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A student’s guide to undergraduate research

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

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

Choose the right lab

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

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

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

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

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

Get the most out of the experience

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

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

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

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

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

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

Read the full article on the Nature website.

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

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What is Undergraduate Research?

What is undergraduate research.

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

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

Frequently asked questions about undergraduate research:

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

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

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

View Megana’s URL profile here .

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

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

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

View Nisha’s URL profile here .

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

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

Can I do research outside of my major?

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

View Tara’s URL profile here .

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

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

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

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

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

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

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

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

View Carson’s URL profile here .

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

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

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

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

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

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

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

View Shannon’s URL profile here .

Additional Resources

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

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

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

Jasmine Mae

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

Learn more!

Matthew Nguyen

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

Meron Girma

Meron conducted research on healthcare accessibility within Ethiopia.

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

Anika Lindley

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

Daniel Piacitelli

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

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Open Access

Ten simple rules for leading a successful undergraduate-intensive research lab

Roles Conceptualization, Writing – original draft, Writing – review & editing

Affiliation MIT-WHOI Joint Program in Oceanography/Applied Ocean Science & Engineering, Cambridge and Woods Hole, Massachusetts, United States of America

Roles Conceptualization, Project administration, Writing – original draft, Writing – review & editing

* E-mail: [email protected]

Affiliation Biology Department, Utah Valley University, Orem, Utah, United States of America

• KJE Hickman, 
• Geoffrey Zahn

Published: April 11, 2024

• https://doi.org/10.1371/journal.pcbi.1011994
• Reader Comments

Participating in mentored research is an enormous benefit to undergraduate students. These immersive experiences can dramatically improve retention and completion rates, especially for students from traditionally underserved populations in STEM disciplines. Scientists typically do not receive any formal training in management or group dynamics before taking on the role of a lab head. Thus, peer forums and shared wisdom are crucial for developing the vision and skills involved with mentorship and leading a successful research lab. Faculty at any institution can help improve student outcomes and the success of their labs by thoughtfully including undergraduates in their research programs. Moreover, faculty at primarily undergraduate institutions have special challenges that are not often acknowledged or addressed in public discussions about best practices for running a lab. Here, we present 10 simple rules for fostering a successful undergraduate research lab. While much of the advice herein is applicable to mentoring undergraduates in any setting, it is especially tailored to the special circumstances found at primarily undergraduate institutions.

Citation: Hickman K, Zahn G (2024) Ten simple rules for leading a successful undergraduate-intensive research lab. PLoS Comput Biol 20(4): e1011994. https://doi.org/10.1371/journal.pcbi.1011994

Editor: Russell Schwartz, Carnegie Mellon University, UNITED STATES

Copyright: © 2024 Hickman, Zahn. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

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

Competing interests: The authors have declared that no competing interests exist.

This is a PLOS Computational Biology Benchmarking paper.

Introduction

Undergraduate research (UR) is a high-impact practice that has been demonstrated to benefit student learning, persistence, and career preparation [ 1 , 2 ]. Undergraduate research serves as a robust intervention for students from underrepresented groups who are at risk of dropping out of college [ 3 , 4 ]. By engaging students during their early years of study, they develop a sense of community and gain access to faculty mentors. A preliminary introduction to the research environment gives students time to develop their science identity and makes them more resilient to difficulties encountered during their educational careers [ 5 ]. The literature on positive outcomes associated with participation in UR is broad [ 6 ], encompassing large public research institutions, private institutions, and liberal arts colleges.

Faculty at Primarily Undergraduate Institutions (PUIs) face a unique set of challenges to maintain scholarly productivity and “successful” research programs. They often have fewer external funding opportunities [ 7 ] and far higher teaching loads than faculty at research-intensive (R1) universities. Many R1 institutions provide research opportunities for undergraduates by incorporating them into ongoing projects led by graduate students and/or postdocs, via short-term programs or with course-based undergraduate research experiences (CUREs, see Rule 10), which can be successful at any type of institution. However, the luxury of graduate student and postdoc labor is not available to most faculty at a PUI—instead, they must rely on the involvement of undergraduate researchers.

Working with undergraduate students themselves presents some unique challenges. Typically, graduate students have a more refined set of skills and direction when they begin mentored research. They also have more financial support and time dedicated to research. Conversely, undergraduate students generally require a high investment toward training before they can be independent researchers. This is because undergraduates are enrolled in full-time coursework and are only with the lab for a short time before they graduate and move on to careers or graduate programs.

While there is considerable overlap in practices that lead to successful labs in both R1 and PUI settings, the unique challenges of running a lab at a PUI require specialized approaches for recruiting lab members and fostering lab success. There has been rich discourse on methods to increase the health and productivity of research labs [ 8 – 11 ]. However, we note that much of the advice (even when about undergraduate students) has been geared toward R1 labs with postdocs, graduate students, and reduced teaching expectations for faculty. Here, we discuss some “rules” tailored to the specific challenges facing the principal investigators of research labs at PUIs, particularly at public universities that serve a diverse student body.

Rule 1: Determine what “success” means in your lab

The crucial first step is to decide what “success” means for your PUI research lab. Setting this down in writing and communicating it to lab members will help to set the tone and focus of the lab. While external funding and publication quantity/quality are important metrics for lab “success” in some settings, we would argue that lab success at a PUI is most usefully defined as student success ( Fig 1 ).

• PPT PowerPoint slide
• PNG larger image
• TIFF original image

Defining lab success as student success is foundational to the 9 other rules for running a successful undergraduate-intensive research lab. This definition is informed by lab standards, training methodologies, and recruitment strategies. Cultivating the principles endemic to each rule promotes student success which, in turn, provides further opportunities to strengthen the lab’s success. These mutually reinforcing processes build lab community and facilitate successful undergraduate research labs.

https://doi.org/10.1371/journal.pcbi.1011994.g001

Student success can be measured in many ways, from retention and graduation in STEM, to increased science identity and critical thinking skills, to poster presentations, internal grant awards, and placement in graduate/professional programs. Selecting and tracking these metrics of importance will help you define your lab’s role in student success and prioritize your lab’s activities and engagement. Students who join your lab will have diverse educational and career goals, so it is imperative to have a plan in place for incorporating them into your lab’s pursuits. For example, a student planning on medical school might want to attend a different conference than one planning on graduate school, or a student considering other callings (communication, law, science policy, etc.) might benefit from altogether different career-development experiences. At all points, maintain an open dialogue with lab members about how their activities will lead to their own success in the context of the lab, and solicit feedback from each of them (individually) about what they view as “success” on short-term (approximately 3 to 6 months), medium-term (approximately 1 to 2 years), and long-term (>3 to 5 years) timescales.

The diversity of skill levels and interests you encounter with undergraduate lab members may shape your lab’s research goals in ways you did not anticipate. Some students may want to simply assist on someone else’s project, while others will be eager to start their own line of original research. Keeping a flexible research agenda to accommodate student interests and skills is fine, but undergraduates may want to push the boundaries of your lab’s unique focus beyond what you are capable of effectively supporting. Having a clear statement of “lab success” and putting lab goals in writing in a formal document will help you to guide students toward activities that support both them and your lab. An example undergraduate lab handbook has been archived online via Zenodo [ 12 ].

Rule 2: Approach students early

Science is a multifaceted and often slow process. With the high training investment and heavy course loads characteristic of undergraduate students, the research process is slowed even further. Be prepared for things to take much longer than you expect. Actively recruiting early-stage students, even local high-school students, is a winning strategy to overcome this challenge. This will provide you with ample time to test mentoring strategies, train the students in relevant methodologies, and benefit from their application of this training. Moreover, allotting sufficient time for the students’ training will facilitate their development into independent scientists with the ability to generate and investigate their own questions and ideas.

Freshmen and sophomores in your courses may not be aware that undergraduate research is even an option. PIs at teaching-focused institutions usually have consistent access to early students through the courses they teach. Spend a bit of time in class discussing research opportunities and benefits at your institution, and use examples of student research to highlight course content. Invite your current research students to present their projects in class to help you recruit, and invite interested students to shadow in the lab for a day. Highlighting the availability and inclusivity of undergraduate research and its importance to student success can help raise awareness in student populations who otherwise may have never been told that they could be a scientist.

Rule 3: Structure projects for peer collaboration

As a faculty member at a PUI, teaching is typically your first priority. With such restrictions on research time, a peer-mentor model can be a useful asset in your lab. This is analogous to the peer-mentor models employed by PIs at R1 institutions, with postdocs helping mentor PhD students [ 13 ]. In an undergraduate-only setting, the time and effort spent training students to serve as peer-mentors is significantly greater. After they are trained, peer-mentoring roles can be negotiated that lead to beneficial experiences for both mentor and mentee students [ 14 ]. This model can be an especially empowering role for the student mentor, developing their self-perception as a scientist. Moreover, this model develops teamwork skills and adds an element of peer-accountability which has been shown to improve retention and enjoyment of the scientific process [ 15 ].

In a PUI research setting, most students generally benefit from rotating through projects and/or duties. This variety exposes them to ideas and processes that may eventually shape their career path. Incorporating new students into senior students’ preexisting projects facilitates a flexible lab environment, which cultivates skill exploration, preparing them for independent research [ 16 , 17 ]. Good communication between the PI and the student research teams is also important for clearly defining roles, authorship credit, and project development. A collaborative lab environment will always be more successful than a competitive one, and you should take care to model and reinforce good collaborative practices.

Rule 4: Get students’ hands dirty

Undergraduate students typically seek out research labs because they have a vision of what research looks like and a perception of themselves as part of this process. For example, students may visualize researchers in a white coat at the lab bench, knee-deep in a bog, or logging onto a supercomputer. There are many ways to conduct research and these variations may not be equally recognized among undergraduates. Consequently, students should be engaged throughout various steps in the research process in order to enrich their contextual understanding and experience. There is no substitute for hands-on experience. Engaging students in active research protocols early on increases retention and improves chances of attaining high-skill positions in STEM [ 18 ].

A few roles on research projects in which new students can easily participate range, for example, from data collection and entry, to student–student peer review, to computational analyses, depending on student background. As students progress, this list can expand to include more intensive responsibilities. Allowing students to participate in a broad range of scientific tasks will equip them with an applied understanding of the hidden processes in science and build early intuition for this work [ 19 ].

Rule 5: Encourage a well-rounded education

Science is a highly creative pursuit and meaningful STEM careers can follow myriad paths. For example, a student may take interest in science communication, policy, or advocacy. Encourage your students’ diverse interests and allow them to follow their passion. This applies to the lab, their research questions, and their academic and personal life. They may want to take a ceramics class, learn to scuba dive, or spend time volunteering with campus organizations. Extracurricular activities and experiences build well-rounded individuals and more creative scientists, as well as making them more competitive applicants for jobs and postsecondary educational programs [ 20 ].

Talking to your students about their non-research passions may inspire new research paradigms or even inform how you communicate science from your lab. Promoting a healthy work/life balance and embracing the diversity of personal interests in your lab will make you more approachable and help foster an environment where lab members feel respected and fulfilled. Happy students do better science and have a positive effect on lab success.

Rule 6: Tailor your lab to your mentorship style

Different personalities and skill sets lead to different mentorship styles. When organizing your lab, it is helpful to do some self-reflection about what sort of mentor you want to be. Developing a formal mentoring philosophy can be facilitated through mentorship training from your institution, professional societies, and government agencies. These are excellent methods to spark introspection and define your strengths, weaknesses, and goals as a mentor.

How many students can you effectively supervise? How many different ongoing projects are feasible? The right answers to these and other questions will vary for every PI. Some may be comfortable establishing a large research group with formalized peer-mentoring and defined projects. Others may do better with a small group and closer interactions with each student. It takes time to develop trust and rapport with students, and without it, they may not feel comfortable failing or asking for help. It is important to be intentional and aware of your limitations. It is also important that each student in your lab gets the individual attention that they need.

Rule 7: Collaborate early and often

Science is inherently collaborative, and collaboration is a skill [ 21 ]. This is particularly important when running an undergraduate research lab where student training and graduation timelines do not leave much room for extensive data collection. Multiyear projects that students contribute to during their short tenure can leave most participants without tangible products to show as they apply for the next steps in their career pathway. To get things done on an undergraduate timeline, collaborations with external partners can be key.

Your lab will likely have some methodological focus that could be invaluable to other research teams. For example, if your undergraduate lab focuses on computational training, you will probably have external research labs eager for you to analyze data. Colleagues at R1 institutions often see PUI partners as a benefit for funding opportunities as well (e.g., NSF Broader Impacts). Use your professional network to advertise what your students can do and actively seek out collaborative opportunities with your academic, industry, and governmental contacts. This creates opportunities for your students to participate in projects they could not do alone, builds their professional networks, and teaches them how to be good collaborators.

Rule 8: Practice radical inclusivity

Building an inclusive lab takes effort and commitment. Most of the excellent advice for establishing an inclusive and antiracist lab [ 8 , 11 , 22 ] is directly applicable to undergraduate research settings as well, so we will not repeat it here. However, special considerations should be noted for PUIs. For example, you will likely encounter a greater proportion of first-generation/low-income and underrepresented students at a public PUI, as each stage of the educational pipeline successively excludes more students from those populations.

Students who are the first generation in their family to attend college, who come from low-income backgrounds, and/or who identify with underrepresented groups in STEM are far less likely to approach and interact with faculty either formally or informally [ 23 ]. This makes it crucial for faculty to proactively initiate discussions and actively recruit undergraduate lab members rather than wait for students to approach them. Underrepresented students benefit more from faculty-mentored research than any other group [ 24 ] and inclusion in undergraduate research has been shown to improve these students’ persistence in STEM [ 25 ]. Find the time to meet with students from these groups, whether in your classroom or by attending extracurricular events geared toward these student groups. Invest in creating a lab environment that will support a diverse group of students and then actively recruit them early in their educational journey.

Rule 9: Compensate students for their contributions

One of the most impactful differences between graduate and undergraduate researchers is that the latter are primarily full-time students, typically with no expectations or compensation for research activities. Finding ways to compensate undergraduates for research equalizes who can afford to participate. Your university may have internal grant mechanisms that pay or subsidize wages for undergraduate student research labor. Be proactive in finding these and other funding sources and, if paying your students is not an option, you may be able to compensate with course credit. Aside from equalizing access, compensating your students fosters mutual respect for their work/life balance which sets a precedent for students to respect their own time, manage expectations, and not overcommit.

Rule 10: Incorporate research into your teaching

While one-on-one mentoring has the highest impact on students [ 19 ], the time investment required for this practice is not always scalable. Course-based undergraduate research experiences (CUREs) offer a way to reach more students [ 6 ]. CUREs can make research participation more inclusive and available to students who may not be aware that mentored research is an option, and they reach a “captive audience” of students who may never have considered engaging in research. It also allows a wide range of students to add meaningful research experience to their professional portfolio while earning credits toward their degree. Teaching a CURE is separate from running a research lab, but it invariably extends and informs your mentoring. The pedagogical literature has many good examples of how to design and effectively manage a CURE in your classroom [ 26 – 30 ].

Conclusions

While the habits and attitudes that lead to successful research labs overlap considerably between an R1 and a PUI, there are unique features and special challenges in an undergraduate-only lab group that deserve special consideration. Here, we have tried to highlight some of the important practices that can transform those challenges into opportunities. Faculty at public PUIs play a critical role in preparing underserved students for careers in science, and often influence the types of scientists that these students will become. By teaching them how to be good scientists and collaborative community members, and how to cultivate a deep well of patience and compassion, you’re enabling their success. Framing “lab success” in terms of “student success” as a guiding principle will lead to positive outcomes for students and your lab.

Acknowledgments

Thanks to Michael Rotter for constructive feedback on the original manuscript. Thanks to the bouncer at The Muddy Charles for providing invaluable feedback on the layout of Fig 1 . Finally, thanks to undergraduate researchers everywhere. This manuscript is the result of a collaboration between a PUI faculty member and a former undergraduate student.

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Frequently Asked Questions About Undergraduate Research

Q: why should i do research as an undergraduate.

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

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

A: Absolutely!

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

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

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

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

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

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

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

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

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

Q: How do I find out about research opportunities?

A: Keep your eyes open.

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

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

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

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

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

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

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

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

A: Take the initiative to do your homework.

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

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

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

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

A: ABSOLUTELY!

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

Q: How can I get funding?

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

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

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

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

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

Q: How much time will a project take?

A: It depends.

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

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

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

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

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

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

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

Q: How do I decide whether to go abroad?

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

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

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

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

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

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

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

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

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

Related Resources

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

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• CAREER COLUMN
• 14 November 2018

How to make undergraduate research worthwhile

• Shaun Khoo 0

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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Klowak, J., Elsharawi, R., Whyte, R., Costa, A. & Riva, J. Can. Med. Educ. J. 9 , e4–e13 (2018).

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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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Center for Engaged Learning

Undergraduate research: ensuring a high-impact and resilient experience for all.

by Helen Walkington, Elizabeth Ackley, Jenny Olin Shanahan, Kearsley Stewart, and Eric E. Hall 

November 12, 2020

In this retrospective, we review two seminal papers on undergraduate research (UR) written by David Lopatto (Lopatto 2003; 2010) and discuss the importance of these articles with regard to demonstrating the benefits of UR and the qualities that make it a high-impact experience for students (Kuh 2008). We then outline how Lopatto’s papers established a foundation for more recent work on UR mentoring, including the Ten Salient Practices (Shanahan et al. 2015; Walkington et al. 2018) for UR mentorship (see Table 1 for a brief explanation). We explain how this framework can be used to deliver high-quality mentorship to help achieve the goals of UR and how it is poised to increase student accessibility to mentored research in diverse settings. We conclude by acknowledging the contributions of Lopatto’s seminal work in guiding mentoring practice within the context of current and future challenges and opportunities in UR.

David Lopatto, professor of psychology and director of the Center for Teaching, Learning, and Assessment at Grinnell College in Iowa, has conducted research involving over 150 colleges and universities in the United States on the correlation of UR experiences with students’ learning outcomes, skill development, career choices, and attitudes. To that end, Lopatto designed several UR surveys that are taken by 10,000 undergraduate researchers annually. The results of his research in the early 2000’s laid the groundwork for more recent understandings of high-impact mentoring practices in UR.

Lopatto’s Essential Features of UR

In 2003, Lopatto outlined in “ The Essential Features of Undergraduate Research ” the elements of UR experiences that contribute to student success, as perceived by faculty mentors and students involved in summer research experiences (SREs) in STEM disciplines. Faculty mentors at three selective, private colleges in the US (Grinnell, Harvey Mudd, and Wellesley) identified the “essential features” of successful UR experiences. Using a leadership-based lens from organizational psychology, Lopatto divided their responses into two categories: structure and consideration. Items in the structure category facilitate the organization of the experience, such as the mentor providing students with reading material and equipping the laboratory for student research. Items termed consideration comprise the mentor’s emotional and social support of student-researchers, including conveying a sense of care about the project and the research team and being available to and interested in students. Lopatto reported that faculty mentors considered the following structure and consideration items most important for student-researchers:

• reading the literature,
• mentor and community support,
• student autonomy in the design and implementation of their work; and
• development of professional communication skills.

Particularly interesting findings in Lopatto’s 2003 article were the convergences and divergences between those mentor results and subsequent results from student surveys. Students at four colleges (the same three from the faculty survey plus Hope College) were asked to rank 45 “essential features” of successful UR, based on what the faculty mentors had identified and a review of the literature. Both faculty and student participants highly valued:

• learning a topic area in depth,
• learning to work independently; and
• developing career plans. (Developing career plans was ranked as the highest importance for students, who saw UR as a path to career success; it was of moderate importance for faculty).

However, faculty mentors’ assessment of the critical importance of oral and written communication skills was not shared by students. In fact, 11 of the 13 features ranked most essential by faculty were structure items; student rankings differed significantly. After career goals, students placed the greatest importance on consideration items, especially their relationship with their faculty mentor.

Lopatto’s Broader Study of UR as High-Impact Practice

In light of those early findings, Lopatto broadened his study of the essential features and benefits of UR to include students at many more institutions across the US. In his 2010 article, “ Undergraduate Research as a High-Impact Student Experience ,” Lopatto reported that his previous results regarding the myriad benefits of UR were replicated in different types of colleges and universities. He also extended the implications of his 2003 work by presenting evidence of student gains in a greater expanse of UR experiences across the disciplines and in new contexts.

Using data collected from the Summer Undergraduate Research Experience (SURE) survey, Lopatto sought to extrapolate a taxonomy of benefits gleaned from summer research experiences (SREs) in STEM disciplines to other contexts, highlighting the following learning outcomes:

• enhanced disciplinary skills,
• research literacy,
• communication skills,
• professional development; and
• personal gains derived from engagement in a research community.

Lopatto unpacked the benefits using data from the SURE survey to illustrate the professional, personal, and cognitive benefits gained by students during intensive SREs. Rather than conclude that such benefits directly reflect the nature of UR, Lopatto suggested that the scope of those benefits might be limited by the manner in which UR experiences were designed: as intensive summer involvement in research by upper-level students in STEM with high GPAs. Lopatto acknowledged the limitations of measuring the effects of SREs on students’ personal and professional development, as student selection of an academic home and professional pathway had already been made in many of the participants’ cases.

Lopatto proposed using traditional SREs as comparative models for describing student-researchers’ learning gains in a wider variety of contexts. He described, for example, emerging trends to recruit first-year college and even high school students into UR opportunities and suggested studying those programs as a better means of understanding the influence of UR on students’ selection of a disciplinary home or career path. He also called for diversifying participation in UR by changing key elements of the traditional research community and experience. Specifically, Lopatto provided evidence that supported:

• the role of peer and near-peer mentors (in addition to faculty) in advancing student learning outcomes in research communities and
• offering UR experiences during the academic year or embedding UR in the curriculum to enhance student learning in subsequent courses.

The Evolution of UR 2010-2020

In the decade since “Undergraduate Research as a High-Impact Student Experience” (Lopatto 2010) was published, the practice of mentored student scholarship has expanded further into more diverse contexts, institution types, academic disciplines, and student demographics, much as Lopatto called for. Along with the work of scholars in the UK (e.g., Healey, Jenkins), Australia (e.g., Brew, Willison), and Canada (e.g., Justice, Turner, Vajoczki, Wuetherick), Lopatto’s assessment of UR programs in the US contributed to a broad understanding around the world of the role of UR in enhancing student retention and graduation, as well as the development of highly valued skills and dispositions.

Diverse Disciplines

Long associated with students conducting laboratory and field work in the natural and physical sciences, UR is now practiced in every field of study and in varied epistemologies. The largest and fastest growing division of the Council on Undergraduate Research (CUR) is the arts and humanities. What is now often called URSCA, undergraduate research, scholarship, and creative activity comprise a diverse array of scholarly practices that are advancing knowledge and deepening engagement in the arts and humanities, sometimes in entirely new ways made possible by technology and emerging scholarly approaches, such as collaborative projects in the Digital Humanities (Crawford, Orel, and Shanahan 2014; Klos, Shanahan, and Young 2011). Interdisciplinary scholarship, such as the integration of theatre performance and the visual arts in pre-professional health UR (Stewart 2020; Stewart and Swain 2016; Stewart et al. 2018; 2019) and the study of the humanities within neuroscience UR (Knupsky and Caballero 2020) was considered beyond the reach of undergraduates until recently. Such vast disciplinary and interdisciplinary reach is perhaps the most significant change in the practice of UR in the last decade.

Diverse Students

Research on the benefits of UR has not only demonstrated its efficacy for students in and across all fields of study at different types of institutions of higher education, but most compellingly, for students of diverse identities and demographics. Lopatto and other researchers (Brownell and Swaner 2010; Finley and McNair 2013; Kuh and O’Donnell 2013; Linn et al. 2015) have found that students from minoritized groups (students of color, indigenous students, and low-income and first-generation students) experience the greatest gains from participation in UR, from persistence and graduation, to self-efficacy, to the pursuit of graduate study. Developing research competencies in the context of supportive relationships with mentors and peers is particularly efficacious for students from minoritized groups (Shanahan 2018; Schwartz 2012). Such findings have fueled institutions’ commitments to equity and inclusion in UR, particularly in the last decade.

Diverse Contexts

The value of equity in accessing UR opportunities has motivated another major shift in this high-impact practice, especially in North America: students engaging in authentic research as part of their curriculum. In the US especially, most UR funding has traditionally come from governmental organizations dedicated to the advancement of science (e.g., National Science Foundation, National Institutes of Health). In a competitive grant-funding landscape, UR has typically been available to a small number of students recruited for highly selective programs; those who are offered the chance to work with a faculty mentor on grant-supported research are disproportionately from socio-economically advantaged backgrounds and have high GPAs. As a result, mentored scholarly work has often been inaccessible to students from underserved and minoritized groups who could benefit most from the experience. US government-funded programs for diversifying the STEM research community and workforce—namely, the federal TRIO programs, which include McNair Scholars—have sought to remedy the disparity and have made notable progress in the programs awarded the support (Watson 2020). Unfortunately, such support rarely extends beyond STEM disciplines and the grantee programs.

The surest means of addressing the UR equity gap across disciplines and institutions is embedding meaningful scholarly work in the curriculum, especially through course-based undergraduate research experiences (CUREs), which engage every student in a course in the research process. Assessment of CUREs indicates that students learn critical research skills, report excitement about the inquiry process, and demonstrate greater independence and confidence in taking on challenging assignments (Dolan 2017; Auchincloss et al. 2014). CUREs can be designed in any discipline and at various levels of the curriculum to support students’ gains in scholarly skills, more positive attitudes toward research and writing, and increasing self-reliance in academic work. At its best and most equitable, UR is fully incorporated into the curriculum, providing students with a continuum of experience, from their first to last semester, that allows them to develop the skills essential for successful research as well as an understanding and appreciation of the value and benefits of participating in research (Hensel 2018; Wuetherick, Willison, and Shanahan 2018).

Research scaffolded in the curriculum and other defining features of successful UR were explored by CUR in its 2012 publication Characteristics of Excellence in Undergraduate Research (COEUR) (Hensel 2012). CUR meetings and institutes have included for many years robust offerings on scaffolding research in the curriculum, from the first to final semester. Widely utilized models from the UK, such as the National Teaching Fellowship Scheme project publication Developing and Enhancing Undergraduate Final-Year Projects and Dissertations  (Healey et al. 2013), and Australia, especially the Research Skill Development Framework (Willison and O’Regan 2007; Willison 2018) guide faculty in redesigning curricula as progressive UR experiences for all students in their programs.

As these myriad publications have made evident, the comprehensive set of contexts, forms, and purposes associated with the concept of “undergraduate research” in the last decade refer to an entirely different educational practice than Lopatto first studied in the early 2000s. With remarkable foresight, however, Lopatto’s 2010 work accurately predicted UR’s new directions far beyond the boutique experience that a small percentage of highly successful science majors had been granted a generation ago. UR has evolved, and is expanding still, into integrated and integral aspects of higher education, with diverse types of institutions demonstrating broad-based student adoption, faculty development and advancement, and administrative leadership (Rowlett, Blockus, and Larson 2012).

Lopatto’s calls for expanding UR to more disciplines, for a greater diversity of students, and in new contexts (e.g., lower-division coursework) continue to characterize the leading edge of UR practice and scholarship. Award-winning UR mentors have called for participation of more diverse students in UR, especially students of color and first-generation and low-income students, but also academically average students (i.e., not just honors or high-achieving students) (Shanahan et al. 2017). These mentors also forecast more multidisciplinary, interdisciplinary, international, and cross-institutional UR, as well as further efforts to embed UR experiences in curricula.

Establishing Mentoring Practices as Vital to High-Impact UR Experiences

By assessing the essential features and benefits of UR, Lopatto helped to establish its value as a high-impact practice that could and should reach abundantly more students. Simultaneously, Lopatto’s and many others’ research findings made clear the primacy of faculty mentors in UR. As was evident in Lopatto’s (2003, 2010) surveys of student experience and measurements of student learning outcomes, the quality and gains of UR experiences could not be separated from the competence and personal consideration of mentors.

Mentor-student relationships and mentor competencies in guiding research processes continue to be recognized as critical to successful UR experiences. Now that the benefits to students of participating in UR have been well established across institution types and demographic groups, researchers have been attending to the mentoring praxes that support the best outcomes.   Vandermaas-Peeler, Miller, and Moore (2018) and the Council on Undergraduate Research (CUR) “How to” book series (e.g., How to Train Undergraduates in Research Integrity and the Responsible Conduct of Research , 2019) exemplify this recent shift from a focus on student learning outcomes to descriptions of how effective mentoring practices facilitate and maximize the achievement of those outcomes.

Work by Shanahan, Ackley, Hall, Stewart, and Walkington (2015) to identify the most effective and corroborated methods of UR mentors as reported in the literature, resulted in a framework known as the Ten Salient Practices of UR Mentoring. Those ten practices include both structure and consideration elements, though not as distinctly separate categories. Shanahan et al (2015) found that structure and consideration are complementary and reinforcing elements of mentor practice. For example, “strategic pre-planning” ( Salient Practice 1 ) balances the needs of the individual student (a consideration item) with a guiding framework for the experience (a structure item); recognizing “peers and near-peers as important in building community among students” ( Salient Practice 5 ) facilitates opportunities for mentors to establish a supportive research community (consideration item) while providing the structure necessary to engage multiple students in UR (structure item); helping students develop their own mentoring skills ( Salient Practice 9 ) supports the development of student autonomy (consideration item) with intention and guidance (structure item). Not surprisingly, practices which require structure and consideration elements to coalesce have been deemed by UR mentors as among the most challenging practices to implement (Walkington et al. 2018). Work by Walkington, Stewart, Hall, Ackley and Shanahan (Walkington et al. 2020) interviewed 33 international mentors who had won national or institutional awards for their undergraduate research mentoring. However, a defining characteristic of the award-winning mentors who employed the salient practices was the ability to balance structure and consideration items such that a student simultaneously experienced a sense of freedom and control within the research process throughout the mentored experience.

The Ten Salient Practices framework has demonstrated efficacy in guiding mentor practice in previously understudied disciplines such as writing studies (Moore et al. 2020), dance and theatre (Shawyer et al. 2019), and education (Walkington and Rushton 2019), as well as in new contexts such as study abroad programs (Hall et al. 2018, 2020) and co-mentoring situations (Ketcham et al., 2017; 2018). Publications on CUREs and other curricular forms of UR likewise emphasize the distinctive role and praxes of the mentor (Dolan 2017; Hensel 2018; Shanahan 2012).

Mentoring Practices in the Face of Current and Future Challenges and Opportunities

The focus of academic research on UR, from initial work on reporting UR benefits, to more recent studies exploring how mentors can help bring about positive outcomes with diverse groups of students in various contexts, continues to evolve. In this context, there are ongoing efforts to identify and develop high-impact UR mentoring practices. For example, the Spring 2020 “Undergraduate Research in the 21st Century” themed issue of the journal Scholarship and Practice of Undergraduate Research ( SPUR ), featured articles on how mentors can support UR across the curriculum, help undergraduate researchers leverage their UR skills for the workforce, and engage students in interdisciplinary UR. The COVID-19 pandemic abruptly ended the majority of in-person teaching, learning, and research at colleges and universities across the world in the spring of 2020, and the likely continuation of online higher education in 2021 shows that the need for agile approaches to teaching, mentoring, and conducting scholarship is more evident than ever.

However, the pivot to online learning has undermined some of the advances in UR by cutting short and eliminating many grant-funded and even curricular opportunities. A recent survey from the US-based National Bureau of Economic Research of more than 1,500 undergraduate students found that the COVID-19 pandemic caused many to delay graduation or lose a research internship or employment, and the effect was more pronounced among lower-income students (Aucejo et al. 2020). Moreover, a series of reports by the Student Experience in the Research University (SERU) Consortium reported that COVID-19 differentially affected student learning based on social identity and life responsibilities, such that Black, Latinx, low-income, first-generation, and non-gender-conforming undergraduate students were significantly more likely to struggle with academic progress and had more depressive symptoms than their peers in non-minoritized groups (Chirikov et al. 2020). Other students reported that UR, particularly in the social sciences and humanities, was significantly altered, severely curtailed, or altogether cancelled during the spring and summer 2020 terms (Metzler 2020). For STEM and lab-based UR, COVID-19 forced immediate shifts in the way mentors worked with their mentees under stay-at-home orders, severely interrupting their ability to meet in-person; as a result, undergraduate students reported a significant decrease in satisfaction with their mentor as a result of the pandemic (Trego et al. 2020).

As is the case in many challenging circumstances, the current reality of a global health crisis and the resulting need for physical distancing have also led to innovation and some positive changes, including in UR. At universities where UR was already well integrated into medical research, undergraduate students were quickly incorporated in COVID-19 research teams. For example, in May 2020 at Duke University, the Bass Connections research program pivoted to support COVID-19 research; within a few months, 13 teams composed of undergraduate and graduate students, led by faculty and community members, were conducting remote COVID-19 research. At Oxford Brookes University in the UK, students, staff, and graduates have been involved in developing a vaccine for the novel coronavirus, working in front-line NHS roles, and conducting testing and research to understand how children’s development has been impacted by the lockdown.

UR not directly related to coronavirus research has also changed in some promising ways. At Elon University, many mentors found the remote format of the summer UR program helped flatten the mentor-mentee hierarchy, making students more willing and prepared to take ownership of their projects. Students also engaged issues of diversity, equity, and inclusion in their research topics as a result of high-profile racial injustices in the US and Black Lives Matter marches throughout the summer.

At other institutions, the effects of the pandemic have opened new approaches to integrating UR in the curriculum. Education majors at Bridgewater State University (BSU) have shifted their UR to studying elementary and secondary school teachers’ changes to curricula, pedagogies, and online-classroom practices for remote learning in the pandemic. As a BSU faculty survey in August 2020 indicated, course-based and co-curricular UR is taking on issues of racial justice more explicitly, and campus symposia this academic year will feature students’ anti-racist and decolonial research (Shanahan et al. in press). Similarly, at Roanoke College, research in the curriculum has proven a critical point of infiltration to begin efforts to decolonize curricula, both within and across disciplines.

The changes required to mentor UR safely and often remotely, from complete overhauls of in-person research design to countless minor adjustments in methods and habits, illustrate the importance of continuing to develop UR within the context of a rapidly evolving landscape in higher education. The early successes being reported among the many challenges to mentoring and conducting research attest both to the strength of the existing foundation of UR, and the benefits of being able to pivot quickly with flexible models and approaches.

• Aucejo, Esteban M, Jacob F French, Maria Paola Ugalde Araya, and Basit Zafar. 2020. “The Impact of COVID-19 on Student Experiences and Expectations: Evidence from a Survey.” Working Paper 27392. Working Paper Series. National Bureau of Economic Research. https://doi.org/10.3386/w27392 .
• Auchincloss, Lisa Corwin, Sandra L. Laursen, Janet L. Branchaw, Kevin Eagan, Mark Graham, David I. Hanauer, Gwendolyn Lawrie, et al. 2014. “Assessment of Course-Based Undergraduate Research Experiences: A Meeting Report.” CBE—Life Sciences Education 13 (1): 29–40. https://doi.org/10.1187/cbe.14-01-0004 .
• Brownell, Jayne E., and Lynne E. Swaner. 2010. Five High-Impact Practices: Research on Learning Outcomes, Completion, and Quality . Association of American Colleges and Universities. https://www.aacu.org/publications-research/publications/five-high-impact-practices-research-learning-outcomes-completion .
• Chirikov, Igor, Krista M. Soria, Bonnie Horgos, and Daniel Jones-White. 2020. “Undergraduate and Graduate Students’ Mental Health During the COVID-19 Pandemic,” August. https://escholarship.org/uc/item/80k5d5hw .
• Crawford, I, S Orel, and Jenny Olin Shanahan, eds. 2014. How to Get Started in Undergraduate Research in the Arts and Humanities . Washington, DC: Council on Undergraduate Research.
• Dolan, Erin L. 2017. “Undergraduate Research as Curriculum.” Biochemistry and Molecular Biology Education 45 (4): 293–98. https://doi.org/10.1002/bmb.21070 .
• Finley, Ashley, and Tia McNair. 2013. Assessing Underserved Students’ Engagement in High-Impact Practices . Washington, DC: Association of American Colleges and Universities.
• Hall, Eric E., Helen Walkington, Maureen Vandermaas-Peeler, Jenny Olin Shanahan, Rikke Kolbech Gudiksen, and Margaret Mackenzie Zimmer. 2018. “ Enhancing Short-Term Undergraduate Research Experiences in Study Abroad: Curriculum Design and Mentor Development .” Perspectives on Undergraduate Research and Mentoring 7 (1): 1–17.
• Healey, Mick, Laura Lannin, Arran Stibbe, and James Derounian. 2013. Developing and Enhancing Undergraduate Final-Year Projects and Dissertations . The Higher Education Academy.
• Hensel, Nancy, ed. 2012. Characteristics of Excellence in  Undergraduate Research (COEUR). Washington, DC: Council on Undergraduate Research. http://www.cur.org/assets/1/23/COEUR_final.pdf .
• Hensel, Nancy, ed. 2018. Course-Based Undergraduate Research: Educational Equity and High-Impact Practice . Stylus Publishing.
• Ketcham, Caroline J., Eric E. Hall, Heather Fitz-Gibbons, and Helen Walkington. 2018. “Co-Mentoring in Undergraduate Research: A Faculty Development Perspective.” In Excellence in Mentoring Undergraduate Research , edited by Maureen Vandermaas-Peeler, Paul C. Miller, and Jessie L. Moore. Washington, D.C.: Council for Undergraduate Research.
• Ketcham, Caroline J., Eric E. Hall, and Paul C. Miller. 2017. “ Co-Mentoring Undergraduate Research: Student, Faculty and Institutional Perspectives .” Perspectives on Undergraduate Research and Mentoring 6 (1): 1–13.
• Klos, N. Y., Jenny Olin Shanahan, and G Young, eds. 2011. Models of Undergraduate Research, Scholarship, and Creative Activity in the Arts and Humanities . Washington, DC: Council on Undergraduate Research.
• Knupsky, Aimee, and M. Soledad Caballero. 2020. “Do We Know What They Are Thinking? Theory of Mind and Affect in the Classroom.” Teaching & Learning Inquiry 8 (1): 108–21. https://doi.org/10.20343/teachlearninqu.8.1.8 .
• Kuh, G.D. 2008. “High-Impact Educational Practices.” Association of American Colleges & Universities. https://www.aacu.org/node/4084 .
• Kuh, G.D., and K. O’Donnell. 2013. Ensuring Quality and Taking High-Impact Practices to Scale . Washington, DC: Association of American Colleges and Universities.
• Linn, Marcia C., Erin Palmer, Anne Baranger, Elizabeth Gerard, and Elisa Stone. 2015. “Undergraduate Research Experiences: Impacts and Opportunities.” Science 347 (6222): 1261757. https://doi.org/10.1126/science.1261757 .
• Lopatto, David. 2003. “The Essential Features of Undergraduate Research.” Council on Undergraduate Research Quarterly , 139–42.
• Lopatto, David. 2010. “Undergraduate Research as a High-Impact Student Experience.” Peer Review 12 (2): 27–30. https://www.aacu.org/publications-research/periodicals/undergraduate-research-high-impact-student-experience
• Metzler, Katie. 2020. “How Will COVID-19 Impact Student Research Projects?” SAGE Ocean. https://ocean.sagepub.com/blog/skills/how-will-covid-19-impact-student-research-projects .
• Moore, Jessie L., Sophia Abbot, Hannah Bellwoar, and Field Watts. 2020. “Mentoring: Partnering with All Undergraduate Researchers in Writing.” In The Naylor Report on Undergraduate Research in Writing Studies , edited by Dominic DelliCarpini, Jenn Fishman, and Jane Greer, 29–44. Anderson, SC: Parlor Press.
• Rowlett, Roger S., Linda Blockus, and Susan Larson. 2012. “Characteristics of Excellence in Undergraduate Research (COEUR).” In Characteristics of Excellence in  Undergraduate Research (COEUR) , edited by Nancy Hensel, 2–19. Washington, D.C.: Council on Undergraduate Research. http://www.cur.org/assets/1/23/COEUR_final.pdf .
• Schwartz, Joni. 2012. “Faculty as Undergraduate Research Mentors for Students of Color: Taking into Account the Costs.” Science Education 96 (3): 527–42. https://doi.org/10.1002/sce.21004 .
• Shanahan, Jenny Olin. 2012. “Building Undergraduate Research into the Curriculum.” In Faculty Support and Undergraduate Research: Innovations in Faculty Role Definition, Workload, and Reward , edited by Nancy Hensel and E Paul. Washington, D.C.: Council on Undergraduate Research.
• Shanahan, Jenny Olin. 2018. “Mentoring Strategies That Support Underrepresented Students in Undergraduate Research.” In Excellence in Mentoring Undergraduate Research , edited by Maureen Vandermaas-Peeler, Paul Miller, and Jessie L. Moore. Council for Undergraduate Research.
• Shanahan, Jenny Olin, Elizabeth Ackley-Holbrook, Eric Hall, Kearsley Stewart, and Helen Walkington. 2015. “Ten Salient Practices of Undergraduate Research Mentors: A Review of the Literature.” Mentoring & Tutoring: Partnership in Learning 23 (5): 359–76. https://doi.org/10.1080/13611267.2015.1126162 .
• Shanahan, Jenny Olin, Jeanne Carey Ingle, Jing Tang, Thayaparan Paramanathan, and Adams. In press. “AURA Awardee Reimagines UR during Intersecting Crises of the Pandemic, Economic Collapse, and Racist Violence.” Scholarship and Practice of Undergraduate Research .
• Shanahan, Jenny Olin, Helen Walkington, Elizabeth Ackley, Eric E. Hall, and Kearsley A. Stewart. 2017. “Award-Winning Mentors See Democratization as the Future of Undergraduate Research.” CUR Quarterly 37 (4): 4–11. https://doi.org/10.18833/curq/37/4/14 .
• Shawyer, Susanne, Renay Aumiller, Eric E. Hall, and Kim Shively. 2019. “ Mentoring Undergraduate Research in Theatre and Dance: Case Studies of the Salient Practices Framework in Action .” Perspectives on Undergraduate Research and Mentoring 8.1: 1–12.
• Stewart, Kearsley A. 2020. “Transforming Undergraduate Global Health Education Through a Humanities-Focused Curriculum.” Pedagogy in Health Promotion 6 (1): 9–13. https://doi.org/10.1177/2373379919900534 .
• Stewart, Kearsley A., Rachel Ingold, Maria de Bruyn, and Kelley K. Swain. 2019. “Art as Disruption in Global Health Humanities: The Humument Technique, a Sexual and Reproductive Health Archive, and Developing Flexible Student Thinking.” In Teaching Health Humanities , edited by Olivia Banner, Nathan Carlin, and Thomas R. Cole. Oxford, UK: Oxford University Press. https://oxfordmedicine.com/view/10.1093/med/9780190636890.001.0001/med-9780190636890-chapter-19 .
• Stewart, Kearsley A., Nehanda Loiseau, Jules Odendahl-James, Crissi Rainer, and Evi Alexopoulos. 2018. “Theatre as a Transformative Learning Experience for US-Based Students of Global Health Ethics.” Critical Stages , 1–16.
• Stewart, Kearsley A., and Kelley K. Swain. 2016. “Global Health Humanities: Defining an Emerging Field.” Lancet (London, England) 388 (10060): 2586–87. https://doi.org/10.1016/S0140-6736(16)32229-2 .
• Trego, Shaylynn, Shawna Nadybal, Sara Grineski, Tim Collins, and Danielle Morales. 2020. “Initial Impacts of COVID-19 on Undergraduate Researchers at US Universities.” https://d2vxd53ymoe6ju.cloudfront.net/wp-content/uploads/sites/19/20200726161915/trego_poster.jpg .
• Vandermaas-Peeler, Maureen, Paul C. Miller, and Jessie L. Moore, eds. 2018. Excellence in Mentoring Undergraduate Research . Washington, D.C.: Council on Undergraduate Research.
• Walkington, Helen, Eric Hall, Jenny Olin Shanahan, Elizabeth Ackley, and Kearsley Stewart. 2018. “Striving for Excellence in Undergraduate Research Mentoring: The Challenges and Approaches to Ten Salient Practices.” In Excellence in Mentoring Undergraduate Research , edited by Maureen Vandermaas-Peeler, Paul Miller, and Jessie L. Moore, 105–30. Washington, D.C.: Council on Undergraduate Research.
• Walkington, Helen, and Elizabeth Rushton. 2019. “Ten Salient Practices for Mentoring Student Research in Schools: New Opportunities for Teacher Professional Development.” Higher Education Studies 9 (4): 133. https://doi.org/10.5539/hes.v9n4p133 .
• Walkington, Helen, Kearsley A. Stewart, Eric E. Hall, Elizabeth Ackley, and Jenny Olin Shanahan. 2020. “Salient Practices of Award-Winning Undergraduate Research Mentors – Balancing Freedom and Control to Achieve Excellence.” Studies in Higher Education 45 (7): 1519–32. https://doi.org/10.1080/03075079.2019.1637838 .
• Watson, Jamal Eric. 2020. “The Success of the McNair Scholars Program.” https://diverseeducation.com/article/167009/ .
• Willison, John, and Kerry O’Regan. 2007. “Commonly Known, Commonly Not Known, Totally Unknown: A Framework for Students Becoming Researchers.” Higher Education Research & Development 26 (4): 393–409. https://doi.org/10.1080/07294360701658609 .
• Willison, John W. 2018. “Research Skill Development Spanning Higher Education: Critiques, Curricula and Connections.” Journal of University Teaching & Learning Practice 15 (4): 1.
• Wuetherick, Brad, John Willison, and Jenny Olin Shanahan. 2018. “Mentored Undergraduate Research at Scale: Undergraduate Research in the Curriculum as Pedagogy.” In Excellence in Mentoring Undergraduate Research , edited by Maureen Vandermaas-Peeler, Paul C. Miller, and Jessie L. Moore, 181–202. Washington, D.C.: Council on Undergraduate Research.

Helen Walkington , PhD, NTF, PFHEA is professor of higher education at Oxford Brookes University, UK, where she teaches geography and carries out research into higher education pedagogy. In 2018 she received the Taylor and Francis Award from the RGS-IBG for sustained contributions to teaching and learning in higher education. (Corresponding author: [email protected]; @ProfHWalkington)

Elizabeth Ackley, PhD, is the Brian H. Thornhill associate professor in health and human performance and director of the Center for Community Health Innovation at Roanoke College. Liz’s research focuses on the interaction between “place” and disease, and facilitating high-impact mentoring practices in translational research.

Jenny Olin Shanahan , PhD, is assistant provost for high-impact practices at Bridgewater State University, where she supports undergraduate research, the honors program, national fellowships, and a research internship program for students from underserved groups. Dr. Shanahan’s research focuses on inclusion and equity in high-impact practices for all students, especially students from underserved groups; excellence in mentoring undergraduate research and creative scholarship; and scaffolding research and inquiry across curricula.

Kearsley A. Stewart , PhD, is professor of the practice at Duke University with joint appointments in global health and cultural anthropology. Stewart’s current research interests include the ethics of HIV/AIDS clinical trials in Africa, community-engaged sickle cell disease research in Africa, global health pedagogy, and global health humanities. She is co-director of the Duke Health Humanities Lab and faculty associate with the Trent Center for Bioethics, Humanities and History of Medicine. She is an award-winning educator whose classroom practice engages innovative arts-based teaching pedagogies to improve ethics health education.

Eric Hall , PhD, is a professor of exercise science at Elon University. His primary research interests are in the area of physical activity and mental health, as well as the impact of concussions in student-athletes. Additionally, he is interested in the influence of high-impact practices on student development and the role of faculty in mentorship of high-impact practices. At his institution he has received awards for his mentorship of undergraduate students and scholarship.

How to cite this  CEL Retrospective :

Walkington, Helen, Elizabeth Ackley, Jenny Olin Shanahan, Kearsley Stewart, and Eric E. Hall . 2020. November 12. “Undergraduate Research: Ensuring a High-Impact and Resilient Experience for All.” Center for Engaged Learning (blog). https://www.centerforengagedlearning.org/undergraduate-research-ensuring-a-high-impact-and-resilient-experience-for-all.

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Undergraduate Research: Importance, Benefits, and Challenges

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

Does research have an appropriate place in the undergraduate curriculum of an exercise science-based department? Published findings, as well as personal experience, suggest that developing and maintaining undergraduate research benefits the students, the faculty mentors, the university or institution, and eventually society at large. Additionally, the scientific community places increasing importance on research performed at primarily undergraduate institutions. Since 1978, the Council on Undergraduate Research has promoted research opportunities for faculty and students at predominantly undergraduate institutions. This national organization of individual and institutional members currently represents over 900 colleges and universities with 3,000 members ( 1 ). The National Conferences for Undergraduate Research provides a venue for undergraduates to present findings at an annual meeting which featured 2,800 presenters in 2008 ( 4 ).

Our belief is that an exercise science curriculum provides students the opportunity to become responsible professionals of competence and integrity in the area of health and human performance. The components necessary for professional competency in exercise-related fields include an understanding of the basic concepts and literature in the health-related specialty that is being studied and knowledge of the terminology or technical language used professionally. Incorporation of research methodology and the hypothesis-driven scientific process can build on this foundation through the development of independent critical thinking skills as well as oral and written communication skills. Independent thinking can instill in the undergraduate student the confidence to form one’s own conclusion based on available evidence. Undergraduate students who took classes in the same department where the research projects occurred reported having increased independence of thought, a more intrinsic motivation to learn, and a more active role in learning ( 3 ). Thus, the research process has a very favorable impact on valuable learning objectives as undergraduates prepare for their respective professions.

Further benefits to the student have been reported and disseminated from the SURE study (Survey of Undergraduate Research Experiences) ( 3 ). Undergraduate students who completed a mentored research program identified multiple areas from which they benefited. Of interest to us as advisors of an undergraduate research curriculum were the following items, which were reported as being positively impacted by the research experience (for a complete list, see Figure 1 of Ref. 3 ):

• Understanding the research process
• Understanding how scientists work on problems
• Learning lab techniques
• Developing skills in the interpretation of results
• The ability to analyze data
• The ability to integrate theory and practice

However, participation in an undergraduate research experience also benefited students in areas that can reach beyond academia ( 3 ).

• Having tolerance for obstacles
• Learning to work independently
• Understanding how knowledge is constructed
• Self confidence
• Understanding that assertions require supporting evidence
• Clarification of a career path

These benefits persisted after a 9-month follow-up survey, suggesting some lasting changes in undergraduates’ perceptions of the value of research. The fact that participation in undergraduate research helps students clarify a career path is valuable not only for the student, but for society at large. Students who complete an undergraduate research opportunity report increased interest in careers in the areas of science, technology, engineering, or mathematics ( 7 ). After an undergraduate research experience, 68% of students stated they had some increased interest in pursuing a STEM career (i.e. Science, Technology, Engineering, or Mathematics) ( 7 ). Additionally, 29% developed a new expectation of obtaining a PhD due to the experience of undergraduate research ( 7 ). This increased interest in careers in STEM benefits society at large as students develop interest in highly skilled professions that promote independence, collaboration, and innovation.

One of our own students, in response to a departmental exit survey stated, “research methodology is an important portion of the curriculum because graduate schools and supervisors are impressed when they see this on your resume, plus it’s a great experience.” We certainly believe undergraduate research to be an advantage when seeking post-graduate training; however, experience in research methodology is beneficial to all students not just those seeking further training after graduation. Ethical study and application of the scientific process develops critical thinking and independence necessary for achieving the highest standards of quality in scholarship, service and leadership. Developing skills in critical thinking and communication will allow students to emerge as leaders in multiple professions after graduation.

Faculty mentors also benefit from the undergraduate research process. The faculty mentor can initiate or continue a productive research agenda while at a teaching intensive institution. Interactions with students in the research process can enhance teaching ( 1 ) through the use of the scientific process as a class objective and by incorporating lab skills into the research process. This again facilitates the students moving from classroom theory to practical experience to solidify learning. Further, the university or institution will benefit from the publications, abstracts, and local, regional, national, or international presentations that increase visibility in the scientific community.

The scientific community also recognizes the importance of undergraduate research. Several national agencies have directly identified undergraduate research for funding initiatives. Funding for undergraduate research has been specifically identified by National Science Foundation which recently allocated $33 million for the Research Experiences for Undergraduates Program (REU) ( 6 ). This competitive mechanism typically funds an undergraduate student for a 10 week mentored project with a $3,000 – 4,000 stipend. The National Institute of Health has also announced the R15 mechanism or AREA grant which can provide an institution with up to $150,000 over 1 to 3 years for faculty mentored research at traditionally teaching institutions ( 5 ). An additional national funding opportunity for undergraduate students is the Howard Hughes Undergraduate Research Fellows Program providing a $2,600 stipend and possible tuition waiver ( 2 ).

Fifteen years ago, the faculty in our department had the foresight to require each senior to complete an individual research project. The implementation of a research project was quite a progressive idea for 1993, particularly in an undergraduate department housed within a liberal arts university whose mission was almost exclusively teaching focused. At the time, students in our department designed their projects, collected data, and presented their results in a single 15 week semester. The process of completing the research project has endured numerous transformations throughout the years and has morphed into its current state, a year-long faculty mentored research endeavor. The students learn research methodology and develop their research projects in one semester, while data is collected, analyzed, and presented during the second semester. The capstone assignments for the research projects include a journal-style manuscript, a poster presentation, and an oral presentation given to the faculty and staff of the department. Additionally, all students are required to present their research at local or state conferences and many have gone on to present at regional, national, and even international conferences.

Two schools of thought predominate when determining the research topics: a student-generated research topic versus a mentor-generated research topic. The former requires the student to perform a thorough literature review prior to the development of the project to ensure the project is novel. The student must then develop his or her own faculty-mentored methodology in order to appropriately answer the research question. This method provides a well-rounded research experience; however, the projects tend to be less sophisticated when compared to the mentor-generated projects. The more classic, mentor-generated projects often provide students with the opportunity for greater exposure to advanced laboratory techniques. However, as these projects are ongoing the student has less input into research design and methodology. Each method has its unique benefits and limitations, yet both result in excellent research experiences for the students. The decision to choose one method over the other often is dictated by the interests and future goals of the individual student. Those students who are interested in graduate or professional school tend to migrate towards mentor-generated projects in order to gain additional laboratory experience, though students can and often do chose a student-generated projects.

As we look to the future of our undergraduate research program, we continue to pursue opportunities to improve the quality of instruction and mentoring provided to our students with the hope that this will enrich the research experience for our students. We believe the greatest limitation to an established undergraduate research curriculum is monetary support. Many universities have an Undergraduate Research Office that provides small stipends for the students to travel and present research. We have found that our students are willing to present at regional or national conferences, but many do not have the funds for travel, registration, and professional membership dues, and therefore, often choose not to present their research. Thus, if we desire our students to gain the valuable experience of presenting at larger conferences (other than state or local), the financial burden lies with the student and/or the department. However, the precedent has been set within our university and other universities to seek external donations from community members who are committed to the development of future scientists. Such donations could provide the stimulus for increased research activity by making available stipends for students as well as for faculty mentors. The additional financial support would not only increase the quality of the research projects, but could also provide the much-needed support for students to present their data at larger conferences.

As faculty, we believe the research experience is extremely valuable for our students. It provides multiple benefits to students and faculty, as described above. However, those that have mentored research projects know it can be a trying or frustrating experience at times. Therefore, it is particularly gratifying to hear our students speak positively about the research process. One student reported last year, “I am really glad that I had the opportunity to complete a research project. It is an excellent tool for learning how to perform research, but also it has taught me skills I can use to complete any task.” For our purposes, this may be the primary goal of undergraduate research: students learn how to perform research, but they also learn problem-solving skills that translate to arenas beyond the classroom or laboratory.

How Undergraduates Benefit From Doing Research

Undergraduate research isn't just for STEM subjects.

Benefits of Undergraduate Research

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

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

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

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

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

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

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

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

Research Roots in STEM

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

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

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

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

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

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

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

Connecting With Faculty

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

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

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

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

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

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

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

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

The Future of Undergraduate Research

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

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

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

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

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

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What Skills Does Undergraduate Research Teach You?

Welcome to our 5 Things I Learned blog series, where UNH students from all colleges and majors share  the UNH experience that changed everything for them and what they learned from it. From studying abroad and summer internships, to research and leadership in student organizations, follow along to see what you can learn by stepping out of your comfort zone and saying "yes" to that new opportunity on our campus .

Nicole Forno, Undergraduate Researcher

For the past year and a half, I’ve been working for both UNH and Rutgers University as an Undergraduate Research Assistant (URA) to design, test and analyze data on a model hydrothermal vent that benefits the National Oceanic and Atmospheric Administration (NOAA) . Here are five things I have learned along the way!

Me at the 2023 UNH Undergraduate Research Conference

1. Try new things

I’ve learned numerous new topics and skills as an Undergraduate Research Assistant (URA). Last April, I had the opportunity to present at the UNH Undergraduate Research Conference and will be presenting at the Ocean Sciences Meeting held in New Orleans this year. Though public speaking isn’t one of my strong suits, these experiences helped me develop the skill of public speaking. While on campus, I’ve also been able to get hands-on experience conducting tests and building prototypes in a machine shop! You never know what each experience will lead to unless you take the opportunity.

Me above the Chase Ocean Engineering Lab tank assisting with system setup

2. It's okay to be wrong

One of the most beneficial parts of my research experience has been making mistakes. Before taking Fluid Dynamics, I learned how to do head loss calculations using MATLAB code to understand fluid behavior . This involved several meetings to review mistakes I made throughout the process, which helped me learn a lot about the topic. Once I took Fluid Dynamics, the mistakes I made during my prior research experience helped me better understand the topic in class and further my MATLAB coding proficiency. Making mistakes is an important step in learning.

Testing our variable frequency drive with a small pump

3. Manage your time

Balancing schoolwork, meetings, extracurriculars and all the other activities that come along with being a college student is sometimes stressful. Every semester, I find myself pressured to reach many deadlines each week. To stay organized, I started using Microsoft Outlook Calendar to keep track of my classes, meetings and assignments. Since meetings for my URA position are virtual, having easy access to my schedule makes it simple to plan a meeting! Building time management skills early will lead to an easier time planning and working efficiently.

Dye test completed by one of my colleagues using the mini array

4. Always ask questions

Often as a URA, I find myself unsure of the topic I’m researching or conducting tests on. To make progress on my assigned task, I’ve learned to keep asking questions. When I sit in on meetings for subjects I don’t quite understand, I ask for clarification from other colleagues . A lot of the time, asking questions makes people think of things in a new way!

Full-sized array running outside of Chase Ocean Engineering Lab

5. Flexibility is key

Working part-time as a full-time student is no joke. When it comes to managing several different tasks at once, I learned that being flexible is important . As a URA, there are days when I have many tasks due at the end of the day and days when I have little work to do. Prioritization of tasks, academic or not, is one of the best ways to stay organized.

This work was made entirely possible by the NOAA Office of Exploration (Grant # NA22OAR0110192) and the PIs (G. Xu, K. Bemis, A. Marburg, E. Weidner).

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Your responsibilities as an undergraduate researcher.

Ethics and Compliance with Research Policies and Standards Students in the College are expected to become familiar with their discipline’s ethical standards and to conduct their research activities with integrity and a commitment to academic excellence. Research is governed at both the institutional and federal level. You are strongly encouraged to ask questions of your faculty mentors about proper practices and procedures, to get safety and ethics training early on and when appropriate, and to follow the directions of your faculty mentor(s) and other research staff closely.  All College students engaged in undergraduate research are held to the same standards articulated in the Academic Integrity and Student Conduct statement .

If you are an undergraduate researcher who deals with human or animal subjects, you must be informed about and compliant with the UChicago policy and federal regulatory requirements for conducting research with humans and animals. All undergraduate researchers are strongly encouraged to review the policies, conduct, and other informational materials made available by the University Research Administration and the Office of the Vice-President for Research, Innovation, and National Laboratories :

• U niversity Research Administration Policies and Compliance
• U niversity Research Administration Responsible Conduct of Research
• Office of the Vice-President for Research, Innovation, and National Laboratories

Human Subjects (IRB) If you are pursuing research involving human subjects, you must determine if you are required to secure formal approval for your work through the UChicago Human Subjects Institutional Review Board process (commonly called 'IRB'). You can read more about the process by visiting the University of Chicago Human Subjects Review  website .  Please read it carefully and note that this includes  any type of research involving human subjects - thesis, independent study, field-work, data collection, international research funded by an SITG, and/or potentially a Fulbright grant post-UChicago. If you are student currently working with a faculty PI or research mentor, do not assume that if they have IRB approval, your work is automatically covered under their approval process. Before you can make your work with human subjects public in any way - publications, presentations, symposium abstracts - you need to ensure you have met any/all IRB approval expectations and should be aware of the limitations of making your work public. 

Generally speaking, if you intend to conduct research that includes collecting data about a living individual , children or at-risk populations, including personal or sensitive data, performing ethnographies or any other work that engages in person-to-person contact  and/or  may compel you to undertake research in environments that put you at risk (eg prison systems, refugee support environments, etc), you should carefully review the information provided here and, if necessary, set up an appointment with the team at your respective Institutional Review Board office (see below). They will be able to assess if your work demands full approval and guide you through the process. Be aware that this process can take up to three months for approval, sometimes longer.   As a researcher, this is your responsibility. You must plan accordingly. 

Before you make an inquiry with the respective UChicago Human Subject Institutional Review Board, we strongly recommend undergraduate researchers review the ' Back to Basics: Does my research fall within the scope of regulations' webinar offered by the federal Office of Human Research Protections website.  Reviewing this webinar, and any other information on the HRP website does not exempt you from formal review but is a good place to learn more about human subjects research.

If you are a College student in the:

• Read the guidance specifically for students  HERE . 
• Biomedical (BSD/PSD broadly), visit:  http://bsdirb.bsd.uchicago.edu/

Health and Safety Training:  Safe practices are essential for research laboratories to ensure that intensive scientific inquiry goes uninterrupted. Laboratory safety begins with a comprehensive assessment of risks posed by research reagents and associated lab activities as well as an assessment of compliance issues associated with research conducted within that lab. Student researchers should visit the Office of Research training page for more information on health and safety training in the laboratory sciences. 

Animal Subjects For work with animals, visit the  U niversity Research Administration Policies and Compliance  website and carefully review the explicit policies on research involving animals on the Institutional Animal Care and Use Committee  (IACUC) website. You should speak with your faculty advisors and others who work in your environment to learn about their expectations and your roles/responsibilities while participating in research with animals. You should also inquire about basic training courses , offered through IACUC .

Patient-Oriented and Translational Research Students involved in research at the UChicago Medical Center or in anything related to patient-oriented and/or translational research are strongly encouraged to review the resources provided by the Institute for Translational Medicine (ITM) .  ITM invites College students to attend their free 'Essentials of Patient-Oriented Research' (EPR) courses offered throughout the year and summer.  All students who receive funding from or participate in National Institutes of Health (NIH) research opportunities are required to attend the full suite of EPR courses.  Students are also encouraged to attend events and participate in training and programming offered through the MacLean Center for Medical Ethics .

The following websites include insightful information on research ethics:

• Institutional Animal Care and Use Committee  
• UChicago Social and Behavioral Sciences IRB  
• UChicago Biomedical Sciences (BSD/PSD broadly) IRB
• M acLean Center for Clinical Medical Ethics
• Office for Human Research Protections (Federal policies)
• On Being a Scientist, Responsible Conduct in Research
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School of Electrical and Computer Engineering

College of engineering, undergraduate research excellence celebrated at ors symposium.

In celebration of student research and innovation, the Opportunity Research Scholar's (ORS) Symposium was held on May 3, 2024. ORS is the Georgia Tech School of Electrical and Computer Engineering’s (ECE) undergraduate research program designed to enhance and expand the traditional classroom experience through long-term projects.

The annual symposium is the culmination of two semesters of research through the ORS program. Starting each fall, students in groups of three to four, conduct the research with the help of a graduate advisor and a faculty member.

At the end of the Spring semester, each group submits their research as a conference paper to the Institute of Electrical and Electronics Engineers (IEEE) ORSS, which decides the first and second place Best Paper Winners for the ECE ORSS. 

“The ORS Symposium is testament to the dedication, passion, and hard work of our student researchers,” ORS Director Shanthi Rajaraman said. “To witness the progress and growth of these young minds is rewarding and inspiring."

Students also present their research via posters at the symposium, with a People’s Choice Award given out to the best overall poster as decided by student participants and mentors.

Additionally, students have the opportunity to peer review other teams’ projects. For the past three years, the ORS Symposium has been open to teams beyond ECE. This year, there were 25 teams that participated, with 22 coming from Georgia Tech and three from Kennesaw State University.

Since its establishment, over 1,000 students have participated in the ORS program, with nearly twice as many ORS Ph.D. graduates going on to a career in a academics than the general ECE Ph.D. population, according to Rajaraman.

All the pictures from the symposium can viewed here.

The 2024 winners were:

Best Paper Award

From left to right: Avanish Narumanchi, Seongjin Kim, William Montello, Md. Nahid Haque Shazon (Mentor)

Title:   Investigating the Impacts of Device Geometry and an Alternative Write Current Scheme on Write Time and Switching Energy of SOT-MRAMs  Student Researchers: Seongjin Kim, William Montello, Avanish Narumanchi, Md. Nahid Haque Shazon Faculty Advisor: Azad Naemi

From left to right: Karsten Richardson, Cullen Lonergan, Luke Hanks

Title: Analog High-Level Synthesis for Field Programmable Analog Arrays Student Researchers: Luke Hanks, Cullen Lonergan, Karsten Richardson, Afolabi Ige, Pranav Mathews  Faculty Advisor: Jennifer Hasler

People’s Choice Award

From left to right: Emma McClelion, Hannah Xiao, Viktor Raykov

Title: Rectenna Characterized Under Varying 2-D Transmitter Positions & Power Beaming Amplitude Levels at 5.8 GHz Student Researchers: Hanna Xiao, Emma McClelion, Victor Raykov, Hanna Xiao, Kaitlyn Graves Faculty Advisor: Greg Durgin

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• Researchers

Students and Faculty Mentors Celebrated at Student Research Day

Student research day scientific poster session, student research day, shelli farhadian, md, phd, and john k. forrest, md, peter aronson, md, c.n.h. long professor of medicine (nephrology) and professor of cellular and molecular physiology.

On May 7, 2024, students and faculty mentors were celebrated at Yale School of Medicine’s (YSM) Student Research Day (SRD), an annual tradition at YSM since 1988. Five medical students (Chinye Ijile, Amanda Lieberman, Kingson Lin, Victoria Marks, and Jamieson O’Marr) made thesis presentations, and over 75 students, from across Yale’s health profession schools, displayed scientific posters and engaged with attendees during the poster session.

“Today we’re showcasing a diverse range of mentored research—spanning from fundamental basic science, to implementation science—performed by student investigators from across the health professions schools,” Associate Dean for Student Research Sarwat Chaudhry, MD, professor of medicine (general medicine), said in opening remarks. Associate Dean for Student Research Erica Herzog, MD, PhD, John Slade Ely Professor of Medicine (pulmonary) and professor of pathology, added, “We take immense pride in Yale’s deep-rooted tradition of embedding research within medical education. For our students, experience in scientific investigation isn't merely a stepping stone towards a successful residency match or a career in academic research; it's foundational training for their lifelong commitment to medicine.”

Farr Lecture

The Lee E. Farr MD Endowed Lectureship and the presentation of the Dr. John N. Forrest, Jr., Mentorship Award, which bookended the student thesis presentations, honored YSM faculty for their outstanding mentorship. In introducing Peter Aronson, MD, C.N.H. Long Professor of Medicine (Nephrology) and professor of cellular and molecular physiology, as the Farr lecturer, Nancy J. Brown, MD, Jean and David W. Wallace Dean and C.N.H. Long Professor of Internal Medicine, explained that the lecture aims to stimulate thinking and to inspire students to strive to achieve more effective leadership and educational roles in society. Brown said that Aronson, who has been at YSM for 50 years since joining as a nephrology fellow in 1974, “epitomizes these qualities as a physician-scientist, educator, mentor, and colleague. As such, there is no one more fitting to speak at today’s event.”

As chief of the Section of Nephrology from 1987-2002, Brown said, Aronson nurtured the development of numerous physician-scientists, both as faculty and fellows, many of whom became recognized leaders—and many of whom remain at Yale and were present on SRD. “It goes without saying” Brown concluded, “that Dr. Aronson’s stewardship is one reason for the enduring strength of Yale’s 200-year tradition of medical student research,” noting he had been part of the tradition for one quarter of the 200 years. (In comments after Aronson spoke, Herzog noted several of his student evaluations simply said GOAT: “Greatest Of All Time.”)

Using his own experiences as examples in his lecture titled From Sugar to Salt to Stones: Serendipitous Journey as Mentee and Mentor, Aronson noted the importance of chance events and serendipitous research findings in determining the course of his academic development and research career. ( This article describes his remarks in detail .) In closing, Aronson honored the late John N. Forrest, Jr., professor emeritus of medicine and the founding director of YSM’s Office of Student Research (OSR). Forrest, he said, “exemplified extraordinary commitment to the process of education and mentorship,” adding “we should all be inspired by his example of what is most gratifying in academic medicine.”

Dr. John N. Forrest, Jr., Mentorship Award

Chaudhry similarly honored John N. Forrest, Jr. in introducing the mentorship award established to recognize his legacy. “As many of you know, Dr. Forrest died earlier this year, and so this year’s Forrest Prize holds special meaning.” OSR “was his pride and joy,” Chaudhry said, adding that since starting their roles as associate deans of student research in 2020, “Dr. Herzog and I have continually been impressed by Dr. Forrest’s care and foresight in establishing the Office of Student Research. Dr. Forrest’s legacy lives on in the enduring strength of YSM’s medical student research program.”

Before Forrest’s son, John K. Forrest, MD, associate professor of medicine (cardiovascular medicine), announced the award recipient— Shelli Farhadian, MD, PhD, assistant professor of medicine (infectious diseases); assistant professor, epidemiology of microbial diseases —he shared, “My family and I are grateful to the numerous people who reached out after our father’s passing. Some of the most touching correspondence we received were from medical students, residents, and fellows whom he had mentored while at Yale. There is no greater evidence of the lasting impact that mentorship plays in the lives of young physicians that the words contained in those letters.”

Turning to the awardee, Forrest said, “Dr. Farhadian is an exemplary mentor,” and pointed to her role “in shaping the careers of her mentees, many of whom have garnered multiple awards and recognition, and published first author manuscripts under her tutelage.”

He then shared what a student wrote about Farhadian: “Dr. Farhadian is such a fantastic mentor and person. As my mentor she encouraged me to apply for grants and submit to conferences and journals and has always made herself available to answer any questions that I have. She also facilitates an environment in which her mentees feel comfortable coming to her with questions and offers help in connecting me with doctors in my fields of interest. Beyond my research with Dr. Farhadian, she has also proved to be an invaluable resource in terms of developing as a student and a future doctor. She is an inspiring woman in medicine, and I hope to become as caring and capable as a doctor and mentor as she models.”

Upon receiving the award, Farhadian said, “It means a great deal for me to receive this award in Dr. Forrest’s name. I was lucky to cross paths with Dr. Forrest when I was an intern, and I will always remember how kind he was to everyone in the hospital, no matter how small their role.” Farhadian added, “I feel very lucky to have had my own exceptional research mentors along the way, and I have tried to emulate them when mentoring my own trainees.”

Student Thesis Presentations

Chinye Ijile

Medicaid Coverage for Undocumented Children in Connecticut: A Political History

Faculty mentor: Naomi Rogers, PhD, professor in the history of medicine and of history; acting chair, Spring 2024, History of Medicine

Amanda Lieberman

Multilevel Barriers to Methadone for HIV Prevention Among People Who Inject Drugs in Kazakhstan

Faculty mentor: Frederick Altice, MD, MA, professor of medicine (infectious diseases) and of epidemiology (microbial diseases)

Kingson Lin, MD-PhD

Design, Synthesis, and Characterization of Novel MGMT-Dependent, MMR-Independent Agents for the Treatment of Glioblastoma Multiforme (GBM)

Faculty mentors: Ranjit Bindra, MD, PhD, Harvey and Kate Cushing Professor of Therapeutic Radiology and professor of pathology; and Seth Herzon, PhD, Milton Harris ’29 Ph.D. Professor of Chemistry

• Victoria Marks

Association between Medical Insurance, Access to Care, and Clinical Outcomes for Patients with Uveal Melanoma in the United States

Faculty mentor: Michael Leapman, MD, MHS, associate professor of urology; assistant professor, chronic disease epidemiology

Jamieson O’Marr

Ballistic and Explosive Orthopaedic Trauma Epidemiology and Outcomes in a Global Population

Faculty mentor: Brianna Fram, MD, assistant professor of orthopaedics & rehabilitation

Featured in this article

• Frederick Lewis Altice, MD, MA
• Peter S. Aronson, MD
• Ranjit S. Bindra, MD, PhD
• Nancy J. Brown, MD
• Sarwat Chaudhry, MD
• Shelli Farhadian, MD, PhD
• John K Forrest, MD, FACC, FSCAI
• Brianna R. Fram, MD
• Erica Herzog, MD, PhD
• Seth Herzon, PhD
• Chinye Ijeli
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The beauty of biology

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When Hanjun Lee arrived at MIT, he was set on becoming a Course 5 chemistry student. Based on his experience in high school, biology was all about rote memorization.

That changed when he took course  7.03 (Genetics) , taught by then-professor  Aviv Regev , now head and executive vice president of research and early development at Genentech, and  Peter Reddien , professor of biology and core member and associate director of the Whitehead Institute for Biomedical Research.

He notes that friends from other schools don’t cite a single course that changed their major, but he’s not alone in choosing Course 7 because of 7.03.

“Genetics has this interesting force, especially in MIT biology. The department’s historical — and active — role in genetics research ties directly into the way the course is taught,” Lee says. “Biology is about logic, scientific reasoning, and posing the right questions.”

A few years later, as a teaching assistant for class  7.002 (Fundamentals of Experimental Molecular Biology ), he came to value how much care MIT biology professors take in presenting the material for all offered courses.

“I really appreciate how much effort MIT professors put into their teaching,” Lee says. “As a TA, you realize the beauty of how the professors organize these things — because they’re teaching you in a specific way, and you can grasp the beauty of it — there’s a beauty in studying and finding the patterns in nature.”

An undertaking to apply

To attend MIT at all hadn’t exactly been a lifelong dream. In fact, it didn’t occur to Lee that he could or should apply until he represented South Korea at the 49th International Chemistry Olympiad, where he won a Gold Medal in 2017. There, he had the chance to speak with MIT alumni, as well as current and aspiring students. More than half of those aspiring students eventually enrolled, Lee among them.

“Before that, MIT was this nearly mythical institution, so that experience really changed my life,” Lee recalls. “I heard so many different stories from people with so many different backgrounds — all converging towards the same enthusiasm towards science.” 

At the time, Lee was already attending medical school — a six-year undergraduate program in Korea — that would lead to a stable career in medicine. Attending MIT would involve both changing his career plans and uprooting his life, leaving all his friends and family behind.

His parents weren’t especially enthusiastic about his desire to study at MIT, so it was up to Lee to meet the application requirements. He woke up at 3 a.m. to find his own way to the only SAT testing site in South Korea — an undertaking he now recalls with a laugh. In just three months, he had gathered everything he needed; MIT was the only institution in the United States Lee applied to.

He arrived in Cambridge, Massachusetts, in 2018 but attended MIT only for a semester before returning to Korea for his two years of mandatory military service.

“During military service, my goal was to read as many papers as possible, because I wondered what topic of science I’m drawn to — and many of the papers I was reading were authored by people I recognized, people who taught biology at MIT,” Lee says. “I became really interested in cancer biology.”

Return to MIT

When he returned to campus, Lee pledged to do everything he could to meet with faculty and discuss their work. To that end, he joined the MIT Undergraduate Research Journal , allowing him to interview professors. He notes that most MIT faculty are enthusiastic about being contacted by undergraduate students.

Stateside, Lee also reached out to Michael Lawrence , an assistant professor of pathology at Harvard Medical School and assistant geneticist at Mass General Cancer Center, about a preprint concerning APOBEC, an enzyme Lee had studied at Seoul National University. Lawrence’s lab was looking into APOBEC and cancer evolution — and the idea that the enzyme might drive drug resistance to cancer treatment.

“Since he joined my lab, I’ve been absolutely amazed by his scientific talents,” Lawrence says. “Hanjun’s scientific maturity and achievements are extremely rare, especially in an undergraduate student.”

Lee has made new discoveries from genomic data and was involved in publishing  a paper in Molecular Cell and  a paper in Nature Genetics . In the latter, the lab identified the source of background noise in chromosome conformation capture experiments, a technique for analyzing chromatin in cells.

Lawrence thinks Lee “is destined for great leadership in science.” In the meantime, Lee has gained valuable insights into how much work these types of achievements require.

“Doing research has been rewarding, but it also taught me to appreciate that science is almost 100 percent about failures,” Lee says. “It is those failures that end up leading you to the path of success.”

Widening the scope

Lee’s personal motto is that to excel in a specific field, one must have a broad sense of what the entire field looks like, and suggests other budding scientists enroll in courses distant from their research area. He also says it was key to see his peers as collaborators rather than competitors, and that each student will excel in their own unique way.

“Your MIT experience is defined by interactions with others,” Lee says. “They will help identify and shape your path.”

For his accomplishments, Lee was recently named an  American Association for Cancer Research Undergraduate Scholar . Last year, he also spoke at the Gordon Research Conference on Cell Growth and Proliferation about his work on the retinoblastoma gene product RB.

Encouraged by positive course evaluations during his time as a TA, Lee hopes to inspire other students in the future through teaching. Lee has recently decided to pursue a PhD in cancer biology at Harvard Medical School, although his interests remain broad.

“I want to explore other fields of biology as well,” he says. “I have so many questions that I want to answer.”

Although initially resistant, Lee’s mother and father are now “immensely proud to be MIT parents” and will be coming to Cambridge in May to celebrate Lee’s graduation.

“Throughout my years here, they’ve been able to see how I’ve changed,” he says. “I don’t think I’m a great scientist, yet, but I now have some sense of how to become one.” 

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Mission Statement

The mission of the Council on Undergraduate Research is to support and promote high-quality mentored undergraduate research, scholarship, and creative inquiry.

CUR provides support and professional development opportunities for faculty, staff, administrators, and students. Our publications and outreach activities are designed to share successful models and strategies for establishing, nurturing, and institutionalizing undergraduate research programs. We assist administrators and faculty members in improving and assessing the research environment at their institutions. We recognize institutions that have exemplary undergraduate research programs and faculty who have facilitated undergraduate research at their institutions through their mentorship and leadership. We also provide information on the importance of undergraduate research to private foundations, government agencies, state legislatures, and the U.S. Congress. Faculty, staff, administrators, students, and colleagues from all types of academic institutions and organizations form the dynamic CUR membership.

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Enriching and advancing society through undergraduate research, scholarship, and creative inquiry. 

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Code of Ethics for Undergraduate Research

This document serves as an important guide for students, faculty, and administrators as they pursue undergraduate research, scholarship, and creative activities. It is designed to be a working document that can be added to and revised as new information and material becomes available. The CUR Code of Ethics for Undergraduate Research covers areas such as the personal conduct of faculty members and students, organizational and institutional conduct, conflict of interest, and the relationship between mentors and mentees.

The Council on Undergraduate Research (CUR) was incorporated in 1980 by a group of chemists from private liberal arts colleges who wanted to provide information about research that was being conducted at liberal arts colleges by faculty, often in collaboration with students. ( Read this article  by CUR’s first president Michael Doyle that provides a brief history of CUR.)

As the demographics and needs of members have changed, CUR has adapted and expanded to offer supportive environments for a diverse group of individuals and institutions. CUR has grown to include 13 divisions spanning all disciplines, more than 13,000 individual members from undergraduate students to university presidents, and more than 525 institutional members from all types of institutions. Our programs, services, and publication avenues – such as a consulting service for evaluation of institutional programs; a quarterly, peer-reviewed journal; books and other publications, such as newsletters and white papers; and comprehensive social media presence – reach an even larger audience, as CUR’s network spans most disciplinary and higher education associations.

After years of collaboration and discussion, including a joint statement on undergraduate research in 2005, CUR and the National Conferences on Undergraduate Research formally merged into one organization in 2011. This merger strengthened the undergraduate research community and expanded CUR’s professional development opportunities to more directly serve undergraduate students.

CUR is uniquely positioned to broadly engage the undergraduate research community due to two main factors: (1) CUR’s divisional structure, which brings together faculty and administrators, as well as science, technology, engineering, and mathematics (STEM) and non-STEM disciplines, essential for understanding complex issues affecting undergraduate research; and (2) CUR’s direct engagement with undergraduate students, essential for understanding student success and effective learning issues.

Past Presidents

CUR’s leadership has reflected a wide range of backgrounds, disciplines, talents, and institutional roles. CUR presidents typically serve one-year terms that begin at CUR’s Annual Business Meeting. The following distinguished individuals served as presidents of the organization:

View List of Past Presidents

• Ruth Palmer 2022-2023
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PhD student to research multi-functional artificial coral reefs with prestigious fellowship

By Lorena Taboas 05-16-2024

In an exceptional display of academic excellence and forward-thinking, graduate student Kylee Rux has been awarded one of the most prestigious fellowships in the U.S. scientific community: the National Defense Science and Engineering Graduate (NDSEG) Fellowship by the Department of Defense. This fellowship, funded for three years, will allow Kylee to explore the development of multi-functional artificial coral reefs.  

Inspired by early experiences in high school maintaining the classroom's saltwater aquariums, Rux developed a passion for addressing climate change, particularly its effects on the oceans. This led to a profound interest in combining engineering and marine science to create solutions that mitigate environmental impact. Rux’s interest was quickly piqued by the cement industry, known for its significant carbon emissions, but also for its unique potential.  

"Living in Miami, we are at the forefront of climate change and understand the urgency in protecting our coastlines," Rux explains. “I plan to investigate an artificial reef structure that mitigates wave impact and boosts biodiversity while extending the service life. A major area of interest is in exploring the reefs' multi-functional abilities towards enhanced resilience, such as self-healing.”  

Rux’s faculty advisor, civil and architectural engineering assistant professor, Prannoy Suraneni , is currently researching sustainable concretes. Green-gray solutions have been one of the main research focuses for the College of Engineering, aiming to find innovative solutions for shoreline protection and habitats for marine life to navigate climate change impacts.   

Over the next five years, Rux envisions continuing to develop solutions that reduce the impact of climate change, whether in academia or industry and hopes to mentor the next generation of innovators, particularly young girls.  

The Department of Defense NDSEG Fellowship is a highly competitive award given to students pursuing doctoral degrees in science and engineering disciplines. Sponsored by the U.S. Navy, U.S. Space Force, U.S. Air Force, and U.S. Army, the program aims to increase the number of U.S. citizens trained in disciplines of science and engineering of military importance.  

Rux was also awarded the prestigious National Science Foundation Graduate Research Fellowship (NSF GRFP) but chose to accept the Department of Defense Fellowship.  

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College of Engineering

May 16, 2024

2023-2024 Graduate student research award winners

Event creates opportunities to showcase research and excellence.

The Michigan State University College of Engineering Graduate Student Awards Ceremony and Graduate Research Symposium showcased nearly 200 students. The annual events, created by the college in 2012, give participants ranging from first-year graduates to those nearing completion of their Ph.D. the opportunity to share their work and network with faculty, staff and industry partners. Students also gain valuable experience giving research presentations that capture the priorities and mission of the college’s eight academic departments.

A number of awards were presented during the events.

Fitch H. Beach Award for Outstanding Doctoral Research

The Fitch Beach Award is the most prestigious research competition in the College of Engineering. Established by Janet M. Beatty in honor of her uncle, Fitch H. Beach, this award recognizes the most outstanding PhD student researchers within the College of Engineering. The faculty within each department selects one nominee, and the award is judged based on nominees’ records and presentations. Winners receive stipends, a certificate, and a medal to be worn at graduation.

First Place: Liang Zhao , Civil and Environmental Engineering (Advisor: Irene Xagoraraki); receives a $2,000 stipend, plus a certificate and medal to wear at graduation

Second Place: Sharmila Samaroo , Chemical Engineering and Materials Science (Advisor: David Hickey); receives a $1,750 stipend, plus a certificate and medal to wear at graduation

Third Place: Logan Soule , Biomedical Engineering (Advisor: Dana Spence); receives a $1,500 stipend, plus a certificate and medal to wear at graduation

Honorable Mention Awards (listed alphabetically by program; each student receives a $1,000 stipend, plus a certificate and medal to wear at graduation)

• Babak Dialameh , Biosystems Engineering (Advisor: Ehsan Ghane)
• David Butts , Computational Mathematics, Science and Engineering (Advisor: Michael Murillo)
• Steven Grosz , Computer Science and Engineering (Advisor: Anil Jain)
• Xinda Qi , Electrical and Computer Engineering (Advisor: Xiaobo Tan)
• Michael Hayes , Mechanical Engineering (Advisor: Andre Benard)

Outstanding Graduate Student Awards

This annual award recognizes the most outstanding graduate student from each doctoral program in the College of Engineering. These outstanding PhD students were selected by the faculty within their program, and each receive a $1,000 stipend, certificate, and a medal to be worn at graduation. 

• Meghan Hill , Biomedical Engineering (Advisor: Taeho Kim)
• Josué Kpodo , Biosystems Engineering (Advisor: Pouyan Nejadhashemi)
• Shalin Patil , Chemical Engineering (Advisor: Shiwang Chang)
• Farhad Abdollahi , Civil Engineering (Advisor: Emin Kutay)
• Xitong Zhang , Computational Mathematics, Science and Engineering (Advisor: Rongrong Wang)
• Han Xu , Computer Science and Engineering (Advisor: Jiliang Tang)
• Xinda Qi , Electrical & Computer Engineering (Advisor: Xiaobo Tan)
• Zheng Li , Environmental Engineering (Advisor: Alison Cupples)
• Sabrina Curley , Materials Science (Advisor: Caroline Szczepanski)
• Mohammad Hajidavalloo , Mechanical Engineering (Advisor: Andre Benard)

2024 Research Symposium Best Posters

• Amirali Soltanpour , Civil Engineering, Electrifying Travels Along Lake Michigan Circuit
• Annie Needs , Chemical Engineering, Pioneering Targeted Therapy for Neuroblastoma: Engineering Specificity and Potency in Antibody Therapeutics
• Avirup Roy , Electrical Engineering, On-device Semi-supervised Activity Detection: A New Approach to Privacy-aware Personalized Health Monitoring
• Behlul Kula , Civil Engineering, Implementation of VR Technology for Energy Audit Training
• Garrett Weidig , Mechanical Engineering, Smooth Moves: Kinematic Smoothness as an Assessment Tool
• Girish Chandar Ganesan , Computer Science, Remove Projective LiDAR Depthmap Artifacts via Exploiting Epipolar Geometry
• Jared Reiling , Computational Mathematics, Science and Engineering, Improving Accuracy of Multi-animal Motion Tracking
• Nitish Shukla , Computer Science, Face Demorphing via Image Decomposition
• Poornachandra Vaddy , Civil Engineering, Measurement of Different Layers’ Dynamic Modulus in Multi-layered Pavement Cores using Image Processing Technique
• Raheel Tariq , Civil Engineering, Vehicle Classification and Tire Analysis Using Piezoelectric Sensors
• Redwan Sony , Computer Science, Automatic Comparative Chest Radiography Using Deep Neural Networks
• Subal Sharma , Electrical Engineering, Rayleigh Wave Based Characterization of Rolling Contact Fatigue
• Micro-cracks Array Using Machine Learning
• Tzu-Han Hsu , Computer Science, Automated Program Repair for Security Hyperproperties
• Zebadiah Miles , Electrical Engineering, Ultrasonic Digital Twins

3MT (three-minute thesis) Competition winners

First Place: Mohamad Yaman Fares , Civil and Environmental Engineering, Tire-Derived Aggregates (TDA) as Lightweight Fill for Road Structures

Second Place: Mehrsa Mardikoraem , Chemical Engineering and Materials Science, EvoSeq-ML: Advancing Data-Centric Machine Learning with Evolutionary-Informed Protein Sequence Representation and Generation

Third Place: Christiana Kiesling , Civil and Environmental Engineering, Indoor Air Quality Challenges in Rural Alaskan Homes

People’s Choice: Hamad Muslim , Civil and Environmental Engineering, Quality Assessment of Longitudinal Joints in Flexible Pavements

Contact: Kelley Monterusso, College of Engineering - Media and Public Relations

• 2024 ECE Day: Seminar and Student Research Competition

The Department of Electrical and Computer Engineering (ECE) at Illinois Institute of Technology recently held its annual ECE Day event on April 5, 2024. This day-long event showcased the department’s commitment to innovation, collaboration, and academic excellence among its students, faculty, and External Advisory Board.

Eighty students across all degree levels showcased their research, and 45 were named as finalists in first, second, or third place.

ECE Day is the culmination of various activities, including a strategic meeting with the ECE External Advisory Board, research panels, a seminar, and student research competitions.

The seminar was given by Kenneth Zdunek (Ph.D. EE ’91), senior vice president and chief technology officer at Roberson and Associates and adjunct faculty at Illinois Tech. His seminar was titled “Adventures in Wireless System Design.”

“We would like to thank Ken Zdunek for his inspiring seminar presentation,” says Walter and Harriet Filmer Endowed Chair in Electrical and Computer Engineering Jafar Saniie . “Ken is an inventor and leader in the analysis, research, and design of wireless networks and systems. He holds 17 patents and was recognized as an Institute of Electrical and Electronics Engineers fellow in 2008 for his leadership in integrated voice and data systems. In his seminar, Ken shared valuable lessons and insights from his many years of experience in the field of wireless communications.”

The event culminated in an award ceremony and reception, where the winners of the student research competition were announced. Congratulations to the following winners:

Undergraduate Best Team Design Projects—Spring 2024

First Place — Samuel Karson (CPE, M.S. CPE 4th Year),  Nathan Cook (CPE, M.A.S. ECE 5th Year), and  Oumou Toure (EE 5th Year)—“Risk Watch Fall Detection” Adviser:  Walter and Harriet Filmer Endowed Chair in Electrical and Computer Engineering Jafar Saniie

Second Place — Inika Singh (CPE 4th Year),  Elthon Alvarez (EE 4th Year),  Jennifer Duarte (CPE 4th Year), and  Huy Cao (CPE, M.S. CPE 4th Year)—“SmartSlice Station” Adviser:  Walter and Harriet Filmer Endowed Chair in Electrical and Computer Engineering Jafar Saniie

Third Place — Joanna Findura (CPE, M.S. CPE 5th Year),  Sariuna Iumozhapova (CYSE 5th Year), and  Yuhao Zhou (EE, M.S. EE 4th Year)—“AquaTrack Fish Tank Monitor” Adviser:  Walter and Harriet Filmer Endowed Chair in Electrical and Computer Engineering Jafar Saniie

Undergraduate Best Team Design Projects—Fall 2023

First Place — Gabriel Roskowski (CPE 4th Year),  Robert John Soler (CYSE, M.A.S. CYF 4th Year), and  Alae Moudni (CPE 4th Year)—“Automated Security Patrolling Robot” Adviser:  Walter and Harriet Filmer Endowed Chair in Electrical and Computer Engineering Jafar Saniie

Second Place — Lukas Klicker (EE, M.S. CPE 5th Year),  Joanna Findura (CPE, M.S. CPE 5th Year), and  Alex Maliwat (CPE, M.Eng. Artificial Intelligence for Computer Vision and Control 5th Year)—“Infant Monitoring System” Adviser:  Walter and Harriet Filmer Endowed Chair in Electrical and Computer Engineering Jafar Saniie

Third Place — James Benson (EE, M.S. CPE 5th Year),  Guillaume Hansen (M.A.S. ECE),  Muhammad Rafay Danish (CPE, M.A.S. AI 5th Year), and  Khoa Truong (CPE 4th Year)—“Smart Robot Air Quality Monitor” Adviser:  Walter and Harriet Filmer Endowed Chair in Electrical and Computer Engineering Jafar Saniie

Master’s Best Individual Research Projects

First Place — Pin-Chien Chen (M.S. EE 2nd Year)—“Enhanced Fake News Detection Through Dataset Integration” Adviser:  Professor of Electrical and Computer Engineering Yu Cheng

Second Place — Gundrapally Achyuth (M.S. EE 1st Year)—“Ultra Low Power Techniques for Object Detection on the RT-Level” Adviser:  Professor of Electrical and Computer Engineering Ken Choi

Third Place — Yuan Ma (M.S. EE 2nd Year)—“Detection Transformer with Efficient Multiscale Decoder” Adviser:  Associate Professor of Electrical and Computer Engineering Joohee Kim

Master’s Best Team Research Projects

First Place — Spandana Korabandi (M.S. EE 1st Year),  Anirudh Pusuluri (M.A.S. Computer Engineering in Internet of Things 1st Year), and  Akshaykumar Swarnakumar (M.A.S. ECE 2nd Year)—“IoT Enabled EcoSentry Bin” Adviser:  Walter and Harriet Filmer Endowed Chair in Electrical and Computer Engineering Jafar Saniie

Second Place — Iker Alcorta (M.A.S. Computer Engineering in Internet of Things 1st Year) and  Igor Bogaz (M.A.S. Computer Engineering in Internet of Things 1st Year)—“Smart Soccer Boots” Adviser:  Walter and Harriet Filmer Endowed Chair in Electrical and Computer Engineering Jafar Saniie

Third Place — Timothy Seibert  (CPE, M.S. CPE 4th Year) and  Guillaume Seigle (M.A.S. BMI 2nd Year)—“Smart Sleep Tracker” Adviser:  Walter and Harriet Filmer Endowed Chair in Electrical and Computer Engineering Jafar Saniie

Ph.D. Category: Networks and Communications

First Place — Ziru Chen (M.S. EE ’17, Ph.D. EE Candidate)—“Practical Reconfigurable Intelligent Surface” Adviser:  Associate Professor of Electrical and Computer Engineering Lin Cai

Second Place (Tie) — Eli Hwang (Ph.D. EE Candidate)—“Uplink NOMA via Special Incidence Matrix” Adviser:  Associate Professor of Electrical and Computer Engineering Guillermo Atkin

Second Place (Tie) — Oluwaseun Ajayi (Ph.D. EE Candidate)—“Self-Renewal Machine Learning Approach for Fast Wireless Network Optimization” Adviser:  Professor of Electrical and Computer Engineering Yu Cheng

Third Place — Yu Xiao (M.S. EE ’18, Ph.D. EE Candidate)—“Time Asynchronous NOMA for Increasing BER performance” Adviser:  Associate Professor of Electrical and Computer Engineering Guillermo Atkin

Ph.D. Category: Signal and Image Processing

First Place — Jane Downer (AI/M.A.S. AI ’23, Ph.D. CS Candidate)—“Identifying Backdoored Graphs in Graph Neural Network Training: An Explanation-based Approach with Novel Metrics” Adviser:  Assistant Professor of Electrical and Computer Engineering Ren Wang

Second Place — Yipeng Qu (Ph.D. EE Candidate)—“Enhancing Query Formulation for Universal Image Segmentation” Adviser:  Associate Professor of Electrical and Computer Engineering Joohee Kim

Third Place (Tie) — Xirang Zhang (M.S. EE ’21, Ph.D. EE Candidate)—“A Feasibility Study on Deep Learning for Standard-Dose Cardiac-Gated Spect Images” Adviser:  Harris Perlstein Professor of Electrical and Computer Engineering Yongyi Yang

Third Place (Tie) — Mehdi Toumi (Ph.D. EE Candidate)—“Edge Preserving Deep Learning De-Noising for Cardiac Spect” Adviser:  Professor of Electrical and Computer Engineering Jovan Brankov

Ph.D. Category: Power Electronics

First Place — Triston Cooper (Ph.D. EE Candidate)—“Superconducting Momentary Circuit Interrupter” Adviser:  Professor of Electrical and Computer Engineering Ian Brown

Second Place — Nicholas Krause (EE ’14, M.S. EE ’16, Ph.D. EE Candidate)—“Electric Machine Thermal System Identification” Adviser:  Professor of Electrical and Computer Engineering Ian Brown

Third Place — Mohammad Qasem (Ph.D. EE Candidate)—“Data-Integrated in Li-ion Battery Modeling for eVTOL Energy Systems” Adviser:  Carl and Paul Bodine Endowed Chair in Electrical and Computer Engineering Professor Mahesh Krishnamurthy

Ph.D. Category: Digital Systems and Cybersecurity

First Place — David Arnold (EE/M.S. CPE ’19, Ph.D. CPE Candidate)—“An Enhanced Data Historian For Cyberattack Detection in Industrial Control Systems” Adviser:  Walter and Harriet Filmer Endowed Chair in Electrical and Computer Engineering Jafar Saniie

Second Place (Tie) — Guanting Chen (M.S. EE ’19, Ph.D. EE Candidate)—“SAT Solver with Machine Learning and Weighted Literal Incidence Graph Representation” Adviser:  Associate Professor of Electrical and Computer Engineering Jia Wang

Second Place (Tie) — Hans Johnson (M.S. EE ’21, Ph.D. EE Candidate)—“Improving Signal-to-Noise Ratio (SNR) for Quantum Computing Readout Signals Using Adaptive Filters for FPGAs” Adviser:  Walter and Harriet Filmer Endowed Chair in Electrical and Computer Engineering Jafar Saniie

Third Place — Nader Alnatsheh (EE/M.S. EE ’22, Ph.D. EE Candidate)—“Low Power Techniques for DNN Accelerator Design from Model-Level to RT-Level” Adviser:  Professor of Electrical and Computer Engineering Ken Choi

Image: Group photo of ECE Day attendees.

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