Sports Science/Analytics Intern


Sports Science/Analytics Intern

Position Description:

  • Application Deadline: Rolling applications, April 7, 2022
  • Anticipated Start Date: 5/16/2022
  • Anticipated End Date: August 2022, with the opportunity to continue on in the program
  • Hours/Week: 8+ hours/week, 100 total hour minimum
  • Work Schedule: Flexible
  • Work Location:  on-campus
  • Compensation from host organization: none

Program Requirements:

  • Must have completed at least 30 credit hours by the internship start date
  • Must be in good academic standing
  • Must be a declared major in the College of Science or a recent graduate

Additional Requirements for This Position:

  • Completion of one course in statistics, data science, computer science, other relevant course, or submission of a project that aligns with these experiences


Utah Applied Health & Performance Science is seeking sports science/analytics interns for Summer 2022. This experience will focus on project work with a variety of sports within Utah Athletics. These projects may involve machine learning, statistics, data analytics, data visualization, and modeling.

Students do not need to have extensive experience in these subjects, but should come with enthusiasm to work in athletics and the ability to work together to creatively solve problems. Students can expect to be challenged and expand their technical skillset and collaborative capabilities throughout the summer semester. Experiences will be presented at the College of Science symposium at the end of the summer.

Desired Skills:

  • Curiosity and interest in sports
  • Ability to creatively think about solutions to problems
  • Basic knowledge of statistical processes
  • Demonstrated ability to work as part of a team
  • Detail-oriented, thorough
  • Ability to deliver projects on time in high quality
  • Experience in Microsoft Excel
  • Experience in Microsoft Power BI or other visualization software preferred
  • Experience working in different software languages such as R and Python preferred
  • Experience working with athletes or coaches preferred

Additional Information:

Crocker Science Center

Crocker Science Center

The University of Utah dedicated its new Gary and Ann Crocker Science Center (CSC) in 2018. Led by a $10 million donation from Gary and Ann Crocker, the U completely renovated the 83-year-old George Thomas Building on Presidents Circle. The CSC was originally a library for the U, before becoming the home of the Natural History Museum of Utah from 1968-2011. The CSC is the heart of the College of Science, housing research, teaching, and support for the College.

During the groundbreaking, former dean Henry White stated, “This modern science hub is ready to serve new generations of students, faculty and staff at the University of Utah. We are extremely grateful for Gary and Ann’s pioneering support for this building to become a world-class science education and research center on campus.”

Research in the CSC draws faculty and students from all four departments in the College – Biology, Chemistry, Mathematics, and Physics & Astronomy – to study the basic machinery of living cells. In addition to a fully equipped, world-class biotechnology incubator, the newly renovated Crocker Science Center houses two large lecture halls, teaching laboratories, classrooms, and a host of research programs from the U.‘s College of Science.

The rooms are designed with glass walls to serve as a living exhibit of modern science and thus to encourage public viewing and visual participation. Two Creek Coffee is also found on the second floor, and is very popular with the COS to grab a cup of coffee and snacks before heading to class or finding a quiet space/classroom to study.

The CSC is also home to the Henry Eyring Center for Cell and Genome Science, the U.’s Center for Science and Math Education, and the COS Dean's office and staff.


  • During renovations to make the Crocker Science Center, workers found human skeletal remains. Scientists determined that these were most likely artifacts of the University of Utah School of Medicine between 1905 and 1920. The bones recovered during this project were donated to the Department of Anthropology to be used as part of their human osteology teaching collection.
  • The structure in the atrium is called “Life of Tree” and was designed by Bill Washabaugh. He says,  “it was inspired by the biological Tree of Life which highlights the underlying connection between the parts of our natural world. It is the link between patterns across seemingly disparate disciples.” It depicts a Pinyon Pine Tree reflected in water, hence the upside down nature of the sculpture. This reflection also symbolizes the metaphor that all scientific theories are a reflection of the underlying reality. In addition, the kinetic “Life of Tree” is solar powered much like a real tree.
  • Throughout the building, numerous areas of exposed structure are labeled with placards and diagrams—serving as in situ learning exhibits for students to discover more about the art and science of structural engineering.
  • A newly acquired $5.9 million high-resolution cryo-transmission electron microscope (cryo-TEM) was installed in December 2017 and is one focal point of research instrumentation in the building. The cryo-TEM will allow researchers to observe and construct images of three-dimensional structures of important biomolecules with atomic resolution, providing insights into their biological functions in humans.
  • The dinosaur heads in the Ririe Room are a nod to its history as the former Utah Museum of Natural History.



Audrey Brown

Audrey Brown

Audrey Brown

“One of the biggest things that helped me was connecting with my loved ones.”

When the pandemic first emerged in early 2020 Audrey Brown, HBS’21, found that online classes were novel at first, “but I quickly found myself losing motivation and becoming depressed/anxious due to the day-to-day Zoom monotony and the never-ending doomsday news on social media.” As part of the covid or Zoom college generation, Brown could have put her academic career on hold, pivoted away from a college education… in short given up. But several supportive people, programs and institutions helped her navigate through this singular moment.

“One of the biggest things that helped me early on, the Bountiful native says, “was focusing on connecting with my loved ones. Even something so simple as getting out of my house to go on a walk with my mom was a huge help. I also had to learn to let go of things that were out of my control, and disconnect from the news that was feeding into my anxieties.” Needless to say, those anxieties extended beyond the coronavirus pandemic and included political and social strife unlike most of us can remember in the United States. Then there were challenges from the natural world: a devastating windstorm and the earthquake of 2020.

Aside from family, Brown found support from a bevy of awards and scholarships through the University, College and School of Biological Sciences. Yes, financial help was important, but so was the acknowledgment that came with awards like the AChemS Award for Undergraduate Research, Association for Chemoreception Sciences, 2020; the Undergraduate Research Opportunities Program Scholar award (UROP); and an Independent REU project award, Department of Mathematics where Brown had matriculated along with her major in biology.

A four-year Presidential scholarship, a Utah Regent’s Scholarship and a College of Science Dean’s scholarship both facilitated and rewarded her achievements, culminating in her graduation with honors, magna cum laude. She even received a marching band performance scholarship during the 2018/19 academic year.

The ACCESS cohort.

Another scholarship, however, was just the tip of an iceberg of networking opportunities and a kind of mentoring that can help young women in STEM, like Brown. That program was ACCESS Scholars, a College of Science initiative now in its thirty-fifth year that represents women and individuals from all dimensions of diversity who embody the program values of excellence, leadership, and gender equity.
Brown claims that the program “jumpstarted my research career and increased my appreciation for science as a whole.” The summer after graduating high school she took an interdisciplinary STEM course which introduced her to diverse scientific topics and where she gained an appreciation for the vast amount of research done at the University of Utah.

Today, she has stayed closely involved with the program and has served as a teaching assistant (TA), mentor, and curriculum developer. The ACCESS program places each student in a research lab where they gain firsthand scientific experience by completing a personal research project. Brown was placed with Dr. Alla Borisyuk, a professor in the Department of Mathematics, and studied the olfactory system. This was done in collaboration with and using the data from the Wachowiak lab at the University of Utah, a lab she joined a couple years later, and stayed in for the remainder of her undergraduate career. “I’m forever grateful that I had the opportunity to be exposed to research early on. I quickly fell in love with it and am excited to continue as I work on my PhD.”

That’s right. Brown is now a candidate for her doctorate in biology. She is just finishing up a rotation in which she gains experience in three different labs before deciding where she will spend the remainder of her career as a graduate student.

And the pandemic, of course, has turned into an endurance test for everyone, including Brown. Two years in and she’s added to her repertoire of coping mechanisms. “I try to remind myself of all the positive things that have happened in my life over these past two years, some of which (ironically) never would have happened if the world hadn’t shut down. Rather than dwell on what might have been, I’ve been pushing myself to look for the positives and be grateful for the good in my life. I think that my advice for anyone struggling to find motivation due to the pandemic (or otherwise) would be to focus on finding positives in life, and in connecting with the people in your own circle of influence.”

"I still play the flute as often as I can"

Brown also finds solace and refuge in music. She plays the flute and the piano. “Music is still one of my favorite hobbies, so I intend to make it a part of my future, though I am no longer in any formal ensembles. I still enjoy playing the flute as often as I can and learning new pieces. I have several family members that also play the flute and I enjoy playing with them on occasion. And I am constantly listening to music of all different genres.’

When she’s not rotating through a variety of Molecular, Cellular and Evolutionary Biology labs, she reads. She recently completed “A Pocket Full of Rye” by Agatha Christie, and “Howl’s Moving Castle,” the fantasy novel by British author Diana Wynne Jones, later made into a celebrated animated film. “Currently, I’m reading ‘Behave: The Biology of Humans at Our Best and Worst’ by Robert Sapolsky, in order to scratch a non-fiction itch I’ve had for a while.” But she concedes along with a whole generation (or two), “My favorite book(s) are the Harry Potter series. I’ve read them several times. They are my ‘go-to’ when I have run out of other things to read.”

Brown considers her grandfather to be her inspiration, even her hero. “My grandfather spent most of his career working for the United States Department of Agriculture (USDA) research service. He worked on broadening the genetic basis of sugar beet crops by breeding hybrids from wild sugar beet strains.” At the time, the genetic basis for most sugar beet crops was very narrow, making them susceptible to diseases and changing environmental conditions. “His goal was to develop strains with increased disease resistance,” Brown says, “and increased sugar yield. He also investigated the possibility of developing a ‘fuel beet’—a hybrid sugar beet used for making bioethanol.”

The legacy of a grandfather’s example and hard scientific work may not be genetically passed on to a grandchild, but it is, nevertheless, deeply influential for Audrey Brown as the first year of graduate school closes in.

By David Pace, first published @

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Entomology Lab Intern

Natural History Museum of Utah,Entomology

Entomology Lab Intern

Position Description:

  • Application Deadline: April 7, 2022
  • Anticipated Start Date: 5/17/2022 (with flexibility as needed by student)
  • Anticipated End Date: 8/03/2022
  • Hours/Week: 10 hours/week
  • Work Schedule: Flexible
  • Work Location:  Natural History Museum of Utah
  • Compensation from host organization: $12.50/hour

Program Requirements:

  • Must have completed at least 30 credit hours by the internship start date
  • Must be in good academic standing
  • Must be a declared major in the College of Science or a recent graduate

Additional Requirements for This Position:

  • None


The Museum’s mission is to illuminate the natural world and the place of humans within it, and we do this in the context of the extraordinary landscape of Utah. The entomology lab intern will work closely with the Invertebrate Collections manager to learn how to process frozen insect specimens, including how insect genetic material is stored, how frozen invertebrate collections are organized and labeled, and databasing specimens. The intern will have the opportunity to learn more about entomology, geography and taxonomy as well as about museum operation and career pathways.

Desired Skills:

  • Interest in entomology, taxonomy, and museums
  • Extreme attention to detail and patience with being fastidious in work
  • Grasp of taxonomic hierarchy concepts in general
  • Superlative communication skills, especially when learning new things and clearing up confusion
  • Willing to learn skills to use our database
  • Good coordination for handling small fragile specimens

Additional Information:

Thatcher Building


  • Completed: 2013
  • Named for: Lawrence Thatcher, Alumni and Friend of the Chemistry Department

A crowd of well-wishers gathered on Wednesday, March 13, to celebrate the opening of the Thatcher Building for Biological and Biophysical Chemistry. The building is named in honor of the Lawrence E. and Helen F. Thatcher family, whose generous gift made the new facility possible. Located adjacent to the Henry Eyring Chemistry Building, the five-story structure provides space for much-needed research labs for graduate students—those future science professionals who are working in critical chemistry disciplines and will help shape the future of the Department of Chemistry.

The second level of the building will enhance the training of undergraduate students in the latest techniques and tools in chemistry research. It also houses the Curie Club, established in 2011, one hundred years after Marie Curie’s Nobel Prize in Chemistry. The club inspires and supports women in science, and provides space to host activities ranging from undergraduate experiments in the adjacent laboratories, to informal outreach to school children and scout groups.

The top floor of the building features a 100-seat seminar room and reception area with sweeping views of the Salt Lake Valley.

On the west side of the building is a stunning, four-story glass wall with a design of the periodic table etched in the glass—the large symbols are the first thing students, faculty, staff and visitors will see as they enter campus from the Stadium TRAX station and parking lot. The iconic “window” makes a strong statement that chemistry ranks high on this campus.

In addition to making the lead gift for the new building, the Thatcher Family endowed a Thatcher Company Scholarship last year, and in a surprise announcement at the dedication, President Pershing announced an additional gift from Lawrence, Helen and Tom Thatcher—a new Presidential Endowed Chair in Biological Chemistry. President Pershing was noticeably pleased to announce that the inaugural chair is a woman—Cynthia Burrows—a Distinguished Professor in the Department of Chemistry and recipient of a University of Utah Distinguished Teaching Award. Burrows will have laboratories located in the new building and will provide leadership for future generations of students and faculty in biological chemistry.


Henry Eyring Building

Henry Eyring Lecture Hall

The Henry Eyring Chemistry Building

  • Completed: 2004
  • Named for: Henry Eyring
  • Architect: Pollard Architects

The Henry Eyring Building (HEB) is named after Henry Eyring, a Distinguished Professor of Chemistry and Metallurgy (1966-1981) and a former dean of the Graduate School (1946-1966). Dr. Eyring received his Ph.D. in Chemistry from the University of California, Berkeley, and taught in Wisconsin, Berlin, and Berkeley before making his way to Utah in 1946. He was a former president of the American Chemical Society (1963), and the U still has an active ACS student chapter.

The east entrance of HEB

HEB is where most of the large lecture chemistry classes occur, such as general chemistry, organic chemistry, and quantum chemistry. O-chem labs are on the 4th floor and gen chem labs are in the basement. Near the gen chem labs is the larger stockroom for research labs, where liquid nitrogen and dry ice are stored.

There is a popular study area near the gen chem labs, and TAs are available to answer questions. The HEB is also where many faculty have their offices, including the chair of the chemistry department.

LGBT+ Physicists

LGBT+ Physicists

Ramón Barthelemy, assistant professor, Department of Physics & Astronomy

1st study of LGBT+ physicists reveals red flags.

LGBT+ physicists often face harassment and other behaviors that make them leave the profession, according to a new study, which comes as physics as a discipline has attempted to grapple with equity and inclusion issues.

The authors found that the two biggest factors that influence a person’s decision to leave physics are the overall climate of the organization they belong to and more specifically observing exclusionary behavior.

“People feel shunned, excluded, and they were continually having to readjust and twist themselves to fit into the physics community,” said Ramón Barthelemy, assistant professor of physics at the University of Utah and co-lead author of the study. “LGBT+ people are inherently a part of this field. If you want physics to be a place that anyone can participate, we have to talk about these issues.”

“Nearly everybody I know who is LGBT+ in physics has left, to be honest,” said Tim Atherton, associate professor of physics at Tufts University and co-lead author of the study. “We’re talking dozens and dozens of students and faculty. I can empathize with the experiences of the study’s participants from some of my own experiences.”

Tim Atherton, associate professor of Physics at Tufts University

According to the American Physical Society, 15% of early career scientists identify as LGBT+. and while a number of previous studies have explored challenges faced by physicists with regards to gender and race, this study sought to expand understanding of the impact of these barriers through a survey of the experiences of 324 people in physics across the LGBT+ spectrum. It will be published later this month in the journal Physical Review of Physics Education Research.

The coauthors themselves come from a wide range of institutions, backgrounds, identities, and career stages and sought to understand the lives of the larger LGBT+ physicist community from their own perspectives.

LGBT+ survey participants reported observing and experiencing exclusionary behavior such as shunning, homophobia, and harassment at high rates. LGBT+ people who are also from marginalized gender, racial, and ethnic groups faced more challenges than their LGBT+ peers.

In addition to the survey, the authors also conducted one-on-one follow-up interviews with five students who identified as being transgender, a Person of Color (POC), or both to give voice to perspectives that often get lost in datasets with large statistical numbers.

Gender had a big impact on a person’s perception of their environment. While about 15% of LGBT+ men reported an uncomfortable or very uncomfortable experience, 25% of women and 40% of gender non-conforming people reported similar experiences.

This pattern is even stronger in response to those who observed or experienced exclusionary behavior. Across the entire group, 20% experienced exclusionary behavior and 40% observed it.

Women and gender non-conforming people are three to four times more likely to experience this kind of behavior, and nearly two times more likely to observe it than their male peers.

Almost half of all participants who identified as transgender experienced exclusionary behavior directly, compared with 19% of their cisgender peers. Transgender interviewees encountered institutional barriers, including discriminatory health insurance plans or policies that restricted their bathroom use. Many trans participants described face-to-face harassment.

“We often talk about the gender issues in physics,” said Atherton. “When we started looking at the LGBT+ issues, it’s amazing how gender just naturally emerged. We almost can’t separate those issues. It’s striking.”

A participant’s level of “outness,” which describes how openly someone discloses their identity as part of the LGBT+ community, also influenced their experience. Participants who were out to their coworkers were more likely to report being comfortable, while participants who were not open about their LGBT+ identity reported being very uncomfortable at higher rates than their out peers.

LGBT+ respondents of color reported being out at lower rates than their white peers. In a follow up interview, one Black participant felt that her race impacted her education more than her sexuality. “I think I grappled more with the race element than I do with the sexuality, because the deal is, that’s what they see first,” she said.

Observing exclusionary behavior was found to have a greater influence on someone leaving physics than directly experiencing exclusionary behavior.

“This study tells us support has to be available in the entire institution,” said Barthelemy. “LGBT+ individuals in all departments have to be continually coming out when we engage with the broader campus community and new people, since our LGBT identity is seldom assumed. By making our presence known, we can help encourage greater equity, diversity and inclusion throughout the institution.”

In future studies, the researchers will dig deeper into the climate model to understand how best to keep LGBT+ physicists in the field. They’ve also submitted a grant to extend the current study to a long-term project that follows LGBT+ physicists every five years.

Some of these respondents went on to workplaces outside of physics with a better climate. “But I’m sad because physics has lost so much of this valuable talent,” said Atherton. Still, he is hopeful. “I see a promising vista if we can begin to address these issues.”

This study is the latest in a long history of queer physicists fighting for space in their field, the authors note. In 1957, the astronomer Frank Kameny was fired from the U.S. Army Map Service for being gay. For the next half century, he fought for the rights of LGBT+ people, even bringing the first civil rights claim based on sexual orientation in a U.S. court. In 2009, he stood by President Barack Obama as he signed the executive order that the federal government could no longer discriminate based on sexual orientation and gender identity.

“I feel our work builds on the generations before us,” said Barthelemy. “People like Frank Kameny, Alan Turing, Sally Ride—all of these amazing queer physicists, these icons, who made changes and really laid the groundwork for us to even exist in our field of study.”

Other authors of the study include Madison Swirtz of the University of Utah, Savannah Garmon of Osaka Prefecture University, Elizabeth Simmons of UC San Diego, Michael Falk of Johns Hopkins University and Wouter Deconinck of University of Manitoba.

by Lisa Potter, first published in @theU

Cowles Building


  • Completed: 1901
  • Named for: Leroy E. Cowles, President 1941-46
  • Architect: Richard K.A. Kletting
  • Style: Second Renaissance Revival
  • Materials: Brick and Sandstone

The Cowles building housed the original library of the University until 1913, when the collection was moved to the Park Building. The Liberal Arts Department then took the place of the library. In 1957 this building housed the Mathematics Department, and in 1976, it became the Communication Building.

Of the first three University of Utah buildings constructed, this one is the least altered, both inside and out. The entrance, on the west side, has two columns with unusual capitals, which support a portico in front of the double arched doorway. Like its companion, the James E. Talmage Building, the entrance is placed asymmetrically on the facade.


There is a loft on the 4th floor which serves as the graduate student offices and study spaces. It's one of the quietest buildings on campus with the most study spaces - both private study rooms and tons of big open work spaces. It's also the closest building to the Union Food Court for when students need a break!

Molecular Systems Intern


Molecular Systems Intern

Position Description:

  • Application Deadline: rolling, April 7, 2022
  • Anticipated Start Date: decided upon offer
  • Anticipated End Date: year-round
  • Hours/Week:  part-time
  • Work Schedule: Naturalist Interns will be required to work 24 hours per week, generally in three 8-hour shifts. Various schedules will be available to prospective hires, but all schedules will include either some weekend or evening shifts. Interns can schedule up to two weeks off in the summer.
  • Work Location:  Salt Lake City
  • Compensation from host organization: TBD

Program Requirements:

  • Must have completed at least 30 credit hours by the internship start date
  • Must be in good academic standing
  • Must be a declared major in the College of Science or a recent graduate

Additional Requirements for This Position:

  • None


This person works closely with research associates in the research lab. Performs general lab duties, designs and conducts experiments, collects and analyzes data and keeps an accurate record of all work done in accordance with the quality system. Requires some problem-solving skills. Normally received general instructions on routine work, detailed instruction on new assignments. Reports to Project Manager or Lead.


  • Perform all work in compliance with company policy and within the guidelines of BioFire Diagnostics’ Quality System.
  • Performs diagnostic tests using PCR to check the functionality of several different instruments produced by BFDX.
  • Responsible for research and/or development in collaboration with others for assigned projects.
  • Performs lab duties and experiments.
  • Collects and analyze data relating to real-time PCR.
  • Contributes to project process within his/her scientific discipline.
  • Responsible for maintaining instrument history quality control records.
  • Responsible for developing and revising instrument quality control procedures, involving controlled Word and Excel documents.
  • Ensures that laboratory notebook for assigned projects/experiments are maintained in accordance with the BFDX Employment Handbook.

Additional Information:

IMPORTANT: you must apply both through the Facilitated Internship Program (link below) and via the bioMérieux site for this position!

Skaggs Building

Aline W. Skaggs BUILDING

Aline Wilmot Skaggs (1926-2015)

Located immediately east of the South Biology Building, the Aline W. Skaggs building was built on the site of the old gymnasium building, later known as the Dance Building. Also demolished for the construction was a small brick building that formerly housed the University seismograph and a small, wooden ex-Army building moved to the site following WWII. James Ehleringer was the department chair at the time and instrumental in overseeing the project.

The building is named for Aline Wilmot Skaggs, a philanthropist whose aim was to alleviate human suffering. The ALSAM Foundation is named in honor of L.S. ”Sam” Aline’s husband, and is still the support of a variety of causes and organizations. In addition to its signature donation to the Aline W. Skaggs Biology Building (ASB), the Foundation has made significant donations to the University of Utah, The Scripps Research Institute, numerous colleges of pharmacy across the Western United States, and many other organizations.

Often credited as the father of the modern super drug-store chain, Mr. Skaggs took over his family’s Idaho grocery store business after his father’s death in 1950. Mr. Skaggs grew the business from a regional industry leader into American Stores, which at one time was the third largest food and drug chain in the country.

Mr. Skaggs died in 2013 at the age of 89. Aline, a Boise native who loved animals—especially her beloved poodles and pet deer “Lafena,” as well as horses—was awarded an Honorary Doctorate from the University of Utah in 1990. She is remembered by her four children as an excellent golfer, an avid bridge player, an outstanding cook, one who loved reading, and enjoyed country music, especially her favorite, the gospel-infused The Oakridge Boys. She passed away in 2015.

Detail of glass window in ASB cell bridge.

"This building has the best coffee shop on campus. The shop is called Brio and is student-owned."

Though designed primarily for research, the new building includes two large lecture halls, the largest is where the Frontiers of Science, the University's longest-running lecture series, is regularly staged.

"The best place to study is a quiet, sunny, area called the “cell bridge” which links ASB to the South Biology Building.  Students are able to write with dry-erase markers on whiteboards and on the windows of the bridge."



  • The windows of the cell bridge between South Biology and ASB are actual images of plant cells.
  • When neurobiologist and former Mario Capecchi Endowed Chair Sophie Caron first arrived in 2015 as assistant professor at U Biology, her lab was set up in the ASB. Some of her equipment was so large and so heavy that workers had to dismantle some of the intricate windows of the "cell bridge" to lift the equipment to the second floor.
  • In 2020 both of the lecture halls, 210 and 220 were re-designed and re-furbished with state-of-the-art audio-visual equipment which allows for a hybrid participation of seminars and other lecturers both in-person and digitally through remote broadcast.
  • In Fall Semester 2021 the first in-person seminars at the School reconvened since the start of the Covid-19 pandemic in the newly-retrofitted lecture halls, providing socially-distanced seating and access for tuning in remotely.