how to get research as an undergraduate

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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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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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Participating in undergraduate research at UC San Diego is a rewarding experience that provides many benefits:

• Create and share knowledge​
• Build relationships with mentors​
• Gain critical thinking and communication skills​
• Cultivate community with peers​
• Travel to conferences​
• Practice public speaking​
• Develop a broad professional network
• Get paid and/or receive academic credit​
• Prepare for graduate school

If you are interested in getting involved with undergraduate research, but need guidance on how to start, we are here to help! Below we detail common factors and opportunities to consider when you're narrowing down your research options and completing the application process.

Important!  Getting involved with undergraduate research is not a linear process (step 1, step 2, etc). The information below is in a list to help you easily find what you need, but the process of getting involved with research is not the same for every opportunity or program. T he order of the steps will vary across opportunities .  For example, depending on the program, you may need to find a faculty mentor prior to applying to the program, after applying to the program, or a faculty mentor will be assigned to you. Use the information below as applicable and necessary.

Personal factors to consider

When considering research programs or other research opportunities, it is important to know your wants, needs, and eligibility. Below are a list of questions to think about and answer to help you when you start researching, narrowing down, and applying to opportunities. Consider current and future interests when answering the questions. 

• What goals do you have in mind (e.g. gain technical skills, gain experience for medical school applications, etc.)?
• What skills do you want to gain?
• What skills do you have to offer?
• UC San Diego
• Other university
• Out-of-state
• When do you want to do research? 
• Academic year and/or summer?
• Which quarter(s)? 
• How many experiences do you want to complete?
• What other time commitments do you have in your life?
• Pay as an employee
• Scholarship/stipend
• Research/class credits
• Co-curricular record
• What field(s) do you want to do research in?
• Do you want to do research individually or with a group? (This often, but not always, depends on the field/professor).
• Do you want to work on your own project or a professor/PI's project? (This often, but not always, depends on the field/professor).
• Citizenship
• Race/ethnic identity
• Family income
• Student status (number of course units you have)
• Career goals
• Education goals (bachelor's, master's, doctorate, medical school, etc.)
• Are you a first-generation student? (your parent(s) didn't earn a 4-year degree)

Research opportunities

There are many ways to find and participate in research at UC San Diego and elsewhere. Here are some of the ways to explore your options. These apply to all fields and interest areas, including interdisciplinary options. 

Hint:  When researching opportunities, look for those geared towards your chosen field as well as those open to "all fields."

• Search the Undergraduate Research Hub's programs
• Search the All UC San Diego Undergraduate Research Programs database
• Academic Internship Portal
• Research Experience & Applied Learning Portal
• TAs / graduate students
• Student organizations
• Mentoring programs
• Opportunities outside for UC San Diego (FAQ)
• Opportunities abroad (FAQ)

Field specific factors

The information below is based on common experiences of our students; however, some students have converse experiences.  Use the information to guide your pursuit of conducting undergraduate research, but understand that your experience may be different.

Arts, humanities, and social sciences

For arts, humanities, and social sciences (e.g., music, literature, sociology) students, it is common to work with a professor individually, whether through a formal opportunity/program or through volunteering. Our information on finding a mentor can help you find a faculty member to work with. 

In these fields, it can be easier to pursue your own research project.

In addition to the research opportunities listed above, you may be able to

• Volunteer for a professor with similar research interests
• Ask a professor if you can do research for 199 credit (without a formal program)

Engineering, life sciences, and physical sciences

For engineering, life sciences, and physical sciences (e.g., engineering, biology, physics) students, it is common to work in a lab / with a research group on a ongoing project, whether through a formal opportunity/program or through volunteering. 

In addition to the research opportunities listed above, you may also want to

• Look for undergraduates listed (this indicates that they are open to working with undergraduates)
• Reach out to an undergraduate and/or graduate student to learn details about this research group
• Find contact information for this research group and contact them about opportunities

Evaluate opportunities

Consider multiple options! Don't limit yourself to one program. You can apply to multiple options at a time and can participate in different options throughout your undergraduate career.

Important!  After you decide on the opportunities that you want to consider, research what is required to apply.

• How they align with your answers to the questions in the "things to consider" list above
• Eligibility
• Requirements
• Application due dates
• Application documents (e.g. personal statement, letter of recommendation, transcripts)
• Application processes
• Research group requirements and expectations (if applicable)

Other steps: picking a topic, picking a mentor, applying, etc.

Remember: Getting involved with undergraduate research is not a linear process (step 1, step 2, etc). The information below is in a list to help you easily find what you need, but the process of getting involved with research is not the same for every opportunity or program. The order of the steps will vary across opportunities.

• Choose a research topic
• Find a faculty research mentor
• Ask for a letter of recommendation
• Reach out to the writing hub  for help
• Undergraduate Research Hub (URH) application process  
• For non-URH opportunities, visit their websites for application instructions.
• Review our FAQs  for commonly asked questions
• Contact a URH staff member with any further questions!

The Research Guide

Anahi Ibarra is a UCSD Alumna that created a research flip-book guide for her TRELS Spring 2020 research project, specifically for first generation college students. She hopes this PDF guide can help all students interested in research and provide resources on how to get involved on campus.

Check out the Guide!

Undergraduate Research Hub

CONNECT WITH THE UNDERGRADUATE RESEARCH HUB:

• LinkedIn  

Division of Student Success and Well-Being

How to Get Started

Get the skills you need to find an undergraduate research experience that is right for you! OUR can help you:

• Learn more about becoming an undergraduate researcher
• Find a faculty mentor
• Develop an email to contact potential faculty mentors
• Find the grants, programs, and experiences that are right for you

We provide four resources to help students get involved in research. 

Research Roadmap

The online Research Roadmap Webcourse is a non-credit, self-paced course that introduces students to research opportunities at UCF. It will give you all of the same information as a Peer Mentoring Session or a Workshop, but at your own pace. The course will provide individualized feedback to you on draft emails to faculty mentors and other preparation activities. You can obtain the Password for the Research Positions Database through Research Roadmaps.

Students who complete the first three modules during the semester in which they enroll in Research Roadmap have the opportunity to earn a Certificate of Completion.

Peer Mentoring

Meet with an experienced undergraduate researcher who will talk to you about how to get started as well as how we can support you throughout your research experiences. Peer Mentoring is available through appointment only. Some appointments are in-person, while others will be hosted via Zoom (more information is available when you schedule your appointment).

Getting Started Workshops

This workshop is led by an OUR staff member and covers how to find a faculty member to work with and the first step to get started in research. 

TO ATTEND A WORKSHOP: Click on the link attached to the workshop you would like to attend. Register using your UCF E MAIL , and you will receive an email link to the workshop.

Introduction to Research Courses

We offer two 1 credit hour courses to help current students get engaged in undergraduate research. Both courses give an overview of everything you need to know to get started but in different formats. 

• Summer Research Academy (SRA)  – a fast-paced, 3-day event in July; ideal for students who want to begin research in the fall.
• Introduction to Research  & Creative Scholarship Opportunities (I.N.T.R.O.) Mentoring Program– a semester-long (fall or spring semester), immersive, classroom experience. 

If you need captioning access or another accommodation in order to participate in any OUR virtual event, please contact [email protected]. At least 48 hours notice best assures that we can coordinate necessary access.

Excellence, Innovation, and Distinction

Search form

Research and innovation menu, research and innovation, strategies for engaging undergraduate students in research.

The optimal context for students to engage in undergraduate research and creative scholarship is one that combines the settings outlined in student development theory with the structure described in the research skills development framework.  A way to align the principles of these two theories is to create a framework that categorizes undergraduate research programs, activities, and courses. Hodge, Pasquesi, and Hirsh (2007) developed a Student as Scholar Model of undergraduate education that is useful here as a framework for categorizing undergraduate research opportunities as foundation, intermediate, and advanced. A summary of these categories is offered below:

Research programs, activities, and courses at the foundation level should be highly structured by faculty and guided by disciplinary standards. The key for success at this level is to not only have students complete simple research activities, but to have them see and understand how important rigor, academic integrity, and responsible conduct of research is at this stage.  Faculty modeling of behavior and work is crucial in this area. Other key characteristics and suggestions:

• incorporate inquiry based learning (see Justice et al., 2007)
• frequent and consistent feedback
• clear directions and guidance
• assessment of student performance that rewards effort along with outcomes
• break down the activities into smaller components so students can understand how each step build towards a greater project

Intermediate

At this level, students should be ready to take more responsibility for their own learning and need less guidance, structures, and scaffolding.  The role of faculty transitions to that of facilitator when it comes to research programs, activities, and courses.  Some modeling of behaviors and activities will be needed, especially when new knowledge and techniques are introduced, but the mentoring role will be to answer questions, offer appropriate challenges, remove overly-burdensome roadblocks, and ask the right questions.

Students at the advanced level are typically initiating their own research projects, with, and sometimes without, the guidance of a faculty mentor. Students that are ready for research at this level demonstrate advanced levels of specialized knowledge and research ability that they may call on to frame their research questions. Their research projects may involve critiquing existing research, discovering new information, or applying their learning into other disciplines and fields of study.

Accurately and effectively planning research and creative scholarship activities, whether it be for a program, course, or co-curricular activity, is a complex process and thus requires nuanced approaches.  Rarely can the same methods be used without making adjustments – best practices are good for guidance, but should not be used wholesale.  It requires understanding the characteristics of your student population, the minimum knowledge, skills, and abilities required to assist with and/or conduct the research, and creating structures that account for student development and research skills development.

Conclusions

The framework outlined above is instructive for developing appropriate strategies to engage undergraduate students in undergraduate research and creative scholarship. Up to this point we purposefully haven’t offered any models of undergraduate research because too often models and best practices can stifle innovation and strategic thinking when referenced right away.  However, after a foundation of knowledge is acquired models can be useful tools, therefore, the next section will look at some common models of undergraduate research and creative scholarship.

Next – Models of Undergraduate Research

• Hodge, D., Pasquesi, K. and Hirsh, M. (2007) From convocation to capstone: developing the student as scholar. Keynote address at the Association of American Colleges and Universities Network for Academic Renewal Conference, April 19-21, Long Beach, California.
• Justice, C., Rice, J., Warry, W., Inglis, S., Miller, S., and Sammon, S. (2007). Inquiry in higher education: Reflections and directions on course design and teaching methods.   Innovative Higher Education , 31(4), 201-214.

Mentoring Undergraduate Research Directory

How to get involved in research as an undergraduate

By Associate Teaching Professor Mark Sheldon

After studying for a while, many students are curious about what CS research involves and wonder if it is something they should do.  Is it right for you?  Consider the following points as you weigh the pros and cons.

If you want to go to graduate school, then YES!  Find out what you're getting into before you apply, sign on, and sign up. And it is a feather in your cap when you apply (especially if you have any publications).

If you don't want to go to graduate school, then maybe.  It can be a great chance to work on a larger project in a non-class environment, get to know faculty and graduate students, and learn deeply about something you would likely not be able to learn about any other way. It can also look good on a resume.

If you decide to do research, it will be during the summer, during the regular school year, or both. Thus you need to have time to do it. Whether an internship or research opportunity is better is hard to say. You want to learn something, enjoy what you are doing, and prepare for your future.

If you decide that research is right for you, there are two main avenues for gaining entry into research: here at Tufts or outside of Tufts.  The key in both cases is to find the opportunities, assess your own interests, and then apply.

A good way to start assessing your interests is by attending  department colloquia  which are advertised in the Cummings Center and via colloquia email (contact  [email protected]  to subscribe). You'll find out what people are doing and see what excites you and, just as importantly, what does not excite you.

If you are curious about what kinds of research students do at Tufts, including in other departments, you might want to attend the  Tufts Undergraduate and Research Symposium . This is an annual Tufts tradition held at the end of the academic year.

Research outside of Tufts

Research Experiences for Undergrads (REUs) are part of funded research projects that have been budgeted specifically for undergraduate participation. You can find out about what is available at the  National Science Foundation (NSF) website.

Start by browsing. Find topics that interest you. Skim the list and note projects of interest (open a tab in a browser or save the URL or take notes). Then go back and review the interesting opportunities.

Things to keep in mind: Is the project large or small? Is it a new opportunity or an established program? Some REUs are part of a project that does this routinely, and they have an organized approach to bringing on new people. Some are smaller or newer, and things are less formal. Larger ones may mean you work less with the head faculty member (if at all) and more with their graduate students. That's not bad — the grad students are doing the work for the project in question, but they may be less experienced at managing students.

Ask around among your friends or try to find people who have done a program before through the NSF. They can let you know whether they support students well or whether you are expected to work on your own more.

That said, most are well-run and are great opportunities to do something you might not be able to do here at Tufts.

Research at Tufts

Be sure to check out the  Summer Scholars research program  for information about summer research opportunities, independent studies, and more.

Additionally, you should be aware of the  Senior Honors Thesis Program . If you decide to do research, this might be a path for you. See  Undergraduate Research Fund  for a funding option.

You can also contact faculty about research positions. However, there are two projects you should do first. Devote 45 minutes, maybe an hour or so to each, but do them a day or two apart. That will give you time to digest what you saw and let things simmer before you come back for the second round.

Advice: Do not email or otherwise contact a faculty member and ask “Do you have research projects for students?” without doing the preparation below. You are wasting your time and theirs if you do that.

Be aware that not all faculty are looking for undergraduates all the time. Everything depends on funding, the state of current projects, and the particular goals currently being pursued.

Task 1: Option narrowing

Go to the department web page about  research areas in the department.  You'll get a sense of what we do in the department and you can see what areas resonate with you. Most of those items will point you to various individual faculty web pages, which will contain more information about exactly what they do. You may also go to the department  faculty page  to get links for faculty member pages.

If they have instructions for getting involved in their research groups, make a note of that — you'll come back to that later if you're interested in working with them.

Read up on their general descriptions. If they have project descriptions, read those, of course. Take notes on things that interest you, and, if you like, things that don't seem interesting.

• The goal is to learn about you!
• Don't expect to understand what you read! These descriptions are generally written for other faculty members and graduate students and frequently contain information intended for practitioners in the specific subfield of the research area.
• Answer this:  Would I like to learn more about this? Is this something that piques your interest?
• If you have a sense of what you like, you have been successful. Take notes!

At the end of this task, you will have a list of 0–4 faculty members doing work that interests you, and maybe even a couple projects that you read about. Well done — take a break for a day or two.

Task 2: Whom should I contact?

Welcome back! You may revise your list of 0–4 faculty members after some time away. If the number is 0, then you may consider the NSF page referred to above, internships, and/or personal projects. Not everyone has to do research. In addition, our department does not cover all possible areas of interest.

For each faculty member on your list, go back to their respective web page(s). Look at their 2–4 most recent publications or more detailed descriptions of the work of their graduate students. You can concentrate mostly on the abstracts, introductions, and some items about what they actually did in the reported work.

• Don't expect to understand what you read! These descriptions are written specifically for practitioners in the subfield of the research area and not for a general audience.
• Answer this:  Would I like to learn more about this?
• Answer this:  Would I like to come to work every day (over the summer) or a couple times a week (during the year) and do what they're describing?
• If you can answer these questions, you're being successful. Take notes!

At the end of this task, you should have a list of 0–4 faculty members for whom you have 1 or 2 items of interest plus notes on those things.

Take a moment to write up some questions about the project.

Task 3: Making contact

For each faculty member on your list, make contact. Start by looking at their websites. Many professors have explicit instructions about how to get involved in their research groups. If they have taken that trouble, then do what they say!

In person is probably best in general, but online is okay. You can send an email, too. Keep it short.

Start by saying you are looking for an undergraduate research opportunity. Let them know why they should keep talking or reading.

Ask your questions about their specific projects. This will:

• Get answers to your questions, allowing you to decide whether the project is still as interesting as it seemed
• Let them know that you did your legwork
• Entertain both of you by starting a conversation about something you are both interested in (faculty members are people, too)
• Ask about opportunities with those projects, what specifically you might be able to do, and how to proceed if there is mutual interest. If you are open to other projects, then express that, too.

As I said above, not all faculty members hire undergraduates and at any given time, and there may or may not be space in their groups.  The above tasks are, still worth it, because you were learning about you.  Even if there is not an opportunity here at Tufts, you may have discovered something of interest to you that you can pursue somewhere else, on your own, or with a group of friends.

Faculty vary widely in whether and how they hire and pay students (again, see  Undergraduate Research Fund  for some possible funding). Therefore, I cannot give specific advice about that. At the end of Task 3, they can tell you what happens next. They might ask you to come to their research group meetings and hang out to see whether a relationship can emerge organically. They might want to interview you for a job (or have one of their graduate students do that). Whatever it is, you are on your journey.

Remember! The goal is to learn something about you and what you might enjoy doing, and to prepare for your future.

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How to Get an Undergraduate Research Position

Last Updated: September 27, 2021

wikiHow is a “wiki,” similar to Wikipedia, which means that many of our articles are co-written by multiple authors. To create this article, volunteer authors worked to edit and improve it over time. This article has been viewed 25,021 times.

If you are interested in being a scientist, engineer, or other researcher, then experience as an undergraduate in a research laboratory can help you decide if that career path is right for you. Professors are often looking for additional help in the lab, and are willing to educate new lab members. As an undergraduate researcher, you can get hands-on experience in the area of your interest, learn skills and material that complements your course work, and get a feel for how science and research takes place in the real world. And, if you decide to pursue research, you'll gain connections in the scientific and academic community, and have a nice boost to your resume.

Preparing Yourself and Searching For Options

Applying for an Opportunity

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• ↑ Jeremiah Kaplan. Research & Training Specialist. Expert Interview. 2 September 2021.

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Research Experiences for Undergraduates (REU)

• REU Program Overview
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• Search for an REU Site
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NSF funds a large number of research opportunities for undergraduate students through its REU Sites program. An REU Site consists of a group of ten or so undergraduates who work in the research programs of the host institution. Each student is associated with a specific research project, where he/she works closely with the faculty and other researchers. Students are granted stipends and, in many cases, assistance with housing and travel. Undergraduate students supported with NSF funds must be citizens or permanent residents of the United States or its possessions. An REU Site may be at either a US or foreign location.

By using the web page, Search for an REU Site , you may examine opportunities in the subject areas supported by various NSF units. Also, you may search by keywords to identify sites in particular research areas or with certain features, such as a particular location.

Undergraduate Research Opportunities

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PairMe, hosted by UROP, is a dynamic platform dedicated to connecting students with research opportunities and mentors in their field of interest. It is a centralized hub where undergraduates can explore various research projects thereby networking with faculty members or graduate students, and gain valuable hands-on experience in academic research.

Our site streamlines the process of finding research opportunities by providing a user-friendly interface where students can browse, filter, and apply to projects based on their academic interests and expertise. With this site, undergraduates can take their academic journey to the next level by engaging in meaningful research experiences that contribute to their personal and professional growth. 

Undergraduate Research Spring Symposium

The 18th Annual Undergraduate Research Spring Symposium was held Tuesday, April 16 from 10 am - 4 pm in the Exhibition Hall. Over 150 students gave talks or presented posters on their projects. 

Talks covered topics in Computer Science, Energy and Space, Finance and Policy, Materials and Devices, Medicine, Microbiology and Immunology, and Teaching and Learning.

During the afternoon poster sessions, the Midtown Ballroom “buzzed” with conversation as presenters shared their work. 

Congratulations to all the presenters! Many thanks to their excellent research mentors - from graduate student to faculty. We’re already looking forward to next year’s Symposium!

Click below for access to a photo album of the Symposium.

For Faculty, Staff, Postdocs, and Graduate Students: Recruiting Reviewers

The Undergraduate Research Opportunities Program (UROP) is recruiting reviewers for two programs: PURA Salary Awards and the Undergraduate Research Spring Symposium.

For both of these programs, UROP relies on graduate students, postdocs, staff, and faculty to help us evaluate undergraduate students' proposals or presentations and provide valuable feedback. If you are interested in contributing as a reviewer, please complete the form below. We're always open to reviewers! Thank you!

As an undergraduate at one of the foremost institutions in the nation, there are many reasons to delve into research. Undergraduate research sparks critical thinking and creativity. By engaging in research and scholarship, students actively contribute to discovery and deepen their understanding within and beyond the classroom. Research is the innate pursuit of progress and service and the catalyst of innovation. We work to enhance it.

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How Do I Get Started in Research?

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One major perk of being a Stanford student is that you will have opportunities to do original research with the Stanford faculty. Faculty across the university are engaged in research, and if you are interested in joining them in their pursuit, it will be up to you to get the ball rolling.

Ways of doing research

Generally speaking, there are two ways Stanford students can engage in research:

• You can assist a faculty member with their research project
• You can pursue your own  independent research project  (guided by a faculty mentor), where the research question and methodology are determined by you

Some students just assist in faculty research and then decide that they are not interested in pursuing their own research project. Other students don’t get involved in research until the day they are ready to propose their own independent project. And some students will pursue both options: usually they assist a faculty member earlier in their Stanford career, and then engage in their own independent research project later on.

How can I get involved with faculty research?

Assisting a professor with their research project can teach you valuable new skills, help you determine whether or not you enjoy the research process, and prompt you to think about whether you may want to design your own research project someday. There are many ways you can get involved.

Apply to a structured research program

During the summer, many departments and centers will have a research program that hires dozens of students for full-time summer work. Be sure to check the  list of departments and centers that receive VPUE funding,  as these are the most likely places to find such  summer research programs . There are also several summer research programs that are not funded by VPUE, such as the  Bio-X Program  and the  NeURO Fellowship Program.  The  Stanford On & Off-Campus Learning Opportunities (SOLO)  site is another place to search for research programs to apply to.

Note that most summer research programs will have their application deadlines either late in Autumn quarter or during Winter quarter.

In addition to these summer research programs, be aware that there are also structured research programs that happen at other times during the year. If you are interested in the Humanities, for example, check out the  Humanities Research Intensive  program, which happens over spring break (applications due in Autumn). And if you are interested in sciences and engineering, consider the  ChEM-H Undergraduate Scholars Program,  which runs from winter quarter through the following fall (applications due in Autumn).  

Check job ads on mailing lists, newsletters, SOLO, and Handshake

Professors looking for research assistants often advertise over email (especially on their departmental mailing lists), on the weekly  Academic Advising Newsletter,  on  SOLO,  or on  Handshake.  If you’re not on any departmental mailing lists, ask the department’s  Student Services Officer  if you can be added to a mailing list for current or prospective majors. Job postings may happen during any quarter, and are usually for only one or two students for part-time work.  

Connect with a professor you already know

There is no better place to start learning about research than chatting with a professor you may already know through classes or other connections. Rather than asking for a job up front, we recommend asking to meet during office hours to get advice on getting started in research. While it is possible your professor may have a research position open, you can still gain valuable tips and connections even if they have nothing available for you at the moment. Remember to ask what other faculty members your professor recommends that you reach out to if you are interested in doing research in this subject.  

Reach out to a professor you haven't met yet

If you have a topic of interest, but don’t yet know any professors working in that field, your first step is to find out which faculty are working on that topic.

• Visit the department webpage  for departments most closely related to your topic of interest. Take a look at the Faculty Profiles to find information about the research interests of the faculty associated with these departments.  
• Visit the Student Services Officer  in the departments most closely related to your topic of interest. The  Student Services Officer  can talk with you about your interests and try to help you identify one or more faculty whose research you may want to learn more about.

Once you have identified the faculty whose research most interests you, visit their office hours or send them an email to request a meeting for further conversation about their research interests and your own. Again, rather than asking for a job up front, we recommend asking to meet during office hours to get advice on getting started in research. Remember to ask what other faculty members your professor recommends that you reach out to if you are interested in doing research in this subject.

More Suggestions for Finding Faculty

• How to Email Faculty
• Connecting with Faculty  (including our Networking with Faculty video presentation)

Further Help

If you are uncertain about any of these steps, go talk with your  Academic Advisor ! They guide students at all stages of the research process to help them identify faculty and future mentors, think about how to start the conversation, and more. They are also good people to turn to when interested in getting  funding for an independent project.

• Undergrad Research at Stanford
• What type of Student Grant is best for your needs?
• Getting Started With Undergraduate Research: Options and Opportunities (video)
• How do I pursue an independent project?
• Research Gave Meaning to My Undergraduate Years (Todd Davies, Symbolic Systems)

Return to the Advising Student Handbook

How to Get Research Experience

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Working in a research setting can help make you a competitive medical school applicant and help you to determine if a career in medicine or medical research is right for you

How do I find a research position?

If you’re currently in college, check with your institution’s science or undergraduate research websites for opportunities to assist with faculty research projects. You can also review faculty bio pages and lab websites for more information. Next, reach out to your immediate network: express your interest in assisting with a research project to your science professors, academic advisor, and your pre-health advisor.

Try exchanging ideas with your peers and upper-classmen for advice on research opportunities at your institution. You can also ask peer advisors, resident advisors, or any fellow premedical students for introductions to principal investigators (PIs). You might even try the “Undergrad-Grad-PI” method. This is where you first reach out to undergraduate students in research labs to learn about their responsibilities; they oftentimes are more responsive. Then, reach out to the graduate or post-doc students to learn about the research question being investigated. After this, read the most recent paper or abstract the lab published. Once you complete these steps, you can approach the PI more confidently and more effectively demonstrate your commitment to and understanding of their project.

Your school’s career center or student employment office may know about research job openings, and they can also offer resume help and go over interview tips and techniques. Remember, opportunities may be on or off campus, full- or part-time, paid or unpaid, or part of a summer program. Once you find a position, you can connect with your school’s fellowships or awards office to inquire about research funding opportunities.

If you’ve already graduated, consider looking into open positions. Research hospitals, universities, and biotech companies are always looking for lab technicians or clinical research coordinators (CRC). Job opportunities are typically posted on the career pages of their websites.

When should I begin gaining research experience in college?

Some premedical students begin their research experiences during their first year of college, and others begin research positions after they have already graduated. On average, most students secure a research position junior or senior year. There are three big factors that will impact this:

• Your level of interest in pursuing research. If you are really excited to investigate a question under a mentor, you might find yourself reaching out to professors early and often. Other students may focus on gaining clinical experience, and therefore wait later in their academic career to start research.
• Readiness for the research project. Different PIs will have different expectations for preparation. A research project might require you to first take coursework in basic lab sciences, statistics, or another advanced topic specific to the project. Other PIs may prefer to train you “on-the-job” through their graduate or post-doc students. This will impact when you are ready to join a project.
• Finding the right research project. There is a process of reviewing different PIs and research projects to find the right fit for you. What subject do you want to investigate? Do you want your research project to take place in a lab or non-lab setting? Is there an independent question you want to investigate with the help of a mentor?

When is the best time to look for a position?

According to Kate Stutz, Ph.D., Director of Pre-Health Advising at Brandeis University, if you’re interested a research position during the academic year, the best time to look for positions is at the very beginning of the semester. There also tend to be a lot of research opportunities in the summer, both paid and volunteer, through set programs like the National Science Foundation’s Research Experience for Undergraduates (REUs). It’s best to start applying for summer research positions in December-February for the upcoming summer. Remember, typically there are more applicants than available spots so get your applications in early. Each undergraduate institution will be different, therefore make sure to connect with your advisors and peers for feedback on when to start looking.

What’s the best way to apply?

The outreach email message that you send to potential research faculty is very important. This message should include a formal introduction of yourself, evidence that you are familiar with their research project(s), and a clear, specific ask. Identify what you hope to contribute to the project. Do you want to clean the glassware or analyze lab findings? Consider attaching your resume as well. Dr. Stutz stresses that networking and persistence are crucial to finding a position. Make sure you’re using all of your network, including your peers and professors, to find open positions. Don’t be afraid to send follow up emails; faculty are very busy and often overlook emails. Sometimes, it can be even more effective to stop by a professor’s office hours to hand deliver your materials and indicate your interest in person.

How should I prepare for an interview?

With any interview, it’s important to make a good impression. Be sure to dress appropriately. Come prepared with a resume. Use your campus career center for advice on proper attire and resume best practices.

Often during interviews, you’ll be asked about your career goals. It’s helpful to be able to speak about the steps you plan to take to meet those goals. Talk about classes you’ve taken, especially upper-level science courses. Speak about your skills, your knowledge of techniques, and the equipment you’ve used throughout your coursework. Be prepared to discuss the lab experiments you’ve completed. If you’ve done any sort of research—even in your coursework—keep track of it. This shows you have experience. Lastly, interviewers often ask candidates if they have any questions. Dr. Stutz suggests asking something that indicates you’ve done your own research into their project. You could ask where they see their research going in the next three years or what challenges they anticipate. You could also ask about expectations for undergraduate researchers; do they expect you to work 20+ hours a week? Full time over the summer? Do they require you to have work study or to sign up for research credits? Asking these questions ahead of time can help you plan ahead and determine if this position is the best fit for you. Check out these  interview resources  for more tips.

Does research experience have to be in a wet lab?

No! Research can be performed in any field or subject. We’ve had successful applicants with research in classics, sociology, history, and policy, as well as applicants with research in biology, biochemistry, and neuroscience. Medical schools value all types of research. Research can take place in a scientific lab that requires advanced devices and procedures to obtain data for analysis. Research can also take place in the humanities or social sciences where participant interviews or surveys are needed to obtain an individual's life perspective. The clinical research field is constantly investigating patient outcomes and how to improve care through clinical trials or analysis of patient data. As a premedical student, consider what question you want to investigate further. Do you want to learn more about how health inequities impact disadvantaged communities in your area, or perhaps you want to know more about the protein channels involved in memory cognition? Once you choose a direction, you can then partner with a research PI for guidance on how to navigate your question. Sierra Perez, Pre-Health Advisor at Brandeis University, shares not to be afraid to get creative with your research question. She has been impressed by the medical school applicants who have created independent questions that address the community needs. “Applicants are recognizing the critical needs of specific populations, such as homelessness, LGBTQ+, veterans, youth with disabilities, etc.,” she stated. “There is also a demand for translational researchers, or individuals who can take complicated bench topics and apply it to the clinical world.”

Is research experience required to be accepted to medical school? 

It depends. Some medical schools are very research focused; they may require a research thesis or have research time built into the curriculum. Other schools are more community or clinically focused; they would rather have an applicant work in a healthcare setting or volunteer at their local soup kitchen than be at the bench moving clear liquids from one test tube to another. Research experience (in whatever discipline) is helpful for developing some of the AAMC Core Competencies , such as critical thinking, quantitative reasoning, scientific reasoning, as well as teamwork and oral communication skills. How much you should engage in research depends on how much you enjoy it once you try it!

The majority of accepted medical school applicants have some form of academic or clinical research at the time they apply. Competence in research has become increasingly important in the medical field to improve patient care outcomes.

You can also review medical school mission statements to see if research is a focus at a particular school. You can read each school’s mission, and the number of accepted students in their most recent class who had research experience, in the  Medical School Admission Requirements . Remember, it’s best to pursue experiences that you’re genuinely interested in, rather than just to check a box, but you may not know if research is for you until you give it a try.  

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Office of Undergraduate Research

4 ways to get into undergrad research, by shahan kamal, our peer research ambassador.

1. Email! Email! Email! The most straightforward way to get an undergraduate research position is to send emails to professors. A simple look at a professor’s profile on their department website will tell you if you’re interested in the research their lab does. Even the slightest bit of interest is reason enough to email the professor and try to set up a meeting. The meeting is your foot in the door–you can talk to them about your career goals, major, research interests, or just let them further explain their work to you. Meetings put you on track to find the research spot that works well for you and get yourself started. The trick is to be resilient–professors are busy and won’t always be able to respond to emails from students they don’t know, so don’t let a few ghosted replies hinder you.

2. Talk to your professors after class Professors like to talk to students and take an interest in them. It’s important if you want to establish a relationship with a professor that you talk to them and get to know each other. This can be after class or in office hours, but you should try to be more than just a nameless face in a crowd to them. Relationships like these open doors for students, and the mentorship a professor can provide you with is invaluable. You might find yourself fascinated by their research and have the opportunity to be an asset to their lab. On the other hand, maybe their research isn’t for you–but just a discussion with them about your preferences can help them guide you in the right direction.

3. Keep an eye on research programs The Office of Undergraduate Research administers funding programs that connect students to research positions. The Health Research Program facilitates connections with researchers at the UConn Health Center, giving students an opportunity to get involved in the cutting-edge research happening at the Farmington campus. The Work-Study Research Assistant Program coordinates opportunities for students to use their work-study award to assist with faculty research. In addition to these programs, you can also apply for funding through the SURF Award Program or the UConn IDEA Grant Program to support ongoing projects or a new project you are taking the lead on designing. Check out all the OUR programs to see what fits.

4. Look for off-campus opportunities Lastly, and arguably the most ignored, is to broaden your search. The Office of Undergraduate Research has an entire page on their website dedicated to showcasing opportunities outside of UConn where students can gain more research experience. Students often think that they’re bound to the campuses in Storrs or Farmington, but there are plenty of other universities and facilities that conduct research who are looking for motivated students to join their projects. On top of the opportunity to do fascinating work, these opportunities will introduce you to some of the brightest minds in the country, opening avenues to further opportunities and expanding your network.

At the end of the day, finding the perfect fit in a research lab is the result of a lot of trial and error, so you can’t be afraid to try. Even when things don’t work out, you’ll have gained experience for it, and experience will always be valuable–and when things do work out, you get to have the best of experiences.

Shahan is a senior majoring in Molecular & Cell Biology. Click here to learn more about Shahan.

Undergraduate Research

The Office of Undergraduate Research provides programs and resources that help students access research experiences, advance as research professionals, and celebrate achievement.

Undergraduate students who are interested in doing research have incredible opportunities at the University of Cincinnati. Of the 4,600 colleges and universities in the United States, only 115 - including UC - are classified as Research-1, meaning the institution has very high research activity.

Professors of all disciplines work behind the scenes to bring forth new knowledge, innovation and creative interpretations of our world.

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Undergraduate Research Furthers Students’ Goals

The opportunity for KUEC undergraduates to conduct and publish their research escalates their skills and their career opportunities.

Randy Logan, director of the biotechnology program at the KU Edwards Campus, and Jack Treml, assistant director, designed the program to provide a hands-on education. The students still take some traditional lecture courses, but their time is primarily focused on developing and implementing a capstone research project.

“Capstones are year-long research projects where students really learn to do science,” Treml says. “Obviously, faculty are available to them, but for the most part they're working alone, and it is primarily their responsibility to figure things out.”

Students fine-tune their primary research questions and design a research project with coaching from Logan and Treml during the fall semester of their senior year. Once their topics are in place, they present their project proposals during the ‘Biotech Day’ event to approximately 300 attending high school and collegiate underclassmen from the Kansas City metropolitan region. 

In the spring, they complete the research and are required to submit a paper to the KU-based research journal, Midwestern Journal of Undergraduate Sciences, a new research journal Treml launched to publish undergraduate research . Students then present their results at the end of the semester, which hosts professionals in the field who are eager to recruit new talent.

“They are not guaranteed publication in the journal,” Treml says. “It’s open to undergraduate students and their mentors around the world and we only publish the best.” 

The most recent edition includes research from recent graduates Cinthia Moncada, Ambreen Niaman, Guenaele Raphael, and Kaityn Sy. Sy’s research paper is titled “ Partners in Crime: Synergistic Anti-apoptotic Effects of HCMV Gene Products in Infected Cells .” Sy was in the Honors Program at the University of Kansas Edwards Campus. She is starting medical school in the fall.

The opportunity to do undergraduate research is furthering Sy’s knowledge and her career. She says the research skills she learned at KU, her summer internships, and the mentorship she’s received, have provided valuable opportunities.   

“The research skills I gained from the KU Honors Program and summer research internship equipped me to tackle a real-world research question,” Sy says. “Ultimately, our research led us to some intriguing findings. We will be presenting our work at two conferences this month and are drafting a manuscript for publication.”

Treml says that providing the opportunity for students to gain research experience is satisfying.

“We make a point to accept or reject articles at the journal before the end of the academic year, so that the students who will be published can take it to a job interview. We’re doing this so that our students gain experience and have published work of which they are really proud.”

The current edition of the Midwestern Journal of Undergraduate Sciences is online now .   

This blog was authored by Patricia O’Dell. 

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