By PRA Ruupala Kalaiarasu

I still remember how I felt in the minutes leading up to my interview with my mentor. My palms were sweaty, and my breath was shaky as I practiced reciting facts that I found interesting from her papers and my “why I’m interested” speech. Yet, I still felt unprepared.

I look back fondly over this interview, even though at the moment I was stressed out of my mind. It was through this meeting that I learned how kind my mentor is, and how passionate she is about her work. This meeting confirmed that I wanted to work in my mentor’s lab, but there are still a few things I wish I had been aware of beforehand.

Do Your Homework—But Don’t Overdo It

You might think the best way to prepare for your first meeting with your potential mentor is to read every single one of their papers and make sure you understand every single detail. I sure thought this was the case and threw around buzzwords from my mentor’s research papers within the written application I had submitted before my interview. However, it’s important to remember that you are not the one with a PhD in this field, your potential mentor is. Your main goal should be to understand what their lab or project focuses on, so you can find a connection to your own interests.

Honesty is the Best Policy 

It’s better to be honest about what you do and don’t know than to lie. Lying might set you up to get called out on your bluff, which can be a really uncomfortable situation. This doesn’t mean you should go into your meeting knowing nothing. However, your potential mentors know that you are an undergraduate student, and there is only so much that be taught in a classroom setting. To be honest, I learned most of everything I know about my research on the job and from my mentor’s guidance. The main things mentors are looking for are passion and a desire to learn more. If there’s something that you read about in one of their research papers and didn’t understand, this provides a great opportunity to ask a question and demonstrate you are interested in learning more about their work.

Small Questions Can Make Big Impressions

Asking questions such as “I had begun to read about your research in _____, and was wondering how you discovered your interest for this field?”, and “What’s your favorite aspect of doing research in this field?” go a long way in terms of demonstrating interest to your potential mentors. Additionally, questions can be a useful tool to ease into the conversation of them having a place for you in their lab. These questions should be reserved for the end of the meeting, but can include things such as “Are there ways for undergraduates to get involved in your lab this semester or in the future”, “What skills are most helpful for someone joining your lab?”, and “What classes would you expect for undergraduates within your lab to have taken?”.

The Meeting Isn’t Over When You Leave the Room

Your meeting is just the first step towards sealing the deal with your potential mentor. A good follow-up can be just as important as the initial meeting, and makes sure your name remains at the front of your potential mentor’s mind. This can be most easily achieved through a “thank you” email appreciating them for the time they set aside to have a conversation with you. Bonus points if you mention something you learned about them and their research! If you had discussed steps towards obtaining the position with them, such as applying for a specific program, sending over a résumé, or setting up another meeting, this would be the place to include that.

However, as important as it is for your potential mentor to see you as a good fit for their lab, it is equally as important that you see them as a good potential mentor for you. One thing I would always do immediately after meeting with a professor was reflect and jot down notes while the conversation was fresh on my mind. Though many believe that “research is research”, and it doesn’t matter if they like their research experience if they can add it onto their resume, this could not be further from the truth. Having a mentor that A) is conducting research you are interested in and B) is willing to help you in attaining your research goals can make or break your experience.

From Here on Out

Looking back, I’ve realized research isn’t all about having the right answers every step of the way, it’s about your willingness to ask the right questions. Mentors want to see your curiosity, not your perfection. It might be hard to believe, but our mentors aren’t perfect either, they’ve just had more years to make mistakes and learn! They were all in the same position as you at one point in their lives, as have all of us PRAs. It is normal to stress out while preparing for an interview with your first mentor! All to say, the best thing you can do is ask questions. The sooner you start asking questions, the sooner you start growing and learning, and you’ll find that confidence will accompany you before you even know it.

If you ever need help preparing for an interview, take the time to look at the “How to Connect With Faculty” section of the OUR’s website for some helpful tips and tricks. You can always reach out to me, another PRA, or one of our amazing staff members if you want to practice having this conversation in person as well!

By Brielle Pierre Philippe, Peer Research Ambassador

The thing that usually gets everyone started on their research journey is passion–that spark of curiosity or excitement that fuels you to take all the necessary steps to find, connect with, and join a lab that aligns with your personal interests. Your “what-ifs” take shape before your eyes, and suddenly, all the questions you once had spinning around your head can be explored right in front of you.

I know this feeling. I remember this feeling. I remember what a rush it was to attend my weekly lab meetings with uncontainable anticipation, and I remember leaving feeling astonished and eager. I couldn’t wait to get my hands on my first project, and I was hungry to learn and contribute to the research in my field. The excitement of discovery, getting lost in the literature, and learning new techniques–these are all things that any new researcher would look forward to, and rightfully so!

Most of the time, I still feel that way. However, I would be lying if I said there were never moments when motivation was low—and I believe that would stand true for any researcher. The truth about research is that it can’t be 100% exciting all the time. There will be moments when things begin to lull. Data collection may feel tedious, results may come back inconclusive, there might be long analysis days, or you may just get stuck waiting on IRB approval.

Recently, one of my close friends told me all the cells she was growing this semester just decided to die, and now she has to start over with a whole new batch. Of course, things like that are terrible, but they can happen. In moments like these, passion may fade.

If this happens to you, know that it’s normal! Research is a journey, and your relationship with it may not be linear. There have been many times when I sat at a desk with the smell of wet rat in my nostrils for over two hours, typing in all the data we had collected into a spreadsheet, and sneezing nonstop because I had developed a slight allergy to the very same animals that I handled almost every day. Even if you love your project (and trust me, I love mine), motivation can drop–and that’s when persistence becomes essential.

The idea that researchers are always feeling eager and passionate is a myth. In truth, consistency matters more than constant excitement.

The Role of Persistence

I spent an entire semester of my sophomore year collecting data for my project, and the process required a lot of commitment. My partner and I would go into the lab nearly every day at the same time to collect data over a period of many weeks.

By the end of data collection, I was exhausted and ready to move on to analysis. However, when it came time to analyze the data, it looked like there wouldn’t be any significant results from the project I had poured my blood, sweat, and tears into. I was distraught.

Still, I decided to keep my head up and persist. I was able to present my research at a conference and feel proud of the work I had accomplished. After talking it over with my PI, we decided to rerun one of the experiments the following year to see if anything had changed. Now, as I’ve begun analyzing the new data, things are coming back significantly! Now, I understand that all my hard work was worth it, and even if I hadn’t gotten significant results the second time around, I would appreciate all I have accomplished.

What Persistence Looks Like in Research

Persistence in research can take many forms—revising, reanalyzing, refocusing, asking for feedback, and managing your time effectively. Passion gives meaning to persistence, and persistence strengthens passion over time.

After that tough stretch, I rediscovered my excitement. I also learned something important: while we often pour so much of ourselves into our research, we have to be careful not to give so much that we burn out or give up. Both passion and persistence are learned and cultivated; they are not innate personality traits.

Balancing these two qualities has changed my understanding of research, and taught me that it’s not just about outcomes, but about curiosity, commitment, and most of all, growth!

So, to new researchers: don’t worry if your passion wavers. Persistence will carry you through until it reignites!

 

By Hailey DeWalt, Peer Research Ambassador

Winter break is one of the best times to prepare for research without the added stress of classes, exams, and extracurriculars. Hopefully you are using this time to decompress and reset, but if you also find yourself wanting to get a head start on the spring semester, this guide is for you! 

This isn’t meant to be an exact formula for getting involved in research, but it outlines a few simple steps that can make the whole process feel a lot more approachable. Feel free to use a few or all of these suggestions, whatever feels right for you! 

1. Update your resume

Not every research group will ask for a resume, but having one ready can give a PI (Principal Investigator) a quick overview of who you are and what experiences you have had. Winter break is a great time to reflect on what you have done so far, including jobs, clubs, volunteer work, leadership experience, and polish everything up. Even if you don’t end up using it right away, it will be something you’ll be grateful to have ready, especially if you are planning to apply to any research programs (like summer programs, for example).  

2. Generate a list of potential labs you might be interested in

This is a perfect time to explore what topics actually interest you and what kind of research environment you want to be part of.  

A helpful place to start is figuring out the general style of research you’re interested in, whether wet lab, computational, clinical, social science, etc. If you’re not sure, that’s completely okay! Getting involved in research is a learning process, and sometimes you won’t know what feels right until you try it.  

Next, brainstorm broadly. Grab a blank piece of paper and write down anything that sparks your curiosity. It might be something a professor mentioned in class, a medical condition that affected someone you know, a social issue you care about, anything. Then start exploring labs related to those themes.  

A few of my suggestions to do that: 

• Use Lincus, where you can enter keywords and find UConn faculty who have published on those topics.

• Google faculty names to look for lab websites, research descriptions, or recent publications. (These are sometimes outdated, but you can still get a sense of what the lab studies) 

• Browse department websites under their “Research” sections. For example, if you wrote down “genetics”, you might look at the MCB or PNB department pages. 

• Check out research centers and institutes across the university. They often do very cool, interdisciplinary work that fewer students think to explore. You can find them listed on the link here, under the “Academic Centers & Institutes” tab.  

A helpful goal might be to create a list of around ten PIs whose work stands out to you and jot down their contact info and a few notes about what draws you to each one.  

3. Draft an email template for cold-emailing faculty

We have great examples on our website here (under “Connecting With Faculty: The Email”), but I highly recommend creating your own version. Templates are just guides and your email will be much stronger if it feels personal and specific to you. 

A few quick reminders about the email: 

• Keep it short and to the point! 

• Introduce yourself briefly 

• Explain what about their work genuinely interests you 

• You do not need to oversell your experience or list every qualification, that can come later in conversation with the PI, if needed.  

Winter break can be a perfect time to write a template that feels true to you and can be easily customized for each PI down the line.  

4. Browse OUR’s website for upcoming opportunities and deadlines

The Office of Undergraduate Research has so many opportunities and resources, more than most students realize. Winter break is a great time to explore the website and get familiar with programs you may want to apply to.  

Under the “Funding & Programs” tab, you’ll find options ranging from independent research funding to more structured summer programs. Two examples of summer research opportunities where students get paired with faculty mentors to complete a project are: 

• Health Research Program (HRP) – Program for students looking for a formative health research experience at UConn Health. Applications are due February 9th.

• SHARE – Program for social sciences, humanities and arts students looking to start their research journey. Applications are due March 30th.

If you think you might apply, it’s helpful to start reading program descriptions and expectations now so you feel prepared once applications open.  

I also recommend checking out upcoming spring workshops under the “Events” tab and marking them in your calendar. We offer sessions on finding summer research, letters of recommendation, and finding a research mentor over the winter break and in the early spring semester. These are great opportunities to get individual guidance and ask questions in real time.  

5. Look at your availability for the spring semester

Many research groups will ask for your weekly availability, so it’s helpful to have that planned out early. If you are hoping to work in a wet lab, it’s common (though not universal) to need at least a three-hour block of time between 8am-5pm (generally speaking), especially when you are training and might need to work alongside graduate students. Every lab is different, but this is something to keep in mind as you plan your schedule.  

As You Head Into the Spring Semester 

Remember, you do not need to have everything figured out right now. Getting involved in research is a process, and these steps above are just a few options of low-pressure places to start. Winter break can be a great time to explore at your own pace, reflect on what excites you, and set a few building blocks in place so the upcoming semester feels a little less overwhelming, Whether you do all of these tasks or just one, you are already moving in the right direction and the Office of Undergraduate Research is here to support you every step of the way. You’ve got this, and we are excited to see where your research journey takes you!  

 

While our PRAs are not available for meeting over the break, OUR advisors are hosting general advising and program-specific support over the break. Get started today!

By Hansuja Chaurasia, Peer Research Ambassador

When I was accepted into a summer research program at the University of Wisconsin, I was excited and nervous. I had no idea what to expect about spending ten weeks away from home with new people, in a completely different type of research environment. But that experience turned out to be one of the most influential parts of my undergraduate experience.

If you’re applying to a Research Experience for Undergraduates (REU), or just thinking about it, here are a few things I wish I’d known when I started!

1. It’s okay to be lost at the start.

When I arrived, I remember stepping into a room with students who seemed so confident, already debating coding languages, neural networks, and pipelines. Meanwhile, I was having difficulty opening my terminal window. What helped me was realizing that you’re there to learn, not to already have all the answers. Your colleagues and leaders are anticipating questions and asking them early on will help you get more comfortable sooner!

2. Your cohort is now your community.

Most REUs bring students from all over the country, so you will have people with different backgrounds and experiences. My group turned out to be one of the best parts of the program. We moved from discussing bugs in our code to strolling through farmers’ markets and going to drive-in movie theaters on the weekends. Take time to get to know the people in your program: they will be your best support system on those late lab nights and beyond.

3. Research can be different than what you are used to.

For me, I switched from doing research in a wet lab at UConn to computational modeling. I had to learn new software, think more abstractly about problems, and interact with data differently. Initially, I felt overwhelmed, but by the end, I realized that stepping out of one kind of research opened my skill set up more than anything else. Be open-minded, even though your project feels outside the scope of your comfort zone. It may turn out to be one of your most valuable experiences.

4. You’ll become more independent.

Unlike semester-long research where you might visit the lab once or twice a week, REUs are immersive. You’re responsible for managing your project, your time, and your problem-solving when things (inevitably) go wrong. That independence can feel intimidating at first, but it’s also incredibly empowering. By the end, you’ll look back and realize just how much you’ve learned: not only about research, but about yourself!

5. Don’t forget to explore outside the lab!

Yes, you’re there to do research, but you’re also spending a summer in a new place! Some of my favorite memories weren’t in front of my computer screen. They were kayaking, trying cheese curds for the first time, watching sunsets, and hiking with my new friends. Take time to enjoy where you are and learn about the community. Balance is what matters, and those days off work typically end up making the whole summer much more memorable.

Final Thoughts

Being a part of an REU was one of the most transformative things I experienced as an undergraduate. I gained new technical knowledge, became a more proficient researcher, and met people who continue to shape me today. My biggest advice is this: say yes to opportunities, be curious, and give yourself grace. You’re not expected to have it all figured out; you’re expected to grow!

By Breanna Bonner, Peer Research Ambassador

The fall semester brings up many unique feelings and responsibilities for UConn students: excitement about the start of the school year, dread of the first round of midterms, exhaustion about the course load, and anticipation for Thanksgiving break. For seniors intending to apply for graduate or professional school, the fall semester often brings feelings of anxiety and dread around starting the application process. Remembering the college application process personally brings a shiver down my spine; now as a senior applying for PhD programs, I find myself back in a similar position.

The bad news? Unfortunately, you DO have to go through the application process. There isn’t a shortcut or magic spell to get out of the standard requirements: essay questions, personal statement, letters of recommendations, etc. The good news? The skills that you use to find and pursue research in undergrad will be useful throughout this process. Here are some key similarities between the processes:

1. Reaching out to professors of interest

Often, graduate and professional school applications will suggest that prospective students reach out to faculty at the school to see if their interests align with the students. In the case of PhD programs, most applications require it. While reaching out to these professors might seem daunting, it’s the same process as pursuing research in undergrad. In both cases, do your homework and email faculty to ask questions about the work they are currently doing. Consider reading How to Connect with Faculty for tips on making valuable faculty connections.

2. Finding letters of recommendation

If you have ever applied to a research program such as BOLD or The Caxide Scholars Program, you know that letters of recommendations are often required for the application process. Especially when you are applying to take on a big project or degree, the application committee wants to know that faculty can vouch for your abilities. Graduate and professional school applications require multiple letters of recommendations for this exact reason. The etiquette for requesting letters of recommendation is simple: pick a professor who knows your abilities, try to reach out at least one month in advance of the deadline, and reach out a week before the due date with a check-in. While not required, it’s also a good idea to thank your professors after they have sent in the letter: remember, they put a lot of time and effort into those! Refer to OUR’s guide to letters of recommendations  for letter request templates.

3. Nailing the personal pitch

Both research applications, reaching out to join a professor’s lab/project, and applying for graduate/professional school all require a personal pitch. Simply put, can you explain who you are, what research you want to do, why you want to pursue it, and what makes you uniquely qualified? If so, you’ve nailed the art of the personal pitch. If you’re lost on what to say, reach out to a peer research ambassador or a trusted advisor/ faculty member to help brainstorm.

Although applying for graduate or professional school might on the surface seem daunting, many of the skills that you utilize in pursuing research transfer over to the application process. Remember to thank your recommenders, reach out to trusted advisors for help, and utilize the resources of OUR. Good luck, we got this!

By Julia Armington, Peer Research Ambassador

Coming into college as a pre-med student, I had many expectations and aspirations for my time at UConn. I looked at college as a checklist and one of the main goals I knew I needed to address was getting into a research lab. To me, research was a rite of passage, and if I got into a lab, I would be set. But the process I endured was not as simple as I had thought.

I searched and searched UConn’s Molecular and Cell Biology and Physiology and Neurobiology department pages, looking for labs that were willing to take on an undergraduate student. Under the impression that only research in a biology department would be highly regarded, I went in with a closed mind and little idea of what I would actually be doing. After I had met with a few labs to discuss their research, I felt unengaged and unenthusiastic about the process that I had been gearing up for. Little did I know, I skipped arguably the most important part of getting involved in research. I didn’t know why I wanted to research or what I wanted to get out of the experience. These roadblocks were vital to the next steps I took to finally pin down what I found interesting and why I was doing it all. So, this is what I did:

Reflected on my Personal Experiences & Interests

A big part of what led me to my major in Biomedical Engineering was my experience with sports medicine and learning from what my orthopedic surgeon had to say about recent developments and literature. When I reflected on this experience, I recognized the interest I had expressed in this topic made me want to inquire and keep learning more. This continued interest past the basic knowledge of the topic inspired me to absorb as much information as I could and proved to be something I was passionate about.

Considered my Learning Style

I have always been a visual learner. Freshman year, entering all my general education and major requirement classes with 100+ people in every class, I knew I had to find a way to complement my learning outside of lecture. I noticed I learned a lot more when I participated in the lab sections of my classes and so, I knew I would like to have some wet lab experience pertaining to my major. This is an important consideration when it comes to research that many students don’t recognize. Research is not just a resume booster it is an excellent learning experience to add depth to your academic experience.

Thought Outside the Box

Academics can feel restricting. It can be hard to take the time to actually learn the content when the pressure of getting good grades is looming. This is the great part about research: you’re not there to get graded! Research is an experience to expand on your classroom knowledge and you don’t have to be right. Additionally, research does not even have to pertain to your major. If there is a topic you feel strongly about and you are willing to put the time into researching it, do it! Research is the space for you to express your interests and learn as much as you can about your passions.

At the end of the day, it is important to carefully think about what’s motivating you to join a research lab. Will you enjoy showing up to some random lab every other day because it looks good on your resume? Or would you rather show up to a lab that’s researching something you have always wanted to know more about? Take the time to consider your interests, motivations, and learning methods. This will make the process of meeting with a professor about their research much more digestible when you go in with a clear mind and goal in sight. Don’t forget: in order to do research, you have to do your research!

By Olivia Joyce, Peer Research Ambassador

There is a common narrative that all research happens in wet labs and only is occurs in STEM fields with lab coats and beakers. However, this is far from accurate. Every full-time faculty member here is engaged in some form of research in all fields and departments at UConn. Research is designed for all fields, and everyone belongs in research no matter their major or background. I have been lucky enough to engage in several different social science projects research throughout my time here at University of Connecticut in fields like Political Science and Psychology. Social science research can help us explain things that can’t be captured through experiments and lab work, but instead can help us explain society and behavior.

As a Political Science and Statistics major, I have participated in many meaningful projects in the social sciences. An important experience to highlight was my summer spent participating in the Social Science, Humanities, and Arts Research Experience (SHARE) program through OUR. This was one of my first research experiences, after the summer of freshman year. I worked with Dr. Zehra Arat, a faculty member in Political Science. Throughout the summer I helped to work on her book about Human Rights trends and language in Turkey. This project gave me a good look at different methods in political science from qualitative data organization and quantitative data analysis, while working to understand trends over time in human rights language and how it differed based on time period and party affiliation. Social science research is incredibly diverse methodologically and you can find something that fits all interests!

I also previously worked as a research assistant for CIRIRIGHTS, where I was working to research acts of violence throughout the entire world, including variables like extrajudicial killings and torture. It is clear that there needs to be more accountability and protections against violence across the world, and this is the impact that can be made with social science research – it can be used to identify problems and help make the push for a safer world for all. This past summer I received a Caxide Scholars Grant, to explore a project titled “Legal Protections Against Non-State Actor Torture: The Case of Gender-Based Violence in the United States.” I focused on torture provisions in the United States, and what states had protections from torture in their legal codes. There have been no significant pushes to include torture protections under many state laws or federal laws, which means many forms of violence remain unprotected to the fullest extent of the law.

There are so many opportunities with the humanities and social sciences. Research in these fields is incredibly valuable, and every student should take the opportunity to explore opportunities to research and expand knowledge in their respective fields. Research in these fields start with questioning something we are seeing and why it happens. Sometimes social science research is not as cut and dry as STEM research. It is harder to run experiments on social phenomenon. Social science research is incredibly different and the experience of doing research is very different, but it is still just as valuable and important for expanding and pursuing knowledge. Social science research can play a role in making incredible change and impact in the world, and everyone can participate (even STEM majors) in social science research and help to make an impact on the world. Social science research can have implications across so many different fields, from government, policy, and social movements. Research is for everyone, and social science research can teach you so much about yourself and your interests!

By Ashly Gasior, Peer Research Ambassador

Who do you think of when you think of a researcher?

Personally, I think of a crazy genius who has never gotten a B and is graduating early.  In reality, the vast majority of researchers are NOTHING like this… and yet we still compare ourselves to this gold standard.

There is no such thing as “smart enough” to do research.  Research is creative and inspiring and rewarding… but it is also incredibly humbling.  You will make silly mistakes, you will forget things, and there will be times you feel incredibly unqualified to do research.  But mistakes are how you learn and grow, and it can be really tough to separate your worth from the mistakes you make.  Imposter syndrome is when despite obvious evidence of your accomplishments, you still doubt your own success and abilities.  This mentality can cause persistent feelings of anxiety towards your research, and poses a significant barrier for a large number of researchers!

So… how can we go about avoiding falling into the pit that is imposter syndrome?

1. Remember, it is normal.

When you start getting really in your own head about your capabilities, it helps to step back for a moment, and remember that it is not just you.  Almost everyone has doubts about the work they are doing, so your thoughts have nothing to do with your aptitude.

2. Mistakes are GOOD!

My motto is “all information is good information” (see our recent post from PRA Andrei to learn more about making “new” mistakes!)  If ten things don’t work, you know now ten more things about what you are studying!  Yes, it may not be what you wanted, but before you find something that works, you need to know what doesn’t work.  This also applies to silly mistakes like breaking glassware or setting something up wrong; good technique is a learning process!

3. Keep track of what you’ve accomplished

If you’re doubting your own abilities, a point-blank way of approaching this is to make a list of all the awesome things you’ve done!  Don’t disregard five accomplishments for one mistake.

And remember… if your research is taking too much of a toll on your mental health, don’t be afraid to reach out for help.  I’ve included some resources here:

UCONN Mental Health Resources

Immediate Support Resources

SHaW’s Contact Info & Hours

You’ve got this! The world needs your research and creative work.