purpose of undergraduate research

5 Reasons Why Undergraduates Should Do Research

• by Julia Ann Easley
• May 02, 2017

Nearly 40 percent of UC Davis undergraduates participate in hands-on research. On the occasion of the 28th annual Undergraduate Research, Scholarship and Creative Activities Conference on April 28 and 29 — where more than 700 students presented their work — we introduce you to some students and graduates who shared what they’ve gained. Consider how the research experience can benefit you, too.

1. Exploring career directions

Here is how undergraduate research influenced the direction of three UC Davis students:

​Shadd Cabalatungan started his studies at UC Davis aiming for a career as a veterinarian. Touched by his aunt’s diagnosis with breast cancer, he got involved with research at the UC Davis Comprehensive Cancer Center . That experience was key in changing his direction to pursue a medical degree. He also did research on how drinking by college students affects others who don’t drink. With a degree in sociology , he is now completing his first year as a medical student at Stony Brook University.

Graduating senior Rong Ben, once fascinated by the aesthetics of fashion, is geeking out on how technology can be incorporated so fashion helps solve problems. As a junior, this design major did a research internship with a professor working on wearable technology, including gloves to provide a patient’s vital statistics. “It opened up a new view for me,” said Ben. As a participant in the University Honors Program , Ben designed a grab-and-go coat for safety in an earthquake with protective materials, lighting, emergency food and water, and more. Next up for Ben: the graduate program in fashion enterprise and society at the University of Leeds.

Physics major Mario D’Andrea took a course related to climate neutrality to confirm his desire to study physics in graduate school. He worked with two other students to research waste reduction and carbon sequestration through composting. He enjoyed the research, and it helped confirm his desire to study condensed matter physics in graduate school. “I wish more classes were open-ended like this,” he said.

2. Building transferable skills and enhancing resumes

Graduating senior Julie Beppler has learned a lot about food options in downtown Davis. The managerial economics major analyzed how 49 restaurants use menu design to promote certain items. But more than that, she developed and demonstrated skills that employers seek. Beppler first worked as a research assistant and then pursued this project for her Undergraduate Honors Thesis . It focuses on the cost of production and price of featured menu items as well as their relative healthiness. She taught herself computer programing; learned time management; practiced professional communications as she interacted with restaurant managers; and proved her ability to motivate herself and direct her own work.

Beppler will soon start in the management development program at E. & J. Gallo Winery, so take her word that doing research can also help students find a mentor who can provide letters of recommendation and advice to support their success. Kristin Kiesel , a faculty member in agricultural and resource economics and a mentor to Beppler, agreed: “There is no better way to recommend a student than by having them successfully complete an undergraduate research project.”

3. Learning to publicly advocate for and defend work

“Nerve wracking.” That’s how graduating senior Kathryn Green described her anticipation of presenting for the first time her research on California’s clean car consumer rebate program. Now she’s a UC undergraduate research ambassador. Last quarter, the political science major participated in the policy program at the UC Center Sacramento , which included classes, an internship with the advocacy organization Environment California and a research project.

Presenting the research was a requirement. Green designed a large poster representing her research and, in a session lasting 90 minutes, explained it one-on-one to attendees. She talked about the process and her policy recommendations not only to policymakers and people from the clean car industry, but also to others who were unfamiliar with the topic. “I became almost a teacher,” said Green. “I took my research and explained it to someone who didn’t know about it.”

Based on her success in that venue, Green represented UC Davis at showcase in Los Angeles earlier in April for alumni, donors, regents and other friends of the University of California. “I’m really proud I got to go down and share my research,” she said.

4. Getting a leg up on graduate or professional school

When Becky Fu came to UC Davis in 2008, she was the first in her family to attend college. Nine years later, this genetics and genomics major is preparing to defend her dissertation and graduate from Stanford University with a doctoral degree in genetics and a master’s degree in biomedical informatics. A 2012 graduate from UC Davis, she credits her participation in undergraduate research as foundational to where she is today. “No question about it,” she said. “Without undergraduate research, there would have been no way I got into any of the graduate programs I did.”

As a freshman, Fu heard others talking about research and sought out the Undergraduate Research Center on campus for more information. She went on to do research with two professors; participate in the undergraduate research conference ; publish in Explorations , the UC Davis journal of undergraduate research; be awarded a Provost’s Undergraduate Fellowship to help pay for her research; and win the Chancellor’s Award for Excellence in Undergraduate Research and other awards.

“Having that experience as an undergraduate to fail a lot and expand on the techniques,” Fu said, “was an integral part of being prepared for and getting through the doctoral program.” At Stanford, she is working in the lab of Andrew Fire, who shared the 2006 Nobel Prize for Physiology or Medicine .

5. Contributing knowledge and impacting the world

Annaliese Franz, associate professor of chemistry  and faculty director of the Undergraduate Research Center , sees students experience the joy of discovery and creation through research. “Students really get the chance to create something new as they go into the lab or out into the field or study new policy.”

Fu, the Stanford student, explained how undergraduate research developed a new quest for her: “I wanted to be contributing to a bigger cause, a bigger realm of intelligence, and that’s advancing medical care in general.”

And Green, who did the research on the clean-car rebate program, discovered a new power. “My research told me that an undergraduate can make an impact,” she said. “You don’t have to have a master’s degree or doctorate to make valuable contributions.”

Julia Ann Easley of News and Media Relations supports communication and writes stories at the heart of the university. Her career includes a noble cause, adventures in learning, working with wonderful people and a beautiful green setting.

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• Give to Undergraduate Research

What is Undergraduate Research?

What is undergraduate research.

Research is a creative and systematic process of asking questions and discovering new knowledge. Any student, regardless of major, year, or experience, can get involved in undergraduate research.

“Find what you love! The sheer abundance of research opportunities at UW can be overwhelming. Take the time to explore what you like.” Sophia Mar Biochemistry Undergraduate

Frequently asked questions about undergraduate research:

Many students who answered these questions are Undergraduate Research Leaders (URLs) with the Office of Undergraduate Research . Click here to learn about the URL program.

Do I need prior research experience(s) to participate in undergraduate research?

No! Most people don’t have any experience with research before college, so it is more than okay to reach out before you have any formal research experience. I would encourage everyone interested in research to look into professors or researchers who conduct research on topics that you are interested in and email them to ask if they have any space in their lab! – Megana Shivakumar

View Megana’s URL profile here .

You definitely do not need prior experience to start researching as an undergrad! Most professors/UW programs supporting undergrad research are more than happy to support students through their first research experience. If you have found a topic or program that interests you, your interest is enough to make you a valuable member of the research process. Also, each research project/lab/program is completely different and will be a new starting point for each person involved even if they already have research experience. – Ruby Barone

When is a good time to start research and/or apply for a research opportunity?

Everyone has a different path to research! I started in high school through a Biomedical Sciences class and continued research at the UW through a summer program before freshman year. With this being said, you do not have to start research this early on. Some students begin research after the fall or winter quarter of Freshman year while others wait until Sophomore year. Personally, I took a break from research my sophomore year and just participated in summer research through an internship. Currently, I am starting in a different lab, so don’t worry about starting later into your undergraduate year as a junior. However, I would suggest reaching out sooner rather than later, so you do not wait until your senior year because you may not have enough time to learn whether you enjoy research or not. – Nisha BK

View Nisha’s URL profile here .

Can/should I do research before I’m in a major?

Yes! I would definitely encourage students to look into getting involved with research before they’re in their major so that you can learn more about the specific topics within your major that interest you. In addition, many PIs like to work with students earlier in their college career so that you can spend more time working in their lab and specializing in your skill set. It’s never too early to start! – Megana Shivakumar

Can I do research outside of my major?

You absolutely can! I conduct research in a Microbiology lab as a Biochemistry major. My research provides me with insight into the unique workings of biochemical assays specifically used with bacteria. For example, I research DNA replication proteins and am working to determine the biochemical mechanism of action for protein-protein interactions that are unique to bacteria using both in-vivo and in-vitro assays. Additionally, many fields are interdisciplinary in their research: in my lab, I get to work with aspects of Microbiology, Virology, Molecular Biology, and Biochemistry. Having a different major from your research topic can make you a unique asset to a research group, as you may be better equipped to answer questions in ways that come from your major compared to the field of the research you participate in. If you’re passionate about the topic, I would encourage you to pursue the research opportunity! – Tara Young

View Tara’s URL profile here .

Are there research opportunities for students in arts and humanities? (Can only STEM students get involved in research?)

This is one big misconception that I have come across at UW – that research is only STEM-related. This is wrong!! UW has tons of great opportunities for research in the humanities – for example, the Summer Institute in the Arts and Humanities is a summer program that supports students through an arts/humanities-centered research project based around a common theme (selected students also receive a financial award and course credit!). The Mary Gates Endowment awards research scholarships to students from all disciplines, and many UW professors in the arts/humanities are also happy to have students reach out to them with research interests that can be pursued on a more one-on-one level with a mentor or instructor. – Ruby Barone

What do research experiences look like in the arts/humanities? Do you bring ideas or is there an assigned project?

Research in the arts/humanities is a lot less structured than how lab-based research and experiments might flow – students can create a research style and project that is tailored to their individual topic and interests, which allows projects to take form as research essays, art forms, performances, video essays, and the list goes on. For research programs like the Summer Institute in the Arts and Humanities, and for more individualized research that one might work with a faculty member on, you are highly encouraged to bring your own interests and passions to the table. Your mentor(s) will likely provide a basic framework for the final project you are aiming to produce, but they also allow a lot of room for creativity and your own interpretation of your research to take place. For example, my last big research project took form as both a formal research project and an art piece, which ended up being displayed in UW libraries and the UW office of research. Research in the arts/humanities is very fluid, and your project’s form will likely evolve as you learn more about your topic. – Ruby Barone

If I started a research project in high school, can I continue it as an undergraduate?

If you began a research project in high school, it is absolutely up to you and your research mentor whether you want to continue it into your undergraduate career. If you feel passionate and excited about your research, don’t feel obligated to switch topics as you enter undergraduate research. However, I would say that the transition to college can be a great time to try new things and extend yourself as a researcher to learn new skills, techniques, and about new topics! You have a lot of years to experiment with new things. Anecdotally, the research I participated in during high school in seismology is completely different from the research I conduct now in microbiology, and I really value having had that experience in gaining skills in a more “dry lab” environment. Although I now work in a wet lab, there are many skills that can carry over, and it allows you to get a better sense of what excites you as a researcher. – Tara Young

How many hours per week are undergraduates expected to dedicate to research?

It depends. Most professors in STEM fields, from my understanding, expect approximately 9-12 hours per week. That said, you can fulfill these hours whenever it works best with your schedule. Moreover, all professors understand that you are a student first. If there are weeks where you have several exams, for example, or are particularly busy with schoolwork, communicate this to your research mentor! Odds are they will understand that you can’t work on your project as much as usual and it will be totally ok. – Carson Butcher

View Carson’s URL profile here .

How long (how many terms, how many hours per week) are you expected to be in a research experience?

For research in the STEM fields, mentors usually expect 10 hours per week of time commitment. However, it does not mean that you will and must do 10 hours of work every week. You would start easy with ~3 hours per week of training, getting yourself familiarized with the research methodology and protocols. As you gain familiarity and confidence in research methods, you can be more independent and conduct more experiments based on your interest, therefore spending more time in the lab. Mentors usually expect a long-term commitment of a minimum 1 year, and it is reasonable: most of the training, whether wet lab work or computational work, would require at least a quarter of training to gain confidence. You are left with two quarters (or more) of independent research to learn, grow and contribute. – Teng-Jui Lin

View Carson’s Teng-Jui’s profile here .

Can you apply to get basic research skills even if you don’t want a project or without having a specific goal in mind?

I recently transitioned to a new lab, and I do not have a specific project I am working on. I am mostly learning basic biomedical science lab bench work even though I have prior experience. My mentor encouraged me to start from the beginning as if I had no previous experience, so I can relearn the fundamentals. If you want to develop basic research skills, I would highly recommend applying because you will spend time learning techniques in the beginning and your mentor will be there to supervise you. – Nisha BK.

How do you balance schoolwork, work, life, home-life with research?

As a student who juggles a full course load and anywhere between 5-10 extracurriculars every quarter, I understand the struggle of maintaining a healthy work-life balance! Something that has always helped me is organizing my life into a calendar and being very intentional with how I spend my time. Especially when it comes to research, I set clear boundaries with my mentors about when I’ll be working. It also helps that I love everything that I do—I get to study neuroscience, do research, direct a mentorship program, and do a communications internship. It’s so rewarding when you get to do work that you are genuinely passionate about. But of course, we can’t be productive all the time. Make sure to prioritize your health and give yourself time to rest and recharge! – Shannon Hong

View Shannon’s URL profile here .

Additional Resources

• View the UW Libraries Undergraduate Research Tutorial module: Finding Your Balance

Anyone can participate in research and the Office of Undergraduate Research can help!

If you are curious about a subject and can find a mentor who is willing to support your endeavor, you can participate in research. The Office of Undergraduate Research is here to help you find research opportunities and mentors who can help you reach your goals. Check out a variety of undergraduate research projects below!

Jasmine Mae

Jasmine did undergraduate research on the Supreme Courts of the Philippines.

Learn more!

Matthew Nguyen

Matthew is pursuing research to find novel therapy for late-stage prostate cancer.

Meron Girma

Meron conducted research on healthcare accessibility within Ethiopia.

Abi worked to understand the impact of legal discourse on Seattle’s history of racially segregated schools.

Anika Lindley

Anika studied the association between aggression and social functioning in people with Autism Spectrum Disorder.

Daniel Piacitelli

Daniel studies cosmological emissions in metal spectral lines as an Astronomy and Physics student.

• Youth Program
• Wharton Online

Why should you do research as an undergraduate?

Alumni, faculty, and employers answer the question., erika james, dean, the wharton school; reliance professor of management and private enterprise.

When I was a student, I took a short detour to a corporate setting, which was an experience that only reinforced my belief that my true calling was in academia. The lasting professional and personal relationships I have developed through my research have proven to be invaluable, and transformed my life in many ways. Though not every student will pursue a career in academia, all students can benefit greatly from the skills gained through research. The experience will prepare you to think critically, anticipate opportunities and be an effective leader in any industry or endeavor.

Diana Roberson, Vice Dean, Wharton Undergraduate Division; Samuel A. Blank Professor of Legal Studies & Business Ethics 

Raveen Kariyawasam, W’22, SEAS’22

Adam Grant, Saul P. Steinberg Professor of Management, Professor of Psychology

I can’t imagine a better way to learn than doing undergraduate research. When I was in college, getting involved in research changed the course of my life. It gave me the chance to explore fascinating questions, soak up wisdom from brilliant mentors, and stretch my creative and critical thinking muscles. I discovered that I loved creating knowledge, not just consuming it.

Dara Cook, W’95

Wendy De La Rosa, Assistant Professor of Marketing

So many consumers, cultures, and organizations have been ignored and under-researched. As a result, so much is still unknown. For me, there is nothing more honorable than being the person who pushes our collective human knowledge forward (even if it is just by a centimeter). You can be that person, and you can start right now, right here at Penn.

Michael Roberts, William H. Lawrence Professor of Finance

Nancy Zhang, Professor of Statistics and Data Science, Vice Dean of Wharton Doctoral Programs

Geoffrey Garrett, Former Dean and Reliance Professor of Management and Private Enterprise, The Wharton School

Debi Ogunrinde, C’16, W’16

Paul Karner, C’03, W’03

Ashish Shah, W’92

My undergrad experience prepared me for success in a crisis that few expected and fewer were prepared for. When at Wharton, I was fortunate enough to conduct research in two completely different areas of finance.   Read more

Kate Lakin, Putnam Investments

Julio Reynaga, C’13, W’13

Katherina M. Rosqueta, WG’01, Founding Executive Director, Center for High Impact Philanthropy,  University of Pennsylvania

Joseph Wang, C’13, W’13

Nada Boualam, C’17, W’17

What is Research?

WHAT IS RESEARCH?

Research is independent study and discovery in a field of interest. In the sciences, research is usually conducted in a laboratory led by a Principal Investigator (PI) – this is the faculty member who runs a research project. Research addresses a hypothesis, or scientific question. New student researchers typically join an ongoing project in a faculty’s lab and are often trained & supervised by postdoctoral scholars & graduate students.

WHY CONDUCT RESEARCH?

• Conducting independent study complements your studies, your academic goals, and your professional goals
• UCLA is a world-class research institution with prestigious faculty conducting original research in their fields. Take advantage of the resources available to you
• Find out if a career in research is right for you
• Get valuable research experience to make you a competitive applicant for graduate or professional school
• Research can serve as valuable work experience to make you a competitive applicant for your future career
• Earn university credit and funding for your research
• Build meaningful relationships with and receive mentorship from faculty and lab members

Conducting research as an undergraduate is an excellent way to gain experiences and skills that will benefit you both academically and professionally. In addition to exploring your areas of interest, undergraduate research develops skills in collaborative learning and critical thinking. For students interested in pursuing graduate or professional school, undergraduate research is a way of expanding your education outside of the classroom and better preparing yourself for the rigors of graduate study. Even if you are unsure about graduate studies, conducting undergraduate research is a way of exploring your research interests and testing the suitability of a research career to your interests.

HOW TO PREPARE FOR UNDERGRADUATE RESEARCH

Some questions to ask yourself as you plan your research are:

• What subjects am I interested in and passionate about?
• How much time can I commit to research?
• Will I need financial support to conduct research throughout the summer and academic year?
• What do I want to gain from my research experience?
• How can I best prepare myself academically and professionally to do research?
• What courses should I take that will complement the work I do?
• What safety courses will I need to take to do research in my field or lab?

The better you plan your academic coursework, the better you will be able to organize your time for research. Whatever your future professional and academic plans are, gaining experience in research will enhance your application and your preparedness for more self-directed research.

Once you have evaluated your research interests and organized your time, the next step is finding a faculty mentor. As part of a collaborative research team, you will need to find the right position both for you and your potential research lab.

You can also take part in UC Online’s ‘Introduction to Research’ class available through the Cross-Campus Enrollment System (CCES). This introductory course will help you understand what research means and provide guidance in how to find a research position.

Do you have a question about getting involved in research? Send us a message through Message Center ( Topic: Beginning Undergraduate Research )!

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• CAREER COLUMN
• 14 November 2018

How to make undergraduate research worthwhile

• Shaun Khoo 0

Shaun Khoo is a postdoc at the Center for Studies in Behavioral Neurobiology at Concordia University in Montreal, Canada, where he studies the neural mechanisms underlying appetitive motivation in rats.

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One of the things that excited me about taking up a Canadian postdoctoral position was that, for the first time, I would get a chance to work with and mentor enthusiastic undergraduate researchers. I looked forward to the chance to gain mentorship skills while helping out future scientists, and maybe, eventually, freeing up some of my own time.

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Klowak, J., Elsharawi, R., Whyte, R., Costa, A. & Riva, J. Can. Med. Educ. J. 9 , e4–e13 (2018).

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Undergraduate Research: Importance, Benefits, and Challenges

Developing and maintaining undergraduate research programs benefits students, faculty mentors, and the university. Incorporating a research component along with a sound academic foundation enables students to develop independent critical thinking skills along with oral and written communication skills. The research process impacts valuable learning objectives that have lasting influence as undergraduates prepare for professional service. Faculty members at teaching intensive institutions can enhance learning experiences for students while benefiting from a productive research agenda. The university in turn benefits from presentations and publications that serve to increase visibility in the scientific community. Whether projects are derived through student-generated or mentor-generated means, students benefit from completion of exposure to the hypothesis-driven scientific method.

Does research have an appropriate place in the undergraduate curriculum of an exercise science-based department? Published findings, as well as personal experience, suggest that developing and maintaining undergraduate research benefits the students, the faculty mentors, the university or institution, and eventually society at large. Additionally, the scientific community places increasing importance on research performed at primarily undergraduate institutions. Since 1978, the Council on Undergraduate Research has promoted research opportunities for faculty and students at predominantly undergraduate institutions. This national organization of individual and institutional members currently represents over 900 colleges and universities with 3,000 members ( 1 ). The National Conferences for Undergraduate Research provides a venue for undergraduates to present findings at an annual meeting which featured 2,800 presenters in 2008 ( 4 ).

Our belief is that an exercise science curriculum provides students the opportunity to become responsible professionals of competence and integrity in the area of health and human performance. The components necessary for professional competency in exercise-related fields include an understanding of the basic concepts and literature in the health-related specialty that is being studied and knowledge of the terminology or technical language used professionally. Incorporation of research methodology and the hypothesis-driven scientific process can build on this foundation through the development of independent critical thinking skills as well as oral and written communication skills. Independent thinking can instill in the undergraduate student the confidence to form one’s own conclusion based on available evidence. Undergraduate students who took classes in the same department where the research projects occurred reported having increased independence of thought, a more intrinsic motivation to learn, and a more active role in learning ( 3 ). Thus, the research process has a very favorable impact on valuable learning objectives as undergraduates prepare for their respective professions.

Further benefits to the student have been reported and disseminated from the SURE study (Survey of Undergraduate Research Experiences) ( 3 ). Undergraduate students who completed a mentored research program identified multiple areas from which they benefited. Of interest to us as advisors of an undergraduate research curriculum were the following items, which were reported as being positively impacted by the research experience (for a complete list, see Figure 1 of Ref. 3 ):

• Understanding the research process
• Understanding how scientists work on problems
• Learning lab techniques
• Developing skills in the interpretation of results
• The ability to analyze data
• The ability to integrate theory and practice

However, participation in an undergraduate research experience also benefited students in areas that can reach beyond academia ( 3 ).

• Having tolerance for obstacles
• Learning to work independently
• Understanding how knowledge is constructed
• Self confidence
• Understanding that assertions require supporting evidence
• Clarification of a career path

These benefits persisted after a 9-month follow-up survey, suggesting some lasting changes in undergraduates’ perceptions of the value of research. The fact that participation in undergraduate research helps students clarify a career path is valuable not only for the student, but for society at large. Students who complete an undergraduate research opportunity report increased interest in careers in the areas of science, technology, engineering, or mathematics ( 7 ). After an undergraduate research experience, 68% of students stated they had some increased interest in pursuing a STEM career (i.e. Science, Technology, Engineering, or Mathematics) ( 7 ). Additionally, 29% developed a new expectation of obtaining a PhD due to the experience of undergraduate research ( 7 ). This increased interest in careers in STEM benefits society at large as students develop interest in highly skilled professions that promote independence, collaboration, and innovation.

One of our own students, in response to a departmental exit survey stated, “research methodology is an important portion of the curriculum because graduate schools and supervisors are impressed when they see this on your resume, plus it’s a great experience.” We certainly believe undergraduate research to be an advantage when seeking post-graduate training; however, experience in research methodology is beneficial to all students not just those seeking further training after graduation. Ethical study and application of the scientific process develops critical thinking and independence necessary for achieving the highest standards of quality in scholarship, service and leadership. Developing skills in critical thinking and communication will allow students to emerge as leaders in multiple professions after graduation.

Faculty mentors also benefit from the undergraduate research process. The faculty mentor can initiate or continue a productive research agenda while at a teaching intensive institution. Interactions with students in the research process can enhance teaching ( 1 ) through the use of the scientific process as a class objective and by incorporating lab skills into the research process. This again facilitates the students moving from classroom theory to practical experience to solidify learning. Further, the university or institution will benefit from the publications, abstracts, and local, regional, national, or international presentations that increase visibility in the scientific community.

The scientific community also recognizes the importance of undergraduate research. Several national agencies have directly identified undergraduate research for funding initiatives. Funding for undergraduate research has been specifically identified by National Science Foundation which recently allocated $33 million for the Research Experiences for Undergraduates Program (REU) ( 6 ). This competitive mechanism typically funds an undergraduate student for a 10 week mentored project with a $3,000 – 4,000 stipend. The National Institute of Health has also announced the R15 mechanism or AREA grant which can provide an institution with up to $150,000 over 1 to 3 years for faculty mentored research at traditionally teaching institutions ( 5 ). An additional national funding opportunity for undergraduate students is the Howard Hughes Undergraduate Research Fellows Program providing a $2,600 stipend and possible tuition waiver ( 2 ).

Fifteen years ago, the faculty in our department had the foresight to require each senior to complete an individual research project. The implementation of a research project was quite a progressive idea for 1993, particularly in an undergraduate department housed within a liberal arts university whose mission was almost exclusively teaching focused. At the time, students in our department designed their projects, collected data, and presented their results in a single 15 week semester. The process of completing the research project has endured numerous transformations throughout the years and has morphed into its current state, a year-long faculty mentored research endeavor. The students learn research methodology and develop their research projects in one semester, while data is collected, analyzed, and presented during the second semester. The capstone assignments for the research projects include a journal-style manuscript, a poster presentation, and an oral presentation given to the faculty and staff of the department. Additionally, all students are required to present their research at local or state conferences and many have gone on to present at regional, national, and even international conferences.

Two schools of thought predominate when determining the research topics: a student-generated research topic versus a mentor-generated research topic. The former requires the student to perform a thorough literature review prior to the development of the project to ensure the project is novel. The student must then develop his or her own faculty-mentored methodology in order to appropriately answer the research question. This method provides a well-rounded research experience; however, the projects tend to be less sophisticated when compared to the mentor-generated projects. The more classic, mentor-generated projects often provide students with the opportunity for greater exposure to advanced laboratory techniques. However, as these projects are ongoing the student has less input into research design and methodology. Each method has its unique benefits and limitations, yet both result in excellent research experiences for the students. The decision to choose one method over the other often is dictated by the interests and future goals of the individual student. Those students who are interested in graduate or professional school tend to migrate towards mentor-generated projects in order to gain additional laboratory experience, though students can and often do chose a student-generated projects.

As we look to the future of our undergraduate research program, we continue to pursue opportunities to improve the quality of instruction and mentoring provided to our students with the hope that this will enrich the research experience for our students. We believe the greatest limitation to an established undergraduate research curriculum is monetary support. Many universities have an Undergraduate Research Office that provides small stipends for the students to travel and present research. We have found that our students are willing to present at regional or national conferences, but many do not have the funds for travel, registration, and professional membership dues, and therefore, often choose not to present their research. Thus, if we desire our students to gain the valuable experience of presenting at larger conferences (other than state or local), the financial burden lies with the student and/or the department. However, the precedent has been set within our university and other universities to seek external donations from community members who are committed to the development of future scientists. Such donations could provide the stimulus for increased research activity by making available stipends for students as well as for faculty mentors. The additional financial support would not only increase the quality of the research projects, but could also provide the much-needed support for students to present their data at larger conferences.

As faculty, we believe the research experience is extremely valuable for our students. It provides multiple benefits to students and faculty, as described above. However, those that have mentored research projects know it can be a trying or frustrating experience at times. Therefore, it is particularly gratifying to hear our students speak positively about the research process. One student reported last year, “I am really glad that I had the opportunity to complete a research project. It is an excellent tool for learning how to perform research, but also it has taught me skills I can use to complete any task.” For our purposes, this may be the primary goal of undergraduate research: students learn how to perform research, but they also learn problem-solving skills that translate to arenas beyond the classroom or laboratory.

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What is undergraduate research, what is research.

Research across disciplines is the  systematic production of new knowledge . The process often includes the following:

• Developing a research question(s);
• Identifying where the research question(s) fits within existing knowledge, often accomplished through a literature review;
• Designing the method of investigating the question and securing the appropriate permissions to conduct your research;
• Collecting and analyzing data/materials, drawing conclusions from that analysis;
• Writing about, presenting and publishing your findings.

You can read more about how "research" is defined nationally by the  NSF/OECD Frascati Manual  (an applicable definition across disciplines and fields)  here .

What is undergraduate research and creative inquiry?

In keeping with national definitions, CCRF defines undergraduate research as follows: 

Undergraduate research is a scholarly or creative investigation that contributes to the systematic production of new knowledge; it is a meaningful activity undertaken with the guidance of a faculty member or other research mentor(s) and is used to enrich the College academic curriculum and student experience through enhanced critical thinking skills and a greater understanding of a chosen discipline(s) and its methodologies.

CCRF joins the  Council on Undergraduate Research  in their endorsement of scholarship by Drs. Jeffrey M. Osborn and Kerry K. Karukstis who argue that four common threads must run through  every undergraduate research activity  on any campus:

• Mentorship.  A serious, collaborative interaction between the faculty mentor and student, in which the student is intellectually engaged in the scholarly problem or project
• Originality.  The student makes a meaningful and authentic contribution to the scholarly problem or project, and the work must be entirely or partially novel
• Acceptability.  Employing techniques and methodologies that are appropriate and recognized by the discipline with a problem or project that includes a reflective and synthetic component
• Dissemination.  Includes a final tangible product for which both the process and results are peer-reviewed, juried, or judged in a manner consistent with disciplinary standards

The term “undergraduate research” encompasses faculty- or discipline-expert directed scholarly research activities and creative endeavors.  CCRF recognizes that these experiences may range from historical scholarship, curatorial research, and laboratory experiences to music composition, creative writing, dramaturgy and data analysis in the social sciences. 

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Benefits of Undergraduate Research

"is research only for science students is research only for students who want to go to graduate school isn't my coursework enough".

No, no, and maybe not.

Research is the systematic gathering of information to help you answer a question or solve a problem.   Research is going on right now all over the university and all over the world in libraries and laboratories, in rainforests and hospitals, and in courtrooms and archeological sites.

Undergraduate research can help you:

• improve your communication skills
• find opportunities to present and publish your ideas
• test your determination and perseverance
• develop creativity, problem-solving, and intellectual independence

Student Perspective

Arts & Sciences junior Ryan Thier shares his research experience as a student studying political science.

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Career & Academic Benefits

Independent research with the goal of creating a publically accessible product is beneficial for all undergraduates, regardless of discipline or future career plans.

Career Benefits

Survey findings of employers   demonstrate that skills and aptitudes gained through research are highly valued in the workplace. The survey illustrates that: 

• Employers in the survey specifically endorse curriculum that has students “conduct research and use evidence-based analysis.”
• Independent research fosters innovation and critical thinking (favored by over 90% of employers).
• When students direct their research toward a capstone project that will be presented to the public, they develop their written and oral communication skills, which 80% of employers prefer more emphasis on in undergraduate recruits.
• 79% of employers want undergraduates to “complete a project prior to graduation that demonstrates their acquired knowledge and skills.”

[From “It Takes More than a Major: Employer Priorities for College Learning and Student Success,” Association of American Colleges and Universities, 2013]

Academic Benefits 

Many departments require capstone projects during the senior year to synthesize the knowledge gained in your major field and present it to the public. For some students, this takes the form of a senior thesis, a formal academic article based on disciplinary conventions. You can use your research to create a capstone that can take many forms – a website, a community service project, an exhibition, etc. Talk with your adviser about opportunities to pursue these types of projects within your major requirements.

Hear a panel of WashU graduate students and alums discuss their journey to and through graduate school.

Topics included: How to decide whether to pursue to a PhD; How to find, evaluate, and select programs; The role of an advisor in the application process and throughout graduate school; How to manage the application process and whether to go right away or take time off.

Undergraduate Research as a High-Impact Educational Practice

• First Online: 22 December 2020

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• Nancy H. Hensel 4  

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The demand for higher education of all types has increased substantially around the world. This has motivated higher-education institutions to expand and improve their services by placing greater emphasis on academic quality and student experience in order to increase student retention and graduation rates. A growing number of educational institutions around the world have adopted undergraduate research because it has been shown to be a high-impact educational practice for students. However, there are many ways to utilize undergraduate research depending on several factors such as learning domain, academic discipline, and field of study as well as learning objectives sought. Therefore, there are different models of undergraduate research being used around the world by colleges and universities. As undergraduate research continues to become more international, higher-education institutions are learning from each other about how best to adopt it within their own institution.

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Importance of Research at Undergraduate Level

Undergraduate Research or Research-Based Courses: Which Is Most Beneficial for Science Students?

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Blessinger, P., Hensel, N.H. (2020). Undergraduate Research as a High-Impact Educational Practice. In: Hensel, N.H., Blessinger, P. (eds) International Perspectives on Undergraduate Research. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-53559-9_1

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Research and innovation menu, research and innovation, benefits of undergraduate research.

Undergraduate research and creative scholarship activities represent one of the stronger examples of a high-impact learning practice that can advance the key characteristics of the University’s mission.  Mentored research, in which students and faculty work together to discover new knowledge, apply it to their discipline, and share it locally, nationally, and globally, is instrumental in helping individuals think analytically, question critically, and discover the enduring joy of inquiry.  Undergraduate research simultaneously strengthens undergraduate education; provides additional outlets for faculty to teach, research, and serve; and fosters the creation of a community of scholars that is essential to the intellectual health of the university.

Benefits for Students

Undergraduate research is recognized as a high-impact learning practice (Kuh, 2008) by the Association of American Colleges and Universities’ LEAP (Liberal Education and America’s Promise) initiative. Students who participate in undergraduate research experience many benefits including increased persistence (Nagda et al., 1998); increased interest in, and pursuit of entrance into, graduate school (Hathaway et al., 2002; Kremer and Bringle, 1990); higher gains in research skills including gathering and analyzing data and speaking effectively (Bauer and Bennett, 2003); and gains in professional advancement, professional development, and personal development (Seymour et al., 2004; Lopatto, 2006). Additionally, undergraduate research has shown to be particularly effective at increasing retention amongst, and opening career pathways for, minority and underrepresented populations (Nagda et al., 1998).

Next – Assessment of Undergraduate Research

• Bauer, K.W., & Bennett, J.S. (2003). Alumni perceptions used to assess undergraduate research experience.   Journal of Higher Education , 74, 210-230.
• Hathaway, R.S., Nagda, B.A., & Gregerman, S.R. (2002). The relationship of undergraduate research participation to graduate and professional education pursuit: an empirical study.  Journal of College Student Development , 43, 614-631.
• Kremer, J.F., & Bringle, R.G. (1990). The effects of an intensive research experience on the careers of talented undergraduates.   Journal of Research Development Education , 24, 1-5.
• Kuh, G.D. (2008).  High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter . AAC&U, Washington, D.C.
• Lopatto, D. (2006) Undergraduate research as a catalyst for liberal learning.  Peer Review . 8 (1), 22-25.
• Nagda, B., Gregerman, S., Jonides, J., von Hippel, W., & Lerner, JS. (1998). Undergraduate Student-Faculty Research Partnerships Affect Student Retention.   Review of Higher Education , 22, 55-72.
• Seymour, E., Hunter, A. B., Laursen, S.L., & Deantoni, T. (2004). Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three-year study.  Science Education,  88 (4): 493-534.

Mentoring Undergraduate Research Directory

What Is Undergraduate Research

Undergraduate research, scholarship and creative activities lead to new knowledge, improve problem solving capabilities, offer original or historical theory and interpretation, or produce art or creative performances. Undergraduate students are an integral part of the research, scholarship, and creative activities that take place at WSU to bring knowledge to our world. WSU as an institution is acclaimed nationally for its high level of research activity.

Key Components of Undergraduate Research

Undergraduate research, scholarship, and creative activities in all majors and disciplines have four key components.

• Originality: Projects should involve a meaningful contribution to the discipline.
• Mentorship: Efforts will be conducted with the guidance of an expert.
• Methodology: Projects must use techniques or methods that are appropriate to the field of study.
• Dissemination: Results produced are worthy of sharing with others so that collective knowledge can be advanced.

Examples of Research Projects

The possibilities of research areas available for you to work on as an undergraduate researcher at WSU are impressively numerous and varied. Regardless of your discipline, you will be able to find a research project that matches your academic interests, and your personal and professional career goals.

In the humanities , arts , and social sciences , for example, your creative activities, scholarship, or research could lead you to:

• Compose music for an instrument that you built from a vacuum cleaner.
• Write dialogue for a VR video game script.
• Fire pottery in a kiln modified to amplify solar power.
• Investigate historical records to see how intercultural communities evolve.

In science , technology , engineering , and mathematics , you might:

• Put on a white coat and neoprene gloves before sequencing unknown genomes in a sterile laboratory.
• Get your hands dirty as you develop new methods of shaping metal parts for your aero-robot.
• Design new catalysts that enable you to burn renewable biodiesel in place of conventional diesel.
• Engineer a parallel computing platform based on GPUs to speed analysis of large biological data sets.

More From Forbes

The role of research at universities: why it matters.

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Teaching and learning, research and discovery, synthesis and creativity, understanding and engagement, service and outreach. There are many “core elements” to the mission of a great university. Teaching would seem the most obvious, but for those outside of the university, “research” (taken to include scientific research, scholarship more broadly, as well as creative activity) may be the least well understood. This creates misunderstanding of how universities invest resources, especially those deriving from undergraduate tuition and state (or other public) support, and the misperception that those resources are being diverted away from what is believed should be the core (and sole) focus, teaching. This has led to a loss of trust, confidence, and willingness to continue to invest or otherwise support (especially our public) universities.

Why are universities engaged in the conduct of research? Who pays? Who benefits? And why does it all matter? Good questions. Let’s get to some straightforward answers. Because the academic research enterprise really is not that difficult to explain, and its impacts are profound.

So let’s demystify university-based research. And in doing so, hopefully we can begin building both better understanding and a better relationship between the public and higher education, both of which are essential to the future of US higher education.   

Why are universities engaged in the conduct of research?

Universities engage in research as part of their missions around learning and discovery. This, in turn, contributes directly and indirectly to their primary mission of teaching. Universities and many colleges (the exception being those dedicated exclusively to undergraduate teaching) have as part of their mission the pursuit of scholarship. This can come in the form of fundamental or applied research (both are most common in the STEM fields, broadly defined), research-based scholarship or what often is called “scholarly activity” (most common in the social sciences and humanities), or creative activity (most common in the arts). Increasingly, these simple categorizations are being blurred, for all good reasons and to the good of the discovery of new knowledge and greater understanding of complex (transdisciplinary) challenges and the creation of increasingly interrelated fields needed to address them.

It goes without saying that the advancement of knowledge (discovery, innovation, creation) is essential to any civilization. Our nation’s research universities represent some of the most concentrated communities of scholars, facilities, and collective expertise engaged in these activities. But more importantly, this is where higher education is delivered, where students develop breadth and depth of knowledge in foundational and advanced subjects, where the skills for knowledge acquisition and understanding (including contextualization, interpretation, and inference) are honed, and where students are educated, trained, and otherwise prepared for successful careers. Part of that training and preparation derives from exposure to faculty who are engaged at the leading-edge of their fields, through their research and scholarly work. The best faculty, the teacher-scholars, seamlessly weave their teaching and research efforts together, to their mutual benefit, and in a way that excites and engages their students. In this way, the next generation of scholars (academic or otherwise) is trained, research and discovery continue to advance inter-generationally, and the cycle is perpetuated.

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University research can be expensive, particularly in laboratory-intensive fields. But the responsibility for much (indeed most) of the cost of conducting research falls to the faculty member. Faculty who are engaged in research write grants for funding (e.g., from federal and state agencies, foundations, and private companies) to support their work and the work of their students and staff. In some cases, the universities do need to invest heavily in equipment, facilities, and personnel to support select research activities. But they do so judiciously, with an eye toward both their mission, their strategic priorities, and their available resources.

Medical research, and medical education more broadly, is expensive and often requires substantial institutional investment beyond what can be covered by clinical operations or externally funded research. But universities with medical schools/medical centers have determined that the value to their educational and training missions as well as to their communities justifies the investment. And most would agree that university-based medical centers are of significant value to their communities, often providing best-in-class treatment and care in midsize and smaller communities at a level more often seen in larger metropolitan areas.

Research in the STEM fields (broadly defined) can also be expensive. Scientific (including medical) and engineering research often involves specialized facilities or pieces of equipment, advanced computing capabilities, materials requiring controlled handling and storage, and so forth. But much of this work is funded, in large part, by federal agencies such as the National Science Foundation, National Institutes of Health, US Department of Energy, US Department of Agriculture, and many others.

Research in the social sciences is often (not always) less expensive, requiring smaller amount of grant funding. As mentioned previously, however, it is now becoming common to have physical, natural, and social scientist teams pursuing large grant funding. This is an exciting and very promising trend for many reasons, not the least of which is the nature of the complex problems being studied.

Research in the arts and humanities typically requires the least amount of funding as it rarely requires the expensive items listed previously. Funding from such organizations as the National Endowment for the Arts, National Endowment for the Humanities, and private foundations may be able to support significant scholarship and creation of new knowledge or works through much more modest grants than would be required in the natural or physical sciences, for example.

Philanthropy may also be directed toward the support of research and scholarly activity at universities. Support from individual donors, family foundations, private or corporate foundations may be directed to support students, faculty, labs or other facilities, research programs, galleries, centers, and institutes.

Who benefits?

Students, both undergraduate and graduate, benefit from studying in an environment rich with research and discovery. Besides what the faculty can bring back to the classroom, there are opportunities to engage with faculty as part of their research teams and even conduct independent research under their supervision, often for credit. There are opportunities to learn about and learn on state-of-the-art equipment, in state-of-the-art laboratories, and from those working on the leading edge in a discipline. There are opportunities to co-author, present at conferences, make important connections, and explore post-graduate pathways.

The broader university benefits from active research programs. Research on timely and important topics attracts attention, which in turn leads to greater institutional visibility and reputation. As a university becomes known for its research in certain fields, they become magnets for students, faculty, grants, media coverage, and even philanthropy. Strength in research helps to define a university’s “brand” in the national and international marketplace, impacting everything from student recruitment, to faculty retention, to attracting new investments.

The community, region, and state benefits from the research activity of the university. This is especially true for public research universities. Research also contributes directly to economic development, clinical, commercial, and business opportunities. Resources brought into the university through grants and contracts support faculty, staff, and student salaries, often adding additional jobs, contributing directly to the tax base. Research universities, through their expertise, reputation, and facilities, can attract new businesses into their communities or states. They can also launch and incubate startup companies, or license and sell their technologies to other companies. Research universities often host meeting and conferences which creates revenue for local hotels, restaurants, event centers, and more. And as mentioned previously, university medical centers provide high-quality medical care, often in midsize communities that wouldn’t otherwise have such outstanding services and state-of-the-art facilities.

(Photo by Justin Sullivan/Getty Images)

And finally, why does this all matter?

Research is essential to advancing society, strengthening the economy, driving innovation, and addressing the vexing and challenging problems we face as a people, place, and planet. It’s through research, scholarship, and discovery that we learn about our history and ourselves, understand the present context in which we live, and plan for and secure our future.

Research universities are vibrant, exciting, and inspiring places to learn and to work. They offer opportunities for students that few other institutions can match – whether small liberal arts colleges, mid-size teaching universities, or community colleges – and while not right for every learner or every educator, they are right for many, if not most. The advantages simply cannot be ignored. Neither can the importance or the need for these institutions. They need not be for everyone, and everyone need not find their way to study or work at our research universities, and we stipulate that there are many outstanding options to meet and support different learning styles and provide different environments for teaching and learning. But it’s critically important that we continue to support, protect, and respect research universities for all they do for their students, their communities and states, our standing in the global scientific community, our economy, and our nation.

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Summer Undergraduate Research Program Pilot for Students Underrepresented in Medicine

Saint Louis University School of Medicine is dedicated to improving the recruitment and retention of students who are underrepresented in medicine (URiM). We have launched the Summer Undergraduate Research Program to support these goals, which align with SLUSOM's mission to excel in education, research, clinical care and community engagement through professional development, collaboration and social justice.

About the Program

The Summer Undergraduate Research Program is an eight-week pilot program initiated by the SLUSOM Office of Diversity, Equity and Inclusion to bring fresh perspectives and new ideas to our scientific community. Every year, we will select a group of enthusiastic undergraduates who are passionate about science and interested in exploring the possibilities of an M.D. or M.D./Ph.D., program. Interns will participate in interactive workshops and attend SLUSOM seminars and activities as a cohort, where they will have the opportunity to learn and grow together.

Our program participants can anticipate the following outcomes:

• Enhanced self-assurance in conducting scientific research, writing and communicating findings;
• Expanded knowledge of the research prospects and career pathways offered by an M.D./Ph.D., program;
• Networking opportunities with the outstanding SLUSOM faculty, students, and researchers.

Moreover, participants will forge connections with peers who are also embarking on this exciting journey toward higher education in science and medicine. The internships will be conducted in person, with students working on independent research projects on the Saint Louis University School of Medicine campus.

Application and Eligibility information

Deadline to Apply: March 15, 2024

• U.S. citizen, permanent resident, or U.S. national
• Must be enrolled as a full-time student in an accredited institution and have completed at least one year of college
• Minimum GPA of 3.20
• Completion of medical school prerequisites is preferred, but not required (one year of the following: Math (Calculus and/or Statistics), Biology, General Chemistry, Physics, Organic Chemistry. Biochemistry and Social/Behavioral Sciences are encouraged.)

Please submit the following after you have submitted your online application:

• Application Form (online application). Application opens Jan. 16, 2024.
• Please answer the following question (500 words minimum, 750 words maximum): Why do you wish to participate in the SLUSOM-ODEI Summer Undergraduate Research Program?
• Official copy of all college transcripts
• Two letters of recommendation (one must be from a college/university faculty member or faculty advisor; one must be from an unrelated community member) submitted to: [email protected]

To be considered, please submit all required documents by the March 15, 2024, deadline to: [email protected] 

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Undergrad Research Assistant

The University of North Dakota is currently not hiring remote employees in the following states: AR, CA, CO, HI, MA, MD, ME, OR, PA, WA, and any country outside of the United States

• Grand Forks, North Dakota, United States
• Mathematics
• Remote or Hybrid
• Student Fall Term
• Federal Work Study Student
• Institutional Student
• Closing on: Aug 28 2024

Salary/Position Classification

• $20.00 Hourly, Non-Exempt (Eligible for overtime)
• 5-20 hours per week
• 100% Remote Work Availability: Yes
• Hybrid Work Availability: Yes

Purpose of Position

This is a part-time, non-benefited position. Only UND students are eligible to be hired in this position.

Duties & Responsibilities

•  5 to 20 hours per week working on the project 
• Delivery of a colloquium talk to the department during either the term of the project or the subsequent fall semester
• Delivery of a poster or oral presentation on the project at, e.g., the Arts & Sciences Undergraduate Showcase or a conference of some sort during either the term of the project or the subsequent fall semester

Learning Outcomes

As a result of working in this position, the staff member will gain the following skills:

• Communication
• Professionalism
• Collaboration and Teamwork
• Critical Thinking and Problem Solving

Minimum Requirements

• An officially-declared major in mathematics during the term when the project work occurs
• Cumulative GPA of 3.0 or higher
• Excellent analytical and problem-solving skills
• Proficiency in mathematical software tools (e.g., MATLAB, R, Python) is a plus
• Enrolled in a minimum of 1 credit for the employed academic semester
• Successful completion of a Criminal History Background Check

In compliance with federal law, all persons hired will be required to verify identity and eligibility to work in the US and to complete the required employment eligibility verification form upon hire.  This position does not support visa sponsorship for continued employment.

Preferred Qualifications

• Prior research experience, while not required, is a plus.

For full consideration, applications must be received by the closing date and include the following materials: • Brief (no more than one page) letter describing:      o Student’s interest in the program;      o Which project(s) the student would like to work on; and      o Description of any prior relevant research experience. • Deadlines:      o For projects with fall start dates: April 15      o For projects with spring start dates: November 15 Please include in the application if you are currently or have in the past 12 months been employed with the University of North Dakota, the North Dakota University System or any other North Dakota State agency. If so, include which agency/department, as well as how many hours you work a week. Career Services is here to help students looking for student employment positions at UND by offering individual sessions that include: resume, cover letter reviews, and interview preparation. Please schedule an appointment through Starfish or email us at [email protected].

Please note, all employment postings close at 11:55pm CST.

Position Benefits

Benefits include single or family health care coverage (UND pays the full premium), life insurance, employee assistance program, retirement plans with generous employer contributions, annual & sick leave in addition to 10 paid holidays.

Optional benefits include supplemental life, dental, vision, flexible spending account, supplemental retirement plans.

UND also offers an employee tuition waiver and a variety of professional development opportunities .

Find out more about UND's great benefits and perks here !

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Additional Information

Find out why Grand Forks is Cooler .

All information listed in this position announcement will be used by Human Resources, the Hiring Department, and EO/Title IX for screening, interviewing and selection purposes.

Please email the Human Resources Department at  [email protected] or contact us by phone at 701.777.4226. If you anticipate needing any type of accommodation to participate in any portion of the University's employment process, including completion of the online application process, please contact our office in advance of your participation or visit. 

Veteran’s Preference

Veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a DD-214 or a copy of NGB 22 from National Guard or Reserve (with a unit located in ND) or certification from the applicant's unit command that the individual is expected to be discharged or released from active duty in the uniformed services under other than dishonorable conditions not later than one hundred twenty days after the date of the submission of the certification. If claiming disabled veteran status, proof of eligibility includes a DD-214 and a current letter of disability dated within the past year.

Confidentiality of Application Materials

Pursuant to NDCC 44-04-18.27, applications and any records related to the applications that identify an applicant are confidential, except records related to the finalists of the position, which are open to the public after the search committee has identified the top three or more finalists who will be invited to campus.

EEO Statement

The University of North Dakota is an Affirmative Action/Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability or other protected characteristic. Women, minorities, veterans, individuals with disabilities, and members of other underrepresented groups are especially encouraged to apply. Applicants are invited to provide information regarding their gender, race and/or ethnicity, veteran’s status and disability status as part of the application process. This information will remain confidential and separate from your application.

Clery Statement

In compliance with the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act, the University of North Dakota publishes an Annual Security and Fire Safety Report. The report includes the university’s policies, procedures, and programs concerning safety and security, as well as three years of crime statistics for our campus. As a prospective employee, you are entitled to a copy of this report. The report and statistical data can be found online at UND.edu. You may also request a paper copy of the report from the UND Police Department located at 3851 Campus Road, Grand Forks, ND, 58202.

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Jessica DeCuir-Gunby named president of the APA’s Educational Psychology Division

In the new role, DeCuir-Gunby aims to expand the group’s membership, improve the integration of DEI into the field and better connect research to practice.

Professor of Education and the Robert H. Naslund Chair in Curriculum and Teaching, Jessica DeCuir-Gunby has been elected as the new president of the American Psychological Association’s Educational Psychology Division. In the new role, DeCuir-Gunby will oversee all division business including presiding over meetings, setting an annual organizational theme, inviting speakers to and designating sessions for the annual APA convention, as well as focusing on three key initiatives.

The APA is the preeminent professional and scientific organization in the United States dedicated to advancing the wide and varied disciplines within the field of psychology. The organization publishes over 90 peer-reviewed journals, maintains essential scholarly databases, educates the general public about key issues in mental health, and advocates for various federal policies and legislation, among many other activities. The organization has 54 divisions, including one dedicated to educational psychology, Division 15, which serves as a hub for professionals in a range of fields.

The Educational Psychology division which DeCuir-Gunby leads aims to “expand psychological knowledge and theory relevant to education, extend the application of psychological knowledge and services to all aspects of education, develop professional opportunities in educational psychology [and] further the development of psychological theory.” 

Presidential candidates for the Educational Psychology Division are first selected by the division’s Nomination Committee. The president is then decided upon by popular vote by the division’s membership. Presidents, DeCuir-Gunby explains, “serve in a three-year presidential line—president-elect, president and past-president to maintain continuity and organizational history.”

DeCuir-Gunby is a leading scholar in the field of educational psychology, and her research focuses on the impact of race and racism on the educational experiences of African Americans, critical race theory, mixed methods research, as well as emotions and coping related to racism. Currently a fellow at both the APA and the American Educational Research Association, she has also long been a leader. She’s served in various leadership roles since she was an undergraduate student at Louisiana State University. Within academia, she’s served as a department head, and she’s also held leadership positions at other professional organizations. In 2019, she was named as the inaugural chair of the Educational Psychology Division’s Race and Diversity Committee, a committee she helped create.

During her term, DeCuir-Gunby will “build upon the accomplishments of the past president who focused on rehumanizing educational psychology to address past harm and focus on doing good, especially when working with marginalized populations,” as well as three of her own initiatives. She aims to expand the division’s membership by “focusing on recruitment of graduate students and members from marginalized groups” and devise ways to “improve the integration of DEI in the division and the field.” Third on DeCuir-Gunby’s list is to help the field “better connect research to practice, policy and/or advocacy,” citing what she sees as an urgent need in the field to better translate educational psychology research for those on the ground: practitioners, parents and policymakers, she says. 

“In this new role, Jessica DeCuir-Gunby will continue her impressive work as a leader in the field of educational psychology. At USC Rossier, we are proud to support her as she works toward her vital and timely goals as president of the APA’s Educational Psychology Division,” says USC Rossier Dean Pedro Noguera.

As DeCuir-Gunby looks beyond the immediate year in front of her and to the future of educational psychology, she says that DEI will continue to be a major focus of the field, “particularly issues regarding race and racism.” She also notes the rise in artificial intelligence and its increasing impact on how we teach, learn and conduct research. Citing the growing population shifts across the globe due to climate change, war and political upheaval, DeCuir-Gunby says that “it’s imperative for the field to focus on the impact of globalization and immigration on schools, student development, school policy, teaching and learning.”

Jessica T. DeCuir-Gunby

• Professor of Education

Article Type

Article topics.

• Educational psychology

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