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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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What Is CUR’s Definition of Undergraduate Research?

Undergraduate research, scholarship, and creative inquiry is fundamentally a pedagogical approach to teaching and learning. With an emphasis on process, CUR defines undergraduate research as: A mentored investigation or creative inquiry conducted by undergraduates that seeks to make a scholarly or artistic contribution to knowledge. 

What Are the Benefits of Undergraduate Research?

• Enhances student learning through mentoring relationships with faculty
• Increases retention and graduation in academic programs
• Increases enrollment in graduate education and provides effective career preparation
• Develops critical thinking, creativity, problem-solving, and intellectual independence
• Develops an understanding of research methodology
• Promotes an innovation-oriented culture
• Develops competencies that speak to career-readiness

How Does CUR Support Undergraduate Research?

CUR, incorporated in 1980, is an organization of individual, institutional, and affiliate members from around the world. CUR members share a focus on providing high-quality and collaborative undergraduate research, scholarly, and creative activity opportunities for faculty and students. CUR believes that faculty members enhance their teaching and contribution to society by remaining active in research and by involving undergraduates in research and that students engaged in undergraduate research succeed in their studies and professional advancement.

Among the many activities and networking opportunities that CUR provides, the organization also offers support for the professional growth of faculty and administrators through expert-designed institutes, conferences, and a wide range of volunteer positions. The CUR community continues to provide a platform for discussion and other resources related to mentoring, connecting, and creating relationships centered around undergraduate research. CUR’s advocacy efforts are also a large portion of its work as we strive to strengthen support for undergraduate research. Its continued growth in connections with representatives, private foundations, government agencies, and campuses worldwide provides value to its members and gives voice to undergraduate research.

CUR is committed to inclusivity and diversity in all its activities and our community.

We are your resource. We are the community. We are mentoring. We are CUR.

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What is undergraduate research, what is research.

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

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

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

What is undergraduate research and creative inquiry?

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

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

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

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

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

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What is Undergraduate Research?

What is undergraduate research.

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

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

Frequently asked questions about undergraduate research:

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

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

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

View Megana’s URL profile here .

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

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

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

View Nisha’s URL profile here .

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

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

Can I do research outside of my major?

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

View Tara’s URL profile here .

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

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

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

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

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

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

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

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

View Carson’s URL profile here .

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

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

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

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

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

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

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

View Shannon’s URL profile here .

Additional Resources

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

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

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

Jasmine Mae

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

Learn more!

Matthew Nguyen

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

Meron Girma

Meron conducted research on healthcare accessibility within Ethiopia.

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

Anika Lindley

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

Daniel Piacitelli

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

Research experience

Research is one of the best things you can do to make yourself a competitive graduate school candidate — and a better, more prepared scholar..

Quality undergraduate research experience strongly enhances your competitiveness for graduate school. Increase your likelihood of admission by seeking research opportunities at your home campus or other institutions. 

Connect with faculty

Identify topics that interest you, then find faculty members at your campus who are conducting research in those areas. Department websites and faculty pages, where you can locate faculty members’ bios, curricula vitae (CVs) and most recent publications, are great starting points.

After reading their publications and familiarizing yourself with their work, contact professors to schedule a meeting. Share what interests you about their research, citing any particular publications, then follow up with a thoughtful idea or question.

After you’ve connected intellectually, express your interest in assisting on a current project. Provide a résumé or CV and be prepared to report on the skills and strengths that qualify you to join a research project. Be realistic about the number of hours you can commit without overextending yourself. And remain positive and persistent as you seek the right opportunity.

Apply early

Begin applying for research opportunities as early as your sophomore year. Research experience gives you a competitive advantage by demonstrating that you're capable of the type of study graduate school requires.

Some campuses offer structured research programs during the academic year in addition to summer programs, so learn about all the options your institution offers.

You may have to apply to several programs before you get an acceptance letter, so be persistent, and apply to all that match your qualifications and interests.

Find a summer research program

Many universities — including UC campuses — offer structured summer research programs in a variety of disciplines, including social sciences and humanities.  Typically 8 to 10 weeks long, summer programs often combine faculty-mentored research, professional development workshops and GRE preparation. Host institutions typically cover expenses such as travel, housing and food (meals/resources to prepare/buy meals). Some also provide a stipend, since you will not be able to work while participating in the program.

In addition to building your skills, summer research gives you the chance to become familiar with institutions you may plan to apply to for graduate school. Apply widely to these programs, as you may find a great match in an institution you would not otherwise have considered. Deadlines vary, so start looking early and be prepared to submit your applications as early as December through early February.

Finally, investigate informal ways to gain research experience. You may be able to work under the guidance of a faculty member, even if the professor is not an official research program mentor. Some professors may be willing to supervise an independent research project.  If a faculty member cannot accommodate you, ask him or her to suggest colleagues who may be seeking an undergraduate assistant. 

Learn more about research programs offered at UC campuses

UC Berkeley Office of Undergraduate Research and Scholarships   UC Davis Undergraduate Research Center Additional Research Information   UC Irvine Undergraduate Research Opportunities Program Summer Undergraduate Research Fellowship Campus Wide Honors Collegium Access to Careers in Engineering and Sciences (ACES)   Neuroscience Summer Institute Office of Access and Inclusion   UCLA Undergraduate Research Center - Sciences Undergraduate Research Center - Humanities, Arts & Social Sciences Summer Programs for Undergraduate Research

UC Merced Undergraduate Research Opportunities Center

UC Riverside Mentoring Summer Research Internship Program (MSRIP) Application Form UC Leads

UC San Diego Research Experience and Applied Learning Portal Summer Research Program 

UC San Francisco Summer Research Training Program PROPEL Post-baccalaureate Program

UC Santa Barbara Undergraduate Research  

UC Santa Cruz Undergraduate Research Opportunities Summer Research Opportunities STEM Diversity Research Programs Hispanic Serving Institutions Initiatives  

Learn more about national research programs

AMGEN Scholars Programs Initiative for Maximizing Student Development Program 

McNair Scholars Program

Maximizing Access to Research Careers

National Science Foundation Research Experience for Undergraduates (REU)

Pathways to Science

Helpful tips

Reality check Summer research programs are highly competitive, so apply to many different schools and programs — including your current institution.  Don't worry about where you do your research ... just do it!

Stay in touch!  Once you've completed a research program, maintain connections with your research mentors, who will be able to write very strong letters of recommendation and support you throughout the process of getting into to graduate school. Check in regularly with your research mentors and provide updates about your academic progress.

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• 14 November 2018

How to make undergraduate research worthwhile

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

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

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Frequently Asked Questions About Undergraduate Research

Q: why should i do research as an undergraduate.

A: Undergraduate research (1) teaches you about a field you are interested in, and (2) helps you define your own style. There is no one reason for doing research; hundreds of students would tell you a myriad of answers. Rather, undergraduate research is an enriching process by which you gain skills.

Q: I’m not a scientist or an engineer. Can I still do research?

A: Absolutely!

One of the greatest myths about research is that it involves supercomputing and lots of test tubes. The truth of the matter is that research is limitless and has unbelievable freedoms. Professors in the humanities and social sciences have supported undergraduate research for years. There are also many interdisciplinary projects that transcend departments.

Q: Do I have to wait until I’m an upper class student to conduct research?

Many freshmen and sophomores decide to explore their options by volunteering in labs and networking. Through this process, they develop the necessary skill set and move on to the positions that really interest them during junior and senior year.

Take your schedule into consideration and allow yourself a nice transition. Get involved in undergraduate research when you’re ready.

Q: What if I have my own project in mind?

A: Make use of Cornell resources and pursue an outlet for your interests.

Your goal is to find someone to help you with your project by first developing your interests.

The first step involves developing familiarity with your field of interest. You’d benefit from taking classes that relate to the project you someday hope to complete. This will introduce you to the elementary material and to the professors who love the subject. Read on your own and pursue your project as the passion that it is. Attend lectures on campus and speak with faculty. Eventually you will find someone who works in your field of interest and may even take you under his or her wing.

Once you’ve proven your interest and commitment, he or she may help you with the project that got you started in the first place. Along the way, you’ll have gained an understanding of your project in relation to so much more.

Q: How do I find out about research opportunities?

A: Keep your eyes open.

If you ask any Cornell researcher on campus where they found their job, chances are they'll tell you a story full of persistence on their part and often, a friend of a friend. Research opportunities are posted on student listings through Bear Access and in different departmental offices. In addition, there are many useful research websites with helpful links, such as this Undergraduate Research website . Positions will often be posted in classified ads.

Students can even find research opportunities through speaking with their professors. They may start out doing background research for the professor, and eventually it could lead to great things. Sometimes professors will announce in class that they need help.

The most valuable resources, however, are fellow students. Networking is a great tool that enables you to learn about the opportunities immediately available. Join student organizations such as the Cornell Undergraduate Research Board to hear about what students do under the leadership of faculty members. They'll be more than willing to share their stories about how they got involved.

Q: How do I find a faculty advisor for my project?

A: Just like finding an opportunity, you must network to find an advisor you are comfortable with.

Your faculty advisor not only has the commitment to help you learn, he or she will become your friend.

Some students work well with constant direction and others work with almost none. You’ve got to identify someone you can trust. Generally, professors that you’ve had in class are a great place to start. You may also consider asking researchers who their faculty members are and consider joining their team.

Q: How do I know which faculty are doing research?

A: Take the initiative to do your homework.

Faculty are involved in dynamic work that changes from day to day. There is, usually, a theme and a particular niche in which a given faculty member will work. This is what you must look for.

Start by visiting department websites. If you're interested in the aerodynamics of winged insects, consider visiting Entomology. At the site, you'll find a list of faculty and brief bios. Read about their publications and in that way you'll learn about what they've done. Occasionally, however, there are those faculty who have research interests that are not so obvious. You probably read articles that pertain to stuff you're interested in already, so keep an eye out for Cornell faculty.

Once again, hone in on networking. Fellow students can be your best resource when it comes to sharing what they find interesting about faculty. You may also get insight regarding who will best match your interests.

Q: Can I do a project outside of my home department?

A: ABSOLUTELY!

Cornell, with a strong focus on research, has ample opportunities to pursue any and all interests. Taking time to pursue research outside of your major and department is a great chance to explore and become a well-rounded student. Often, you’ll learn that the techniques and principles applied in a given field relate to the one you are studying. Interdisciplinary synthesis is a powerful tool that you will develop. It is a skill that will be called forth once you leave Cornell.

Q: How can I get funding?

A: A faculty advisor will be your best resource in this regard.

Well-developed ideas have little problem finding funding at Cornell. A faculty advisor may contribute to helping your project.

Requesting funding is an important skill to develop. Each college offers funding opportunities to all students. It’s a collaborative process that is well worth the experience. Visit your undergraduate field office for specifics regarding programs and application requirements.

Funding can also come from external resources. Professional societies (American Society of Mechanical Engineers, etc.) offer scholarships for student papers and work. A faculty advisor is a great help in applying for these prestigious awards.

Refer also to the Undergraduate Research funding page , which gives lots of links to funding. Funding and opportunities are more plentiful over the summer than during the academic year. Deadlines are often in February and March- so start early!

Q: How much time will a project take?

A: It depends.

When you were initially considering whether to become involved in undergraduate research, you should have considered what level of commitment you are willing to provide. Undergraduate research is a mutual arrangement between you and your sponsoring faculty advisor.

Some students work in excess of twenty hours per week; generally they are working towards an honors thesis or for credit. Students volunteering in a lab may work about two to three hours per week. It is really a decision that you and a faculty advisor must make. There are varying levels of commitment that will fit into you schedule. You must simply communicate what you want to learn and make sure that you are in control of personal time management.

Q: Does undergraduate research help me get into graduate school?

Don't come to Cornell and do undergraduate research if your intention is to get into a great graduate or professional school. You would have missed out on the Cornell undergraduate experience if you did that. Undergraduate research is not a stepping stool. It is not a requirement but rather an opportunity for you to learn about yourself. Clearly, pursuit of research will grant you command of a slice of information. More importantly, you will become more knowledgeable about your research skills and personal qualities.

So yes, undergraduate research will help you get into graduate school by identifying your strengths and interests.

But no, undergraduate research won't simply get you in because you’ve gone through the motions.

Undergraduate research is an invaluable experience that confers understanding more about yourself than anything else.

Q: How do I decide whether to go abroad?

A: Going abroad and undergraduate research are not mutually exclusive.

While they share separate support services and offices, they actually enhance each other.

Going abroad may not necessarily involve literally working in an international lab. Rather you will develop skills in a foreign country that may enhance your undergraduate experience.

Q: Are there any university-wide requirements for doing research as an undergraduate?

All researchers, from students to faculty, must receive safety training. It is important, once you've begun working with your faculty advisor, that he/she makes these trainings available to you. In some sessions, you may learn about standard practices and safety measures. In others, you may be issued protective devices (i.e. a radiation safety badge) and informed on what your responsibilities include. Finally, if you work with humans or animals, more in-depth training will be provided.

Q: What if I no longer enjoy doing my research?

A: Students leave their research for a variety of reasons, such as change in research interests, not enough time in their schedule, or if the dynamics between their advisor or lab group just aren’t right.

Be truthful with yourself. If you feel you can no longer commit to your research for whatever reason, it is ok to either stop or switch to something else. There are several resources you could contact to discuss your situation, such as your academic advisor or research advisor from your college. They are there to help you make your transition.

Office of Undergraduate Research 501c Day Hall Cornell University Ithaca, NY 14853 (607) 255-6445 Email: [email protected]

Related Resources

• Cornell Undergraduate Research Advisors
• Cornell Academic Units
• Research Centers, Institutes, Laboratories, and Programs

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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What is Research?

WHAT IS RESEARCH?

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

WHY CONDUCT RESEARCH?

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

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

HOW TO PREPARE FOR UNDERGRADUATE RESEARCH

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

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

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

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

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

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

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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  

Let your curiosity lead the way:

Apply Today

• Arts & Sciences
• Graduate Studies in A&S

Benefits of Undergraduate Research

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

No, no, and maybe not.

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

Undergraduate research can help you:

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

Student Perspective

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

Apply for the WashU Research Ambassador Program (WRAP)

Empower and expand the WashU undergraduate research community as a WRAPer!

Summer Research with WashU Statistics and Data Science

Apply by March 15

Career & Academic Benefits

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

Career Benefits

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

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

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

Academic Benefits 

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

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

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

Announcements

University undergraduate research and arts forum (uuraf).

April 12, 2024

Focus Your Career Goals

Explore your interests and make meaningful change with undergraduate research.

World of Opportunities

Gain experience, build your skills, and deepen relationships with faculty through undergraduate research

Undergraduate Research at Michigan State

Undergraduate Research at MSU is your time to explore. It’s your time to find your passions and new areas of interest. It’s your time to start making your mark.

In joining Undergraduate Research at MSU, you’re joining an exhilarating, collaborative culture dedicated to creativity, experimentation, and discovery.

What exactly is research?

Research is conducted in every academic discipline, and it takes multiple forms. Historians sift through archives, anthropologists perform studies in the field, physicists work in laboratories, artists paint in studios, and filmmakers shoot, view, and assemble footage into films.

At its base, research is any scholarly or creative activity that leads to new knowledge, improves our ability to solve problems, or results in new theory, art, or artistic performances.

As one of the top 100 most innovative universities in the country, there is no place more exciting to conduct research than at Michigan State University.

What about undergraduate research specifically?

In undergraduate research at MSU, you’ll collaborate with a research mentor and potentially other students. Your mentor will guide you through your research journey as you absorb new knowledge, improve your problem solving skills, and tackle interactive, discovery-based experiences.

You’ll be introduced to the ever-evolving world of academic research and learn the numerous components involved in the process. As you progress further into your research journey, your knowledge base will grow deeper and your research contributions will grow larger.

Undergraduate research provides a unique channel for exploring your particular academic discipline that you just can’t get in the classroom. You’ll engage with material on a deeper level and refine your knowledge in practical applications. Books are great, but the fun lies in doing.

Your course load and schedule will determine the hours per week you spend researching. Depending on your time commitments and how long you engage in undergraduate research, you might not be able to make an original research contribution. But you will discover exciting new things about your academic area of interest that may very well shape the professional path you take in the future.

Benefits of undergraduate research

75% of undergraduate researchers are juniors or seniors (or upper level students)

62% of undergraduate researchers identify as women

22% of undergraduate researches are first-generation students (the first in their families to attend college)

Students that engage in undergraduate research…

• Develop enhanced analytical skills
• Improve their oral and written communication abilities
• Have increased self-confidence
• Identify a career focus
• Are more likely to graduate
• Enjoy a more fulfilling undergraduate experience

Undergraduate research experience can be critical for students looking to pursue graduate education and research. Letters of recommendation written by professors support your character and knowledge-base as you submit job and post-graduate applications.

Building trusted relationships with your professors and research mentors is invaluable. They become lifelong allies, and you never know what doors they may open down the road.

Featured Student Spotlight

Take a look at the work our undergraduate students have accomplished. These are just some examples of what research will look like for you at Michigan State University. View more of students’ work.

Grant Bruninga

Ladymar Rodriguez-Torres

Phillip Norshar Buckman

Lillian Bieszke

Sydney Logsdon

Mariam Shahab

Christina Xenos

Abigail Perrien

Shahad Nasir

Lauren Murray

Maya Salamey

2024 University Undergraduate Research and Arts Forum (UURAF)

Michigan State's premier showcase for undergraduate research, scholarship, and creative activity. Priority registration is open from mid-January to mid-February.

2024 UURAF Awards Ceremony

The University Undergraduate Research and Arts Forum (UURAF) awards ceremony recognizes outstanding UURAF presenters.

2024 Mid-Michigan Symposium for Undergraduate Research Experiences (Mid-SURE)

Michigan State's summer research event for MSU undergraduate students, visiting students, and undergraduates from regional institutions.

2025 UURAF Awards Ceremony

2026 uuraf awards ceremony.

The University Undergraduate Research and Arts Forum (UURAF) awards ceremony recognizes outstanding UURAF presenters. Join us to celebrate award recipients on their achievement!

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Home » Campus Life » Career Education » Get Experience » Undergraduate Research

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.

Why not join them?

Grad School Guide

• Why Choose Grad School in STEM?
• Master’s vs. PhD
• Research Experiences
• Other General Advice

Research Experiences to Prepare for Grad School

You should seek to participate in undergraduate research if you are interested in a graduate degree.

The PhD is a research degree. As a PhD student you will spend several years conducting research, which will be written up in papers and also presented at conferences. Hence, one important thing that PhD admissions committees look for in applicants is prior research experience. The more deep and lengthy the research (experience), the better. Consider working in the summers (it can be a paid position) or taking independent research during the school year for course credit. Your research experience can start as early as your freshman year; the earlier the better. If your institution does not offer research experiences for undergraduates (REU), apply for REU’s at other schools. Internships at national labs or at companies can also be a valuable way to get research experience. The strongest applicants will have made presentations about their research at national conferences, or have even published a journal article. (Publishing a paper, although not necessary, is a fantastic accomplishment that can make your application stand out.)  Another benefit of conducting research as an undergrad is that your research mentor(s) can be asked to write letters of recommendation for your applications. These letters carry significant weight because they will presumably comment on your research accomplishments. Finally, an undergraduate research experience is the best way to decide if you actually enjoy research. The open-ended, independent aspects of research do not appeal to everyone. It is important that you are convinced that you enjoy the research process before committing to the time needed to complete a dissertation and earn a PhD.

Other examples of research experiences

There are a lot of opportunities to participate in undergraduate research. One of the most straightforward ways is to find a professor you want to work with your university, preferably someone you’ve taken a course with, and tell them you enjoy the topics in the course and would love the opportunity to do research with them. Approaching your professors in this way may seem daunting. It may be difficult to put yourself out there. However, professors, on average, will be very glad you asked (especially if you are engaged in their course). They became professors because they find the process of teaching and training students, like yourself, enjoyable.  

You can also look to see if your school offers an honors program for your degree. If so, you can apply to the honors program. Most honors programs require that you write an honors thesis on a research project you conducted. Thus, if you are accepted into the honors program, you’ll have a research project built into your degree. (You may still have to search for a professor to work with you.)

More research opportunities can be found by talking to older students and administrators at your school or from a Google search of some of the keywords here and the name of your university (or other universities you’re interested in). At most research universities, there are dedicated programs for undergraduate research. 

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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.

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Students to Present Undergraduate Research at SOURCE Event

• Hosted by the Office of Undergraduate Research, SOURCE includes work from all five academic colleges on campus and will be from noon-5 p.m. on Friday, April 12. 

Students will proudly present their research and creative projects campus-wide in the form of performances, oral and poster presentations, workshops and gallery exhibitions, many running concurrently. 

ROCK HILL, SOUTH CAROLINA – Winthrop University students, faculty, staff, alumni and the community can come together and support the display of students’ amazing research at the annual Showcase of Undergraduate Research and Creative Endeavors (SOURCE) , scheduled for Friday, April 12, on campus. Hosted by the Office of Undergraduate Research , SOURCE includes work from all five academic colleges on campus. 

The numbers for 2024 are some of the biggest to date, including:

*192 overall presentations, which include 97 poster presentations, 89 oral presentations and six performances.

*269 total abstracts and 385 authors featured in the SOURCE abstract book.

*116 Winthrop faculty/staff who served as mentors.

This year’s schedule: 

Poster Sessions

Session 1 – 12-1:30 p.m., Johnson Hall Session 2 – 2:30-4 p.m., McBryde Hall

Live Performances

12-1:45 p.m., Johnson Theatre

Oral Presentations, Session 1 – Education, Government and Politics; Gender, Equality and Social Class; Policy, Economy and Education; Democracy and International Relations

12-1:30 p.m., 221 West Center, 217 West Center, 101 Johnson Hall, 220 DiGiorgio Campus Center

Design Expo  12-1:30 p.m., 114 DiGiorgio Campus Center, 219 West Center

12-2:50 p.m., 221 DiGiorgio Campus Center

Interior Design Capstone Showcase

12-1:30 p.m, 223 DiGiorgio Campus Center

Oral Presentations, Session 2 – Representation, Equity and Lived Experiences

2:30-4 p.m., 217 West Center

Science Showcase 2:30-4 p.m., 223 DiGiorgio Campus Center

Technology and Machine Learning 2:30-3:30 p.m., 221 DiGiorgio Campus Center

Literature and Media 2:30-4:15 p.m., 220 DiGiorgio Campus Center

Healthcare and Mental Health 2:30-4 p.m., 221 West Center

Interior Design Expo

2:30-4 p.m., 219 West Center

Design Expo

2:30-4 p.m., 114 DiGiorgio Campus Center

As in the past, Nick Grossoehme, professor of chemistry and director of undergraduate research, noted SOURCE is a “remarkable experience.”

About Undergraduate Research on Campus 

Recognizing that undergraduate research is one of the “High-Impact Practices” identified by the American Association of Colleges and Universities — which refers to a practice that contributes to student engagement and persistence —Winthrop has worked particularly hard to offer opportunities to students in all majors to participate in the creation of projects reflecting their original work. 

For more information, contact Nick Grossoehme at 803/323-3397 or 803/323-4955 or e-mail [email protected] . You can also visit the Undergraduate Research website.

Related Links

• Dean's List
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Contact Information

College of Engineering

Bme student receives excellence in undergraduate research award.

Written by Jackson Fischer

Grayson Talaski, a third-year biomedical engineering major, was honored at a student celebration on February 28 for receiving an Excellence in Undergraduate Research Award from the Office of the Vice President for Research (OVPR).  

Each year, the OVPR and the Office of Undergraduate Research seek nominations from the campus community to recognize outstanding undergraduate, graduate, and postdoctoral researchers across various disciplines and departments.  

Talaski is a research assistant at the Carver College of Medicine (CCOM). He was nominated for the award by Don Anderson , a professor of orthopedics and rehabilitation at CCOM. During his time, Grayson has published nearly 30 original articles, in addition to 100+ abstracts sent to domestic and international conferences.

"I began working in orthopedics during high school as a scribe and continued upon arriving on campus, collaborating with individuals at the hospital," Talaski recalled.  

Initially working closely with Cesar de Cesar Netto, an assistant professor of orthopedics at CCOM, Talaski now collaborates remotely with Netto, who has since become an instructor of orthopedic surgery at Duke University.  

Talaski describes his research as "basement research that directly translates to clinical care ," utilizing a weight-bearing computed tomography (CT) scanner. "From that, I apply concepts learned in my classes, employing segmentation and imaging analysis to interpret scan data," he explained.  

"I've independently explored the capabilities of the weight-bearing CT scanner," Talaski added. His previous projects include analyzing the hands and feet of ballet dancers, individuals in high heels, and gymnasts performing handstands.  

“While all undergraduate research is exceptional, I believe the College of Engineering gives us undergraduates a rare skillset that brings a fresh perspective to any research on campus," Talaski said.

In addition to majoring in biomedical engineering, Talaski is pursuing minors in chemistry and is on the pre-med track. He intends to pursue a combined MD and PhD program, with his PhD centering around biomedical engineering, with the goal to eventually specialize in orthopedics.

As part of the award, Talaski received a $3,500 stipend to support his research and a $1,000 stipend for travel. He plans to use the travel stipend to present his research in South Korea.  

How to Choose a Graduate School: 7 Tips for Success

So you’ve made the decision to go to grad school. You’ve weighed your options , researched the benefits of a graduate education , and discovered the value of having an advanced degree . Now it’s time to choose which program to pursue—a task that can seem overwhelming given the number of options available.

But the process doesn’t have to be so daunting. There are actions you can take to make choosing a graduate degree program more manageable—exciting, even. As you take the next step toward your personal and professional goals, take note of the following tips to help you choose a graduate school and degree program best suited for you.

Difference Between Grad School and Undergrad Programs

Before you start searching for the right graduate school for you, it’s essential to know what to expect for this new career trajectory you’ll be embarking on. Unlike an undergraduate program, grad programs are highly specialized and much more advanced in your field of study.

Prospective graduate students can expect a far more individualized experience as they work closely with students and professors. Due to this specialization, entering a graduate program will be an investment of time that’ll ultimately help elevate your expertise and career choices.

Tips for Choosing a Graduate School

1. Take inventory of your passions and motivations.

Pursuing a graduate education is a big investment, so it’s critical to understand the unique “ why ” behind your decision. What do you hope to achieve by going back to school? Whether you’d like to gain more specialized knowledge, change careers, earn a promotion, increase your salary potential, or achieve a lifelong personal goal, make sure the program you choose will help get you there.

Examine the curricula and course descriptions of various degree programs, and assess how each offering aligns with your passions and interests. Graduate school is challenging, but it will feel more manageable if you’re working toward something that matters to you. Understanding your expectations and what you want to get out of the program is the first step in choosing a degree that will be a good fit.

2. Do your research and explore your options.

Once you’ve determined your motivations for returning to school, leave yourself time to research the types of degree programs available in your preferred area of study and the opportunities each can create.

Resources like the U.S. Bureau of Labor Statistics’ Occupational Outlook Handbook can give you a sense of typical career paths by industry, along with the educational degree requirements for each. The handbook also provides market growth forecasts and earning potential to help inform your decision.

It’s also important to note the structure and focus of each program. Even in the same discipline, a program’s focus can vary among institutions. Does the curriculum emphasize theory, original research, or a more practical application of knowledge? Whatever your goals may be, make sure the program’s focus aligns with the educational experience that will provide you with the most value. Career changers, for example, who likely don’t have industry experience, might prefer a program with access to hands-on learning opportunities or a path for completing prerequisites like Northeastern’s Align and Bridge programs.

While conducting your research, don’t be afraid to utilize your professional network. Speak with colleagues who have pursued an advanced degree in your industry and reach out to alumni of the institutions you’re considering. Listening to their experiences as a graduate student and in the job market post-degree can help you gauge if the program is in line with your goals.

3. Keep your career goals in mind.

After exploring your range of program options, consider your career goals and how each specific graduate program can help you get there.

If you’re seeking a specialized area of focus, be sure to examine the program concentrations offered at each institution. One graduate program in education might prepare you to specialize in higher education administration or elementary instruction, while other institutions may offer concentrations in special education or classroom technology. Make sure the program you choose reflects your career interests.

Alternatively, if you’re unsure of exactly where your career path may take you, you may want to consider a broader degree that can give you flexibility in its application. Some degree programs, such as a Master of Business Administration , teach skills that can be applied across multiple professions. If this is the path you’d prefer to pursue, pick a degree that will remain relevant as you move around in your career.

Examine the types of credentials professionals in the industry possess and research the types of skills potential employers are looking for. Check to see that the degree program offers opportunities to learn and develop those same skills. You’ll want to make sure the program you’re investing your time in will arm you with the knowledge you can actually apply in the real world.

Some professions also require board certification and/or state licensure. For example, someone interested in becoming a ​​project manager must complete 35 hours of relevant training before gaining eligibility to sit for the certification exam. You’ll want to ensure that the graduate program you ultimately decide on is fully accredited and will help you meet any certification or licensure requirements.

Location is also an important factor to consider when thinking about potential employment opportunities after graduation. Individuals interested in financial services may consider schools in a major banking center, such as Charlotte , while those pursuing a technology career might look for programs in Silicon Valley .

Further, if your goal is to work for a specific company, do your research to determine where graduates of the programs you’re looking at are working. Universities often have corporate partnerships in which employers recruit graduates to work at their organization. Check to see if your dream company partners with any nearby universities.

4. Make sure the program fits your lifestyle.

While aligning your career goals, make sure the degree program you choose will realistically fit within your lifestyle, and determine what level of flexibility you need. There are many options available that will allow you to earn an advanced degree at the right pace and in the right format for you.

Some degrees can be earned in as little as 12 months, while others can take years. Determine how much time you’re willing to invest, considering your personal values, work and family commitments, and the type of graduate experience you’d like to have.

Full-time graduate studies are not for everyone. If you’re a working professional, you may benefit from the increased flexibility provided by a part-time degree program. You might also consider the benefits of online or hybrid graduate programs that provide access to worldwide institutions that may have otherwise not been an option.

5. Consider your finances.

Decide what you can afford for graduate school, and don’t forget to factor in both the up-front costs, such as tuition and textbooks, and hidden fees, like transportation and student activity costs. While your education is an investment, make sure you can cover the costs associated with earning your graduate degree.

Paying for graduate school can seem intimidating, but there are many different options available to you. While you narrow down your list of schools, be sure to check out the financial aid options at each institution. Along with scholarships , loans, and grants, some schools may offer assistantships or fellowships for graduate students.

For those who may already be working in their industry, your employer may offer tuition reimbursement , which pays for a predetermined amount of continuing education credits or college coursework to be applied toward a degree. Contact your company’s human resources department to determine whether tuition reimbursement is available to you and if your program of interest meets the eligibility requirements.

All of these options will help ease the costs associated with your education and could help you earn valuable experience to enhance your resumé. You may also want to consider your future earning potential and job opportunities when weighing your options—you want your degree to be worth the money, time, and energy you put into earning it.

6. Talk to admissions advisors, students, and alumni.

When determining your graduate school options, it’s important to talk to current students and alumni. Begin by creating a list of questions to ask, such as:

• Do you have enough academic and career guidance?
• What do you like and dislike about your program?
• Are you happy with your professors?
• Are there co-op and internship opportunities available to you?
• How do you feel about the student community?
• What do you wish you knew before enrolling?

What students and alumni tell you might surprise you and could be extremely valuable in determining the right graduate school for you.

Speak With a Student Ambassador

 Talk to an ambassador who’s been there and done that.

You can also speak with graduate admissions advisors to help you narrow your options. They have experience guiding students to make this type of decision and can provide you with the outcomes of past students whose goals were similar to yours. In speaking with the institution’s alumni and mentor network, you also have the opportunity to assess the type of connections you can make there and how they may help you get ahead after graduation.

7. Network with faculty.

Faculty can make or break your graduate school experience. Take the time to reach out to your potential professors and get to know them. Don’t be afraid to ask specific questions about their background to see if it aligns with what you want to learn.

Apply to universities that have one or more professors who focus on your area of interest and with whom you can imagine collaborating while earning your degree. Determine if they can help facilitate your growth, and go with a program where you’re comfortable with the faculty.

Applying to Graduate School

After narrowing down your options and determining which graduate programs align most closely with your career goals, lifestyle, and personal interests, you’re ready to begin the application process. It might seem intimidating, but applying to graduate school is simple so long as you remain organized and are well-prepared.

While the application requirements may look different depending on the institution and type of degree program you’re applying to, there are certain materials that you’ll likely be asked for as part of your grad school application. These include:

• An application form
• Undergraduate transcripts
• A well-optimized professional resumé
• A statement of purpose or personal statement
• Letters of recommendation
• GRE, GMAT, or LSAT test scores (if required)
• An application fee

Do your research to determine what the application requirements are for your program of choice, and remain conscious of deadlines. 

Remember that Graduate School Is a Stepping Stone

When deciding which program to pursue, it’s important to remember that graduate school is a stepping stone toward your personal and professional goals—not the final destination. That said, the clearer you are on what you want to do following graduation, the easier it will be to find a program that aligns with your goals.

Start early, keep your search organized , and reach out for support. In the end, only you can decide which program will be best for you. No matter what program you choose to pursue, with commitment, resilience, and hard work, you can find success.

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About shayna joubert, related articles.

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Did you know.

Advanced degree holders earn a salary an average 25% higher than bachelor's degree holders. (Economic Policy Institute, 2021)

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Center for Research on Families Announces Family Research Scholars and Undergraduate Research Awards Recipients

The Center for Research on Families (CRF) has announced the next cohort of Family Research Scholars and the 22 recipients of the Undergraduate Research Awards.

Six faculty members in various stages in their research were chosen to participate in the highly selective, year-long interdisciplinary Family Research Scholar research support program based on their promising work in family-related research. Since 2003, the program has served to build lasting and productive connections among researchers of varying disciplines by providing concrete skills for successful grant submission, peer and faculty feedback on their developing proposals, individualized methodology consultation with CRF faculty and renown experts and guidance on funding sources.

The 2024-2025 Family Research Scholars are:

• Lucinda Canty - Associate Professor, Nursing
• Joohyun Chung - Assistant Professor, Nursing
• Ezra Markowitz - Professor, Environmental Conservation
• Katie Potter - Assistant Professor, Kinesiology
• John Sirard - Associate Professor, Kinesiology
• Kevin Young - Professor, Economics

CRF has also announced the 2024 Undergraduate Research Awards Recipients. 

Twenty-two undergraduate students in their junior or senior year were chosen for this award as their honors thesis, research project or capstone project aligns with family research.

The award recipients are:

• Megan Di Giovanni
• Isabella Donovan
• Lydia Harrison
• Molly Hoffenberg
• Brenna Jorgensen
• Samir Kassem
• Mariya Krasakova
• Kaela Leary
• Eve Lescovitz
• Rudy Lucier
• Sean McQuade
• Jason Pettinato
• Sanjana Ravikumar
• Shreya Thakur
• Mia Tittmann
• Caroline Tran
• Oluchi Ukairo
• Virginia Walker

Since its inception in 2010, the Student Research Awards program has awarded close to $500,000 to 224 students in support of their research efforts and assisted them in presenting their findings at professional meetings and conferences throughout the world. 

The Undergraduate Research Awards are supported by a collaboration between CRF, Commonwealth Honors College, the Rudd Adoption Research Program, Women for UMass and the Department of Psychological and Brain Science.

For more information on CRF, the Family Research Scholars and the Undergraduate Research Awards, visit www.umass.edu/family .

Office of the Vice President for Research

Photo recap: spring undergraduate research festival showcases students working in a range of disciplines.

The smell of popcorn filled the air as undergraduates lined the walkways of the University Capitol Center, showcasing their research and scholarship for campus and community members at the 20 th annual Spring Undergraduate Research Festival on Wednesday, April 3.

The event, hosted by the Office of Undergraduate Research (OUR), featured nearly 150 student researchers presenting work ranging from creating virtual reality performances of Shakespeare to investigating novel drug delivery methods to treat bladder cancer. Volunteer evaluators, recruited from campus and community, chatted with students about their work and provided valuable feedback. The festival also included a new exhibit hall, which provided space for students with three-dimensional objects as part of their portfolio of work.

“Our undergraduate research festivals provide students a valuable opportunity to practice communicating their scholarship with audiences unfamiliar with their chosen discipline,” said Bob Kirby, OUR director. “These events also give our campus community an opportunity to find inspiration in the ingenuity and work ethic of these students.” He added that the festival was largest ever in terms of student presenters and attendees. 

One in three undergraduates participates in research by the time that they graduate from the University of Iowa. The Spring Undergraduate Research Festival program of presenters and program of abstracts are available on the OUR website.   OUR, a unit of the Office of the Vice President for Research, hosts two undergraduate research festivals each year, one in fall and one in spring.