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A student’s guide to undergraduate research

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

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

Choose the right lab

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

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

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

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

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

Get the most out of the experience

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

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

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

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

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

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

Read the full article on the Nature website.

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

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

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

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

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

Personal factors to consider

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

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

Research opportunities

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

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

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

Field specific factors

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

Arts, humanities, and social sciences

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

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

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

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

Engineering, life sciences, and physical sciences

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

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

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

Evaluate opportunities

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

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

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

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

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

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

The Research Guide

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

Check out the Guide!

Undergraduate Research Hub

CONNECT WITH THE UNDERGRADUATE RESEARCH HUB:

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How to Get Research Experience as an Undergraduate

When Tim Harper began his bachelor’s in computer science  and mathematics, it had been 10 years since he had done academic research. Under the guidance of a faculty member, he discovered a research club that introduced him to the process and immersed him in opportunities that would shape his undergraduate career. 

Now, his resume boasts both local and national conferences, and he has gained skills he can use every day. 

What is Undergraduate Research?

Undergraduate research is similar. Following a research process, you can dive deep into an academic or career-related topic that interests you. Once you have a question in mind, you can begin your own research and make contributions to that particular field as an undergraduate.

Colleen Tapley , director of Undergraduate Research at Southern New Hampshire University (SNHU), strives to show all students they can engage in research, and that it doesn’t have to be “big and scary.” “Everyone can do research,” she said. “... I don’t feel that research is limited to one major or one type of student.” 

How to Get Research Experience

Since you complete undergraduate research during your bachelor’s degree program, it’s typically structured and academic. To get started on a research project, follow these steps: 

Step 1: Ask a Question

Start with a question or a problem that insights your curiosity. If you pick a topic you’re interested in, you’ll feel more invested in the project. 

As a military veteran, Harper understood the barriers that separated him from many of his colleagues. He became curious about how student veterans, like himself, influenced the campus classrooms, thus inspiring a question that became his first undergraduate research project, and one he later presented at the National Conferences on Undergraduate Research (NCUR).

Step 2: Do Some Preliminary Research

Once you’ve landed on a topic, you can utilize scholarly databases such as Google Scholar and Academic Search to see what other researchers have learned about your topic. Universities often offer access to a host of online databases. 

After Dr. Peter Frost , a professor of psychology at SNHU, explored existing research surrounding his interest in smartphones and cognition, he discovered a glaring gap in information. This observation helped him find a focus for his student research group. 

Step 3: Construct a Thesis

Once you’ve reviewed the research that already exists, you can identify a unique approach or perspective to take in your research. 

Pat Donahue ’17 , one of Frost’s research assistants, recommends looking for the point at which other researchers left off. “From there, it’s a blank canvas,” he said. Take your idea and construct a thesis statement. These one or two sentences will guide your project.  

Step 4: Seek Out a Mentor

Tap into a wealth of experience and knowledge by finding a faculty mentor who can support you throughout your project. Mentors can help you bring your idea to fruition and get it to a point in which you can present it, according to Tapley. She recommends working with someone you feel comfortable with and can trust.

If you’re having trouble coming up with a research question, you can also approach a faculty mentor for ideas. 

Research Opportunities in College

You don’t have to look too far for research opportunities if you’re going to college. Many exist within the comfort of your university. 

Take Advantage of Class Assignments

Many classes and programs have research components built into their curriculum, allowing you to be an active learner, according to Dr. Chris Matthews , the director of SNHU’s University Honors Program . 

“Research provides the opportunity for students to process and apply the content of the course by actively questioning and seeking answers that are not instantly available,” he said. 

Before graduating, honors students complete an independent thesis to hone their critical thinking skills and prepare them to take ownership of their learning.

“Students are required to do research not just to complete the assignment but to change the world,” Matthews said. “We expect students to conduct research that they are passionate about, and that connects to their academic goals.”

Work with an Instructor

Some of your instructors may already be working on research of their own and could be looking for help. By becoming a research assistant, you’re not only helping your instructor with their goals, but you’re gaining real-world experience under the guidance of a professional in the field. 

Since he often works with his research assistants for multiple years at a time, Frost forms professional relationships with them that last long after their graduation. “I get to see how this (research experience) plays out not only during their college career, but we keep in contact after,” he said. 

The skills students learn while working with data can open doors to many career paths, according to Frost. “They could work in data analytics for companies, they can literally do research at hospitals and then, of course, many of them do it because they want to go into graduate school,” he said. 

When you're ready to embark on your next journey, the instructor you worked with may be able to speak of your accomplishments in a letter of recommendation, too.

Present Your Findings

Since research is an ongoing, collaborative experience, your project doesn’t end once you’ve finished your research. You’ll want to share what you’ve learned with others interested in developing the field. 

There may be opportunities to do so within your own college community. For instance, SNHU hosts an Undergraduate Research Day each spring, offering students the chance to present their research to colleagues, instructors and others for the chance to have their work published. 

“We look for students across the entire campus to come and show what they do all year round,” Tapley said. If their abstract – a 150-250-word summary – is accepted, students will be able to give an oral or poster presentation or work to find a solution to a real-world problem a local organization is facing.

Students interested in sharing their research beyond their campus can also submit their abstracts to other conferences and publications. 

Frost’s strategy is to start with the higher reaches first and work your way down the ladder. He and five research students recently had their study published by Wiley when they discovered that smartphones temporarily alter cognition. 

Benefits of Undergraduate Research

Donahue realized the impact his group was making in the psychology field when he saw how engaged research professionals were in the group's presentations at conferences. “It was cool to see people’s reactions (and) responses,” he said. “To see how people really had a vested interest in what we’re talking about, us being little college kids, undergraduates at the time.”

In addition to learning how to pull information from data, Donahue ran research sessions which taught him time management skills and how to organize people. These soft skills , in addition to critical thinking, public speaking and grit can spill into other areas of your life, too, and becoming an expert in a topic can certainly have an effect on your confidence. 

When Harper finishes his degree next year, he knows his experience will make him more marketable to employers. “(Employers) know that you’re not going to be a detriment if they give you an assignment where you might have to do a little research,” he said. It’ll also show employers that he’s capable of identifying credible sources and networking at conferences. 

When Harper returned to school, he never expected to become so involved in undergraduate research. “Opportunities fell into my lap, presented themselves,” he said. “Here I am, presenting at conferences across the country, and that’s wild to me.”

Rebecca LeBoeuf ’18 is a staff writer at Southern New Hampshire University. Connect with her on LinkedIn .

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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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How to Get Started

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

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

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

Research Roadmap

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

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

Peer Mentoring

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

Getting Started Workshops

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

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

Introduction to Research Courses

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

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

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

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Why conduct undergraduate research?

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

Various opportunities are available for students to pursue a research experience during their Purdue undergraduate career:

• On-campus and off-campus
• Academic year and summer
• Credit and non-credit
• University and industry
• Domestic and international

In addition to this webpage, there are many resources on the OUR website that can help you in your search for undergraduate research opportunities.

Step 1: Define your interests

• Which subject areas interest you the most?
• Which topics in your coursework or outside interests appeal to you?
• Do you have a specific project in mind?
• Do you want to discover what existing opportunities are available?

You will spend a lot of time and effort on research – and your research advisor will expend significant time and resources to mentor you – so you need to find a project that excites you. The experience will not be enjoyable or as productive if it is only to build your resumé/CV or to earn academic credit. A research project can require a greater time commitment than another class.

Step 2: Identify possible research mentors

Locating a research mentor takes some work and here are various methods you can use to identify potential.

• Browse Purdue websites (including the Office of Undergraduate Research website) to learn about faculty and staff in your area(s) of interest. Most faculty and staff have websites with their research interests and CVs.   Search sites like google.com and scholar.google.com for additional background information.
• Ask current or previous undergraduate researchers about their projects and mentors.
• Ask your professors and teaching assistants for suggestions and recommendations.
• Attend scholarly and research seminars hosted by colleges, departments, and other campus offices. Look at the schedule ahead of time and do background research on the topic and/or presenter(s) to get a better idea of the project.
• Read news articles to learn what is happening across campus and find out about new research projects and grants. Follow websites and social media for the Office of Undergraduate Research, Purdue Exponent, Purdue Libraries, John Martinson Honors College, and your college and department.
• Talk with individuals in the department(s) of interest including academic advisors, faculty, staff, undergraduate students, and graduate students. If a class topic interests you, discuss your interest with the instructor or your academic advisor.

Step 3: Meet your potential research mentors

• Read faculty or staff pages on Purdue’s website.
• Search each potential research mentor using Purdue Libraries or  Google Scholar .

Tip: Go one step further and search co-authors on papers for potential mentors.

• Remember email etiquette when contacting potential research mentors keeping in mind being respectful and polite .
• Take the time to write an individualized email to each potential research mentor.  It is another step that indicates your specific interest in their work rather than bulk emails that are obviously written with the purpose of finding any opportunity.
• Be sure they understand you are contacting a few potential research mentors to learn about various research projects in your area of interest. This will help convey to them you are seeking the best fit for your interests and abilities and they could offer other suggestions.
• Be specific in your email about your interests and why you are contacting them – to talk about their research program and your professional goals.
• If a lab manager, postdoc, and/or graduate student work in the potential research mentor’s program, you can express that you would welcome the opportunity to speak with whoever is available.
• In your initial email, do not ask if they will mentor you or fund your research project – this will come up during or after the first meeting.

Be prepared

• Show up slightly early to ensure that you are not late.
• Practice your “ elevator pitch ,” which includes why you are interested in a research experience and in their particular program. It should not last more than a few minutes.
• Be sure to cover your interest in getting involved with their research program.
• Follow-up . You want to make sure that a great conversation continues. You should send a thank you note/email to acknowledge their time and to elaborate on why you would enjoy working with them. Also, you should follow-up with anything that was requested of you during the meeting, such as a recommendation contact or a writing sample.

What questions to consider asking faculty?

Here are several appropriate questions you could ask:

• Do you have a research project that needs an undergraduate student’s help?
• How did you get involved with this particular area of research?
• Where does funding come from for your research?  (Only ask if you were unable to find this information online.)
• What are the typical responsibilities for undergraduate students engaged in your research?  And what are your expectations of them?
• What skills or characteristics do you expect an undergraduate to have before beginning a project with you?
• Are there specific courses you suggest that I take?  Or skills that I should develop?
• Do you have any suggestions for other research mentors for me to contact?

Step 4: Select a research mentor and start work on a project

• Search for available funding opportunities
• Talk with your new research advisor about the possibility of earning academic credit for your participation. Departments use variable course titles (ex. 39XXX, 49XXX, or 59XXX) and follow the guideline of 1 credit for every 3 hours/week of research.
• Complete the Undergraduate Research Learning Contract  ( PDF of contract for discussion ) with your research mentor. This does not register you for your course credit.
• Complete Responsible Conduct of Research training.

Common Question: I am new to research and cannot find a research project, but I am still really wanting to start on a project? What should I do? Do researchers take undergrads without experience?

Yes, researchers do take undergraduates without much experience - we all start somewhere. However, it can take time to locate those who fit your interests AND are available, looking for new students, and can train students in their area. 

There are some other options to consider if you are starting out in your research career to gain skills and experience in an area such as:

• A student work position that is within a department/unit/lab/center that is connected to research that you are interested in working with. You never know through the power of networks if you could then be the next undergraduate researcher, but you will have a skillset to market.
• A CURE (course-based undergraduate research experience) where an authentic research question/project is worked on throughout a course and you are learning research skills to employ in the project.
• A summer research position at Purdue or at other institutions where some programs emphasize hiring students without research experience. Most programs begin opening their applications in Nov/Dec preceding the summer of the experience. You can focus on searching and applying to summer programs.
• A campus department that could be working on a project area that you are interested in and would like to provide support in a research capacity. Departments could have a list of potential research questions they would like to consider, but they may not have the students who have expressed interest.
• A community organization that may have similar interests that you share that you could work with on projects with the guidance of an expert as a mentor, either in the organization or a Purdue researcher.
• A student organization that has research projects as part of their regular activities.

Dr. Jianming Li in the College of Veterinary Medicine has created a "Tips" sheet from a faculty member's perspective on what undergraduate students should consider and do if they want to complete an undergraduate research experience.

SAGE Research Methods  has a lot of information that could be useful in your search for opportunities and beginning a research project.

(Some information adopted from the University of Missouri's undergraduate research office website.)

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

Preparing Yourself and Searching For Options

Applying for an Opportunity

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• Email a professor first, and if he or she doesn't respond, email or call the professor. Thanks Helpful 0 Not Helpful 0
• Don't be embarrassed about not understanding something that goes on in the research field. You're there to learn! Thanks Helpful 1 Not Helpful 0

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How to get involved in research as an undergraduate

By Associate Teaching Professor Mark Sheldon

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

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

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

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

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

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

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

Research outside of Tufts

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

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

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

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

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

Research at Tufts

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

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

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

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

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

Task 1: Option narrowing

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

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

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

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

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

Task 2: Whom should I contact?

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

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

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

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

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

Task 3: Making contact

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

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

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

Ask your questions about their specific projects. This will:

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

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

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

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

Welcome to the research community!

Illinois Office of Undergraduate Research

How to Get Started

• What is Research?
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The University of Illinois is one of the world's leading research-intensive universities with a long and rich history of scholarship, discovery, and innovation. Research at Illinois is diverse and ranges from the humanities and arts to biology and engineering. Undergraduate research opportunities can come in the form of:

• structured research methods or project-based research courses;
• programs sponsored by colleges, school, or departments;
• guided assistantship or independent study under mentorship of faculty, graduate students, or research staff.

Now is the right time to start your undergraduate research journey! We encourage students to start as soon as they are ready. Some students start their research careers as Freshman or Sophomores, while others wait until their Junior or Senior year. Think through why you want to do research, how much time you have available each semester to commit, and how you are going to make the most of this experience.

The Office of Undergraduate Research is here to support you throughout your research journey! For help starting your research journey, be sure to attend one of our Getting Started in Undergraduate Research Workshops , consider scheduling a meeting with an ambassador or member of our staff , and follow our 10-steps to getting started below:

To begin a research project:

Research as Students at Illinois, a registered student organization, is dedicated to providing resources for the undergraduate research community at Illinois. RSI hosts “How to Get Involved in Research” sessions during the fall and spring semesters, as well as guest speakers and social events. Considering joining this group as a way to connect with other researchers on campus.

Follow RSI on Facebook for the latest events.

Think about what interests you. What would you like to learn more about? Find work online and in publications by other people who share your interests. Choose courses that connect to your interests. Go to office hours and seek insight from your professors about the topic you’re considering.

Identify a potential faculty advisor for your work. Consider faculty you know from your courses, research other faculty on campus who are working in your area of interest, or talk to your academic advisor. Read the helpful guidelines for approaching a faculty advisor about a research project.

Explore the research opportunities on this site, or contact the undergraduate student office in your college or department. You don’t have to limit yourself to campus - depending on your field of study, you may find an opportunity that fits your interest at another university or abroad.

After you’ve completed your research project, think about presenting at a conference (including the University of Illinois Undergraduate Research Symposium) or publishing in a journal to bring your findings to a larger audience.

Reflect on how a research experience will benefit you and your academic journey at Illinois and beyond. Use research to explore your interests, deepen your knowledge, develop transferable skills, network with research colleagues, and contribute to a field (to name a few).

Be proactive and develop a plan. When will you begin? How much time will you devote – a few semesters or more? How will you make room for research in your schedule? Remember, research takes time. Work with your academic advisor on developing a balanced course load.  

Broadly speaking, what interests you? Post-colonial South Asian literature? Climate change in the Arctic? Arts-based community development? The rise of Big Data? Learning behaviors in infants? Some combination of these? Students often have many interests, including topics that lie outside their major, and that’s okay! Make a list and rank your interests in order of preference.

Illinois is a public research university with a history of creativity and innovation. Research is everywhere! Now that you’ve identified your interests, find out what programs, internships, or research projects align with those interests. Look through college and departmental webpages, talk to your undergraduate advisor, ask a professor or graduate student, or talk to a friend doing research to identify programs and units.

Undergraduate research is an apprenticeship and requires an effective and supportive mentor. Mentors can be faculty, post-doctoral researchers, research staff, or graduate students. Do your research and find a mentor whose research interests you. To find a mentor: look for research descriptions on departmental webpages; do a keyword search on Illinois Experts to find names of mentors; and leverage your network and enlist friends, professors, and TAs, to aid you in your search.

How does this prospective mentor's research align with your values, interests, and goals? Be sure to reference answers to #1, #2, and #3, above during your reflection. What appeals to you and excites you about their research? What skills and experiences might you gain? Write down these answers - you will use this information when initiating contact.  

Invest time into crafting a personalized email. Include your interests, goals, and ambitions. Reference the information you gathered in #6. Include your major, relevant courses, year in school, any training or skills you might have. Be clear about what you’re looking for: internship? Assistantship? Independent project? Finally, be concise: no more than 300 words or so. PRO TIP: Read and reference their recent scholarship (articles, books, news releases).

Haven’t heard back? Relax; faculty, etc., are busy! Be courteous, polite, professional, and persistent to demonstrate your interest in their research and respect for their time. Usually, you should wait at least 7 days before sending a followup. PRO TIP: Persistence doesn’t mean every day; following up too early or frequently can be a bother.  

Have an interview? Be prepared! Revisit your notes. Prepare a (short) list of questions. Be a few minutes early and bring your resume. Be ready to share why you’d like to work with them. Bring your schedule and be prepared to discuss your weekly availability.

Within 12 hours, send a brief “thank you” email. This will further demonstrate your interest and will also show that you respect and are thankful for their time.  

Undergraduate Research Opportunities

Office of undergraduate education, 7 steps to get involved.

Determine your interest. Think about what you want to do, and learn about research in your chosen field. A lot of research incorporates skills from an array of disciplines. Click here for our current Undergraduate Research Ambassadors (URAs). They are some examples of students pursuing their interests in undergraduate research.

Identify four or five faculty members whose research interests you.  Don't limit yourself to just research within your major. Keep a broad perspective when searching for opportunities. Gather information about their research, such as research aims, methods and findings. Collect journal articles, books, and presentations published by the professors. If possible, attend one of their lectures, performances, or productions.

Contact the faculty members . Write an email or visit them in office hours. Be sure to identify the project and some of the information you have learned about their research. List your year in school, major, and relevant courses you have taken or training you have acquired, if any, and ask to meet to talk more about the project.

Follow up.  Sometimes our faculty can get very busy. Don't hesitate to send them a reminder that you reached out to them. The key is passion, dependability and being personable. Answer questions honestly, have questions ready for them, and thank them for their time.

Understand your expectations and those of your faculty mentor.   Decide on the time commitment you can make to your research.  Determine how many hours per week, weeks per semester, semesters per year you can dedicate to your project. As a general rule of thumb, one credit hour translates to approximately three hours in lab per week. 

Once you've signed up for undergraduate research, it's important to ensure you get credit for your work. Click here to register and get course credit for the research you're doing outside of the classroom.

If you're still having trouble finding a research opportunity for you, reach out to the UROP office, the Undergraduate Research Ambassadors, and/or your school’s undergraduate coordinator. We can guide and assist you in finding a research position. Click here  to contact the UROP office.

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Office of Undergraduate Research

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

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

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

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

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

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

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

Aggie Reader

Research: A Guide for Undergraduates

• by Residential Academics
• April 25, 2024

Learn about getting involved in research as an undergraduate! 

How do I get started? 

• Look into the annual research conference for examples of undergrad research on campus 
• Search through faculty websites to learn more about the research they do 
• Check out seminars/webinars on the UCD research page 

Ready to get involved? Start planning in three steps: 

1. Advising 

• Attend an advising session offered by the Undergraduate Research Center (URC) by emailing them at [email protected]. 
• Drop by the URC for further information. The URC is currently located in Room 2300 of the Student Community Center from 9 am-4 pm, Monday through Friday. 

2. Updating your CV/Resume 

• Visit the Internship and Career Center (ICC) for help with your CV or resume. The ICC offers in-person and drop-in appointments. Their office is located on the east side of the Memorial Union and is open from 10 am-4 pm, Monday through Friday. 

3. Make Connections 

• Get to know your professors on a personal level 
• Find tips for reaching out to faculty 

Join us for a Residential Academics Program—snacks are on us! See what programs are upcoming here . 

Need more help? Reach out to your Peer Mentor or email [email protected] with any questions or concerns. Check out who your Peer Mentor is and schedule a 1-on-1 meeting! 

Primary Category

Secondary categories.

Undergraduate Research Center

Get paid to conduct research

The Learning-Aligned Employment Program, or LAEP, supports students with financial need by providing eligible underrepresented and low-income students the opportunity to earn money to defray their educational costs while they gain education-aligned, career-related employment. 

Designed as an alternative to traditional work-study jobs, LAEP connects students with research positions that advance their major or career interests. Much like work-study programs, LAEP students are placed in educationally beneficial positions related to their areas of study or career objectives and aid in the exploration of career objectives.

The program includes and emphasizes student positions with employers capable of providing them with full-time employment opportunities after graduation or connections with other employers capable of providing full-time employment opportunities in their study areas after graduation. 

UC Davis LAEP

UC Davis LAEP students are hired as Undergraduate Research Center staff.  The center manages the LAEP program in partnership with Financial Aid and Scholarships and the Internship and Career Center. The research center provides research mentorship opportunities, workshops and other training for LAEP students. 

For more information, email Jason Masino, the research center LAEP coordinator at  [email protected] . 

Program requirements 

Eligible students must meet all the following criteria:

• Enrolled at UC Davis 
• California resident
• Demonstrated financial need (determined by UC Davis Financial Aid And Scholarships)
• Academic major or career interest along with appropriate coursework experience aligned with the research

Check your eligibility with the 

LAEP screening form (make button?)

Read more about LAEP 

• Internship and Career Center
• Financial Aid and Scholarships
• California Student Aid Commission

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Academic credit for undergraduate research is arranged through academic departments (not through the URECA program). Students doing research are reminded to register for credit (zero to six credits,generally in 487, 488, and/or 499 courses) with the department in which they are doing research. Check the  Online Bulletin  for more information and contact departments directly. Department policies may vary (grading--letter grades vs. S/U; limits on research credits, etc.)

Why is registering for zero credits done?   Registering for credit (even zero credits) while doing faculty-mentored research enables the University to monitor and track student participation in research and creative activity and to document faculty/departmental efforts in this area. Your cooperation is much appreciated!

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Announcement 2024 UNDERGRADUATE RESEARCH SYMPOSIUM VOLUNTEERS As we approach this year's Symposium, we are seeking volunteers and moderators to join in on the fun! From days before, to day of, and following up, there are many roles to help support this momentous occasion. VOLUNTEER

Office of Undergraduate Research

At the UW, undergraduates are an integral part of our research community. The Office of Undergraduate Research provides resources and opportunities to support students, mentors, and staff across all disciplines to support the creation of transformative research experiences.

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2024 Undergraduate Research Symposium

Join us for the 27th Annual Undergraduate Research Symposium on May 17, 2024 . Learn more about the event and check out opportunities to further support this momentous occasion.

Research shapes our future

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10 facts about today’s college graduates

Having a bachelor’s degree remains an important advantage in many sectors of the U.S. labor market. College graduates generally out-earn those who have not attended college, and they are more likely to be employed in the first place. At the same time, many Americans say they cannot afford to get a four-year degree – or that they just don’t want to.

Here are key facts about American college graduates.

This Pew Research Center analysis about U.S. college graduates relies on data from sources including the Census Bureau, the Bureau of Labor Statistics, the National Center for Education Statistics, the National Student Clearinghouse and the Federal Reserve Bank, as well as surveys conducted by the Center.

Everyone who took the Pew Research Center surveys cited is a member of the Center’s American Trends Panel (ATP), an online survey panel that is recruited through national, random sampling of residential addresses. This way nearly all U.S. adults have a chance of selection. The survey is weighted to be representative of the U.S. adult population by gender, race, ethnicity, partisan affiliation, education and other categories. Read more about  the ATP’s methodology .

Nearly four-in-ten Americans ages 25 and older have a bachelor’s degree, a share that has grown over the last decade. As of 2021, 37.9% of adults in this age group held a bachelor’s degree, including 14.3% who also obtained a graduate or professional degree, according to data from the Census Bureau’s Current Population Survey. That share is up 7.5 percentage points from 30.4% in 2011.

An additional 10.5% had an associate degree in 2021. About four-in-ten Americans ages 25 and older had a high school diploma with no further education (25.3%) or completed some college but didn’t have a degree (14.9%).

In a reversal, women are now more likely than men to graduate from college, according to the Current Population Survey . In 2021, 39% of women ages 25 and older had a bachelor’s degree or more education, compared with 37% of men in the same age range. The gap in college completion is even wider among adults ages 25 to 34: 46% of women in this age group have at least a bachelor’s degree, compared with 36% of men.

In an October 2021 Pew Research Center survey of Americans without a degree, 34% of men said a major reason why they have not received a four-year college degree is that they just didn’t want to. Only one-in-four women said the same. Men were also more likely to say a major reason they didn’t have a four-year degree is that they didn’t need more education for the job or career they wanted (26% of men said this vs. 20% of women).

Women (44%) were more likely than men (39%) to say not being able to afford college was a major reason they don’t have a bachelor’s degree. Men and women were about equally likely to say a major impediment was needing to work to help support their family.

There are racial and ethnic differences in college graduation patterns, as well as in the reasons for not completing a degree. Among adults ages 25 and older, 61% of Asian Americans have a bachelor’s degree or more education, along with 42% of White adults, 28% of Black adults and 21% of Hispanic adults, according to 2021 Current Population Survey data. The share of bachelor’s degree holders in each group has increased since 2010. That year, 52% of Asian Americans had a four-year degree or more, compared with a third of White adults, 20% of Black adults and 14% of Hispanic adults.

The October 2021 Center survey found that among adults without a bachelor’s degree, Hispanic adults (52%) were more likely than those who are White (39%) or Black (41%) to say a major reason they didn’t graduate from a four-year college is that they couldn’t afford it. Hispanic and Black adults were more likely than their White counterparts to say needing to work to support their family was a major reason.

While a third of White adults said not wanting to go to school was a major reason they didn’t complete a four-year degree, smaller shares of Black (22%) and Hispanic (23%) adults said the same. White adults were also more likely to cite not needing more education for the job or career they wanted. (There weren’t enough Asian adults without a bachelor’s degree in the sample to analyze separately.)

Only 62% of students who start a degree or certificate program finish their program within six years, according to the most recent data from the  National Student Clearinghouse , a nonprofit verification and research organization that tracked first-time college students who enrolled in fall 2015 with the intent of pursuing a degree or certificate. The degree completion rate for this group was highest among students who started at four-year, private, nonprofit schools (78.3%), and lowest among those who started at two-year public institutions (42.2%).

Business is the most commonly held bachelor’s degree, followed by health professions.  According to the  National Center for Education Statistics , about a fifth (19%) of the roughly 2 million bachelor’s degrees conferred in 2019-20 were in business. Health professions and related programs were the second most-popular field, making up 12.6% of degrees conferred that year. Business has been the single most common major since 1980-81; before that, education led the way.

The  least  common bachelor’s degrees in 2019-20 were in military technologies and applied sciences (1,156 degrees conferred in 2019-20), library science (118), and precision production (39).

There is a growing earnings gap between young college graduates and their counterparts without degrees. In 2021, full-time workers ages 22 to 27 who held a bachelor’s degree, but no further education, made a median annual wage of $52,000, compared with $30,000 for full-time workers of the same age with a high school diploma and no degree, according to data from the Bureau of Labor Statistics. This gap has widened over time. Young bachelor’s degree holders earned a median annual wage of $48,481 in 1990, compared with $35,257 for full-time workers ages 22 to 27 with a high school diploma.

The unemployment rate is lower for college graduates than for workers without a bachelor’s degree, and that gap widened as a result of the coronavirus pandemic. In February 2020, just before the COVID-19 outbreak began in the U.S., only 1.9% of college graduates ages 25 and older were unemployed, compared with 3.1% of workers who completed some college but not a four-year degree, and 3.7% of workers with only a high school diploma. By June 2020, after the pandemic hit, 6.8% of college grads, 10.8% of workers with some college, and 12.2% of high school grads were unemployed.

By March 2022, the unemployment rate had nearly returned to pre-pandemic levels for college graduates (2%) while dropping to 3% among those with some college education but no four-year degree, and 4% among those with only a high school diploma.

Recent college graduates are more likely than graduates overall to be underemployed – that is, working in jobs that typically do not require a college degree, according to an analysis of Census Bureau and BLS data by the Federal Reserve Bank of New York . As of December 2021, 41% of college graduates ages 22 to 27 were underemployed, compared with 34% among all college graduates. The underemployment rates for recent college grads rose in 2020 as the COVID-19 outbreak strained the job market, but have since returned to pre-pandemic levels.

As of the end of 2021, only 34% of underemployed graduates ages 22 to 27 worked what the Fed defines as “good non-college jobs” – those paying at least $45,000 a year – down from around half in the 1990s. The share of underemployed graduates ages 22 to 27 in low-wage jobs – those earning less than $25,000 annually – rose from about 9% in 1990 to 11% last year.

When it comes to income and wealth accumulation, first-generation college graduates lag substantially behind those with college-educated parents, according to a May 2021 Pew Research Center analysis . Households headed by a first-generation college graduate – that is, someone who has completed at least a bachelor’s degree but does not have a parent with a college degree – had a median annual income of $99,600 in 2019, compared with $135,800 for households headed by those with at least one parent who graduated from college. The median wealth of households headed by first-generation college graduates ($152,000) also trailed that of households headed by someone with a parent who graduated from college ($244,500). The higher household income of the latter facilitates saving and wealth accumulation.

The gap also reflects differences in how individuals finance their education. Second-generation college graduates tend to come from  more affluent families , while first-generation college graduates are more likely to incur education debt than those with a college-educated parent.

Most Americans with college degrees see value in their experience. In the Center’s October 2021 survey , majorities of graduates said their college education was extremely or very useful when it came to helping them grow personally and intellectually (79%), opening doors to job opportunities (70%) and developing specific skills and knowledge that could be used in the workplace (65%).

Younger college graduates were less likely than older ones to see value in their college education. For example, only a third of college graduates younger than 50 said their college experience was extremely useful in helping them develop skills and knowledge that could be used in the workplace. Among college graduates ages 50 and older, 45% said this.

• Higher Education

Katherine Schaeffer is a research analyst at Pew Research Center

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Unlocking Achievements from Horticulture Research Institute Scholarships

Three students from the Department of Horticultural Science have pursued their plant science passions, each with their unique path and achievements. Debasish Paul is a doctoral student who is focused on the sustainability of annual bedding plant supply chains, and he has received three prestigious scholarships at North Carolina State University. Ramsey Arram is a master’s post-graduate who was inspired to further develop his ornamental plant breeding expertise after earning a biology degree from the University of North Carolina at Pembroke. Lauren Staley, an undergraduate student, shares her experience receiving a Horticultural Research Institute scholarship and discusses how mentorship has been pivotal in her academic journey in horticulture.

Debasish Paul, a doctoral student

How did you find out about the scholarship?

I discovered this scholarship through Rachel McLaughlin’s (Graduate Services Coordinator) departmental emails, which she generously shared with all the Department of Horticultural Science students. After reviewing the requirements on the Horticultural Research Institute’ s (HRI) website, I decided to apply. This scholarship has been key to my academic journey, providing the necessary support for me to continue my research and contribute to the field of horticulture.

What inspired you to pursue your horticulture degree?

I was born and raised in Bangladesh, a country with excellent climatic conditions for crop production. Despite the favorable conditions, growers are often short-changed when it comes to selling their crops for an appropriate price. I was determined to find a solution to this problem. This passion led me to pursue a Master’s in Agricultural Production Chain Management, specializing in horticultural chains at the Van Hall Larenstein University of Applied Sciences in the Netherlands. During my studies, I developed a deeper knowledge of supply chain sustainability by assessing the Litchi supply chain. I discovered a significant demand for Litchi in the chain but that no postharvest management practice or food processing was involved. Stakeholders expressed a need for more Litchi production in the chain to meet the market demand. This research experience ignited my desire to extend my skillset in further supply chain research. I decided to pursue my doctorate in horticultural science at North Carolina State University to work on the sustainability of the floriculture supply chain, hoping to make a significant difference in the field.

Tell us about your current research.

My current research focuses on the supply chain of annual bedding plants in America. This unique study involves a nationwide survey to identify the roles and connections of stakeholders in the chain, as well as the factors that influence its sustainability. The outcomes of this research will be instrumental in guiding stakeholders to enhance their business-to-business collaboration and meet consumer demand sustainably.

In addition, I am conducting a study to measure consumer preferences and willingness to pay for sustainability attributes such as production method, origin of production, and certifications for bedding plants. The findings of this research will help stakeholders in the bedding plant supply chain measure consumer preferences and willingness to pay for different sustainability attributes. This, in turn, will help the stakeholders adopt the necessary practices to make their business sustainable and meet consumer demand.

Has there been an enduring impactful moment from your horticulture studies?

I am deeply humbled and overjoyed to share that I have been honored with three prestigious scholarships for my academic achievements at NC State’s Department of Horticultural Science. The HRI Mugget Scholarship (2023), The Randolph G. Gardner Graduate Fund for Excellence (2023), and the University Graduate Fellowship (2022-23) have recognized my dedication and commitment to horticulture. Additionally, I have been selected to participate in the Building Future Faculty Program (2023) at NC State. I am deeply grateful to all the organizations that have acknowledged my efforts and rewarded me with these esteemed awards.

Do you have any advice for others seeking scholarships?

As a crucial first step, I urge all students to regularly check for scholarship opportunities shared by our department and posted on the HRI website. It’s vital to initiate the application process as early as possible to give yourself ample time for preparation. Before applying, carefully read the scholarship description to ensure you meet all the eligibility criteria. Take the time to review your application thoroughly before submitting it. Remember, every application is unique, so you should present your story clearly and effectively to the scholarship committee. Lastly, ensure you submit your application well before the deadline. Avoid waiting until the last moment to submit your application. If you have any queries, please feel free to contact me via email at [email protected] or LinkedIn .

Ramsey Arram, a master’s post-graduate student

I found the HRI scholarships on their scholarships webpage . They responded quickly to my submitted application. Then I was contacted by Dale Deppe, the owner of Spring Meadows. We had a good conversation about how he started the company. It’s important to write a short biography about your inspiration and academic path. Jennifer Gray, with HRI, instructed me on the details for the biography and the addresses to send ‘thank you’ letters.

I earned a biology degree with concentrations in botany and environmental science at the University of North Carolina at Pembroke in 2004. I have worked on several farms, homesteads and nurseries in North Carolina and California. I also have created extensive ethnobotanical guides for wild plants for three regions within both of these states. In total for all three guides, I have approximately 1,330 entries for wild plants with ethnobotanical plants, though many species occur in more than one region. Throughout my career, I fell in love with being a lead grower and also the resilience of wild plants. These two passions were hybridized when Assistant Professor Hsuan Chen agreed to be my advisor for my Master of Horticultural Science degree. Some of the breeding projects I work on are to bring the resilience of wild plants into our ornamental crops and domesticated food crops. Other projects include traditional breeding methods to create cultivars such as Hibiscus. We often implement polyploidy induction which can overcome fertilization barriers, induce sterility, or result in interesting and favorable characteristics.

The acceleration in my horticultural career would have been unfathomable before acceptance into the master’s program.I have had the great honor of managing the greenhouses and growing spaces for Chen. I have implemented polyploidy induction on five species and carried out most of the tasks involved in two extensive interspecies breeding programs. It is a high-energy program with an array of goals and species. 

Tell us about your research interests.

All of my classes were cultivation-focused, as I intend to work as a lead grower in research and breeding programs. The NC State graduate-level cultivation classes are as invigorating and enriching to my skills and abilities as the mass flow and diffusion of nutrition of the soil solution being carried into apical meristems and sinks. Every class has provided a rich bank of knowledge for me to employ in our greenhouses and growing spaces.The advice of Chen elevates my understanding of plant breeding and the importance in details of every task involved. Remarkable moments have been when I confirmed that polyploidy induction was successful for 16 plants of Lindera benzoin (northern spicebush), and also when Chen worked with me in publishing our paper: Genome Doubling of Northern Spicebush, Lindera benzoin L. !  I searched for polyploidy induction papers for the Lindera genus many times during my literature research. Now it is the first research paper available in the search results through Google Scholar!

Do you have any advice for others seeking scholarships?  

Passion, dedication, contribution and details were expressed with vitality in my HRI Spring Meadows scholarship application. The opportunity to manage greenhouses and implement tasks for our breeding projects has given me a rich array of horticultural research to write about. I know students from many paths in horticulture are awarded HRI scholarships. I would make sure to express your passions, the scientific details, and short-term and long-term goals. It is a great honor to receive the HRI Spring Meadows Scholarship. I will be flying out to their nursery for a tour this spring! I love the NC State Department of Horticultural Science as the passion for this walk in life attracts beautiful, kind, thoughtful and enriching souls. Our nerdy conversations can include subjects on carbon reductions in floriculture, pathogen resistance in tomato breeding, to the importance of permaculture on a global scale.

Lauren Staley, an undergraduate student

During my time at Alamance Community College (ACC), I was fortunate enough to be surrounded by exceptional people, particularly my advisors. Dean Elizabeth Riley , the head of the horticulture department at the time, shared a parallel educational path to mine and generously guided me through various ways to help finance my future studies. She presented me with numerous scholarship opportunities, one being the Horticultural Research Institute which offered multiple scholarship resources. This truly has helped me along my journey, not only through HRI but many others as well. 

As a transfer student to NC State University, my educational journey began at ACC, where I discovered my passion for horticulture. Throughout high school, I had been involved with the Future Farmers of America (FFA) program where my interest primarily centered around animal science until I enrolled in my first plant identification class my senior year. Transitioning to college, I was uncertain about which academic path I wanted to pursue. I had heard that ACC had an excellent horticulture program so I decided to take my prerequisites there along with a few classes. It didn’t take me long to realize that this field resonated with me on a profound level, igniting my undiscovered passion. I then planned my next steps which involved completing my associate’s degree in horticulture at ACC, setting the path for my pursuit of a bachelor’s degree in the Department of Horticultural Science at NC State University. 

  Has there been an enduring impactful moment from your horticulture studies?

Throughout my 2 years at ACC, I spent a lot of time working as a student worker with my position being the greenhouse manager. This opportunity led me to practice my skills through multiple hands-on experiences rather than just learning in the classroom setting. The role helped pave my career path and guide me to a more defined part of the green industry. Managing three on-campus greenhouses sparked my curiosity about larger-scale operations and motivated me to seek those opportunities. This also led me to participate in an internship at Plantworks Nursery where I got to experience large-scale greenhouse and nursery management. My times at both of these excelling environments most definitely made an impact during my horticulture studies. In May of 2024, I will have the opportunity to build upon my previous experiences as I complete my second internship at Greenleaf Nursery Company which will push me towards greater growth and success within the industry.

  Do you have any advice for others seeking scholarships?

Scholarships represent an invaluable opportunity for students at the college level. While the initial step of filling out the submission forms may seem daunting to some, it is crucial to recognize the great benefits they offer. A common misconception, one I used to face, is that with the application comes lengthy essays, deterring many from evening attempting to apply. However, it is important to note that not all scholarships require extensive writing. For instance, programs like HRI offer a process where a single general application form can potentially apply to numerous scholarships across various foundations. The financial support through these scholarships is undeniably beneficial in the long run. Even if one receives a scholarship for a modest amount, the overall impact of securing multiple awards can add up and contribute to one’s educational endeavors. Investing the time and effort for scholarships not only aids in relieving students’ financial burdens but also sets a positive motivation for one’s academic and professional journey. 

Are you interested in studying horticulture?

The Department of Horticultural Science provides a hands-on academic path with real-world benefits and applications. Explore our undergraduate and graduate programs to learn from expert faculty and have career-focused experiences.

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