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A student’s guide to undergraduate research

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Originally written by Shiwei Wang for Nature journal in March 2019.

Participating in original research during your undergraduate studies can greatly expand your learning experience. However, finding the project can be a challenging task, so here’s a short but comprehensive guide that can help you get the most out of an undergraduate research opportunity.

Choose the right lab

Learn to think like a scientist. A lot of people start their undergraduate research by glancing at the faculty list and e-mailing multiple professors whose work seems interesting. Although this might get you a position somewhere, it is not the most effective approach. Before looking at labs, dive into the science to find out which areas fascinate you. Read a lot, go to talks, and talk to your professors not just about their classes, but about science in general as well.

Subscribe to e-mail newsletters from journals such as Nature and Science. Try to read research highlights and science news regularly. Podcasts and articles by, for example, Nature, Science, Scientific American or Quanta can also be interesting sources of information. Follow academics, journals and universities on Twitter. Start your undergraduate research by learning more about science, thinking like a scientist and working out what you love.

Look for questions, not subjects. You might have chosen a major to study, but don’t let this limit your search for research labs. Modern labs are interdisciplinary and very different from what you do in undergrad labs. Instead of limiting your search to your department, try to look at labs in all related departments. Choose labs on the basis of the questions they’re trying to answer.

Mentoring is as important as research. Contact group members to learn about your prospective laboratory’s environment. Are the group members close? Is the lab friendly or competitive and condescending? Is the lab head hands-off or hands-on? The size of the group is also important. If you join a small group, you’ll have a higher chance of being mentored directly by your principal investigator, whereas in a big group, you are more likely to be mentored by a postdoctoral researcher or graduate student.

Reach out with confidence. Once you’ve determined that the research programme interests you and the group dynamic is healthy, send the principal investigator an e-mail. Make sure to explain why you’re interested in working in the lab and that you have spoken to other lab members. Be patient if they don’t reply. If you don’t receive a response after a week or so, send a second e-mail or reach out in other ways, such as by asking group members to enquire for you.

Get the most out of the experience

Start your research with reading, and keep on reading. Usually, the principal investigator will assign you a mentor and a project. Ask for literature to read: learning about the state of the field and why the work is important will help you to push the project forward. Read about your field as well as other, totally unrelated fields. As an undergraduate, you have the freedom to change your major and your future plans. Make sure to strike a balance between reading and conducting experiments. It’s hard to do both at the same time, but it will make you a better scientist.

Set specific goals for yourself and let your mentors know. Think about what you want from your research and how much time you are willing to put in. Besides learning the techniques, do you want to learn how to analyse results and design experiments? Do you want to learn how to write proposals by applying for undergraduate research grants? Do you want to improve your presentation skills by going to conferences? Do you want to potentially finish a project for publication? Working out what you want to achieve will help you to direct your time effectively.

Research takes time. Don’t blame yourself if experiments don’t work or the project is not moving forward as fast as you expected. Science is about failing and trying again. Getting used to and coping with frustration is part of the learning curve of research.

Find a healthy balance. University is already a lot of work, and research will only take up more time. When planning your schedule, try to allocate large blocks of time (whole afternoons or individual days) to research. Rushing through a procedure could be unsafe and will often produce useless results. Always plan extra time for experiments. Consider working less in the lab during exam weeks so you don’t get overwhelmed. Talk to your mentor about your schedule and feelings regularly, so that you can arrange experiments at times that suit you, and you can keep on top of your mental health.

Find financial support. If you wish to do research at your own institution over the summer, your institution might offer funding to cover your expenses. If you want to go to another university, you can apply for funding from that institution’s undergraduate research programme, or from foundations, companies or academic societies. For example, the US National Science Foundation offers a Research Experiences for Undergraduates programme. Universities, foundations and academic societies might also offer grants to cover your travel expense to various conferences. Don’t let money limit what you want to do. Talk to senior students or professors, or search online to find all the opportunities!

Always think about the big picture. Your undergraduate research doesn’t define what you’re going to do after your degree. Keep reading and taking classes outside your comfort zone. Explore and learn as much as possible. Working out what you love is the best preparation you can get for the rest of your career.

Read the full article on the Nature website.

To find a research opportunity at Johns Hopkins University, visit the Hopkins Office of Undergraduate Research website .

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Pursuing Undergraduate Research

Or: How I Learned to Stop Worrying and Love the Chaos

Are you tired of manageable workloads?

Do you have too much free time during summer?

If only there was a solution!

Hi, I’m Michael Meneses, and I’m here to tell you about Undergraduate Research Opportunities, the fast and easy way to add some science to your life! As a Gorman Scholar and proud intern of the Hofmann lab, I want to share my experiences to hopefully convince some of you to give research a shot. Surely there must be some payoff to this whole interning thing, right?

A Sneak Peak

I’m going to say it now: there’s a good chance you have little to no experience in your major. And that’s totally fine. But it definitely brings up a weird and somewhat uncomfortable question: will I even like my major in the future? I spent my whole childhood wanting to be a marine biologist, but every now and then I’d wonder that same question and start to doubt. What if I end up not liking marine research? What will I do then?

Luckily, my time in the Hofmann lab changed that. Yes, research was much harder than I thought it would be. Yes, there’s a lot of reading and mistakes and frustration. Yes, my desk looks like a landfill and I send now more emails than a spambot. BUT, I realized that despite all the stress of the job, I only feel more and more excited about what our next project will be. Maybe you’ll realize just how passionate you are about your major, and an internship will help cement your future. Or maybe you’ll find that your major just isn’t for you, and you’re not looking forward to committing to it. An internship can let you test the waters before you decide to dive in. Which brings me to:

Exploring New Fields

Sticking to a major can be hard. We all know plenty of people who suddenly realized that their major just isn’t working out for them. Maybe their whole life has been dedicated to majoring in this one specific (and probably impacted) field. Or maybe they just don’t have a plan for their future yet. Wherever you fit in within this spectrum, taking advantage of a research opportunity can help you find a new direction for your future, even if that direction points far, far away from research. 

I’ve been gung-ho about studying marine biology my whole life, but I didn’t really have any concrete plans beyond “doing research”. Honestly, I was kind of hoping that things would sort themselves out after college and I’d go with the flow. My time with Gorman and the Hofmann lab have changed that for the better by exposing me to the active and chaotic communities in research and giving me the professional and lab skills needed to carve my own place in it. Taking an internship can spark a new passion in you, or open a new door into a field you thought you knew inside and out. Even if you decide you don’t like this new field or decide not to pursue a research degree, an internship is a great way to explore any wild scientific fantasies you might have.

I’m only grazing the tip of the iceberg here. I unfortunately don’t have the time or space in this post to tell you all the different ways you can benefit from an internship. Even if I listed off all the ways my internship has helped me, I couldn’t guarantee that they’d all apply to you. Every lab will have their own problems, approaches and procedures, as well as different people suffering through all of them. Each experience during an internship will be unique and could end up taking you in a new, exciting direction you might not find otherwise.

From Med School to Research

I find that it is not uncommon for a first-year Pre-Biology student to say they want to go to med school. It’s the majority. I wondered what other people’s reason for wanting to go to med school was. I didn’t have a concrete reason. I want to help people and truthfully, I thought it was the “correct” path as a biology major.

I didn’t want to close myself off to any other options, but a lot of the decisions I made as a first-year was so I can study medicine. Everyone told me it was “impossible” to get into medical school. I repeated to myself, “keep your hopes up, grades higher.”

I had a rough first year. I devoted my time to my studies and getting good grades without doing much else. However, by my second year, I began doing other extracurriculars, one of which was joining a research lab. I was intrigued by the idea of research, and I ended up enjoying it. I worked in a marine biology and ecology laboratory. Even though I liked the work we were doing, I did not see myself having a career in that field in the future. So I went back to focusing on medicine.

Then I got an email.

Still keeping my options open, the email stated I would be a good candidate for a biomedical research scholarship. This caught my attention. A combination of medicine and research seemed like the right fit for me. After talking to people, considering what I like most and what would be best for me, I decided to apply.

And I got it. Now, I am a proud MARC Scholar.

With the scholarship, I was able to have an intensive summer research experience in a virology and host interaction laboratory. I enjoyed every minute, from the late nights in the lab to interpreting the results of a western blot to getting lunch with some lab members. I fell in love with the work we are doing and with the people. I have finally found something I am truly passionate about.

I now have a better idea of what I want to do in the future, and research will definitely be a part of that. Even though I am happy I was able to come to this decision, it has been a tough couple of years. It took a lot of ups and downs, questioning and debating, and trying things out.

The overall point is this: it’s okay not to know. About anything. It’s okay to explore different things. It’s okay to move around, drop some things, focus on some others. And most importantly, if you don’t know, keep your options open.

When it comes to research, there are so many fields you could go into, some I hadn’t even heard about before. One very important thing: don’t get discouraged if one doesn’t excite you. It might not be the one for you. Try another one, who knows what will happen?

What I have learned as well is that if research is something you are interested in, definitely try to get some experience, whenever you can! There’s one thing liking the research and another thing physically doing the research, being in a lab for hours, and devoting a lot of your time to it.

The truth is also this: research is not easy. Most of the time, it’s failures. But, at the end of the day, it is so rewarding when something does work. Or when you see results that have never been seen before! It is truly fascinating.

If you are saying you want to go to med school as you walk through the doors of your first chemistry course, and you don’t know why but it just seems like the right thing to do, think about all the other careers you could go into. Think about all the options you have. Maybe I’m a little biased, but research is a very good one.

Explore your options, whether that be different careers or within research, you never know where you will end up. Keep your hopes high, options higher.

Using Light To Transform Cells

Hello there, my name is Ricardo Espinosa Lima. I’m a rising sophomore at UCSB and my major is Pre-Biology (Biochemistry). I am also part of the program EUREKA, which introduces freshmen into research during the summer. At first, I was really nervous to join a Biology lab since I had not taken any Biology coursework at UCSB. My knowledge of biology primarily comes from high school and I knew that was not enough to fully understand the intricacies in a research lab. To my fortune, both my mentor and PI were aware of this fact and still gave me the opportunity to join their lab.

My first time in the lab was scary. Everyone else was either a graduate student or a third-year student at UCSB. The difference in experience was tacit but I was still eager to learn more about the project in hand. The larger project involves using light to control cell differentiation of stem cells. What does this mean in simpler terms? The lab seeks to control which type of cell we can create using only one type of cell. Imagine being able to create muscular, bone cells or even neurons… using light! While this is the big picture of the project, my personal one, in a smaller scale, seeks to learn more about a family of proteins that are in charge in transcribing genes so that these cell transformations can happen.

One of the first tasks in lab was to familiarize more with jargon used and learn basic protocols that can get the project started. Even though the protocols take two to three hours to perform, the real magic of biology occurs at night. Most of my lab work the first weeks was to culture bacteria and retrieve their DNA. Many things happened in between which delayed the progress of my project. For example, one lab member changed the temperature of the device we put our bacteria in and basically killed them all. I had to retry the whole protocol the next day and hope this time works (This was my third try). Finally, I could finish one part of the experiment and got a good yield in my DNA extraction (according to my mentor). The worst part of my experiment was waiting a whole week for my primers to arrive. They usually take a couple of days to arrive, but mine took too long to arrive. In the meantime, I fed myself with literature about the proteins I’m researching. My PI asked me to do a mini project in which I look at the signaling pathways of these processes. I’m proud to say he liked my work and now entrusts me with more of these little projects.

Overall, I have had fun in learning more about lab practices more in depth, making friends that help me understand more about these concepts that for me pose a higher level of difficulty and interacting with students of different levels. I have been reading publications like crazy and even my biology textbook for the class that I will be taking next quarter. Work in lab can be difficult, tedious, scary and the experiments might not work most of the time; however, learning in every step and discovering more about the microscopical world we call life is definitely a motivation to stay in the lab. I would like to end this blog with my own personal box where I keep my plasmids and primers that I use in lab. It makes me happy to know that I am part of the team.

We’re Cuckoo for Copepods

The alarm goes off on my phone. I simultaneously acknowledge and try to ignore it. Try. It’s 4 am and too early to be alive, and yet here I am, trying to calculate how many times I can press snooze and still be on time.

Today is sample day.

I eventually dredge myself out of bed and get ready. Now that my brain is booting up, I start to feel excited again. After all, this is the first time I’ve ever done fieldwork for my major, so it doesn’t matter that it’s just a sample collection. My phone buzzes: they’re here. After a final check to be sure I have everything, I hurry outside and get into our sketchy looking lab van.

Location: Point Dume Date:  July 3, 2019 Party: Sam the man, they call me Logan, and Asher pod catcher. Objective: collect all the samples, disturb some ecosystems, protect UCSB

After a short drive, we finally reach Point Dume state beach, where we unload our weapons of choice: tupperware and turkey basters. We prowl the edges of the rocky beach, flashing our lights into the various tide pools hidden within the craggy boulders. Our target: Tigriopus californicus , sometimes known as the tiger copepod. Although they’re small, tigs have a remarkable tolerance to conditions that would kill many other creatures, such as low pH, high temperatures, and low levels of oxygen. Furthermore, many scientific papers show that these tolerances vary based on the climate and location of where the tigs live. Our research project aims to find what role, if any, genetics plays in these differences. But before we can get to that, we first need to awaken our inner pokemon fan and catch some tigs.

100% skill and precision.

Back at UCSB, we began the process of labeling our samples and testing the range of tolerances of our tigs. For this experiment, we specifically focus on thermal tolerances to explore how different populations will be able to handle increasing ocean temperatures. To do this, we calculate the lethal temperature 50% (LT50) by putting our tigs through an almost-literal trial by fire. The most accurate way to determine a population’s LT50 is by slowly increasing the temperature of the tig’s environment up to a high temperature, then maintaining that temperature for a while. Luckily, a thermal cycler can do just that, and tigs are small enough that we can comfortably fit 5 of them into a PCR well. We do this through the incredible and highly competitive process known as tig loading.

The set-up is a dream. The prep work is a nightmare.

Thermal Tolerance Testing

Ingredients: 12    8-well PCR tube strips 480    T. californicus (if doing a complete 96 well plate) 1    Micropipette, set at 24 microliters 1    Thermal cycler ∞    Amounts of patience

Start by preheating programming your cycler with a temperature gradient of 36-38°C.

Contemplate your life choices as you meticulously fish out 480 tigs using the micropipette as an inefficient vacuum.

Catching multiple tigs at once gives you bonus points.

Panic when you realize you lost your place loading the wells.

Place loaded wells into your cycler for 3 hours total: two to slowly bring the temperature up, then one hour at that temperature.

Remove and serve hot.

We then fully accept our fate as hunchbacks and use a dissecting microscope to look for survivors in each well. By counting the number of fatalities, we can calculate the proportion of survival at each individual temperature. This gives us survivor proportion as a dependant variable with respect to temperature, which can be easily plotted onto a graph using RStudio. The best part about using RStudio is that the different thermal tolerance graphs we plot can be combined with each other into a single graph, giving us an easy-to-read visual comparison between populations.

Pretending that you know how to use R is an important step.

And that’s a wrap! Between the early morning collecting and giving myself nearsighted blindness, I think I’m ready to call it a day. This was definitely one of the more eventful days I’ve had in the lab, but I really enjoyed it. It’s really starting to feel like I’m contributing to the lab and project. Tomorrow will be another busy day setting up cultures for out tigs, and a few days later will be another sampling trip. I can hardly wait!

A Day in the Cleanroom

When you walk by Engineering Science Building, you can always see people in the cleanroom wearing bunnysuits doing magical things. But it has been somewhat mysterious as of what people actually do in there. In this blog, I’ll show you what I have done so far in the cleanroom as an intern.

Storage Bay

After you get gowned and enter the cleanroom, you would first collect your tools and glassware from this bay. Each group has their own assigned area for storing boxes.

Solvent Bench

It is necessary to clean your wafer before you start to process it and the cleaning is done at the solvent bench. At each bench, there is a laminar flow fume hood to prevent exposure to the fumes and vapors from solvents. There are also nitrogen guns for drying purposes. One typical solvent people use to clean the wafer is Acetone.

(Photo credit: UCSB Nanofab)

Spin Coat Bench

At this bench, people can spin photoresist coating on their wafer. The procedures are to put wafer on the spinner chuck, evacuate the spinner to fix the wafer on the chuck, drip photoresist, set the spinning speed and time (there are built-in recipes to choose from), start spinning, vent the spinner once it stops, and take the wafer off. There are hotplates set at different temperatures (105°C, 110°C, 115°C, etc.) to bake the photoresist coating.

Atomic Layer Deposition (ALD)

This equipment is a plasma-enhanced system for precise layer growth. One of the chambers is used for metal growth, and the other is used for dielectric growth. You only need to load your wafer into the load lock chamber and you can operate the equipment via the computer. There are also well-written process recipes for ALD, and you only need to change the number of cycles to run the recipe depending on the film thickness you want.

(Photo Credit: UCSB Nanofab)

Working in the cleanroom is both exciting and challenging. A lot of things could go wrong through the fabrication process, but you can always learn new skills and new perspectives of thinking.

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From the Blog

• Pursuing Undergraduate Research March 10, 2020
• From Med School to Research October 8, 2019
• Using Light To Transform Cells October 3, 2019
• We’re Cuckoo for Copepods September 17, 2019
• A Day in the Cleanroom September 10, 2019

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Office of Undergraduate Research

Student research blog, graduating pra spotlight: lucie lopez ’24.

Research Journey

When I first got to UConn, I was not confident in my ability to succeed. However, after three years as an undergraduate, I can confidently say I believe in myself. One reason for this change is my experience in undergraduate research. As a first-year student, I barely knew what research was, which made the experience of getting started very intimidating. Nonetheless, I felt pressure to get involved with research, especially since I was potentially interested in graduate school. So, I took a leap of faith during my first semester and reached out to a faculty member. That led me to the first stop on my research journey as an undergraduate research assistant with Dr. Rhiannon Smith in the Social Emotional Development Lab. My next stop led me to participate in the Social Sciences, Humanities, and Arts Research Experience (SHARE) program as an apprentice and work with Dr. Peter Chen in the Department of Geography. Lastly, I wanted to combine these fields into a project of my own, which led me to the UConn IDEA Grant program .

Along those different stops, my confidence slowly began to grow. However, when I was chosen as a UConn IDEA Grant Recipient, I experienced a lot of imposter syndrome (former PRA Mahima has a great blog post on imposter syndrome! — https://ugradresearch.uconn.edu/2021/10/29/imposter-syndrome/ ). There’s no timeline for imposter syndrome, but it took me a couple of months to overcome it, and I feel confident that I had a good project and could complete it. This was difficult to work through, but it ultimately helped increase my confidence exponentially. This experience, combined with my academic success and leadership experiences in other organizations, led to me walking across the stage with my head held high and a newfound confidence in my ability to succeed and do great things.

I’m so excited to return to UConn in the fall as a Ph.D. student in the School Psychology program studying with Dr. Sandra Chafouleas! All of my research experiences, from being a research assistant in the Social Emotional Development Lab to being a SHARE apprentice to completing my own UConn IDEA Grant project, have led me to this next step in my research journey. These experiences have given me skills and practice that will be invaluable as a graduate student. I could not be more grateful to Dr. Smith, Dr. Chen, Melissa, and all of the fantastic staff at OUR for their knowledge and advice!

Remember that you’re not alone! I often fell into the trap of feeling like I had to figure everything out and solve every single problem on my own, especially as a first-year student who was unfamiliar with UConn. However, this is far from true. UConn has so many incredible resources (such as OUR!) for which their only purpose is helping students succeed. Don’t be afraid to visit these resources in person and ask questions. They are all so welcoming and genuinely want to help you. I know it might feel like you’re on your own at UConn, but there are so many people who want to see you be your best self and achieve great things. You got this!

Click here to learn more about Lucie.

Tips for Successful Collaborative Research Projects

By Grace Vaidian, Peer Research Ambassador

Stuck in a Research Rut? This Might Be Why

By Darren Lee, Peer Research Ambassador

Taking Research to the Next Level: Advice for Applying to PhD Programs

Engaging in research as an undergraduate student can lead to wanting to pursue research as a career, which comes in the form of a Ph.D. for many students. This path was true for me as my experiences as an undergraduate research assistant, SHARE (Social Sciences Humanities and Arts Research Experience) apprentice, and IDEA Grant Recipient have shaped my career goals. Once I realized I wanted to further explore research by getting a Ph.D., I embarked on the journey of applying.

When I was applying, I had many questions, but I didn’t always know who to ask because I didn’t know many people who had been through the process. However, those people who I did know were invaluable resources, as they had first-hand experience and could give me great tips and advice when going through all stages, from researching programs to interviewing.

If you’ve just started thinking about getting a Ph.D. or if you’re about to go to your first interview, I hope the tips below can help you out with the application process. Continue reading →

Taking a Step Back

By Riley Beckham, Peer Research Ambassador

What I could not anticipate at the time was how all-consuming my academics would become. I felt like all I had time for, day and night, was school. Wake-up, go to class, come home, do homework and study well into the evening, go to bed late, wake-up the next day. Rinse and repeat, day-in and day-out. Weekends? What better way to spend a Saturday afternoon than studying at the library? Continue reading →

Uncharted Waters – Research Beyond Your Major

By Krithika Santhanam, Peer Research Ambassador

After being in a STEM laboratory for 2 years, I decided to swim into uncharted waters and pursue non-STEM research, something your typical pre-medical student might not do. I also have an individualized major in Health Policy and Racial Disparities which provoked my current research exploring the experiences of individuals with disabilities in South India through UConn’s BOLD Women’s Leadership Network and a preventative screening volunteer for UConn Health Leaders.

How did I get here, and more importantly, why did I step outside the typical pre-med path? Continue reading →

Navigating Your First Conference Presentation

By emma beard, peer research ambassador.

 1. Know your audience, especially when they are familiar with your field

This point may seem self-explanatory, but it was something I was unprepared for. Before Cell Bio 2023, I had only ever presented my research at poster sessions for UConn undergraduates like Frontiers. These events helped me develop skills in designing posters (maybe link https://ugradresearch.uconn.edu/wp-content/uploads/sites/323/2014/02/Poster-Preparation.pdf ) and speaking about my research (maybe link https://ugradresearch.uconn.edu/wp-content/uploads/sites/323/2014/02/Poster-Prepare-Yourself.pdf ), but since Frontiers is open to all fields of research, the way I presented was tailored to an audience less familiar with cell biology.

National or international conferences usually have a more specific focus. Cell biology is a very broad field, so not everyone was familiar with my research, but I was very excited to have a few people who worked in similar areas visit my poster! The only problem was that I had only practiced one version of my presentation that was geared towards a general cell biology audience. Whenever I gave this talk to someone in a similar field, they had many specific questions at the end that I likely could have addressed during the presentation if I had known their background. I think it would be helpful to get to know more about the people visiting the poster first to get a sense of their background, and also practice including or omitting specific details in the presentation based on each person’s research interests. Continue reading →

The Three E’s of Networking

By anabelle bergstrom, peer research ambassador.

I have come to enjoy attending networking events with others who have similar goals or experiences to myself. Last spring, I attended the New England Political Science Association’s annual conference to present my Holster Scholar project. Being one of the only undergraduates in attendance, I was nervous that I wouldn’t have anyone to converse with. After a few attempts, I found my own way of conversing with professors and students alike. Since then, I have grown much more comfortable networking at most events. I was not born with networking skills. Instead, I have pushed myself out of my comfort zone to practice. Not only have I gotten better at networking, but I have also built a strong support system around me which has given me new professional opportunities. Without starting a conversation with others, I may not have some of the positions I do now. Continue reading →

Tools for Your Research Toolbox

By Sana Gupta, Peer Research Ambassador

1. Reference Management Tools

A reference management tool is a program that allows a user to save papers and articles from literature reviews in folders with notes and annotations. After downloading PDFs of papers you have read or plan to read, you can upload these PDFs to the program and save them along with metadata about the paper that can be used to generate bibliographies. I personally use Zotero, which has a corresponding Safari and Google Chrome extension which can be used to save articles directly from your browser. Zotero also integrates with Google Docs and Microsoft Word, which makes it easy to add citations when drafting your own paper. Zotero folders can be shared with others so they can add papers for you to read. Continue reading →

Let’s Talk Business: The Power of an Email

It’s important to remember that when a professor doesn’t respond to your email or cannot offer you a conversation about their research, it is not a reflection of you and your abilities. It’s easy for your email to get lost in the crowd and honestly, for the professor to just miss it. There are things that you can do to make a positive first “virtual” impression, to set yourself up for success, and to stay away from common pitfalls. Here are some tips and tricks for emailing that I’ve learned along the way: Continue reading →

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A Guide to Getting Started in Undergrad Research

By Guest Blogger

This post was contributed by guest blogger Eleanor Wang, a Research Specialist in Patrick Hsu's lab at UC Berkeley.

Most of the scientists I’ve met began doing research in their undergraduate years. We each have a unique “origin story,” but taking the first step into the world of academic research can be quite daunting. During my first year of college, I knew I wanted to try research, but had no idea what to expect. I had a lot of help from my peers, professors, and other mentors, and four years after I started college, I will be entering a PhD program to continue my scientific endeavors. I hope that this post can provide some perspective and advice to any undergraduate interested in getting a taste of the role of a scientist.

What is research?

I grew up knowing little to no biological or biomedical scientists and had no idea what the daily life of a scientist was like. The word “scientist” conjured up images of men like Albert Einstein and Bill Nye in their lab coats handling glassware with brightly colored hazardous liquids. Working in a lab is nothing like a typical part-time or 9-to-5 job. I had to ask to find out what a “postdoc” is, and that “PI” stood for principal investigator.

In basic science (as opposed to translational, biomedical, or applied sciences), people conduct research to answer questions about how the world works. As scientists, we probe beyond the realm of established theory. Realizing that textbooks don’t tell us everything there is to know is a strange and exciting revelation. Science in any field can generally be applied to improve our lives and solve global problems. Biomedical research, for instance, contributes heavily to medical practice, and understanding the scientific process can help us understand how new therapies can be developed and applied. The current pandemic serves as a striking example of the applicability and importance of research in basic biology, medicine, epidemiology, public health, and more.

Why should I try research?

Personally, I have always been a pretty curious person. I like to ask questions and think about the best way to answer those questions. I’ve met graduate students who enjoy the thrill of acquiring a piece of knowledge before anyone else in the world knows it—to be the first person to make a discovery. I can’t tell anyone else what the “correct” motivation to do science is, but I think reflecting on why it is we enjoy, or in some cases, don’t enjoy, is worthwhile and can help us make decisions about what we want to do in the future.

How do I get started with research?

I had no idea what my scientific interests were or what I wanted to do with myself when I was 18. I just knew I was interested in trying research, and if that’s where you’re at too, it’s a perfectly great place to begin. Here’s my advice:

Reflect on your personal interests

While it’s perfectly fine to be unsure, it helps to have a vague sense of what kind of research you would be excited about. I know quite a few friends who opted to join labs in cancer biology or neurodegenerative disease because they had close relatives suffering from similar diseases. Others were inspired by the imminent threat of climate change to study plant and marine biology, environmental microbiology, or biofuel production. There’s a lot out there worth exploring! Being excited about the science allows you to ask more interesting questions and your excitement will in turn inspire the people around you.

Be proactive

Rather than applying only to posted job offerings, the best research experiences typically come when people actively seek out science that genuinely excites them, and reach out to the PI to get involved. It not only demonstrates initiative and drive, but also makes for an experience more tailored to personal interests.

Talk to people, ask questions, and dig deep

Talk to your professors about their research, and learn about what makes them excited to do what they do. I would also highly recommend talking to other undergraduate researchers, as well as graduate students (your teaching assistants), about their experiences. Research requires dedication and effort, so building a strong understanding of what you’re getting yourself into is really important. 

As you’re talking to people, though, try to be conscious of who has your best interests at heart. A great piece of advice I’ve gotten is that not all advice is good advice, and it is ultimately up to us to decide whether we want to take it or not.

Choose wisely

This point ties into the previous one too. I would recommend applying for multiple positions—don’t put all your eggs in one basket. There are many factors that can make or break a lab experience. Previous Addgene blogs have discussed the process that goes into choosing a good scientific mentor and choosing the right lab . Remember that your time is valuable! Don’t jump on the first opportunity that comes your way. Think critically about whether it’s something you want to dedicate your time and energy to.

How can I make the most of my experience in the lab?

Ask your questions—especially if it’s scary..

I’ve been afraid to ask “dumb questions” and to make mistakes. Ultimately, though, scientists are all just people. I’ve found that in the right environment and with supportive mentors, being open and vulnerable about my struggles and what I don’t know yet has helped me cultivate stronger relationships with my labmates. Sometimes what I thought was a dumb and very basic question was actually a great one. Further, even if a question is a very basic one, making sure that you have a good fundamental understanding of what you’re working on is important! Better than leaving yourself in the dark, but if you never ask, you’ll never know. (Google is a great resource too.)

Connect with your labmates and mentors

• Many of the grad students and postdocs I’ve met have done things that I never even imagined before I set foot in the lab. They’re also more than eager to help you along your path. Learning about their career paths and goals helped me reflect on what I wanted for my own future. Informational interviews with people who have taken career paths that you would be interested in can also help you clarify your goals and define next steps!
• More than serving as resources for career advice and advancement, my labmates have been some of my closest friends and have often provided me with much-needed emotional support during my journey. When you are hunting for labs to join, one of the vital things to look for is a supportive environment—it makes all the difference in a lab experience.
• “ Mentorship ” was a bit of a foreign concept to me when I was in high school, but I’ve learned the value in finding mentors wherever I go. This story by Dr. Erika Moore in Science Careers discusses the importance of building a network of mentors.

Explore available resources!

• Many online resources and articles about careers in science are geared towards grad students and postdocs—people who are a little ahead along their scientific career. I’ve found that the advice in these resources is still valuable for anyone in the lab though, including undergrads.
• I found a lot of career resources on Science Twitter. I started by making an account, following interesting people, and just lurked online for a while and observed.
• Research universities often have scholarships and funds dedicated for undergraduates interested in doing research and attending research conferences. The Barry Goldwater scholarship is also a national scholarship that supports students interested in pursuing a career in research. I applied, hoping that the experience would improve my scientific and application writing skills, and ended up with the award. We are often more qualified and capable than we know or believe we are.
• Funded Research Experiences for Undergraduates ( REUs ) and other summer research opportunities are also fantastic for broadening your experiences! These applications can be highly competitive, so asking for help from mentors and other students who have successfully applied to programs like these can be highly beneficial. I’ve made several close friends and found incredible mentors through my own summer experience.
• Also look into presenting your research at conferences such as SACNAS and ABRCMS . These conferences have a lot of programming specifically dedicated for career advancement, and for students who hope to apply for graduate programs, recruiters will attend these conferences to answer questions and offer application fee waivers.
• One of the blog posts that helped me quite early on was Christine Liu’s “ How to Become a Scientist While Poor ”

Keep an open mind as you explore opportunities

• The world of science is vast and ever-expanding. While it can be tempting to try to plan out a very distinct and certain path, embracing uncertainty can help you both in your career and while doing scientific research.
• It’s okay to change your mind about what exactly you want to do—I started college thinking that I had to pick a few things to do and just stick with them for the next four years. But college, and science, are places for learning and growth! As you learn more about yourself and the world around you, it’s perfectly normal to realize that you have new interests and that you want to travel in new directions. During my grad school interviews, one of the professors I met told me, “you can’t be interested in something you don’t know about”. I’m going to be doing my PhD in Microbiology, but didn’t realize I was interested in microbes until the end of my second year!

Conclusion and other pieces of advice

Give yourself permission to pursue your own desired path. Careers in science are also not limited to working at a bench in academia or industry, so feel free to explore! Addgene has an entire page dedicated to different career options from science policy to science communication and much more.

I hope that these pieces of advice can help guide you towards a better understanding of what it’s like to work in science, and what it takes to build a fulfilling scientific career. Please feel free to reach out to me with any questions about my experience, applying for graduate school, career options in science, STEM conferences for undergrads, or anything else you can think of to ask! You can DM me on Twitter @EleanorWang . I will do my best to answer or connect you with people I know who can help!

Thank you to our guest blogger!

References and resources

Canning EA, LaCosse J, Kroeper KM, Murphy MC (2019) Feeling Like an Imposter: The Effect of Perceived Classroom Competition on the Daily Psychological Experiences of First-Generation College Students. Social Psychological and Personality Science 11:647–657 . https://doi.org/10.1177/1948550619882032

Chrousos GP, Mentis A-FA (2020) Imposter syndrome threatens diversity. Science 367:749.2-750 . https://doi.org/10.1126/science.aba8039

Cordova FA (2016) Embrace uncertainty. Science 351:994–994 . https://doi.org/10.1126/science.351.6276.994

Moore E (2021) One mentor isn’t enough. Here’s how I built a network of mentors. Science. https://doi.org/10.1126/science.caredit.abi6939

Additional resources on the Addgene blog

• Check out our resources for early career researchers
• Get advice for applying for jobs
• Learn more about networking

Topics: Science Careers , Early Career Researcher

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• CAREER COLUMN
• 15 March 2019

A student’s guide to undergraduate research

• Shiwei Wang 0

Shiwei Wang is a junior undergraduate student studying Integrated Science and Chemistry at Northwestern University in Evanston, Illinois. Twitter: @W_Shiwei

You can also search for this author in PubMed   Google Scholar

I have thoroughly enjoyed my experience working in a materials-chemistry laboratory at Northwestern University in Evanston, Illinois, for the past two years. Being able to mix an undergraduate education with original research in a proper laboratory has been a fantastic opportunity.

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doi: https://doi.org/10.1038/d41586-019-00871-x

This is an article from the Nature Careers Community, a place for Nature readers to share their professional experiences and advice. Guest posts are encouraged. You can get in touch with the editor at [email protected].

Wang, S. et al. Preprint at ChemRxiv https://doi.org/10.26434/chemrxiv.7824707.v2 (2019).

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• Guide to Undergraduate Research at Duke

Duke is among the top universities for research, but when you think of research, do you think of undergraduates?

If you answered no, think again. Research isn’t only for faculty or graduate students; undergrads can begin participating in research in a multitude of ways from as early as their first year at Duke.

The  Directors of Academic Engagement , faculty, and students from across Duke took time this year to explain the value of research experiences for undergraduates and break down the elusive process of finding a research project.

From Dance and English, Political Science and Psychology, to Biology and Neuroscience, these Duke researchers demonstrate the various types of opportunities available to students in all areas of Duke while breaking down myths that research is out of reach.

 Welcome to Undergraduate Research at Duke 

Start with a passion

If students feel overwhelmed by the options available to them, they aren’t alone, says  Bridgette Hard , professor of the practice of  Psychology & Neuroscience . There are many options for students at Duke to pursue research, whether through independent study or work with individual faculty mentors,  summer research programs  or through established, interdisciplinary programs like  Bass Connections .

The first step in research is taking a step — any step — especially if it is still the first year.

What is successful research?

Sometimes research fails. You uncover information or results that you didn’t expect. Plans fall apart, or new hurdles appear along the way. What’s next? Duke researchers discuss why this isn’t necessarily a bad thing and how “failing” research might actually be successful in the long run. 

“Nothing is unproductive in research…and nothing is unproductive in the way you get involved in research at Duke. Everything is a learning process,” says Director of Academic Engagement Jules Odendahl-James.

Finding partners in research

At Duke, there are many avenues to connect to others doing research and lots of people who are interested in helping. The key is finding the right people.

“The institution is resource rich,” says  Iyun Ashani Harrison , associate professor of the practice in  Dance . “Access to intellectuals, to ideas, it influences your processes, your research, how you imagine yourself in the world and what you might be able to do.”

The unexpected gifts of research

The benefits of engaging in research aren’t limited merely to research outcomes.

“Meeting people that you didn’t know you should know,” is one of the most important outcomes of participating in research according to  Candis Watts Smith , associate professor of  Political Science . Listen as other faculty and students share the benefits they have found from participating in research at Duke.

To take the next step — or the first step — in exploring research opportunities at Duke, students can visit this  page for   many resources on identifying mentors conducting research of interest and ideas for contacting potential mentors. 

• Getting Started in Research
• Undergrad Research Calendar
• Honors Theses
• Explore Research by Department
• Compensation for International Students
• Research Abroad: Safety Considerations
• Human Subjects: Institutional Review Board
• Responsible Conduct of Research Training and Tutorials
• Frequently Asked Questions
• URS Academic Term Grants
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• Duke Opportunities
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Undergraduate Research Center

Emmanuel Lanuza

• March 26, 2021
• MURPPS Scholars

Research Program: MURPPS Faculty Mentor: Dr. Annaliese K. Franz Research Title: Using NMR to Measure PhotoAcidity Hometown: Watsonville, CA Three words to describe me: Motivated, Busy, Blessed

What are your future plans and/or goals?

My plan is to continue being a researcher by pursuing a PhD.

In what ways has engaging in undergraduate research impacted your future goals and plans?

Jose Camacho

• February 23, 2021

Research Program: MURPPS Faculty Mentor: Dr. Dong Yu Research Title: Helicity Dependence of Topological Insulators Hometown: Montclair, California Three words to describe me: Thoughtful, open minded, structured

Future plans I have are to continue physics research in graduate school, present the current research I am working on and I hope to explore more into it. I do plan to continue my research.

David Duronslet

• CAMP Scholars

Andrea Lopez Arguello

• February 11, 2021

Research Program: MURPPS Faculty Mentor: Dr. James Letts Research Title: Cryo E.M Sample Preparation Deice Hometown: Coatzacoalcos, Mexico Three words to describe me: Hard working, persistent, patient

I would like to obtain a research position in the area of physics, and look forward to attending grad school

Tabib Chowdhury

Research Program: MURPPS Faculty Mentor: Dr. Sebastian Schreiber Research Title: Exploring Ergodic Properties in a randomly switching environment Hometown: Los Angeles, CA Three words to describe me: Practical, imaginative, considerate

I plan to go on to graduate school for my PhD in applied mathematics and hopefully continue my research there.

Kimberly Lesly Maldonado

Research Program: MURPPS Faculty Mentor: Dr. Andrew Fisher Research Title: RNA Editing Enzyme Structural Studies Hometown: Los Angeles, CA Three words to describe me: Spiritual, Compassionate, Guatemalan-American

My future goals include building upon my research skills including qualitative research and pursuing a phD.

Josiah Sánchez

Research Program: MURPPS Faculty Mentor: Dr. Alan Balch Research Title: Development of Open-Cage Fullerenes as Host Molecules for Metal Insertion Hometown: Merced, CA Three words to describe me: Charismatic, Creative, and Caring

Metzli Montero

Research Program: MURPPS Faculty Mentor: Dr. Valentin Taufour Research Title: Electrosynthesis of Cu_xBi_2Se_3 Hometown: Montclair, CA Three words to describe me: Curious, Creative, Meticulous

Elya Kandahari

Research Program: MURPPS Faculty Mentor: Dr. David E. Olson Research Title: The Total Synthesis of Ibogaine through a Cascading Sequence Hometown: Fairfield, CA Three words to describe me: Resilient, Intuitive, Curious

I plan to earn my PhD in organic chemistry, pursue a postdoctoral position, and secure a tenure track faculty position at a 4 year university.

Robert Howey

Research Program: MURPPS Faculty Mentor: Dr. Dong Yu Research Title: Simulation of Helicity Dependent Photocurrents Hometown: Sunnyvale, CA Three words to describe me: Dedicated, involved, studious

My goal is to obtain my PhD in Physics and continue research in academia.

Perla Aramburu

Research Program: MURPPS Faculty Mentor: Dr. Javier Arsuaga Research Title: Applications of Computational Homology to the Analysis of Copy Number Changes in Breast Cancer Hometown: Bay Area, San Mateo Three words to describe me: Friendly, Optimistic, and Persistent

Sarai Jaime

Research Program: MURPPS Faculty Mentor: Dr. Annaliese Franz Research Title: Desymmetrization of Organosilicon Compounds Hometown: Arvin, CA Three words to describe me: Intelligent, Hardworking, Fun

I want to obtain a PhD in Chemistry and become a professor. Additionally, I plan to continue research in organic chemistry.

Kimberly Evans

Sydney Woods

Maria Fernanda Barajas Mendoza

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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Knights’ Research Notes: UCF’s Undergraduate Research Blog

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Discover first-hand how research contributes to the advancement of human knowledge. Experience a change of pace from formal classroom activities and gain skills applicable to both research and non-research careers. Studies show that students who engage in research are more likely to graduate, more likely to go on to graduate school, and have more successful careers after graduation.

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25th-annual Undergraduate Research Symposium celebrates undergraduate discovery

The Undergraduate Research Symposium, shown here in 2019, is one of the largest showcases of undergraduate research in the country.  The symposium returns online and to Mary Gates Hall on Friday. David Ryder/University of Washington

The 25th annual University of Washington Undergraduate Research Symposium returns this year on May 20 with a hybrid format including both online and in-person presentations, following two years of online only events due to the COVID pandemic.

Hosted by the Undergraduate Research Program , part of Undergraduate Academic Affairs , the event is one of the largest symposia for undergraduates in the country. This research showcase covers student contributions, demonstrating the diversity of undergraduate research from scholarly to creative, crossing disciplines and addressing pressing critical issues of our time.

“The University of Washington ecosystem is on full display at the Undergraduate Research Symposium: Deep learning, mentorship, discovery, innovation, problem solving and the application of knowledge for the greater good are all articulated by students right before our eyes,” said Ed Taylor, vice provost and dean of Undergraduate Academic Affairs.

More than 700 undergraduates are expected to present their research during the day, including lightning talks online, in-person oral and poster presentations in Mary Gates Hall and visual arts and design exhibitions in Odegaard Library. More than 1,000 faculty, post-doctorate researchers, research staff and graduate student mentors will be supporting the student researchers. In 2020, in the midst of the COVID pandemic, 8,299 students worked with UW faculty research mentors devoting about 1.5 million hours, more than 6,000 years of research, across the university’s colleges, schools, departments and research centers.

The event is scheduled from 9:30 a.m. to 5:30 p.m.; Taylor and UW Provost Mark Richards are scheduled to speak at an in-person welcome at 11:00 a.m. in Mary Gates Hall. For more information and a detailed schedule, click here .

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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. 

The Impact of an Undergraduate Research Experience on Graduate Degree Attainment across Academic Divisions

Scholarship and Practice of Undergraduate Research Journal

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Initially promoted in the sciences, undergraduate research experiences (UREs) are now common academic offerings for students across all areas of curricula. This study extends previous research by evaluating the impact of a URE along two new dimensions: on different graduate degree attainments of students PhD or master’s/professional degrees and by the academic area of the URE (in the sciences, social sciences, or humanities). These issues are investigated using a unique student record database and employing an empirical framework to address the sample selection inherent in URE evaluation. UREs are found to have a positive impact on PhD completion in the sciences and social sciences but no impact in the humanities. No evidence is found that UREs impact attainment of master’s and professional degrees.

More Articles in this Issue

Does it matter if i call it a cure idenity development in online entrepreneurship coursework.

Course-based undergraduate research experiences (CUREs) have historically been associated with STEM, but are expanding into other fields. CUREs may benefit undergraduate business majors, but some students do not perceive “doing research” as part of business. The authors ask whether a business CURE can lead students to begin self-identifying as researchers. Particular attention is paid to explicitness: Do students report different self-identification outcomes if they are explicitly told they are doing research? Survey data are collected from a required entrepreneurship course in which an instructor explicitly talks about her research career and authentically characterizes normal course activities as “scientific research” in some course sections but not in others. Pre- and post-course surveys show statistically significant growth in student self-identification as researchers only in the “explicit CURE” sections.

How Is What and What is How: Writing and Research in an Integrated Biology and Literature Course

Information now: a graphic guide to student research and web literacy, improving retention of commuter stem students through undergraduate research.

Student retention is important to any university, especially keeping commuter students who are traditionally less anchored in campus life. Even more at risk, given the leaky STEM pipeline, are STEM commuter students. In 2016, Valparaiso University launched the Establishing Practices Integrating Commuter Students (EPIC) program, centered around engaging students in undergraduate research. Students participate in a research laboratory for their four academic years, and take part in one summer of funded research. This program has achieved its goal of providing scholarships, research opportunities, and cohort support to over 30 commuter and residential students while preparing them for research-oriented careers. This article shares successes and lessons learned, along with data demonstrating the program’s impact on broadening participation in STEM and increasing retention.

Academic and Educational Opportunities Provided by the Undergraduate Research in Natural and Clinical Science and Technology (URNCST) Journal

The Undergraduate Research in Natural and Clinical Science and Technology (URNCST) Journal was founded in 2017 and currently serves as a leading publisher of undergraduate research spanning broad and multidisciplinary fields. Unique to most undergraduate journals, the URNCST Journal publishes abstracts for undergraduate conferences and case competitions and promotes innovative undergraduate research education initiatives. The present article summarizes the contributions, opportunities, and achievements of the journal since its inception.

Undergraduate Research with Human Subjects: IRB Guidelines

Introduction – fall 2022, table of contents – fall 2022.

SUBSCRIPTION

SPUR advances knowledge and understanding of novel and effective approaches to mentored undergraduate research, scholarship, and creative inquiry by publishing high-quality, rigorously peer reviewed studies written by scholars and practitioners of undergraduate research, scholarship, and creative inquiry. The SPUR Journal is a leading CUR member benefit. Gain access to all electronic articles by joining CUR.

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Meet students who spent their summer pursuing sustainability research

Through programs offered by the Stanford Doerr School of Sustainability, undergraduate students from Stanford and institutions across the U.S. worked on projects that tackled pressing environmental challenges and advanced fundamental knowledge about our planet. Here’s an inside look at their experiences.

This year, more than 70 undergraduate students engaged in summer research to develop new skills and deepen their understanding of Earth, climate, and society. Through five programs part of the Stanford Doerr School of Sustainability , undergraduates explored sustainability-related issues in disciplines ranging from energy and civil engineering to oceans and social sciences.

The five programs include Mentoring Undergraduates in Interdisciplinary Research (MUIR), organized by the Woods Institute for the Environment ; Summer Undergraduate Program on Energy Research (SUPER), organized by the Precourt Institute for Energy ; Sustainability, Engineering and Science - Undergraduate Research (SESUR); Hopkins Internships - Summer Undergraduate Research Funds (HI-SURF); and Sustainability Undergraduate Research in Geoscience and Engineering Program (SURGE).

The SURGE program is funded by the National Science Foundation and welcomes students from other U.S. institutions, especially those from underrepresented backgrounds doing research for the first time. The other programs receive funding from the Vice Provost for Undergraduate Education (VPUE).

Across all the programs, undergraduates contributed directly to research projects under the guidance of Stanford scholars. They also participated in shared group activities such as research seminars and graduate school workshops.

The large cohort allowed participants to learn from each other in addition to a variety of mentors. Building this community of support, in contrast with the sometimes isolating nature of individual research, was one of the main goals of bringing the five programs together last year.

Whether pursuing a scientific interest, trying out new tools, or discerning a potential career path, students used this summer to grow both academically and personally. Many hope to expand on the work they started, while others are moving forward with newfound clarity on their discipline. As they wrapped up their projects, three undergraduates shared insights about their research, personal growth, and how they made the most of the experience.

Evelyn Pung, ’27, SESUR participant

For Evelyn Pung, the motivation to research the link between environmental quality and human health was a personal one.

She grew up 10 minutes away from the ocean in Long Beach, California, but she rarely took trips to the beach. “The pollution at our beaches had gotten so bad, my parents didn’t want me to go, out of health concerns,” she said.

This summer through the SESUR program, Pung got involved in a project in the lab of civil and environmental engineering Professor Nick Ouellette . With her mentor, PhD student Sophie Bodek , she studied the movement of tiny plastic particles in bodies of water. Understanding how these pollutants travel through water in different environments can inform efforts to limit their spread.

Pung said that the freedom to actively control the experiment, combined with supportive mentorship from Bodek, made the research especially fulfilling.

“This whole experience has been a gratifying learning opportunity,” she said.

Read more about Evelyn Pung .

Trent La Sage, ’25, SURGE participant

Trent La Sage, an undergraduate student at the University of Florida, conducted research that brings together physics, Earth science, and materials science.

His project tackled a common problem in materials science: Insights about certain materials are not easily accessible to researchers. While findings about materials at ambient conditions can be uploaded to a public database for other scientists to reference, no such platform exists for materials at extreme conditions.

To address this, La Sage and other scholars worked on a program that uses computer vision and large language models like Chat GPT to pull data from published research papers, which can then be applied to work on future computational models.

The opportunity to collaborate on a large team was a highlight for La Sage, who appreciated the variety of viewpoints. He brought his own distinct perspectives to the group – both in discipline, as the only physics and astrophysics major, and in experience, having started his undergraduate education after several years in the workforce.

“It was very helpful to have people from other backgrounds. And we’ve been able to get a lot of things done that I wouldn’t have been able to get done myself,” he said.

Read more about Trent La Sage .

Juan Martín Cevallos López, ’26, HI-SURF participant

After recurring moments of awe and discovery in his oceans-related classes at Stanford, Juan Martín Cevallos López, who prefers to be referenced by his first and middle name, discovered a passion for ocean science. He knew he wanted to get involved in research at the Stanford Doerr School of Sustainability’s Hopkins Marine Station in Pacific Grove and applied to the HI-SURF program.

Juan Martín contributed to three different projects – studying the impacts of ocean acidification on a particular species of seaweed, the development of bat star larvae in various temperatures, and the role of crustose coralline, a key component of coral reefs, in temperate environments such as Monterey Bay.

Throughout his research, Juan Martín was thrilled to be able to combine his knowledge of oceanography with other scholars’ expertise in marine biology and ecology, and he is eager to continue studying the ocean.

“I’m excited to see where it takes me, because it can literally take you anywhere,” he said.

Read more about Juan Martín .

Learn more about Stanford Doerr School of Sustainability summer undergraduate research programs and how to apply.

Explore More

Researchers discover a surprising way to jump-start battery performance

Charging lithium-ion batteries at high currents just before they leave the factory is 30 times faster and increases battery lifespans by 50%, according to a study at the SLAC-Stanford Battery Center.

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Sustainability Accelerator welcomes first cohort of entrepreneurial fellows

The Sustainability Accelerator’s new postdoctoral fellowship program kicks off fall quarter with four entrepreneurial fellows who will pursue individual research on greenhouse gas removal.

Bringing environmental law to life

PhD student Eeshan Chaturvedi is driven to create meaningful change worldwide. He’s advancing sustainability through both his legal research and global leadership.

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Research opportunity: new neurosurgical device development.

Saif Lab is seeking a higly motivated and innovative undergraduate student to join their research team in the develpment of a new neurosurgical device. The project involves designing, prototyping, and testing a novel device that, upon success, will be utilized in surgical procedures. This experience is for course credit; compensation may be considered as the project progresses.

Key qualifications:

• Affiliation with Mechanical Engineering, Aerospace Engineering, Engineering Mechanics, Bioengineering
• Interest in mechanics of materials and mechanical design
• Junior or senior academic standing
• Creativity and problem-solving ability
• Experience or coursework in electronics is desirable

For more infomation, including how to apply, please see full description.

RESEARCH OPPORTUNITY: DASLAB -- AGRICULTURAL AND BIOLOGICAL ENGINEERING

The Distributed Autonomous Systems Lab (DASLAB) is looking for an undergraduate research assistant. This is a 10 hour/week paid position open to Computer Science majors currently in their junior or senior year for Fall 2024. The research project is relevant to computer vision with application in agricultural robotics. For more details about the position and how to apply, please see full description.

Sign up for OUR's monthly email newsletter

It is now easier than ever before to stay notified! Sign up for the Office of Undergraduate Research monthly email newsletter to receive occasional emails about research programs, events, opportunities, and helpful information for current and aspiring undergraduate researchers. Students are encouraged to sign up at: go.illinois.edu/subscribeOUR

Undergraduate Research Workshops - Fall 2024 Calendar

The Office of Undergraduate Research announces its  Fall 2024 calendar for the Planning Your Research Journey Workshop and Getting Started in Research Workshop.

We will have both in-person and online workshops available for each offering. Information for each workshop including how students can register can be found in this post.

OUR is Hiring a Social Media & Communications Intern!

The Illinois Office of Undergraduate Research (OUR) is seeking a motivated and creative undergraduate social media and communications intern. This intern will be responsible for crafting engaging textual and visual content to enhance OUR’s online communication efforts. The Social Media and Communications Intern will work, on average, 10 hours per week. This position will start in Fall 2024 and will be extended into Spring 2025 based on performance and availability of funding. This is a paid internship at $16.00/hour for undergraduate students . Federal Work Study designation is preferred. For questions about Federal Work-Study status, please contact  Financial Aid.

Applications are due August 29, 2024. For more information on the position and how to apply, please see full post.

2024 Undergraduate Research Symposium Award Winners!

Congratulations to our 2024 Undergraduate Research Symposium award winners! 

OUR is Hiring! Now Accepting Applications for Illinois Undergraduate Research Ambassadors!

OUR is seeking highly motivated and personable undergraduate students from all majors who are eager to guide and support their peers through the Illinois undergraduate research experience. If you have previous experience in research or creative inquiry, whether through coursework, assisting faculty, research staff, or graduate students, or conducting a project of your own, we invite you to apply to become an Illinois Undergraduate Research Ambassador. In this role, you will have the opportunity to help other students navigate their own research journeys.

Deadline to apply is Monday, March 18, 2024 at 11:59pm .

Less than One Month Left to Apply to the Undergraduate Research Symposium 2024!

Less than one month left to apply to present at the 2024 Undergraduate Research Symposium (URS)! The URS, set for Thursday, April 25, 2024, is the signature event of Undergraduate Research Week (April 21-27, 2024) and brings together students, faculty, and staff from all disciplines at the University of Illinois at Urbana-Champaign. It's also open to friends, families, and the public who are interested in learning about undergraduate research and its impact. The deadline to apply is March 8 at 11:59 pm.

Please see full post to learn more.

Demystifying the Academic Research Enterprise

We are excited to announce a new resource for students who want to learn more about undergraduate research. "Demystifying the Academic Research Enterprise: Becoming a Successful Scholar in a Complex and Competitive Environment" by Dr. Kelvin K. Droegemeier is now available via MIT Press open access. This book serves as a guide for students across disciplines, offering insights into the essentials of academic research and how to thrive in a research environment.

RESEARCH OPPORTUNITY: 2024 Community-Academic Scholars Program

The Community-Academic Scholars program is a 10-week summer research experience that empowers undergraduates in all majors to address critical issues in Champaign-Urbana. Scholars work with an Illinois researcher and a community organization on a research project designed to directly benefit the community members served by the partner organization. Review the project descriptions and the scholar's role within each project to find projects that best match your strengths and background. Apply by Feb. 6.  This is a Summer 2024 research opportunity.

For more information and to apply, please see full blog post.

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Undergraduate Research in Anthropology

At the heart of anthropological practice is the process of posing meaningful questions, planning research, collecting and analyzing data or other materials, and coming up with an original contribution to knowledge. The Department of Anthropology encourages undergraduate students to engage in research in a variety of settings: in their courses, in work as research assistants, and in guided inquiries of their own—often leading to a senior essay. Past student research projects have taken place in international settings, in many parts of the United States—including in New Haven—and in the collections and laboratories at Yale, both in and well beyond the department’s own facilities. In a number of cases, our students have gone on to publish, present, and/or exhibit their innovative anthropological work. 

This page offers a set of resources for undergraduates wishing to pursue research in anthropology, whether or not they are declared anthropology majors. Students should also spend some time familiarizing themselves with general undergraduate research resources, as no single listing can capture the full spread of research possibilities in such a wide-ranging field as Anthropology. 

Although many courses include a component of research, some of our regular undergraduate offerings are specifically designed to introduce students to the methods, ethics, and practice of research in Anthropology. These courses may be particularly useful for students planning senior essays. 

303      Field Methods in Cultural Anthropology

316      Introduction to Archaeological Lab Sciences

376-7   Observing and Measuring Behavior, I and II

394-5   Methods and Research in Molecular Anthropology, I and II

434      Anthro-History: Interdisciplinary Theory and Methods

454      Statistics for Archaeological Analysis

Methods courses in other departments may also be highly relevant and useful. 

Working as a Research Assistant

Some faculty in Anthropology employ undergraduate research assistants in a variety of capacities. If you are interested in this possibility, consider speaking to your professor after class or consult with the DUS. 

Independent Research

The Anthropology Department offers a wide variety of possibilities for senior work. Students contemplating significant independent research leading to a senior essay should consult with the DUS and/or a potential adviser well in advance of their senior year to take advantage of the fullest set of options. Junior year study abroad that includes a research component, a summer field school, or summer independent research, for instance, require significant advance planning. The following resources may also be of help. 

Suggestions for Funding Sources

Many Yale-based sources of funding commonly used by anthropology undergraduates can be found by searching  Yale’s Student Grants and Fellowships Database , the  Office of Fellowship Programs , and/or the  MacMillan Center for International and Area Studies .

In addition, the Anthropology Department is fortunate to be able to offer a number of grants to support attendance at archaeological field schools through Albers and Coe Fellowships. Check  here  for information on international field schools and archaeological projects.

Many of our students combine research projects with a semester abroad. Although most study abroad programs are not explicitly designed for supporting research, a research component can often be added in consultation with a faculty adviser.

In addition to the above sources, College Deans are wonderful sources of information about little known programs and resources. 

Practicalities

Students should consult with their advisers about what kind of training, advance review, and/or other preparation is necessary to carry out the research they are planning. Useful resources include the following: 

Human Subjects Committee Review of Student Projects (IRB)

Undergraduate Travel Policy

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This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.

At the conception of this project, the University of Idaho (UI) and Washington State University (WSU) sought to establish a collaborative program offering interdisciplinary training opportunities for undergraduates in mathematics and biology.  We aimed to capitalize on extensive collaborations between mathematics and biology faculty at both institutions, providing undergraduates an educational experience well beyond what would be possible at either institution alone. Our objectives were to:  (1) encourage and enable undergraduates to pursue graduate studies and science careers at the intersection of mathematics and biology, (2) provide training and mentoring to undergraduate teams in cutting-edge interdisciplinary research, and (3) create an interwoven, cooperative undergraduate curriculum in mathematical biology that leverages expertise at both institutions. 

At the UI, this award supported training, research, and mentoring of 37 undergraduates (13 men and 24 women) from the biological and mathematical sciences.  These students conducted interdisciplinary research at the interface of biology and math.  

The topic areas of the student's research were very diverse, and included simulation modeling of artificial neural networks, coevolutionary theory, bioinformatic analyses of the dairy and human breast milk microbiome, thermal biology of african ungulates, modeling interactions between virus and host, and the biomechanics of bipedal hopping.  The training provided to these students allowed many of them to move on to graduate programs, to publish their work in scientific journals, and to present their work at scientific conferences. Further, we were highly successful in recruiting women into the program, which is a desirable broader impact considering that women are an underrepresented group in mathematics.

In addition, the grant facilitated the formation of an applied biology option within the University of Idaho mathematics major, which represents a permanent institutional legacy of NSF funding.

Last Modified: 12/30/2016 Modified by: Barrie Robison

Please report errors in award information by writing to: [email protected] .