������ý

Image

For Andrew, the University of ������ý has never been just a place to earn a degree, it's been a place to connect people, ideas, and communities in meaningful ways. 

Growing up in Tucson, Andrew felt he already had a connection to the University of ������ý. Friends, family, and faculty connections made the U of A feel familiar long before he ever stepped into a classroom, but becoming a student himself created an entirely different perspective. He felt he became more immersed in the Tucson community, which shaped much of his college experience. From research and leadership to travel and community engagement, Andrew made a real impact on campus. 

Turning Research Into Action

One of the most impactful experiences of Andrew’s time at ������ý began during his very first semester through the  in the School of Sociology. 

What began as a course focused on interviewing people experiencing poverty in ������ý evolved into something much bigger. Since then, much of Andrew’s academic work has centered around understanding poverty, public policy, and how research can directly influence communities. 

Throughout the project, Andrew contributed to policy writing and presentations that were shared with university leadership, including the president's office, the provost, and the dean of the . 

For him, the experience showed how academic research can go beyond the classroom into addressing real world challenges. 

One story that stuck with him from the Tucson Poverty Project was when a fellow student interviewed a recent U of A alumnus who had been a participant in the project years earlier, but has since fallen into poverty themselves. The experience challenged assumptions about who can fall into poverty and reinforced how complex of an issue it is. 

“It's an illusion to think you're immune to poverty,” Andrew said. 

His work has also altered the way he thinks about solutions. He observed how poverty, homelessness, healthcare, food insecurity, and crime are all deeply interconnected, and that meaningful change takes patience, collaboration, and long-term investment. 

Learning Beyond the Classroom 

Outside of Tucson, Andrew has looked for opportunities to better understand communities and cultures around the world. Through the CIELO program, he traveled to Costa Rica, where he explored environmental sustainability, community engagement, and the impacts of climate change from a completely different perspective than the Sonoran Desert. As someone who grew up in ������ý, seeing the effects of climate change in a wet environment expanded the way he viewed the world and his studies. 

Additionally, the experience helped reshape how he thought about travel and human connection. It showed him how the world is not that scary of a place, and people are more similar than we often think. 

The program was actually Andrew's second time visiting Costa Rica. During a previous trip with the Eller College of Management, he worked on a coffee farm in the mountains. Returning with CIELO gave him a broader perspective and allowed him to connect more deeply with nature and local communities. 

Andrew explored Costa Rica through coastal excursions, hiking, and white water rafting. He also participated in community service projects, helping maintain a local school by painting walls, cleaning classrooms, and pouring concrete. In Puerto Carrillo, he joined efforts to remove microplastics from the beach while spending time with and learning from local residents. What stood out to him most was the sense of happiness, calm, and connection that seemed deeply rooted in the local communities.

Leadership, Balance, and Building Community

Andrew's time at ������ý has stretched far beyond academics and travel. Alongside his research projects, he served as a student assistant in the Honors college and ran for student body president three times. 

Balancing many commitments hasn’t always been easy. Andrew credits calendaring, prioritization, and learning when to say “no” as some of the most important skills he's developed during college. 

At the center of all the work Andrew does is a desire to make the university more connected, welcoming, and accessible for students. Whether it's helping students find scholarship opportunities, encouraging peers to get involved, or connecting people with campus resources, he hopes his impact lasts beyond graduation. He encourages students to get involved, as there are endless opportunities to take advantage of. 

For students hoping to make a difference themselves, Andrew believes there's no single right way to create change. 

“You can make a difference in any way that feels right to you,” he said. “Big or small.”

Are you ready to make a difference? Start here.

Apply Now

Image

Living (and Learning) in the Desert

In the Sonoran Desert, checking the weather isn’t just something you can do once on your phone in the morning and move on from – our moody landscape requires flexibility. In summer, clear skies can quickly change to magnificent monsoons – or, weather events that can be more serious (and severe) than just getting caught up without an umbrella. 

And at the University of ������ý, Wildcats aren’t waiting around to respond to these shifts – they're doing research that could help protect entire communities. 
 

Studying Storms

Nilay Patel and Edie Lamar are Hydrology and Atmospheric Science majors in the . They both contribute to projects that use data software to track and analyze weather patterns and conditions in specific environments – but their journeys and research are uniquely their own.

For Nilay, the journey started long before college. Growing up in the Southwest, he became fascinated with weather; especially the monsoon storms that define Southern ������ý summers. That curiosity followed him to U of A, where he sought out opportunities that turned his interest into action.

Nilay's research focuses on identifying the atmospheric conditions that lead to severe thunderstorms and large hail events in Southeastern ������ý. By analyzing patterns in past storms, he is working to pinpoint which conditions often produce harmful weather – insights that could help forecasters issue earlier and more accurate area warnings, in cases of extreme storms.

It’s work that feels personal. Seeing how a powerful storm can damage homes and disrupt communities has reinforced Nilay’s goal to use weather science to help protect people and places.

Edie started at U of A as an undecided major, initially considering a pre-med track, until professor Dr. Jennifer McIntosh introduced her to hydrology research.

Today, Edie is involved in multiple projects, including monitoring base flow water samples for trace metals in Cienega Creek and studying flash flood patterns across Southern ������ý. With the team's analysis of groundwater samples and precipitation data, they are helping researchers better understand when and where flash floods can occur.

That information is used to support agencies like the National Weather Service in issuing more accurate and precise warnings. You can imagine the immense difference this makes in a region where flooding can develop rapidly. 
 

Collaboration at the Core

Along both of their journeys, Edie and Nilay have discovered that research is rarely a solo effort. Collaborating with professors, peers, and professionals has helped them build skills in teamwork, communication, networking, and problem solving – training that extends far beyond the lab.

Getting involved starts with asking – whether it’s reaching out to a professor, attending a campus event, or applying for a position that feels out of reach. “Some experiences [may] be outside of what you originally feel comfortable with, but could open doors to potential new interests in your field,” Nilay said.

At the U of A, students like Nilay and Edie demonstrate that research isn’t something you wait for – it’s something you tackle head on. And in a place where the environment poses specific challenges, it helps communities better understand – and prepare for – the world around them. 

Beyond the work happening in labs and out in the field, the University of ������ý is nationally recognized for its leadership in sustainability and water research. U of A is ranked No. 3 in the U.S. for Hydrology and Water Resources Management, a fitting distinction for a college campus based in one of the country’s most water-challenged regions.

From desert water conservation to climate research that directly impacts communities, students here are part of work that turns environmental challenges into real solutions. Whether you're interested in environmental science, hydrology, or climate studies, there are plenty of ways to jump into undergraduate research and start contributing early.

Explore at the University of ������ý.
 

Image

What Sustainability Looks Like at the University of ������ý

Right in the heart of the Sonoran Desert, where the sun shines a little brighter, the University of ������ý feels like an oasis of green spaces, shaded walkways, and iconic spots.

But what you see on campus is only part of the story. Beneath it all is a deeper commitment to how sustainability shows up across campus life. 

That’s why we made The Princeton Review’s , a list of colleges recognized for their sustainability practices, commitment to sustainability education, and dedication to a healthy quality of life for on-campus students.

Here’s five ways that mindset shows up across campus, from planning and student projects to everyday innovations shaping what comes next.

1. Plan: The Roadmap to a Climate-Neutral Future

Before any sustainability projects take shape on campus, it’s important to know there’s a bigger framework guiding it all. At the University of ������ý, that vision is the , a roadmap for moving campus toward a climate-neutral future.

The goal is to reach net-zero greenhouse gas emissions by 2040 while building systems that are just as resilient as they are sustainable. One example is the elimination of scope two emissions – emissions from purchased electricity – through a large-scale renewable energy agreement with Tucson Electric Power. 

But this isn’t just a top-down strategy. The Sustainability & Climate Action Plan is shaped by input from students, faculty, staff, and the broader community, making sustainability at the university collaborative, transparent, and actionable.

2. Fund: Where Student Ideas Turn Into Real Projects

At some schools, sustainability stays in the classroom. At the U of A, you can take it a step further and put green ideas into action.

The  (CSF) gives students the chance to take their ideas and turn them into real projects on campus. So far, more than $1.8 million has supported more than  that are making campus more sustainable in ways you can actually see. These range from small mini grants to larger annual grants, funding everything from campus events to hands-on research. 

One mini grant helped bring the Native American Sustainable Design Symposium to campus, where Indigenous architects and designers shared sustainable design approaches rooted in Indigenous knowledge systems. 

Another annual grant is supporting “Fungi Blocks for Fresh Crops,” a project turning agricultural waste and mushroom mycelia into a sustainable alternative to traditional greenhouse growing materials.

Even better, the decisions are made by students, too. Funded through the Student Engagement Fee and guided by a student committee, CSF ensures the impact starts – and stays – with the campus community.

3. Act: No, Your Food Waste Doesn’t Just “Go Away”

Image

In the last decade, , in partnership with the City of Tucson, has diverted more than 30 million pounds of food waste from landfills in the Tucson area through their FoodCycle program. 

FoodCycle takes food scraps collected across campus, as well as from local partners including Hotel Congress, the Tucson Convention Center, and Reid Park Zoo, and turns kitchen scraps into something more. 

Each week, that waste is taken to the Los Reales Composting Facility, where it’s mixed with carbon-rich materials and transformed into nutrient-rich compost. From there, it goes right back into the community for use in spaces including city parks, campus grounds, local farms, TUSD school gardens, and more. 

4. Live: A Space to Grow on Campus (Literally)

The  is a shared space where students and community members can grow food and learn about sustainable gardening. It’s also a place to step away between classes, reset for a bit, and touch some grass.

Managed by the , the garden is a space where you can learn how to grow crops in the desert, experiment with new techniques, and build a deeper understanding of food systems and climate resilience.

Even if you’ve never gardened before, the Community Garden welcomes you in. 

5. Innovate: The Building Redefining What Sustainability Looks Like

Image

The Environmental and Natural Resources 2 Building’s (ENR2) central courtyard was modeled after a desert slot canyon, bringing in open air, filtered light, and desert plants that hang into the space and create a cooler, more comfortable environment.

But the real innovation goes far beyond what you see at the ground level – the  combines solar energy with a living ecosystem, growing plant life beneath solar panels, allowing energy production and vegetation to work together. 

It’s a feedback loop built for a desert environment; one that’s actively being studied in real time. Researchers are comparing different planting conditions and tracking everything from soil health to energy output, turning the rooftop into a living lab for the future of sustainable design.

Where It All Comes Together

From long-term climate planning and student-led projects to cutting-edge rooftop research, it all connects back to the same idea: Sustainability is a way of life for Wildcats.

It shows up in the systems being designed, the ideas being funded, the spaces students use every day, and the innovations still being tested for what comes next.

Image

Meet Dr. Carlos J. Vargas & Dr. Marcia Rieke

With Galaxy Slam on the horizon, we sat down with Dr. Carlos J. Vargas, and Dr. Marcia Rieke to learn more about their journeys to the stars. If you’re looking for the inside scoop on how to turn a deep love for the cosmos into an impactful, inspiring career, look no further. 

Can you describe your role and your primary area of space science research?

Dr. Vargas: I lead , a NASA space telescope we’re building right here at U of A to find “missing” matter in the universe. What I find particularly interesting about my work with Aspera is that it's proving space exploration can be faster, cheaper, and accessible to everyone.

For decades, large space telescopes have cost billions of dollars and taken 20+ years to build, which meant only a handful of elite institutions could lead them. I want to change that. Aspera costs just 1% of these traditional missions and is being built in five years, with students playing a large role. It flips the entire model – universities can lead space missions, students can build the hardware, and breakthrough science can happen faster and more affordably than previously thought possible.

Dr. Rieke: I lead the team that designed, built, and tested the near-infrared camera for the James Webb Space Telescope (JWST). This camera, called NIRCam, has  people associate with JWST.

My main research focus is leading a team that is finding and studying the most distant galaxies – the ones we are seeing at the youngest ages. We hope to learn how galaxies form and evolve over time.

What does a typical day look like for you as a researcher?

Dr. Vargas: There's no typical day, which is part of what I love. Some days I'm in our cleanroom overseeing our hardware build. Other days I'm reviewing test data or coordinating our 70-person international team. I also spend time as the mission's public face – talking to media, presenting to donors, and representing ������ý's space capabilities. Add in service work for the university, plus fundraising to support students, and no two days look the same. The variety keeps things interesting.

Dr. Rieke: I typically get up early, go for a two-mile hilly walk, have breakfast, and then come to campus. I usually have some Zoom meetings, as my research group includes people from other places, including Europe. I also meet with the students and postdocs who are working with me, and they give me progress reports on their projects. I even occasionally have time to work on data myself using various computer programs and to read papers by others working in this area.

How does your work connect to Galaxy Slam?

Dr. Vargas: Galaxy Slam celebrates space research happening at the University of ������ý, and Aspera is a perfect example. We're building hardware that's actually going to orbit – and we're doing it faster and cheaper, with students at the heart of the mission. There are real parallels to athletics too, like teamwork, training, high stakes, and representing ������ý at the highest level.

Dr. Rieke: The main focus of my work is other galaxies and how they form, so Galaxy Slam is right up my alley.

When did you first realize you wanted to work in space science?

Dr. Vargas: I kind of always knew. I wanted to be an astronaut since I was a kid. My mom and I would watch Star Trek together, and I'd dream about being the captain of my own starship someday. As I got older, I learned that there are different ways to explore space. Now I lead a space mission with NASA! It's not the Enterprise, but it's my own version of that childhood dream.

Dr. Rieke: I read a lot of science fiction as a child, and I became intrigued by visiting planets near other stars.

Was there a specific moment or experience that helped set you on this path?

Dr. Vargas: Honestly, I almost quit. I grew up in poverty and started college far less prepared than my peers. I was dealing with food insecurity and barely keeping up in classes. Then a faculty member took a chance on me and invited me to work in their research lab. Research clicked for me in ways that problem sets never did. It required creativity, persistence, and asking good questions – more like the skills I'd developed from years of making things work with fewer resources. I discovered I was actually good at this. That professor saw potential in me when I couldn't see it in myself, and it completely changed my trajectory.

Dr. Rieke: When I was nine years old, the U.S. launched its first astronauts into orbit around the Earth. We watched the first rocket launches on a TV that a parent brought to class. I had one other experience that changed my course during my freshman year of college. I went to college thinking I would go into aeronautical engineering to become an astronaut. Then I took a course on galaxies and switched to being a physics major, which led to becoming an astronomer.

How did you first get involved in research as a student?

Dr. Vargas: I literally just sent an email. I found a professor whose research sounded interesting and wrote something like, "Hi, I'm interested in what you're working on. Can I help out in your group?" I was worried he'd say no or ghost me, but he responded and said yes. I didn’t have particularly good grades or any special credentials, so I was super happy to be offered the opportunity!

Dr. Rieke: The summer after my first year in college, I had a job working at the Maria Mitchell Observatory, where I took photographs of selected spots in the sky using a small telescope. The same spots had been photographed many times, so one could look for variable stars. I found some that had not been discovered before.

What skills or experiences were most important in helping you move into a research career?

Dr. Vargas: The technical stuff, of course – like physics, math, coding, and data analysis. But two super underrated skills are writing and communication. You need to be able to write good proposals, and proposals are equal parts persuasive writing and technical writing. 

You also need to communicate across wildly different backgrounds. I work with optical engineers, software developers, NASA program managers, undergraduate students, etc. Each group speaks a different language. Being able to translate between worlds and for different audiences is just as important as the technical work.

Dr. Rieke: I was good at math, reading, and science in elementary school. All of these areas enabled me to become a scientist.

What advice would you give to students who are interested in research but don’t know where to start?

Dr. Vargas: Reach out to people! Find a professor you want to work with and ask if you can get involved. You don't need to fully understand their research or have perfect grades – you just need to be willing to work hard and learn new things.

Dr. Rieke: If a student is still in school, they should look for summer science opportunities, such as an internship. Reading biographies of famous scientists can also help. ������ý offers some summer science camps, which are another good introduction. Once in college, there will be many more avenues, such as science clubs and introductory classes.

How can students make the most of research opportunities at the University of ������ý?

Dr. Rieke: Seek out faculty who either have research jobs or allow students to attend research group meetings. Asking upperclassmen about research opportunities can also be helpful. Don’t be afraid to make an appointment with a professor to discuss what might be possible.

What keeps you motivated and curious in your work, even when research gets challenging?

Dr. Vargas: I'm almost never fully ready for the specific challenges that come up, but that’s just the reality of doing something new. I've learned to see every problem as a chance to grow – both as a researcher and as a person. When a test fails or we hit an unexpected obstacle, I choose to see it as a puzzle that will make me better at what I do. I always ask, “What are we learning from this?” and that keeps me motivated, even when research gets frustrating.

What’s one misconception students often have about research or space science careers?

Dr. Vargas: That you need to be a genius or come from privilege. I grew up in poverty and wasn’t exactly excelling early on in college. But now I'm leading a NASA mission because research rewards persistence, creativity, and problem-solving under constraints – those are skills you develop. 

Growing up making things work with limited resources actually prepared me for building a space telescope on a crazy tight budget. Another misconception is that research is solo work. Science advances through collaboration, communication, and teamwork.

Dr. Rieke: Research covers a lot of territory, from biology and chemistry to learning about things in space. To participate in research, one just has to be willing to learn new things. A student doesn’t need to be a genius – just ready to learn and work hard.

Want to see more Wildcats pushing the boundaries of space science? From groundbreaking discoveries to student-led projects, the full Galaxy Slam lineup is ready to inspire. Check it out and get involved in events across campus from February 14–21.

Image

Associate Professor and Associate Dean in the College of Information Science

leads the Student Affairs teams in the College of Information Science as Associate Dean, bringing a creative, student-centered approach to both her teaching and leadership. As an award winning instructor, CUES fellow, and Associate Professor of Practice, Dr. Daly has guided students in media creation through the iVoices media lab since 2020. She approaches learning as a deeply human experience, and boasts an incredible academic expertise in the fields of pedagogy, participatory culture, online media connections, and social media. Outside of academia, she is known for her warmth, advocacy, and collaborative spirit. 

Why did you choose to work in higher education/at the U of A?

I chose Higher Education because I wanted to inspire people, and the world, to change. 

What is your favorite part of your job? 

I love creating media with students – like podcasts and Open Educational Resources, which are online books anyone can use. Media production is a great way for students to share what they know, and to tell stories about their experiences.

What’s one thing you wish more students knew about your role?  

I’m not only an instructor. I’m also an Associate Dean of Academic Affairs for our college – that means I’m an advocate for them. I help decide who gets awards, and I try to meet every student who wins one to ask them how the program was for them and how we can make it better. I also meet with students if they need help or another perspective, like for academic integrity violations when they appeal. I'm part of processes designed to support them, and even if I don't change the outcome, I try to help them in other ways if I can.

What’s one class, campus resource, or opportunity you think every student should take advantage of?

I think every U of A student should check out CATalyst studios and our makerspaces. They are amazing!

If you could give every Wildcat one piece of advice for thriving in college, what would it be?

I know that in higher education, grades are important, but I wish sometimes students would think beyond them. What are you learning? Is it new? Is it challenging? It should be.

What excites you most about your current research or projects?

Recently I've been creating theatrical sketches to help change how people respond to disinformation. I do that work with a coauthor I met when we were in improv theater together, who then worked with me as a student. I also create media with generative AI, and study the output, because when you ask Large Language Models to create performances, they reveal things about how they think that they might not show in more direct responses to questions. What excites me most about this kind of work is breaking away from using only words. Words miss a lot, and what excites me are the many ways to communicate information that go beyond words.

How did you first get interested in your field?

Information Science is an incredibly diverse, broad field. I got interested in it when I realized that there was this core connection between the picture books I read to my kids that really transformed their understanding, and the computing innovations that were transforming the world. That connection was information and it is magical. I'm still fascinated by the information floating among us and doing so much all the time.

What’s one question you wish more students would ask you during office hours? 

I wish students in Zoom office hours would ask if I'd rather they have their camera on. Many leave it off. They don't realize how humanizing it is to see someone's face when we're talking to them. I don't care if you're in your PJs.

Students can be afraid of failing. Do you have advice for students who might be worried about trying something new? 

Failure is a key part of growing. When you get out of college, it becomes harder to fail and keep trying, although I still do it as much as I can. But being in a learning space like this university is a unique opportunity to make mistakes and try again. Fail first, and when you learn from your mistakes and improve, people are impressed with you.

When you’re not working, what do you like to do? 

When I'm not working I like dancing, hiking, and throwing squeaky toys to my dog Rita Perrita. She's my queen.

What advice would you offer to a first-year Wildcat starting their journey here? 

Put yourself out there and join the world. Meet people, be curious, and try to learn at least one skill or insight from every person you meet. People are our most extraordinary sources of information! 

Ready to learn from inspiring faculty like this? Apply to the University of ������ý today! 

APPLY

Image

Professor of Practice, and Director of Career Track Faculty in the Psychology Department

has been part of the University of ������ý for over a decade, serving as a Professor of Practice and Director of Career Track Faculty in the Department of Psychology within the College of Science. Specializing in inclusive teaching and leadership, she teaches undergraduate courses in Statistics and Advanced Research Methods – subjects she transforms from intimidating to inspiring for her students. 

Dr. Jordan finds joy in helping students overcome their fears, build confidence, and master challenging material, often watching them surprise themselves with their success. Through her teaching and research on inclusive and humanistic leadership, she encourages students and colleagues alike to see people as whole individuals, fostering an environment where care, growth, and connection come first.

What is your favorite part of your job? 

The students, hands down! My favorite class to teach is statistics. I LOVE it because I have so many students come into the class who are afraid of taking it. Many Psychology majors do not find math-based courses to be as fun and engaging as the other Psychology content-based courses, and they're taking it solely because it's a requirement. 

I've had countless students tell me they're "bad" at math and they're afraid for the course. When I take this population of students (typically anxious, scared, not excited, unsure about whether they can be successful) and I help them to learn and master the content, it is my absolute FAVORITE thing! 

I delight in reaching out to students to say "hey, I noticed you're doing really well – keep up the good work!" and I hear back from so many of them with stories about how they are juggling multiple responsibilities and were so fearful to enter my class. I LOVE watching them overcome the barriers in their lives to come out on top and end the semester successfully. They do the work; I get to see their excitement and pride in mastering a difficult subject.

What’s your best tip for receiving a high grade in your class? 

There are no shortcuts! You have to put in the time and effort in order to be successful. It helps to approach the semester with a plan. Block out times in your schedule for study time. Especially when juggling multiple responsibilities and busy schedules, the time isn't going to just appear – you have to be strategic about planning for it. And if you have questions or don't understand something, don't be afraid to attend office hours or reach out to the professor and/or TA! It's what we're here for!

What excites you most about your current research or projects? 

I'm studying inclusive and humanistic leadership. I'm excited to see a general shift culturally to care more about these initiatives, seeing employees as whole people and not just a "productivity unit." I'm heartened that new and future generations are prioritizing things like mental health and work-life balance, and are demanding more from their jobs (as evidenced by the great resignation during the pandemic). I'm excited for a future that values people first.

What’s one question you wish more students would ask you during office hours?

I think it's so helpful to ask about a professor's career trajectory. There is no single straight line to "success." When students see that people often follow different paths in their careers, it can help to expand horizons and let them think outside the box.

Students can be afraid of failing. Do you have advice for students who might be worried about trying something new?  

A favorite quote of mine is from Winston Churchill, "Success is the ability to go from failure to failure without losing your enthusiasm." Failure isn't fatal. It's a valuable part of the learning process! I've written some strategies for .

When you’re not working, what do you like to do? 

I'm a hiker! I was lucky to get permits to hike Havasu Falls in October of 2024. I've also hiked many of the trails in and around the Tucson and Phoenix area. My favorite local hikes have been Sombrero Peak (I can see it from my house!) and Picacho Peak (so fun!). My most difficult hikes were Rincon Peak (longest) and Flatiron (most technical). I also love Tumamoc – a great, shorter hike that's the perfect distance and elevation gain to feel like you've gotten a good workout, but not take more than an hour-ish.

What advice would you offer to a first-year Wildcat starting their journey here?

Get involved! Find a community! Whether that's a student club or affinity group, an experiential learning opportunity (like undergraduate research or study abroad), or joining a discipline-specific group (e.g., like PsiChi in Psychology!). When you have a community, you're more likely to be successful!
 

Ready to learn from inspiring faculty like this? Apply to the University of ������ý today!

APPLY
 

Image

Discover one Wildcat’s not-so-traditional, non-STEM research project and explore opportunities to find one of your own.

Is research only for hardcore STEM students surrounded by frothing beakers and glowing test tubes? Meet a Wildcat who shows that the University of ������ý offers research opportunities that go beyond the usual lab experience – and, the expectation that only the experienced need apply. 

Meet Mia

Mia Hickey

College: W.A. Franke Honors College

Major / Minors: Psychology; Minors / Business Administration & Environmental Science

Class of: 2024 

Hometown: Flagstaff, AZ

Finding Her Project

Through a mentorship course (PSY 396H), required for students in the Psychology Honors program, Mia was introduced to the ������ý Canine Cognition Center (ACCC). ACCC supports an international consortium called ManyDogs, which is designed to improve the field of canine research through larger data samples, collaborative research, and replicable studies.

At first, Mia was intimidated by the thought of doing the research thesis necessary to graduate with honors. She was worried about the commitment it would take and her lack of experience. But all that changed when she found the right opportunity and support. “Going into college, I was sure my thesis research would be the most challenging thing I’d have to do, but I can now say it was the most exciting and rewarding thing I’ve had the privilege of doing.”

A meeting with the director of the ACCC – University of ������ý Associate Professor Dr. McLean – led to her working as a research assistant at the center before deciding on a project to show how dogs respond to pointing gestures and how engagement and trainability play a role.

“I was worried about not being able to find a subject I was passionate about and anticipated a lot of heavy math and science with a big-time commitment. When I saw how broad the range of research opportunities were (in honors and the university at large) I got more excited and was ecstatic when I found out I could research dog cognition.”

Having Fun – With a Purpose 

Were you able to interact with dogs, or were you working strictly with data? 

“I got to be one of the experimenters, which meant the majority of my time in the lab was spent handling and testing dogs, which I absolutely loved because we got to play with them, too!”  

What did you want to achieve with your work–who will benefit? 

“We hoped that our findings would improve understanding of canine cognition and how humans and dogs have evolved alongside one another in a unique way.” According to Mia, this understanding could help people recognize traits in their furry companions that make them better suited to particular lifestyles or, in the case of working dogs, types of jobs. So, while the research was primarily all about the science Mia also describes it as having been “deeply related to animal welfare and human-animal interaction.”

Mia, who has always loved dogs and all animals for as long as she can remember, was interested in studying human-animal interaction before beginning her research. And grew eager to understand the role engagement plays “because I know I personally perform much better when I’m engaged in a task as do other people, so I was curious how this might compare to dogs.” 

Will this research lead to what’s next for you? 

Having successfully presented her honors thesis, ManyDogs 1: Effect of Canine Engagement on Performance in a Point-Following Task, this past spring, Mia plans to continue working with animals and follow the pathways her research has opened up for her in the field of animal science. “I’d like to stay involved with ACCC’s research and the international consortium ManyDogs. I hope to pursue a career in animal behavior research and training, especially with horses and dogs.”

What advice do you have for Wildcats interested in research?

“Don’t put yourself in a box! You may have prior ideas about academic research that make you apprehensive going in. I was initially intimidated by the process and worried about the commitment to a pursuit I had no experience with. However, I quickly learned that there is something for everyone, and you can always find something you’re interested in even if you had no idea it was something you can study. You have a role to play in what you study, and it is so empowering.”

Who supported you throughout the project?

“I’d like to acknowledge my mentor, Dr. Evan McLean, for his incredible guidance during my research process. He has been very gracious and so exciting to learn from. I’d also like to acknowledge Gitanjali Gnanadesikan, the graduate student who guided my thesis process from start to finish and who has an inspiring work ethic and dedication to the field of animal cognition.”

Outside-the-Box Opportunities 

Why wait? Explore these resources to find undergraduate research opportunities at ������ý that are as unique as you are.

• matches you with longer-term faculty-lead team projects. Which means you can dig deeper and discover more. Want an example? is a recent, ongoing, VIP, multimedia project that brings dancers, astronomers, and visual effects artists together with awe-inspiring results and unique research opportunities.

•&�Բ�����;Ever wonder how policies are made – what works, what doesn't, and why?  can help you land a not-so-typical research project related to law, politics, government, and more. Opportunities for sophomores to seniors range from apprenticeships for credit, paid fellowships, to earning co-authoring credit on published research articles.

������ý offers a treasure trove of searchable  and , plus , , and even an , so you won't miss the right opportunity when it comes along. What else would you expect from one of the country's top R1 research institutions?

•&�Բ�����; 

•&�Բ�����;

•&�Բ�����;

•&�Բ�����;

Getting Started in Research

Start with  to get a feel for the process. Next check out The Road to Research as an Undergrad, a quick start guide to adding research to your resume. Finally, if Mia’s research in support of her honors thesis intrigued you, read Why Honors Is Worth It to learn about the benefits of becoming a Franke Honors Wildcat.

Have questions? Talk it out with an  and check out the answers to these . 

Apply

Image

Is It Worth Getting a Minor in College?

While most college students know all about majors, minors at the University of ������ý offer a powerful way to broaden your horizons and explore your passions. 

Whether you want to complement your major with a related specialty or dive into a completely different field, a minor can make your degree more dynamic. It also helps your resume stand out and signals to future employers that you’re motivated, well-rounded, and eager to deepen your knowledge.

What is a Minor? 

A minor is an additional field of study added to your degree that requires less coursework than a major. Your minor can be related to your major, or in a totally different subject. All minors at the University of ������ý require at least 18 credits, but some may require more. 

How Do I Declare a Minor?

The first step is to connect with your academic advisor, who you can find through Trellis. They’ll help you explore minors that align with your interests, career goals, and major. Your advisor will also walk you through the steps to officially declare a minor and make sure it fits into your academic plan. Keep in mind that some majors at the University of ������ý require a minor, so it’s always smart to ask.

10 Unique Minors at the University of ������ý

Almost every major can be studied as a minor, but the U of A also offers a variety of unique minors. These degree programs will not only make your degree stand out, but also will keep your class schedule fun and fresh. 

1. Creative Writing Minor

Bring your stories to life with a , where you can focus on fiction, nonfiction, or poetry. Perfect for students in any major, this minor helps you build expressive writing skills that can enhance both your academic and professional work. Students begin with engaging 200-level gateway courses before advancing to immersive writing workshops and literature analysis.

2. Critical Languages Minor

If studying one language just isn’t enough, then a  is for you. ������ý’s Critical Language Program specializes in teaching less commonly taught languages, including Cantonese, Norwegian, Swahili, Thai, and more.

3. Entrepreneurship & Innovation Minor

Have a big idea? Turn it into reality with the , offered through the Eller College of Management. This program, led by the McGuire Center for Entrepreneurship, helps students develop practical skills and an innovative mindset to stand out in any field through courses like Social Innovation Organizations (ENTR 380) and Tech Ventures (ENTR 400).  

4. eSports Minor

Level up your academic experience with the . Designed for students interested in the fast-growing world of competitive gaming, this fun college minor at the University of ������ý explores the eSports industry, and the social and cultural issues surrounding digital play. Core courses cover game design, digital engagement, and industry trends, while electives cover topics like gamification, diversity in games, and team development.

5. Film & Television Minor

Lights, camera, action! The  gives students a behind-the-scenes look at the entertainment industry. This writing-intensive, 24-unit minor covers everything from film history to video production. Offered through the College of Fine Arts, students will learn how to develop, direct, and edit their own projects.

6. Health and Human Values Minor

There are also a multitude of minors for honors students. The  is available for any student in the W.A. Franke Honors College and teaches students “how science, biology and society interact to shape health, disease, and health care.” This University of ������ý minor combines science and the humanities for the best of both worlds. It also offers study abroad opportunities for minors, including the chance to earn elective credits while studying in India.

7. Hip-Hop Cultures Minor

Offered by the Africana Studies in the College of Humanities, the  dives into the world of hip-hop, including music, dance, fashion, art, and more. Students enrolled in the Africana Studies' Minor in "Hip-Hop Cultures" will learn all about the cultural forces behind the hip-hop industry while taking classes like “Rap, Culture and God” and “Beginning Hip-Hop Dance Technique.”

8. Planetary Science Minor

Shoot for the stars with the . This astronomy minor offered by the College of Science includes courses in geoscience, astronomy, atmospheric science, and more to teach students the basics about studying our solar system. It’s also a great way to get in the lab and gain hands-on learning experience.

9. Southwest Studies Minor

Get ready to dig deep into the rich culture, history, and landscapes of the region with the . This interdisciplinary program explores the peoples, languages, and ecologies of the Southwest and U.S.-Mexico borderlands. An ideal minor for students interested in regional studies and diversity, students will gain a strong foundation for careers in fields like education, public policy, law, cultural resource management, and more. 

10. Sports Management Minor

Dreaming of a job in sports? The Eller College of Management can help get you there with its . It prepares students for sports careers through “experiential learning opportunities and study trips to sporting events.” This minor includes classes like Sport Tourism and Event Management (MGMT 352) and Life Cycle of Elite Athletes (MGMT 357). 

With a wide range of degree programs and interdisciplinary minors, the University of ������ý empowers you to shape an academic journey that’s as unique as your goals. Choosing a minor that sparks your interest is a smart way to broaden your perspective and learn new subjects you might not have explored otherwise. 

Ready to customize your college experience? Discover all undergraduate majors and minors at the University of ������ý by visiting arizona.edu/degree-search.

Apply to the University of ������ý

Image

What I’ve Learned as a First-Year Research Assistant

What my experience as a first-year University of ������ý research assistant has been like, and what I’ve learned that could inspire you.

Andrew is getting a head start on building his real-world professional skills through his first-year social science research. Having gotten a taste of practical research in high school, Andrew knows how vital applied experiential learning opportunities are in developing the technical skills and good habits that will benefit him in the future. 

������ý Andrew Pongrátz

Major: Double major in Philosophy, Politics, Economics, and Law (PPEL) and Economics

Graduating in: 2025

From: Tucson, ������ý

My name is Andrew Pongrátz, and I am a first-year student at U������ý. I'm excited to share the research I am working on with the School of Sociology. 

When I took the with Dr. Brian Mayer, I got the opportunity to interview individuals that had received rental assistance during the later part of the COVID-19 pandemic. This workshop-based course piqued my interest in research and the impact it can have.

As a research assistant for Dr. Mayer and Dr. Erin Heinz, I work with the Pima County Board of Supervisors and the Tucson City Council to advise on new policies to expand economic prosperity across Southern ������ý.

Here's how I got involved in a practical research experience and how it has benefited my academic career so far.

On Becoming a First-Year Research Assistant

When I first started college, I wanted to get hands-on experience with research and an overview of social science research. I signed up for SOC 397A because the course sounded interesting, and I wanted to learn more about poverty in Southern ������ý. I was also drawn to the course due to its applied experiential learning designation, meaning I could go outside the classroom and use my knowledge to support the community.

What I've Learned ������ý Myself Through Research

In the future, I am interested in pursuing a career as a lawyer, and through extensive training in collecting survey data, I have improved my writing and analytical skills. Other technical skills I've gained include using Google Scholar and JSTOR to find valuable sources and explore research already done in the field. 

Much of my time dedicated to research is unstructured, which has taught me about effective time management. I have learned how to create schedules, set calendar due dates, and master project completion. I've also discovered that I enjoy working in a hybrid environment, where I work independently and meet weekly with my mentors and other research assistants in person. 

Why This Type of Research is Important

While I've learned a lot of technical skills, on a deeper level, I have gained a better understanding of poverty-related issues and how poverty affects all people due to its costs to communities and resources. 

As a research assistant, my work applies sociological research techniques to recommend policies and practices for reducing regional poverty. I have had the opportunity to meet tenants, social workers, law enforcement, and others who are connected to housing issues to learn first-hand about their experiences. 

How I Balance My Research With Everything Else in My Life

I will be honest; balancing all my responsibilities is difficult sometimes. When juggling so many different activities, it is essential to ensure you take time to relax and unwind. I go swimming as much as possible. It helps me to relax, readjust, and jump back into all my activities. I enjoy being involved in the community and interacting with many people, but caring for myself is important, so I make time to read and rest. 

My Advice for Wildcats Interested in Research

For Wildcats interested in research and really to all Wildcats, try out a research experience during your studies. Whether taking a class, working one-on-one with a professor, or being part of a research team/lab, conducting research is a very effective way to explore different paths that make sense for you and your goals. There are also so many ways to apply what you learn in your research to other opportunities, like volunteering and presenting at conferences.

Apply to the University of ������ý

Image

What to know about studying abroad with the University of ������ý

Studying abroad is the opportunity of a lifetime. Whether you’re interested in Paris, France, or Cairo, Egypt, there’s a place for you to travel and get a University of ������ý education all at once. 

Hundreds of students have studied abroad not once but even twice because it was such a unique experience. At the University of ������ý, Wildcats are able to learn in six of the seven continents – oh, the places they’ll go!  

What is Study Abroad? 

Study abroad is a program that allows students to earn credits for graduation while exploring a new environment in another country. 

Examples of Majors/Programs and Destinations

•&�Բ�����;Business: Athens, Greece; Dublin, Ireland; Seoul, South Korea

•&�Բ�����;Communication: Barcelona, Spain; Bangkok, Thailand;  Rome, Italy

•&�Բ�����;Education: Jakarta, Indonesia; London, United Kingdom; Potchefstroom, South Africa

•&�Բ�����;Engineering: Lima, Peru; San José, Costa Rica; Sydney, Australia

•&�Բ�����;Sociology: Aix-en-Provence, France; Madrid, Spain; Tokyo, Japan

And so many more! Your major or minor department could offer a faculty-led program, have a recommended , or be a great match for an exchange program. Program options vary by semester.

In order to make the most of your study abroad experience, you’ll want to meet with a study abroad coordinator and your academic advisor to discuss how your credits will count toward your degree, and to be sure that your desired destination and program is a good fit. . 

How Will I Afford Studying Abroad?

Studying abroad can be just as affordable as attending the University of ������ý on your regular campus. Your program’s location, duration, and type will all factor into the cost. For many programs, financial aid packages and scholarships you already receive can be used to pay for your tuition and associated fees abroad. has a great on how to determine which sources of funding can be used on each type of program abroad. 

In addition to your regular scholarships and financial aid, there are also multiple scholarships and grants that Wildcats can apply for specifically for studying abroad! From the prestigious to the Study Abroad Fair Scholarship Drawing – and so many more – there are many ways to pay for any extra costs you may have abroad. 

.

When Should I Study Abroad?

The perfect time to study abroad is really different for everyone based on their academic interest and how much time they have. Most people chose to study abroad either sophomore or junior year, but everyone is different. It’s never too early to start planning, though! If you’re interested in going abroad, start talking with your academic advisor right away about when might be the right time for you. 

Study Abroad Program Lengths

•&�Բ�����;Summer-long study abroad programs

•&�Բ�����;Semester-long

•&�Բ�����;Year-long

•&�Բ�����;Short-term (winter or spring break)

What Are My Next Steps?

Take a look at the to browse programs and destinations that interest you, as well as to get an idea of cost. You can also look on for information sessions and drop-in advising hours. Then, meet with your academic advisor and schedule a meeting with a study abroad coordinator to figure out the perfect place and time for you to go explore!