, and Youth Development Lab: The lab focuses on understanding how genetic and environmental factors contribute to the development of alcohol use disorders with a focus on racial/ethnic minority adolescents and young adults. 
  • VerpeutSOCIAL (Study of Circuits in Adolescent Life) Lab: The lab explores cerebellar circuits in neurodevelopment and behavior using rodent models.
  • Wolchik, The New Beginnings Podcast Lab: We are conducting mixed-methods (qualitative and quantitative) research on a project that aims to adapt the New Beginnings Program into a podcast. 
  • Wynne, The Canine Science Collaboratory: The CSC studies how people and dogs live together and uses that knowledge to help dogs at the animal shelter and in the home

Apply now


Describe how you fit the ENERGIZE program under-represented criteria. The labs are specifically looking for students who are under-represented in the sciences. This includes: Racial and ethnic background, Sexual orientation, Religious diversity, First-generation students, International students, Students with disabilities, Nontraditional students, Rural students, Older students, Students with families
Which labs are you interested in?
OPTIONAL. Often faculty get many requests from students who want to join the lab. Use this text box to help faculty understand why you want to participate in a particular lab. For each of up to three of your lab choices, write a few sentences describing a) why you want to participate in that lab, and b) any qualifications that you might have (e.g., coursework, life experiences). Be sure to indicate which lab you are writing about.
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I understand that by submitting this application I consent to provide this information to the Department of Psychology Advising, Faculty, and Graduate Student ENERGIZE mentors.

Jenessa Shapiro Undergraduate Research Scholarship

The Jenessa Shapiro Undergraduate Research Scholarship

To learn about Professor Shapiro, please click here.


The Department of Psychology is committed to ensuring opportunity in psychology research for undergraduates from groups underrepresented in scientific psychology. Toward this end, the Department created the ENERGIZE program through which students from under-represented groups are paired with potential research laboratories to both energize the student’s interest in scientific psychology and to energize the laboratory’s research by considering new perspectives. 

The Jenessa Shapiro Undergraduate Research Scholarship was created with the awareness that ENERGIZE students may face financial challenges that preclude their ability to take advantage of research opportunities. The Scholarship is thus dedicated to supporting annually 1-2 ENERGIZE students with documented financial need and demonstrated potential in psychology research with funding of up to $5000.  Funding will allow students financial and time flexibility to devote substantial effort to research endeavors and create a pathway for mentorship relationships with faculty that ultimately support further engagement with the major and profession of psychology.  All students who meet the application criteria will receive consideration for the Jenessa Shapiro Undergraduate Research Scholarship without regard to race, color, religion, gender, gender identity or expression, sexual orientation, citizenship, national origin, genetics, disability, age, or veteran status.

Application Criteria and Expectations: Students wishing to apply for the Jenessa Shapiro Undergraduate Research Scholarship must meet the following criteria to be considered:

  1. The student has applied to the ENERGIZE program and has been accepted into an ASU Department of Psychology ENERGIZE research lab.
  2. Students must be identified by a faculty member as demonstrating significant potential in psychology research and invited by the faculty member to apply for the Jenessa Shapiro Undergraduate Research Scholarship. Students may encourage faculty nominations.
  3. Identified students MUST meet one or both of the following Arizona State University financial need criteria (1) High Financial Need or (2) Unmet Financial Need.
  4. Students are expected to continue with the research lab through the academic year and are expected to devote a minimum of 10 hours weekly to research endeavors including activities such as: work in the lab, attending lab meetings, meetings with the faculty mentor, independent research, community outreach, and other research-related activities.
  5. Students are expected to present their research at Celebrating Psychology Honors in April and/or the Psi Chi sponsored Arizona Psychology Undergraduate Research Conference (AZPURC).
  6. Students are expected to create an opportunity to extend access to psychological research into a non-academic community. For example, the student may participate in the ASU Open Door; the student may present findings in an academic course; the student may present findings in the student’s home community, and so on.
  7. The faculty member must provide a letter of endorsement addressing the student’s potential for research and commenting on criteria (4) - (6).

Application and Project Timeline

NOTE: For the Academic Year 20/21 the application process will be adjusted to account for campus disruption due to COVID-19.  First, there will be two application deadlines, each for one scholarship.  The first deadline will be July 18, 2020, with an award announced by July 30.  The second deadline will be September 15, 2020, with an award announced by September 30, 2020.  The purpose of the second deadline is to accommodate faculty and students who are new to the ENERGIZE program.  Scholarship applications should be sent to the Psychology Advising Office (psych.advisor@asu.edu ).  Second, the faculty letter of endorsement should include information about how the student’s lab experience may be affected by COVID-19 restrictions.

  1. Interview and begin participation in an ENERGIZE research lab in the early part of the Spring Academic Semester.  Faculty will identify students who demonstrate potential within psychology to nominate for the Jenessa Shapiro Undergraduate Research Scholarship. Students should feel free to encourage faculty nominations.
  2. Completed application materials including the Application Form and Faculty Letter of Endorsement are submitted the Psychology Advising Office (psych.advisor@asu.edu) no later than April 1st.
  3. Scholarship recipient(s) are notified by email on or before April 15th.  The Scholarship award will be for the following academic year (e.g., if the applicant is selected for award Spring 2020, the award period will include the Fall 2020 and may include the Spring 2021 semesters).
  4. Students NOT selected as scholarship recipients may re-apply the following academic year. Students will receive feedback regarding their applications.
  5. Scholarship recipients are ineligible to reapply for Scholarship funding in subsequent years.
    1. Student recipient is awarded $2500 (with a potential for an additional $2500 as described below, see point 7) in scholarship funding by the first day of Fall semester.  These funds will be deposited into the student’s ASU account. Faculty mentor support funds of at least $250 (from Department of Psychology resources) are awarded by September 1st. These funds may be used for any research-related purposes such as participant payment, purchase of equipment, and travel.
    2. August - December: Scholarship recipients and mentoring faculty meet to formulate the nature and scope of recipient’s involvement in the lab and to create an independent poster/publication project that the student will present in April.
    3. By December 15th, recipients and faculty complete the Shapiro Research Scholarship Progress Form

Receipt of the second payment distribution is contingent upon the Committee’s determination that sufficient effort and progress have been demonstrated.

  1. By the first day of Spring semester, student recipients are awarded $2500 in scholarship funding.  Faculty mentor support funds of $250 are awarded by February 1st.
  2. Scholarship recipient(s) present their work at the Celebrating Psychology Honors in April.
  3. By May 15th Scholarship recipients complete a Jenessa Shapiro Undergraduate Research Scholarship Completion Form.  Note:  This form will be shared with donors.