Finding, Securing and Succeeding in Research
Finding, Securing and Succeeding in Research
How do I find a research experience? This is the most common question I hear from STEM students entering and in college. As always, I am writing from the perspective of the life sciences, but much of what is shared below should be applicable to other STEM disciplines (and likely beyond).
How Do Undergraduates Experience Research in College?
Research is ‘the systematic investigation into and study of materials and sources in order to establish facts and reach new conclusions.’ There are lots of ways to experience STEM research it in college: through inquiry based and problem-solving courses, paid or voluntary positions in labs, during independent study projects with faculty members, and in the form of a thesis.
Many colleges and universities have courses where students are exposed to the development and answering of questions (inquiry based and problem-solving learning) throughout the entire semester or in modules. Often, students don’t recognize they are learning the foundations of research in these courses, but they are. Indeed, inquiry and problem-solving courses teach skills needed for independent research experiences that take place later in professors’ labs. Moreover, professors taking on undergraduate researchers look for students who have taken such courses, so see if you can find some in your first few semesters. The earlier you can take these courses the better.
Research that takes place in a faculty member’s lab can be a valuable and rewarding experience for undergraduates no matter what the longer-term career plans may be. For students seeking a ScB degree, research experiences like this are usually a requirement fulfilled in the form of an independent study course. For students in an AB program, research for credit is an option, but is not required. For projects carried out over a longer period that take substantive shape, a senior thesis is a potential outcome. In addition to research for credit, some professors hire students to work on research projects in their lab, and sometimes they seek out volunteer student researchers.
What Kind of Research Experience Do I Want?
When students come to me to with questions about finding research opportunities I first ask them why they want to do research. Often the answer is less than substantive. “Everyone else does research in this program.” “I need it for medical school.” “Aren’t I supposed to do research?” Research is indeed a requirement of some programs (i.e. most ScB degrees) and in that case, yes…you are supposed to do it. However, a research experience in college can be much more than a box to check off, so it’s worth putting time into thinking about what you want and cultivating the right opportunity.
How do you figure out if you want to give research a go, and if so what kind? Pay attention to what excites you in your early courses. If you like solving problems, learning about how science is carried out, and / or enjoy the experiments you do in labs you may enjoy more immersive research. If you can’t stand this stuff think deeper about other experiences you would rather spend your time pursuing. Ask your older peers what they are doing for their research experience, why they like it, and what the daily tasks include.
It can benefit younger students to work through these questions in the first few semesters: 1) why do I want to do research (to learn more about a topic, to immerse in the scientific process, etc?), 2) what kind(s) of research sound interesting (lab work, field work, computational work?), and 3) what topics sound most interesting (neuroscience, immunology, ecology, so many options!)?
I did not like bench research as an undergrad, but I found my calling in field ecology. I also did not like asking questions that required answering with a microscope, but instead loved research in the fields of biogeography and macroecology (where you study the distribution of life on Earth usually using big data sets). I figured these two things out during sophomore year by exploring courses and talking with professors. Once I knew what excited me (I had no idea what macroecology was as a freshman) I was driven to go deeper and work to answer questions. If my only options where bench research I might not be a biologist today (and that’s ok).
Younger students in college can benefit greatly from exploring their curriculum course options early so they gain exposure to the array of subfields their professors specialize in. First year students in my Living Biology Course at Brown had no idea we had faculty working on topics like addiction, global disease mapping, and tissue engineering. Had they jumped straight into the required intro courses and not taken the time to explore what our campus has to offer they may not have discovered these topics for another few semesters. I don’t know any college professor or dean who disagrees with the suggestion to explore areas of learning when you first get to campus. Doing so will help you hone in on topics that excite you and direct you toward areas of research you may really enjoy, but didn’t know existed.
Beyond course exploration, students can learn about research on campus by reading faculty member webpages – typically posted on departmental webpages. This is a great way to see the breadth of questions being asked by scholars on campus and to learn about the many different tools scientists use to answer questions. Many departments also hold seminars where faculty take turns talking about their research. Students are typically welcome at these events though it is not always well advertised. Attending these departmental seminars is another way to see the kinds of research happening on campus. You can often find such seminars posted on a department’s webpage.
Research in a professor’s lab offers the opportunity to experience the start to finish of the scientific process, to see how methods are developed and carried out, to learn the often messiness of results, how to interpret them, what can (and cannot) be concluded from them, and what could have been done differently. The best research experiences offer students the opportunity to practice communicating their work in writing and orally to others, and impress upon students the importance of the bigger picture – why should anyone care about this work? Learning these things does not sound good to everyone and that is ok. In fact, acknowledging this can help you find the learning path right for you in college. For example, if you want to go to medical school, but hate the idea of pipetting at a bench you’re in luck, you don’t have to do this!
A quick note on medical school and research - Most medical schools do not specifically require research for admission. Students are often under this impression because traditional research helps to satisfy the critical thinking and scientific inquiry competencies expected of applicants. There are other ways to satisfy these expectations however, including clinical work alongside physician scholars.
Finding & Securing a Research Experience with a Faculty Member
When you have a sense of the kind research you are keen to pursue, you are ready to start your search for potential professors to work with. Some colleges and universities have formal programs where students are matched with faculty for research, but in most cases students and faculty need to find each other. A large fraction of students will need to 1) find faculty doing work they are interested in, 2) approach them to see if there are research opportunities for undergraduates in their group, and 3) assess and secure the opportunity.
1) Find faculty doing work you are interested in. You will find professors to work with through your classes (get to know them), by exploring research happenings on campus (read campus news), and by reading faculty member webpages – typically posted on departmental webpages. Make a list of ~5 professors who do work you are curious about. Read their webpages thoroughly to learn about projects published and underway, and to see what students in the group are up to. Make some notes about specific things you find interesting on the webpage and questions you would like to ask.
2) Approach professors to see if there are research opportunities for undergraduates in their group. Doing this in person is always best and I recommend it, though I empathize with students who feel nervous about meeting a professor. Start with an email to the professor with the subject heading stating something about a specific area of research they pursue. They will be more likely to open this than one that says, ‘working in your lab’. Your email should be short and to the point and request a meeting. It is easier for a professor to agree to talk with you about their work than to offer you an opportunity out right by email. I recommend this:
Dear Professor Smith
I am a sophomore majoring in Biology with specific interests in infectious disease. I read your webpage and found your work on schistosomiasis especially interesting. I have taken courses in immunology and emerging disease biology and would like to explore these topics in more depth. Could I meet with you to learn more about your research and potential opportunities for students in your lab?
Best wishes,
Joe Diaz
You can attach a resume if you like though it’s not critical at this stage. You can bring it with you to the meeting or just be prepared to highlight your experiences. Many students worry they need a research experience to get a research experience, but this is not entirely true. Professors are often willing to take students who have not yet spent time in a lab (we are teachers after all!). They know what to do to train you and often you can start in a volunteer position with little to no experience. If the professor wants to see a formal resume at some point, they will ask.
3) Assess and secure the opportunity. In your meeting with the professor you should be prepared to talk about your academic interests and why you find that professor’s work specifically interesting. Ask a question or two about their work. Ask what kinds of work students do in the lab and if there are opportunities for you to visit the lab or sit in on a lab meeting to learn more. At this stage, you want to be thinking about whether the lab is a good fit for you to ultimately join. Instead of asking for an opportunity and jumping right into one, see if you can feel it out by volunteering, through visits, or sitting in on the lab meetings. A good research experience is very much about fit and personalities so you want to try to get a sense of this before committing. One way to do this is by talking to students already working in the lab. Ask about the professor’s mentoring style, how often he/she meets with students, and what the student’s experience has been overall. Once you and the professor agree that you will join the lab you are ready to set a plan to succeed in research.
Succeeding in Research
Student research experiences are most likely to be successful when communication lines remain open between student and professor and expectations are clearly laid out from the beginning.
Setting expectations - Once you and the professor agree you will formally join the lab to work on a project as part of the team, via independent study or a thesis, you need to talk specifically about expectations. This is very important sometimes overlooked. Organized professors will clearly articulate their expectations of you right away, but not all do so. If they do not, you need to ask at the onset of joining the lab. Most of the challenges that occur for student researchers in labs could have been avoided with an initial conversation about expectations. In a meeting to discuss expectations you want to find out about the time commitment required for the project, who you report to, when you will have meetings to ask questions and receive feedback, what specific trainings you might need (lab safety?), and what your goals and deadlines are moving forward. If there is a final project or paper due you also want a clear sense of what is expected and how it will be graded. Here, you might ask for examples of work from previous students who worked in the lab. If you have specific needs or concerns you should express them in this meeting. For example, if you are eager to work on your writing skills you can ask what opportunities exist for you to receive feedback on your written work. If you know there are times when you cannot be in the lab you should let your professor know early (i.e. student athletes traveling for competitions).
Science doesn’t always cooperate - Every spring semester I see a handful of thesis students who are in a panic because their research has not gone as smoothly as they would have liked: experiments failed, results are insignificant, samples were damaged, etc. Students worry they have failed because science or life events did not cooperate. Science is messy and often does not go as planned. It happens to all scientists and persevering through the failures is a very important lesson. I encourage students in these situations to work with their professor to salvage what they have and write up the final project anyway (with appropriate adjustments). The conclusion section of an independent study paper or thesis is a great place address what went wrong, what might have happened had it not, and what could be done differently or as a next step. This exercise is a very useful learning opportunity. Students should be in regular contact with their professor so they can address challenges and unforeseen circumstances as they arise and revise plans accordingly.
Communicating your work - Your research is only as good as your ability to communicate it. The most successful research experiences include opportunities to hone your scientific writing and presentation skills. As an undergraduate I had the opportunity to sit side by side with my mentor Dr. Jim Brown at the University of New Mexico during the writing phase of my thesis. He went above and beyond to show me how to write up my work, sentence by sentence, and it was one of the best lessons I ever had. Not every professor will go this far, but students should request opportunities to write and present their work, receive feedback, and have the opportunity to edit and try again. Many colleges and universities have writing centers that can also help and students should consider courses that teach writing in STEM.
Bad dynamics - Research success can sometimes be hampered by a negative experience with a professor. It can be awkward and stressful for students when a professor exhibits unprofessional behavior towards them or other members of the lab. Students often don’t know what to do and so they keep their head down and try to persevere. In many cases this does not work and things get worse. I can’t encourage students strongly enough to seek out support when there is inappropriate behavior or a negative dynamic occurring with a professor. Students often avoid this for fear of the professor finding out, but support and guidance can be sought in confidence and students can ask for help navigating the situation or ask for help exiting it. Departmental chairs, academic and student affairs deans, and advisors are all in a position to help students in these situations. Most of us know in our gut when we are affected by something inappropriate at school or work. Listen to your gut and talk with someone early on when you are in an uncomfortable lab situation.
In summary, research in college can be great, but it’s not for everyone and that is ok. First, determine if you really want to invest time in research. If so, think about what kind and in what areas of STEM. Identify some professors you might like to work with and go have a chat to learn more about their work and how students are included. Once you are in a lab make sure communication lines are open and regular. Ask for what you need in terms of mentoring and support. Recognize that science is often messy and strive to persevere when it is. If you have a personal challenge with a mentor seek help from other faculty or deans. And most importantly, enjoy diving deeply into a question you are passionate about. This can teach you volumes.
