undergraduate research importance benefits and challenges

Undergraduate Research: Importance, Benefits, and Challenges

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

Keywords: Student involvement; exercise science professional development; science-based methodology.

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Undergraduate Research: Importance, Benefits, and Challenges

John K. Petrella , Samford University Follow Alan Jung , Samford University Follow

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

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Petrella, John K. and Jung, Alan (2008) "Undergraduate Research: Importance, Benefits, and Challenges," International Journal of Exercise Science : Vol. 1 : Iss. 3. Available at: https://digitalcommons.wku.edu/ijes/vol1/iss3/1

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How Undergraduates Benefit From Doing Research

Undergraduate research isn't just for STEM subjects.

Benefits of Undergraduate Research

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Studies show students who participate in research earn better grades, are more likely to graduate and are better equipped for graduate school or careers.

Jessica Stewart understands from personal experience the value of doing research as a college undergraduate. In her junior year at the University of California, Berkeley , Stewart worked with art historian Darcy Grimaldo Grigsby on her book, "Colossal," researching the Suez Canal, Eiffel Tower and other massive art and engineering monuments.

She loved the research so much that she went on to get her Ph.D. in art history. Almost 20 years after working on "Colossal," Stewart now directs the program that gave her the opportunity: UC Berkeley’s Undergraduate Research Apprenticeship Program.

But the initial benefit of doing undergraduate research was even more practical. When she was deciding which projects to apply for as an undergraduate, she got to explore many academic disciplines. This process opened her eyes.

“From the moment I set foot on campus, URAP allowed me to see what kinds of ideas I could study,” Stewart says. “The research and credit are great, but there’s this wayfinding side, too, where students can learn who researchers are, what research looks like and fields they may not have had any exposure to.”

A long tradition at some universities, mentored research projects are now offered at undergraduate institutions around the U.S. While many programs started out focused on science, today most universities offer opportunities across disciplines, including all aspects of STEM as well as architecture, business and theater arts.

No matter the subject area, research participation is an asset for undergrads. Studies show students who participate earn better grades , are more likely to graduate and are better equipped for graduate school or careers.

“It’s often most transformative for nontraditional learners and underrepresented students,” Stewart says. “They learn to triangulate life experience and studies in ways that may not have been intuitive for them. It greatly improves academic performance, retention and persistence.”

Research Roots in STEM

Every year, 6,000 undergraduates participate in research experiences through the National Science Foundation, mostly during the summer. Projects span nearly 20 subject areas , such as astronomy and ocean sciences. Most take place in the U.S., but some research is done abroad, including a marine sciences project at the Bermuda Institute of Ocean Sciences.

Experiences like these increase students’ confidence in their research skills and boost awareness of what graduate school will be like, according to a 2018 study . They also help students identify whether they want to pursue a science career.

“It’s one of the best ways to recruit students into STEM careers and retain them,” says Corby Hovis, a program director at the NSF's Division of Undergraduate Education. “That’s why we do it. It’s an effective way to get students from classrooms into doing STEM.”

The NSF is especially interested in applications from students who might not have had past opportunities to do research, including those who are the first in their families to attend college, and Black and Latino students.

Research institutions apply for NSF grants to mentor undergraduate students and guide them through participation in an ongoing project. For students, the experience includes orientation and training, as well as a stipend and allowances for housing and travel. In most cases, students write a paper about their contribution to research and may even present at a conference or seminar.

Some opportunities require that students have specific math courses under their belts, but all focus on helping students build other skills, aside from lab or research techniques, that they’ll need for future academic work or careers.

“Communicating clearly the results of research is a skill that could carry over into any field,” Hovis says. “The teamwork and cohort experience not only encourages them to continue in science, but (is) translatable to any number of other activities they will do later on.”

Connecting With Faculty

At the Massachusetts Institute of Technology , research has been part of the undergraduate experience for more than 50 years. Some students choose the school specifically for this reason, and more than 90% of students participate. As at other schools, research is part of a bigger initiative around experiential learning, which also includes service learning and study abroad .

The biggest challenge for students is usually figuring out what kind of research they’re interested in.

“We depend on students to do some of that footwork,” says Michael Bergren, director of MIT's Undergraduate Research Opportunities Program. “There are a lot of supports, but at the end of the day a student needs to understand what they’re interested in, who's doing the work they’re interested in and what the steps are to participating in that research.”

But there is hand-holding, if needed. Before applying to work on a project, students have to approach the lead faculty member and introduce themselves.

“This is really intimidating. We don’t take that for granted,” Bergren says. “Part of life skills development is approaching a lab or faculty member and advocating for themselves.”

Peers offer tips about how to navigate that face-to-face encounter, such as find out a faculty member's office hours, send an email with a resume attached and attend a departmental event.

The networking doesn’t stop there. Get to know which graduate students work on the project, talk to other students who might be exploring the same opportunities and make sure you know what the work involves.

“As the research progresses, deliverables amp up,” Bergren says. “You may find you need to put more time into this right when finals are happening.”

The Future of Undergraduate Research

Some undergraduate researchers might share their work at academic conferences or seminars, or even be published in journals. Some might participate in the Council on Undergraduate Research annual conference , the largest symposium of its kind. Every year, more than 4,000 students attend a graduate school and career fair and present work that spans the disciplines.

Students have come to expect that they’ll get a chance to do research as undergrads, says Lindsay Currie, the council's director.

“More recent generations grew up in a different climate. They learned by doing in classrooms,” Currie says. “That, combined with a workforce that expects people to have lived experience, means students want to be able to say that they’ve already done research as part of their coursework.”

What’s next, Currie says, is universities that integrate research into coursework so that students start a project their first year and continue through their time in college. Working with a network of universities, the Council on Undergraduate Research has completed a study of how schools can modify their curricula to incorporate research from the very beginning.

“Starting as freshmen, students would work on research that would build,” Currie says. “This would be significantly more advanced projects that would be consistent across the particular department. This is how they’re going to teach, because they know students benefit from doing.”

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Undergraduate Research as a High-Impact Educational Practice

• First Online: 22 December 2020

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

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Importance of Research at Undergraduate Level

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• CAREER COLUMN
• 14 November 2018

How to make undergraduate research worthwhile

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

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Office of Undergraduate Research

Why undergraduate research.

Developing mentoring relationships

Mentors play a critically important role in students’ research and creative experiences, challenging students to try new things and offering a window onto the thinking of an experienced researcher or practitioner. A mentor who knows you well can advise you about your undergraduate career and your next steps after graduation; s/he will also be able to write a more detailed letter of recommendation than a professor who knows you only in a classroom context.

> What do students say?

Making a big campus feel smaller.

Participation in research, scholarship, or creative activity can help you find your niche on campus. The close relationships that are developed through sustained work together give a sense of community to research groups, labs, and teams.

Changing your perspective on ignorance and failure

Scholarly inquiry has a way of putting all that you do not know into stark relief, while rarely working quite as expected. As you learn to think like a researcher, you begin to see ignorance and failure not as personal shortcomings but as opportunities to ask questions, reframe problems, and try new approaches.

Cultivating an understanding of research design and methodology

Hands-on experience conducting original research supports students’ understanding of how to design investigations, how to make appropriate methodological choices, and how to implement different techniques and methods.

Developing a range of transferable skills

While some of your learning will be research-specific, undergraduate research also develops transferable skills with broad application, including critical thinking, problem solving, communication, collaboration, and independence.

Exploring career and graduate education options

Undergraduate research and creative activity offer students opportunities to gain hands-on experience in fields of interest to them. This experience often prompts realizations about what kinds of work students enjoy most and what career paths they wish to pursue.

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Undergraduate students' involvement in research: Values, benefits, barriers and recommendations

• Yusuff Adebayo Adebisi

a Faculty of Pharmacy, University of Ibadan, Ibadan, Nigeria

b Global Health Focus, Abuja, Nigeria

Developing, maintaining, and sustaining undergraduate research initiatives can benefit academic institutions, faculty mentors, and students. As the world evolves, more research is required to advance knowledge and innovation in all fields. This implies that students must be prepared for today's knowledge-driven world. Research in the medical and health sciences has stalled in many developing countries, where a dual burden of communicable and noncommunicable diseases is prevalent. In this article, I discuss the values and benefits of undergraduate healthcare students participating in research and scientific publishing, as well as the challenges they face. I also make recommendations to encourage undergraduates to get involved in research. The potential of undergraduate research has not yet been fully realized. Undergraduate research's main objectives are to teach students how to do research and to help them acquire skills that they can use beyond the academic environment. Undergraduate research will complement rather than conflict with university education and should go beyond the mandatory terminal year thesis and must cover the entire course of their studies. The key to successful undergraduate research participation is for students to see and understand the importance of rigor, academic integrity, and responsible research conduct. This means academic institutions should carefully plan research programs, activities, and courses for students. Building capacity in research has a long-term impact on valuable learning outcomes as undergraduate students prepare for professional service. Stakeholders and educational authorities must invest in strengthening undergraduate involvement in research.

1. Introduction

As the world evolves, the need for research grows, and it remains a factor of key importance in creating a knowledge-driven economy and supporting development initiatives as well as driving innovations across all fields [ 1 ]. It is becoming more and more important to increase undergraduate student involvement in research [ 2 ]. Academic institutions, faculty mentors, and students can all benefit from developing, maintaining, and sustaining undergraduate research initiatives. By integrating research into their academic courses and giving them a strong academic foundation, students can strengthen their autonomous critical thinking abilities as well as their oral and written communication skills, among others. As students are ready for professional service, the research process affects important learning goals that have a lasting impact. All students should be prepared for the contemporary knowledge-driven world because, today, doing research is not just for academics but also for individuals and institutions interested in knowledge creation and advancement.

The advancement and innovation of all fields, including the health sciences and related areas, depends on research [ 3 ]. Society can benefit greatly from health-related research [ 4 ], which can provide vital insights into disease trends and risk factors, treatment outcomes or public health interventions, care patterns, costs and usage of healthcare services, and more. By doing research to find solutions to problems that are currently unknown, we can close knowledge gaps and change the way healthcare professionals work as well as how we respond to public health issues. With the increase in health concerns ravaging the world [ [5] , [6] , [7] ], it is clear that research is indispensable – whether it be tackling diseases of poverty, performing clinical trials, responding to the rise of chronic diseases, improving access to medicines, increasing vaccines uptake, containing local epidemics, developing innovation in treatment plans, or ensuring that marginalized populations have access to HIV care treatments, among others. This suggests that there is a pressing need to advance knowledge creation and utilization, and that gathering local, grassroots data at all levels of healthcare is important.

Research in the medical and health sciences has seen a downturn in many developing countries [ 8 ], where a double burden of communicable and non-communicable diseases is highly prevalent. The development of undergraduate health sciences students' research capacity is a key intervention to address this issue. With the support of faculties, it is possible for undergraduate students to learn about and participate actively in research. In this article, I discuss the values and benefits of undergraduate healthcare students' involvement in research and scientific publishing, as well as the challenges they face. I also provide recommendations to advance undergraduates’ involvement in research.

2. Values and benefits of undergraduate research

Involving undergraduate students in research should go beyond the mandatory terminal year thesis and must cover the entire course of their studies. There are myriads of benefits to involving (healthcare) students in research and scientific publishing at the undergraduate level. Research is a methodical process of investigation that includes data collection and analysis, the recording of significant information, and subsequent analysis and interpretation of that information in accordance with the protocols defined by specific academic and professional disciplines [ 9 ]. This implies that conducting research is an important way to improve students’ ability to think critically and solve problems, both of which are essential throughout their career as healthcare professionals. Critical thinking abilities have been linked to better patient outcomes, higher patient care quality, and improved safety outcomes [ 10 ]. While problem-solving focuses on identifying and resolving issues, critical thinking entails asking insightful questions and critiquing solutions. Early exposure of healthcare students to the value of research is a critical strategy for increasing their interest in and attitude toward it. Table 1 highlights the achievements of some students that engaged in research as undergraduates.

Examples of students that got involved in research as undergraduate and their achievements.

The elements required for professional competency in the health fields are covered in healthcare student curricula. This includes understanding of the fundamental theories and literature in the field of study, as well as knowledge of the terminology or technical language specific to health sciences. Incorporating research methodology and the hypothesis-driven scientific process can help to build on this foundation while also stimulating independent critical thinking. By involving undergraduate students in research, they can build trust in the scientific process. Besides that, independent thinking can give an undergraduate student the confidence to draw their own conclusions based on available evidence. No doubt that undergraduate students who took part in research projects will have greater thought independence, a stronger intrinsic motivation to learn, and a more active role in their learning. As a result, as undergraduates prepare for their respective professions, the research process has a very positive impact on their practice.

Students who participate in research may have the chance to develop the advanced writing abilities needed for science publishing and communication [ 11 ]. Even though healthcare students write a lot throughout their time in college, many still struggle to write in a way that is considered acceptable. This is due to the fact that students frequently plagiarize in writing assignments since there is usually little to no formal training on academic writing, and some institutions pay less attention to this. It has also become more challenging for students to express themselves in their own words during academic assessments as a result of the encouragement to memorize academic information verbatim by some teachers. Writing is difficult, but it is a skill that can be honed. Improving students' writing skills is much easier if proper attention is paid to strengthening their capacity for and involvement in the academic research process. This will be useful to them throughout their career, whether they choose to be academic or not.

Investing in academic writing skills among students, particularly in developing countries, is critical for improving scientific outputs on health issues confronting the region. It is not enough to know how to conduct research; academic writing is also important. Additionally, it is crucial for academic institutions to encourage students to present their research work at scientific conferences, which are frequently restricted to postgraduate students. This gives them the chance to collaborate more frequently with faculty members while also giving them another learning opportunity and boosting their confidence and presentation skills. Students who make significant contributions to the intellectual aspect of a research should not be relegated to acknowledgement section of the paper but should be included as co-authors. Furthermore, students should not be denied first authorship because of power dynamics. This will definitely improve students’ attitude towards research.

Through research, students can observe how the theories and concepts they have learned are applied. The active learning aspect of research allows students to connect with their own interests, which is not possible in a passive learning setting. If a research culture and thought process are instilled in healthcare students as they progress through the academic institution in a more systematic, logical, and integrated manner, it will be easier for them to understand what they are learning and will promote active participation in class. This is due to the fact that students who conduct research will be able to understand the research process and how scientists think and work on problems; learn about different lab techniques (as needed); develop skills in data analysis and interpretation; and be able to integrate theory and practice. Further, undergraduates should be involved in research as early as possible because it allows them to identify, develop, and nurture their interests while being open-minded to other areas. This will make choosing and transitioning into research area of choice much easier for them as they pursue postgraduate studies. Because of the high-level of interest and fundamental knowledge gained through undergraduate research participation, it will be possible to increase the enthusiasm, completion rates, and quality of academic research at the postgraduate level. Besides that, undergraduate research allows students to decide whether or not they want to pursue a career in research.

Due to the opportunity for students to pursue their individual interests, research experiences have been linked to a boost in students' motivation to learn [ 12 ]. This means undergraduates will have the chance to take more control over their own learning experiences and have their intellectual curiosity piqued by research. Student-faculty research mentoring relationships frequently develop over time. In contrast to what is possible in the classroom, students form a distinct type of interaction with their research mentor. Most of the time, the interaction is more intense and lasts longer. It frequently serves as the foundation for lifelong friendships and career guidance. When students are looking for jobs or graduate schools, faculty research mentors are an excellent source of recommendations and advice. Additionally, students gain experience working in a research team, which typically involves group work, stronger relationships with colleagues and faculty members, and the development of communication skills. All of which are qualities that employers are increasingly looking for. The key to successful undergraduate research participation is for students to see and understand the importance of rigor, academic integrity, and responsible research conduct. This means academic institutions should carefully plan research programs, activities, and courses for students.

One of the most significant benefits of student research participation is the possibility of publishing articles in peer-reviewed journals. This will also give students early exposure to the process and concept of scientific publishing. Students who submit their manuscript to a reputable journal for publication can also benefit from peer review, which allows them to improve their paper and learn more from the reviewers’ comments. Also, undergraduate students who are exposed to the scientific publishing process early on will be less likely to become victims of predatory journals. Students with publishing experience may be inspired and motivated to pursue a career in research. Having publication allows students to improve their resumes and graduate school applications. Publishing counts as research experience and demonstrates that undergraduate students who have published are enthusiastic about research. As an active learning process, research requires students to frame questions, devise a strategy for testing their hypotheses, analyze data, and write clearly to report their findings, among other things. The research experiences, skills, and knowledge students acquire at the undergraduate level will better prepare them for many of their future endeavors, including careers and postgraduate study. In addition to exposing students to conducting original/primary research, it is important to engage them in secondary research activities including writing reviews, correspondence, commentary, viewpoints, book chapters, and more. Secondary research improves students' writing abilities and thought processes, enables the construction of intelligent arguments, enhances their capacity to use scientific databases to find evidence, and teaches them how to engage in constructive criticism, among others.

While the benefits of undergraduate research to students have been highlighted in the preceding paragraphs, academic institutions can also benefit from engaging undergraduates in research [ 13 ]. Teams conducting research benefit from the enthusiasm and energy of curious undergraduate students. They frequently keep asking for more tasks to complete since they are eager to learn. Undergraduate students often pose inquiries that can be quite perceptive and, perhaps rather unintentionally, alter the way advisors approach research problems and better improve the quality of scientific output from such institutions. In contrast to how faculty research mentors interact with graduate students and other senior team members, undergraduate researchers need responses to inquiries in unique ways, which usually facilitate an opportunity for multidirectional intense learning.

Furthermore, undergraduate students' contributions to peer-reviewed publications and local, regional, national, or international research presentations at conferences and other scientific gatherings will benefit the university or institution's visibility in the scientific community and attract more funding. Students can actively contribute to scientific knowledge provided they are motivated and have the necessary research knowledge and abilities. I serve as a practical example. At the undergraduate level, I published more than 50 articles (including both primary and secondary research) in peer-reviewed journals on a diverse range of public health issues, including the COVID-19 pandemic. While still an undergraduate, I received research and travel grants and presented scientific papers both locally and internationally. This captured the attention of the media, and many undergraduates are now inspired to participate in research more than ever. With the right support systems in place, undergraduates' contributions to scientific literature can be valuable, benefiting not only the student but also the academic institution and society. Imagine a university where students receive the assistance they require to develop their capacity for scientific publishing and research. Such an institution would contribute more to science and knowledge creation, raising their profile in the process. Undergraduate research initiatives are an untapped gold mine if they are nurtured, funded, and supported adequately.

3. Barriers and challenges facing involvement of undergraduate students in research

Healthcare undergraduates interested in research face a number of challenges that have been documented in academic literature. In this section, I conducted a rapid unsystematic review of primary studies and used Table 2 to summarize the challenges and barriers facing undergraduate research identified in randomly selected academic papers.

Barriers and challenges facing healthcare students’ involvement in research.

The rapid review of the fifteen (15) original studies in Table 2 revealed the major barriers and challenges limiting undergraduate student involvement in research across different countries. The findings of the reviewed studies were clearly similar. The key barriers and challenges to undergraduate involvement in research can be divided into three categories: a significant lack of knowledge and skills to participate in research; little to no faculty support, mentorship, funding and motivation for undergraduates to participate in research; and structural barriers limiting student involvement in research such as lack of time due to the loaded curriculum, dearth of research facilities as well as lack of major plans and strategies for undergraduate research.

4. Recommendations

There is an urgent need for stakeholders all over the world to look into the issues and devise tailored strategies to increase the involvement of (healthcare) students in research. Here are my eight (8) recommendations to advance the involvement of undergraduate students in research:

• 1. Research methods and processes should be taught to students as early as their second year of college. Even though some universities only cover research methodologies in the final year, it is essential to include more content on scientific writing and research methods as a mandatory course throughout the whole academic program. Undergraduate teaching curricula and approaches should promote inquiry-based learning. All professional classes' academic curricula might include regular discussions of new advances in the medical and health sciences, and the academic departments might be tasked with organizing these conversations. Long-term, this practice would foster a research aptitude in undergraduate students since opportunity like these would stimulate their minds.
• 2. As part of academic program, students should be evaluated for their interest in research and assigned suitable researchers to serve as their research mentors. Faculty research mentors must also be compensated. Lecturers do not receive credit for mentoring students for publications or research projects. Credit points should be awarded for each peer-reviewed publication attributed to such mentorship to encourage faculty-student research collaboration and motivate them to serve as research mentors for undergraduates. Mandatory structured mentorship programs are desperately needed.
• 3. During the undergraduate program, students should have the opportunity to participate in more research trainings, internships, and placements locally and internationally. This will contribute significantly to students' research skills and experience.
• 4. Students should be encouraged to publish at least two papers, either primary or secondary research, in peer-reviewed journals before graduation. Besides that, the final year thesis must be published and must be on a topic with the potential to make or drive impact.
• 5. Encourage undergraduate students to participate in scientific meetings, conferences, and seminars and to present their research, project, ideas or innovation in such gathering. Funding should be provided for undergraduate research conferences so that students can share their work, learn from the experiences of others, and improve institutional collaboration. This is a worthwhile investment towards advancing knowledge creation and utilization.
• 6. Existing undergraduate journals (e.g., International Journal of Medical Students), student research capacity building initiatives (e.g., Global Health Focus), undergraduate research funding initiatives, and other efforts aimed at promoting student involvement in research should be supported in order to provide more opportunities for students to participate in research.
• 7. A platform should be established to celebrate, provide incentives, and awards to undergraduates who contribute to the advancement of scientific knowledge. More students will be inspired to participate in research as a result of this. Funding (e.g., travel grant, research grant, etc.) should be made more accessible to students that have demonstrated remarkable passion for knowledge creation.
• 8. More research should be conducted across academic institutions to better understand the local barriers that prevent undergraduates from participating in research.

5. Conclusion

Undergraduate research is a treasure trove that has yet to be fully tapped. The primary goal of undergraduate research is to teach students how to conduct research and to develop necessary skills that can be applied outside of the academic setting. Bolstering undergraduate research will complement, rather than conflict with, university education. There is an urgent need to develop global and local initiatives as well as strengthen current initiatives to further encourage undergraduate students to participate in research and scientific publishing.

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

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

Benefits for Students

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

Next – Assessment of Undergraduate Research

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

Mentoring Undergraduate Research Directory

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UNDERGRADUATE RESEARCH: IMPORTANCE, CHALLENGES AND SUCCESS STORIES

The significance of undergraduate research is recognized worldwide (Bauer & Bennett, 2003; Lopatto, 2004; Russell et al., 2007). Although only selected graduates engage in post-graduate research, getting proper undergraduate research training can help students make informed decisions about their future. Besides, undergraduate research opportunities enhance students' learning gains, support their cognitive and personality development and encourage them to become more self-directed learners. Despite this importance, however, diverse challenges hinder the integration of research in undergraduate education, ranging from low budgets, inadequate facilities, lack of students' interest, low emphasis on research in certain departments and research inactive faculty members. The present paper aims to highlight the importance of undergraduate research to enhance student engagement and create a rich university environment. The first part of the paper presents an overview of key definitions and benefits of undergraduate research. This is followed by a more practical part that surveys a number of success stories around the world, challenges that hinder similar success in other institutions and finally recommendations for effective integration of research in undergraduate education.

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Assessing the value of undergraduate research Undergraduate research experiences often engender enthusiasm in the students involved, but how useful are they in terms of enhancing student learning? Linn et al. review studies that focus on the effectiveness of undergraduate research programs. Undergraduate research experiences in a class were distinguished from those involving individualized participation in a research program. Mentoring emerges as both an important component of a successful experience and a target for improvement. Science , this issue 10.1126/science.1261757

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Abstract Several authors have cited the success of undergraduate research programs in recruiting graduate students. However, while a significant number of undergraduates change their career plans based on undergraduate research programs, a large number of the participants enter the programs already planning on attending graduate school.

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Iris Alkaher

Course-based undergraduate research experiences, or CUREs, are increasingly common because they engage undergraduates in research at schools lacking a research infrastructure or cannot accommodate large undergraduate populations in internship-style research. Course-based undergraduate research experiences are lauded for their scientific and instructional authenticity as they present cognitive demands that learners would encounter in the real world and engage students in scientific practices that encourage them to view themselves as scientists and position themselves as contributors to the scientific body of knowledge. In addition, CUREs may influence students’ academic and career paths more than internship-style research experiences, which typically serve to confirm students’ prior academic or career choices. Here, efforts to integrate science research experiences into undergraduate courses are reviewed. Theory informing the design and implementation of CUREs is described, CURE models, mechanisms, and impacts are summarized, and an evaluation of research on CUREs is offered, including the quality of the measures and shortcomings or gaps. Results are described from our own qualitative, interpretive study of how CUREs can be tools for undergraduate self-authorship, specifically: (1) ways in which undergraduates’ views about the source of scientific knowledge change as they participate in course-based research, (2) ways in which undergraduates’ scientific identities change as they participate in course-based research, and (3) ways in which undergraduates’ views about their relationship with science change as they participate in course-based research. The profiles of six undergraduates who represent the range of developmental transformation toward self-authorship are described. The chapter concludes with recommendations for further study and practice of CUREs.

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Open Access

Ten simple rules to make the most out of your undergraduate research career

* E-mail: [email protected]

Affiliation University of Virginia, Charlottesville, Virginia, United States of America

Affiliation Department of Cell Biology and Anatomy, College of Medicine, National Cheng Kung University, Tainan, Taiwan

• Megan Yu, 

Published: May 4, 2017

• https://doi.org/10.1371/journal.pcbi.1005484
• Reader Comments

Citation: Yu M, Kuo Y-M (2017) Ten simple rules to make the most out of your undergraduate research career. PLoS Comput Biol 13(5): e1005484. https://doi.org/10.1371/journal.pcbi.1005484

Copyright: © 2017 Yu, Kuo. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Funding: The authors received no specific funding for this work.

Competing interests: The authors have read the journal's policy and have the following conflicts: MY is a blogger at the PLOS Early Career Researcher (ECR) Community blog. No other competing interests exist.

In 2008, the Council on Undergraduate Research (CUR), a national organization founded in 1978 that promotes research opportunities for faculty members and undergraduates, featured 2,800 presenters in their annual undergraduate conference. Today, it has developed to include numerous disciplines ranging from biochemistry to theater and drama, and nearly 10,000 members and over 900 universities have participated in its endeavor to promote undergraduate research [ 1 ]. These statistics not only highlight the prevalence of undergraduates participating in research but also demonstrate the importance of research in undergraduate education.

Many undergraduates have reported numerous benefits from participating in research. In a study involving about 4,500 undergraduates that participated in undergraduate research opportunities sponsored by the National Science Foundation, respondents reported an increased level of understanding, resilience, and confidence in performing research and motivation to apply for graduate school programs [ 2 ]. In another analysis of 76 student interviews from four liberal arts colleges, undergraduates believed they have gained more laboratory (lab) techniques and have developed an attitude to “thinking and working like a scientist” [ 3 ]. These lab techniques and research attitudes are essential, as they help undergraduates develop better research habits and the solid foundation of knowledge and experience needed for their future research careers. For instance, knowing how to manage large datasets effectively, such as large patient genetic datasets and electronic health records, and designing proper algorithms and computational models to analyze data are essential skills for undergraduates interested in computational biology. In addition, unlike classroom learning, undergraduate research provides hands-on experience that allows undergraduates to gain a deeper understanding of the scientific process and to develop better research habits.

Despite the multiple benefits that research offers, undergraduates sometimes struggle and feel overwhelmed with the research process. Some undergraduates may not be familiar with the dynamics of the lab and may be afraid to interact with their lab colleagues and mentors. Other undergraduates may not completely understand the purpose of their work and feel overwhelmed by not knowing the results of their experiments before performing them. These consequences could, in turn, have detrimental effects on the relationship between undergraduates and their lab colleagues and decrease the motivation for undergraduates to pursue research in the future [ 4 – 5 ]. In light of these concerns, we propose ten simple rules constructed from our experiences as a college senior and a professor who has worked with undergraduate researchers that would help undergraduates enjoy and intellectually enrich their research experiences. Although this article may have components that are covered elsewhere [ 6 – 10 ], it extends and refines some advice from earlier articles so that they are more suitable for undergraduates.

Rule 1: Start early

As an undergraduate, you may not know what type of research project you would like to pursue or whether it fits into your future research career. Therefore, it is essential to start early to explore and develop your research interests and goals. Your goal could be to gain more research experience before attending graduate school or to determine whether you prefer working in the industry to working in academia. Or, you might be new to research and hope to determine whether you would incorporate it into your future career or not. Whatever your reason is, be sure to start early to give yourself ample time to reflect on your goals and interests.

Finding the right research lab could take more than emailing several professors or research managers; it might require meeting a member of a lab at a conference or taking a tour of the lab to determine if it is the right fit. You might even consider joining professional research societies or research networks at your university to explore which areas are actively shaping the field and network with other researchers. For instance, the International Society for Computational Biology (ISCB) hosts numerous conferences and forums for computational biologists and students to network and promote their scientific research. It also has a career center for students and researchers to find jobs and be recognized for their talents [ 11 ]. Additionally, if you expect to publish during your undergraduate research career, you might want to start early to ask other professors and students within your department or look up the publication patterns of the potential mentor’s research group on the lab website.

As you become a new member of a lab, you might need some time to acclimate to the new lab environment and determine your commitment to doing research. You may find that life catches you off guard as you start to juggle between classes, jobs, and extracurricular activities, thus causing you to not find enough time to do research. Starting early, such as during your freshman or sophomore year, would provide you with ample time to explore your research goals and interests and participate in meaningful research activities.

Rule 2: Know your foundational knowledge and skills

When you begin searching for undergraduate research positions, it is helpful to have already taken the recommended courses related to your research experience. Many professors would evaluate your knowledge and competence in a particular field to predict your success in the lab. Having the background knowledge in the research area of your chosen lab will help you understand the science behind the studies and experiments that are performed and will serve as useful foundational knowledge should you decide to pursue an independent research project in the future. For instance, while a computational biology lab might have a variety of lab members each with a different set of skills, such as a statistician, bioinformatician, or a software developer, it is helpful to have taken courses in computer science, programming, statistics, and biology before joining the lab. If your lab participates in a lot of programming activities, you might also consider brushing up on your coding and programming skills and taking a variety of Massive Open Online Courses (MOOCs) in computer science and programming [ 12 – 13 ]. Another way to gain more foundational knowledge is to read as much as you can about the topics pertaining to your chosen research lab from peer-reviewed journal articles, especially the papers that your chosen lab has published, or from popular science magazines. Table 1 lists some useful online resources for undergraduates to gain additional background preparation for their research experiences.

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https://doi.org/10.1371/journal.pcbi.1005484.t001

While it is important to have the foundational knowledge before entering a lab, you should also remember to provide yourself enough time to do research (Rule 1). The process of finding the right time to do research can be complicated and may require you to seek additional help. For instance, you might consider discussing undergraduate research with potential mentors or advisers within your department. You might even visit the career center or take some research methodology or independent study courses at your university to determine if you are prepared. While starting research in your junior or senior year reduces the likelihood of publishing, you might have more foundational knowledge from your classes and have a more individualized approach to achieve your research goals and interests. Whatever it is you choose to do, make sure that you exploit the resources around you and give yourself enough time to decide when is the right time to do research.

Rule 3: Let passion guide your research interests and goals

Like with many things in life, your interests and passions should help guide you to which research projects and fields you would like to pursue. Being interested in and passionate about the subject matter helps alleviate some of the mental and physical burden you may feel when spending countless hours in the lab. Before accepting an undergraduate research opportunity, you should ask yourself the following questions:

• Is this research opportunity related to my academic interests?
• What kind of research experience am I looking for, and what do I hope to gain from the experience?
• How much time am I willing to commit, and what skills do I have that would contribute to this experience?
• Do the professors whom I work for have similar academic interests as I do?

While many universities host many conferences and discussion forums in which professors, graduate students, and undergraduate researchers present their work, these events are also an opportunity for aspiring undergraduate researchers to meet with presenters and explore their academic interests. Take advantage of them! Exploring the websites of different research labs and other forms of apprenticeship should not be overlooked, as they are opportunities to gauge your interest in those fields and whether the research lab you are interested in is a good fit for you or not.

Moreover, being enthusiastic about the subject matter helps improve the chemistry you have with your lab director or with your research colleagues (Rules 4 and 6). While your colleagues and mentors are always willing to help you, it would make a better impression and would facilitate more dynamic discussions if you care about the topic. Your mentors and lab colleagues are also more motivated to help you with your project.

Rule 4: Build positive relationships with your lab colleagues

As you become a new member of a research team, it is critical to be familiar with the dynamics of the lab and build good relationships with your research colleagues. Every lab has its own unique qualities. Some labs, such as basic science labs, may have a large team of senior researchers or graduate students performing experiments to investigate certain phenomena and developing assays on biofluid samples. Other labs, such as social science labs, may have a large team of graduate or undergraduate research assistants enrolling human participants to investigate a certain phenomenon. You might even have a research lab that involves a lot of collaborative research partnerships, sometimes international, with other labs. This is particularly true for labs that are largely interdisciplinary in nature or require highly technical equipment and expertise, such as a computational biology lab or a particle physics lab. There are also some labs that involve a small team of professors analyzing historical data, such as those in the humanities. Regardless of what type of research lab you are in, try to analyze the dynamics among the lab members, as this would help you acclimate to the new environment. You should also learn the expectations of your lab colleagues, as it would help you establish good research habits. Should you decide to have your own lab in the future, understanding lab dynamics and building good relationships with your research colleagues would help you understand your future undergraduate trainees and become a better mentor. Additionally, you should always treat your lab colleagues with respect as this would improve your relationship with them. They could serve as future collaborators, connections, or resources, as they may have more experience in certain research areas than you. Having occasional discussions or chats with them is another way to build better relationships with your lab colleagues.

Rule 5: Keep an open mind and do not be afraid to ask questions

As an undergraduate, you may not be expected to know how to develop a research question that leads to a significant discovery and is feasible to answer within a limited amount of time. Or, you might be working in a large lab with so many open research questions and projects that you may not have the autonomy to develop your own research project. It is thus important to keep an open mind. Try to learn techniques and obtain new knowledge by having conversations with your senior colleagues. You should also allow your research mentor to guide you and give you advice, such as networking opportunities at professional research societies (Rule 1). Remember that learning how to do scientific research takes some time and effort (Rule 7), and your mentor is there to help you formulate your research project and guide you toward answering that question. Even after you have demonstrated competence in the lab, you should still keep an open mind, as there may be moments where you are inspired with a novel idea that may be relevant to your work. For instance, you might read an interesting news article about a study relevant to your research and wish to incorporate it into your project (Rule 10). Or, you might receive some useful advice from a conversation with a lab colleague and hope to include it into your work (Rule 4).

In addition to keeping an open mind, you should not be afraid to ask your senior colleagues any question regarding your research project or a particular research field. Asking questions is a great way to make an impression and foster open communication with your lab colleagues. It also allows you to learn more about a certain project you might not understand or any networking or presenting opportunity (Rule 9) that may be helpful for your future research career.

Rule 6: Foster open communication with your research mentor and maintain a work/life balance

Research requires a significant amount of your time and energy and may take a mental and physical toll on your health, particularly if you are doing research during the school year. It is thus important to foster open communication with your research mentor. Remember that your mentor is providing you with the time and resources you need to succeed in the lab, so it is essential that you remain honest about your availability and work. Be sure to let your mentor know about your availability and goals working in the lab during the semester. Research should also be equally balanced with other extracurricular activities that you enjoy, as they would help you maintain a good work/life balance and could be helpful for your future career.

Fostering open communication with your mentor also demonstrates your initiative and progress to your mentor. As your research mentors may be busy with teaching and other scholarship endeavors, it is helpful to set up weekly meetings with them to demonstrate your progress and obtain constructive feedback for your work. You will build a stronger connection with your mentor and your mentor will be more likely to help you by writing you a strong letter of recommendation or helping you coauthor a peer-reviewed paper. If you encounter any moment in which the data you have collected do not meet your expectations, you should still discuss your progress with your mentor at least once per week, because you may fall into a vicious cycle in which you work hard to try to produce positive results in vain. During these instances, your mentor may slightly alter your research project so that you would not fall into that trap and lose motivation in doing research.

Rule 7: Learn research by doing it

An important part of learning the scientific research process is to actually perform the research. Without setting up the experiment and testing your hypothesis properly, you will never know the truth about your research question [ 14 ]. As you perform the experiment, you might find an interesting discovery or gain more experience in doing a particular technique. Doing research also helps you develop better research skills and learn how to deal with setbacks. Regardless of what happens after you perform the experiment, try not to grow too attached to your data and do not put much stress on yourself if your study fails to produce significant results. Instead, you should remain confident and learn from your hardships. Be sure to also have open discussions about your results with other scientists or your lab group. While contributing to a peer-reviewed publication is definitely an impressive accomplishment that many undergraduates aspire to achieve, try not to give yourself too much pressure should your research contributions not turn out the way you expected or do not meet the standards required for a peer-reviewed publication.

Another helpful way to learn the scientific research process is to gain different or more diverse research experiences, especially when your interests change or if things do not turn out the way you have expected. These could be in the form of working on a different project in the same lab or transitioning to another lab to develop a different set of skills. For instance, if your goal is to become an experimental biologist to test for particular types of bioactivity of a drug or biomarker at the cellular or molecular level but your research experience thus far has only focused on data mining in large, biological databases, you might consider moving to a lab that focuses on developing high throughput assays that test these biomarkers and drugs. Whatever your choice is, be sure to let your mentor know of your decision and do the necessary background preparation you need to succeed in the next step of your undergraduate research career (Rule 2). You should also thank your former mentor and lab colleagues, as they have invested some time, effort, and resources in you.

Rule 8: Be organized

Good organizational skills facilitate effective research and help you maintain a healthy lifestyle. Having an organized lab notebook or a folder with essential background research papers is critical for analyzing data or generating new ideas or proposals for your research project. Most importantly, being organized will help you tremendously when you present your results in a symposium or peer-reviewed publication, as it allows you to complete work in a timely manner. Good organizational skills also help you avoid being overwhelmed and overscheduling yourself with additional activities and other scholarly pursuits.

Rule 9: Find opportunities to present your work

As an aspiring scientist, you should try to find opportunities to present your work. This could range from having an elevator pitch with a committee member to presenting your work at a conference or in a peer-reviewed paper. These opportunities would not only improve your communication and interpersonal skills and publicize your accomplishments but would also allow you to network with other scientists. Many universities host symposiums during the school semester, and some conferences allow undergraduates to submit an abstract for peer-review. In addition, many summer research programs and postbaccalaureate research programs host poster sessions or other conferences at the end of the research session for students to present their work.

Rule 10: Keep up with the scientific literature

As an undergraduate researcher, it is helpful to keep up with the scientific literature, as it could provide some inspiration for your research project. For example, your research project might involve the role of a certain gene in the development of a disease and you might come across a scientific paper that cited a publicly available genetic database that could be helpful for your project. You might also have recently encountered an issue with your project for which another research group has just found a potential solution. These news items do not have to be peer-reviewed articles; they could include news from a variety of popular scientific news websites or magazines ( Table 1 ). Keeping up with the scientific literature also helps you gain some additional background knowledge and skills you may need to use in your research project (Rule 2).

Undergraduate research is an essential part of undergraduate education, as it offers many opportunities, ranging from developing the attitude to work as a researcher to networking and collaborating with other scientists. It is also fun and intellectually rewarding, as it allows you to uncover the truth about a phenomenon or develop better methods to investigate how the world works. These benefits are often not otherwise available in undergraduate education. Therefore, undergraduate research should be included in one’s undergraduate career if one is interested in pursuing research in the future. We hope that the advice and tips presented in this article will inspire and encourage other undergraduate researchers to enjoy and make the most out of their undergraduate research careers.

• 1. Council on Undergraduate Research. Washington, D.C. 2017. http://www.cur.org .
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• PubMed/NCBI
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• 11. International Society of Computational Biology. Bethesda, MD. 2017. https://www.iscb.org/ .

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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