By PRA Brielle Pierre Philippe

I’ve been in my lab since freshman year, and now I’m a senior. It’s safe to say there have been a lot of changes in my lab from year to year—or, more accurately, from semester to semester. When I think back to what it was like when I first joined, with no previous experience and little knowledge of the subject we researched, I can’t help but think about how different my experience is now.

You don’t need to understand the whole project when you join

I started off doing only one credit of research, which equated to about three hours a week of responsibilities. I had no real autonomy in the lab yet; my entire first semester was dedicated to “learning the ropes,” essentially. This brings me to my first point: you don’t need to understand the whole project when you join.

Looking back, it’s clear that my PI put a lot of time, effort, and resources into teaching me valuable skills and giving me the background knowledge I needed to succeed as a researcher in his lab. At our weekly lab meetings, where someone presented a new paper related to our field, he made sure I understood what we were discussing. When it was my turn to present a paper, he made sure I had the resources and support I needed to digest it and break it down for the lab. When it came time to touch my first rat, he personally walked me through how to hold them and taught me not to be afraid. To him, these were animals he had worked with for years, so of course they weren’t scary. But to someone who had never handled a rat before, they could seem pretty intimidating, and even gross. At that point, I had virtually no involvement in the lab’s project. I was just finding my bearings.

This experience will look a little different in every lab, but you’re allowed to be a beginner. Don’t be afraid to ask what training is available, who you can go to with questions, and what you’ll be expected to do at first. You don’t have to go into the experience already knowing how to do research, and you certainly aren’t expected to make a breakthrough discovery by yourself as an undergraduate. You don’t need to know everything for your contributions to be valuable.

Your role can grow along with the project

Although my semester of learning may sound boring or stagnant to some, my roles and responsibilities completely changed the very next semester, when my PI and I agreed I was ready to start working on an independent project for my honors thesis. That time spent learning and absorbing information proved incredibly useful, because little did I know I would be diving into my own project so soon.

My PI guided me as we thought through ideas and procedures. I felt a little overwhelmed, but I also felt like I had more than enough support to tackle the challenge. As we brought new people into the lab, some of whom helped me carry out my project, I found myself training them on the same things I had learned just the semester before. I took on much more responsibility for data collection, analysis, writing grants for funding, and presenting what we found at research events on campus. When my project was active, I found myself in the lab every weekend and multiple times during the week. The time commitment dramatically increased, but so did my sense of purpose.

Not everyone’s responsibilities will grow in the same way. If you want to take on more, let your mentor know. They might not realize you’re ready or interested until you say so. From there, you might become more involved in collecting data, learning new methods, training other students, or may be able to start asking questions of your own!

Progress isn’t always a straight line

I spent three semesters collecting data for my project. There were issues along the way, like rats we had previously trained on a task suddenly deciding not to cooperate. Sometimes we had to pause, figure out what was going wrong, and reevaluate our plans. After spending so long on my own project, I became kind of sick of it in some ways. But I have zero regrets about seeing it through so that I can be proud of the finished result.

Some research questions take longer than a semester to answer and setbacks don’t necessarily mean the project is a failure. If you’re frustrated or stumped, talk with your mentor about any issues and what the next step could be. Staying with a project gave me the opportunity to see what happened after tough moments, rather than only seeing the beginning.

The project changes as new questions come up

As mentioned before, your project will probably change as new things come up. But it’s not only your personal project that can change; your overall lab responsibilities may change, too. As graduate students move in and out with new ideas and goals, you may find yourself helping with their projects in addition to working on your own.

The observational learning project I had become so accustomed to helping with wrapped up when the graduate student working on it left. A new graduate student joined with a completely different focus, and our work shifted toward subjective time estimation. Once my own project was complete, most of my lab responsibilities involved supporting this new project, which I knew less about and admittedly had a little less interest in. But still, I find that helping with this new project allows me to acquire valuable skills and meaningful knowledge.

Staying in one lab doesn’t mean you have to do the same work forever. When the lab’s direction changes, you can ask how the new work connects to its broader questions and what skills you could learn by contributing. It’s ok if some parts interest you more than others.

Staying with this lab has given me opportunities to work toward publication, both on my own project and on others’ projects. I wouldn’t have known about these opportunities when I first joined, and some only became possible as the projects and my role in the lab developed.

Staying gives you a fuller view of research

When I first joined the lab, I was focused on taking everything week by week, learning what to do as I went. Now, I’ve had the chance to see my project take shape, recover from set backs, see what tedious data collection can amount to at the end, and turn it all into an experience that I can present and write about. I’ve also seen other projects begin, change direction, and wrap up. Staying in my lab gave me a much fuller picture of research than I could have gotten from any one semester.

That doesn’t mean everyone needs to stay in one lab for four years. If a position isn’t a good fit, it’s ok to move on to another one. But if you’re enjoying the work and feel supported, there is real value in giving yourself time to grow with a project. It’s never too early to become involved with research!

 

 

By PRA Samantha Adams

When you’re first getting involved in research, it’s easy to be excited and engaged. And why not? You’re learning new things, making meaningful connections, and getting the opportunity to explore something that you are (hopefully) genuinely passionate about. Over time, though, especially as school begins to ramp up, research may start to feel more and more like a chore. Months of reading articles, collecting and analyzing data, and writing reports can add up fast, and that initial excitement can begin to fade.

If this sounds like something you can relate to, don’t worry; you are not alone! It’s totally normal to get caught up in the hustle and bustle of being an undergraduate student and a researcher. Staying motivated in research doesn’t mean you must be 100% every day, but rather finding the little things that keep you moving forward, even if sometimes you just feel like giving up. As I reflected on what has helped me continue in research, I came up with four tips that may just help you too:

1. Remember Your “Why”

One of the easiest things to lose sight of, particularly in a long research project, is why you started in the first place. When you’ve been working on a specific, drawn-out task – a literature review, for example – it can be easy to feel disconnected from the larger picture. In these moments of doubt or discouragement, it’s important to take time to reflect on why you were drawn to your research in the first place. You may be passionate about the topic, the people that it impacts, or the skills and experiences that you’re gaining along the way. Whatever it is, reminding yourself of these things can help you keep sight of your end goal and make the smaller, sometimes more “boring” parts more meaningful.

2. Break Down Your Goals

Speaking of that “end goal,” it can also be daunting to think about all the things you have to accomplish before you can say, “I’m finally done.” With research, it can sometimes feel like you have a million things to do, with little time to do them. A good way to mitigate feeling overwhelmed by this is to focus on the next small thing you can accomplish. Set smaller goals for yourself and check them off your list as you complete them. Whether it’s reading three articles this week, writing one page, or finishing up that presentation, you can give yourself the satisfaction of seeing all your completed tasks. Even if you think these goals seem small in the moment, they can add up quickly and give you a tangible example that you are making progress in your larger project.

3. Utilize Your Support Systems

Another great way to stay motivated is to stay connected and take advantage of the support systems around you. In your research group or lab, you are surrounded by a ton of people who can relate to what you’re going through. Your principal investigator, faculty advisor, graduate students, and other undergraduate researchers are all valuable resources to turn to if you’re feeling stuck or demoralized. Talking through your problems or worries with someone else can help you gain a new perspective on the situation or a new piece of advice. This doesn’t have to be exclusive to the people within your research group either; family, friends, and campus resources can also help you manage stress and find ways to maintain balance in your busy life.

4. Take a Break!

Finally, sometimes the best thing that you can do for yourself and your research is to just take a break! It’s natural to experience burnout, especially when you’ve been working on the same problem for hours, days, weeks, and months. Taking a break doesn’t mean that you’re giving up or that you’re being unproductive. In fact, giving yourself time to step back and rest can help you come back with even more focus and energy. Whatever this looks like for you, whether it be working out at the Rec, spending time with friends, starting a new hobby, or something else, make sure you take time for yourself outside of research. Being an undergraduate researcher is certainly an important part of your college experience, but it doesn’t have to be – it shouldn’t be –your entire college experience. In the long run, you will be glad to have found and maintained a good balance between your research and the rest of your life!

No matter who you are, research is not going to be a perfectly smooth process. Staying motivated throughout a long-term project can be challenging; progress can be slow, and you may feel your original excitement fading away. Finding strategies that help you keep pushing forward while also giving yourself support and flexibility is crucial in preventing burnout and maintaining engagement. In the end, implementing these approaches will be for the betterment of you as both a student and a researcher. Remember, while research can be demanding at times, it can also be one of the most rewarding parts of your undergraduate experience, so find strategies that work for you (they may be any of these tips here, or not!). You may be surprised to see how far they can take you!

By PRA Alana Wolfson

Every Idea Starts with a Question

In high school, one of my teachers (still a mentor to me to this day), mentioned how she carries a little notebook with her dedicated towards her questions. I am not telling you that I recommend carrying around a little notebook 24/7, but the concept of jotting down ideas and questions you come across daily will spark inspiration.

The Connection Between Research and Questioning

Scientific and non-scientific research is based on questioning life processes. The most interesting and motivating projects I have generated started with a singular question: How does xyz work? I learned that the more curious you are about a topic, the more likely a great research idea or project will develop. My second project was based on my curiosity in how the actual shape of the mitochondria can be impacted by poor gestational diet. This question motivated me to read tons of literature, bounce ideas off my lab team, and network in conferences. I eventually based my second research project on mitochondria structure and function: the impact of poor maternal sheep diet on mitochondrial regulatory factors in offspring.

Do Not Fall into the, “I am doing this for med/dental/vet/grad school” Rabbit Hole

Yes!! Research is a great way to build upon your experience and resume for professional programs. However, getting into a lab for the sake of your resume defeats the whole purpose of exploring your curiosities. Would you really want to commit 3-10 hours a week to a project you have no desire to read, write, or even sit at a lab bench for? My best advice is to find a lab/group that focuses on the scope of study YOU want to learn about. Find something that interests YOU and motivates you to continue exploring.

Questions Leading to Connections

For those of you starting your journey in research for the first time, questions help get your foot in the door. My connection in research started with an open conversation and questions.

As we encourage during our Office of Undergraduate Research workshops, you want to meet a professor or grad student with an open conversation. A majority of the time professors want to get a feel for your personality and interests in their projects. Always lightly research a professor’s lab/group as well as make a list of general questions before cold emailing and having an open conversation.

Hold Your Horses (As a Pre-veterinary student…of course there is an animal theme in this blog)!

I fully encourage you to apply the art of questioning in college, but it is important to pace yourself!!! Especially during your early undergraduate years, you may want to try as many ideas as possible, jump into a lab and explore a gazillion programs/clubs at once. This little blurb is to remind you that it is okay to pace yourself and reflect on your interests. What gets you out of bed in the morning? Can you commit to hours working in a lab or a workplace every single week?

Also DO NOT FORGET!! These professors, graduate students, undergraduate students, and peer research ambassadors are also human. When applying for lab opportunities/mentorships, make sure to apply respect and patience when interacting with us. Questions and taking on new endeavors require a clean balance between motivation and patience.

I hope this blog inspires you to take the time to question, before jumping into research.

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Fill out the form linked here to schedule an advising meeting with Alana or any of our other PRAs!

By PRA Rebeka A. Bamgboye

The weight of defeat that I felt in my stomach when my first chemical reaction failed was a brutal awakening to what research truly entailed. I had just started in my organic chemistry lab a few weeks ago, and this was my first attempt at doing something independently. After taking my time to monitor my chemical reaction and an even longer time to purify my chemical compound, I was naively expecting the results to reflect my efforts.

It took about five more failed chemical reactions for me to start utilizing my failures rather than resenting them with these following mindset changes:

1. This is research, not class.

In class, you learn information that has already been discovered. Your only job is to know and understand the scope of what you are taught. In research, however, you are working to discover new knowledge. In any field, the expansion of knowledge, is not straight forward. At any given time, things can take unexpected turns, and your results may not reflect what you had hoped for or hypothesized, regardless of human error. Unlike performance in class, failures in research are not necessarily indicative of the skill of the researcher but are opportunities to learn more about your topic/field and expand your research question. It is important to distinguish your research from school. Remember this formula:

School: Good Performance = Good Grades

Research: Good Performance = Who Knows?

2. Analyze your failures.

Along with recognizing that failing is inevitable in research, be prepared to analyze your failures thoroughly. As uncomfortable as it may be, analyzing your failures is truly the key to utilizing them effectively. Retrace your steps. Review your procedures. Reread the literature. Relook at similar research studies. Ask your PI and mentors for insight before moving forward. Through this process, you would not only learn more about your specific field, but you would also gain a deeper understanding of the research process in general.

3. Failure is not a waste of time.

Having the mentality that failing is a waste of time may prevent you from acquiring the insight that could be gained when you fail. Treating failure as a mere inconvenience may cause you to unknowingly reject the opportunity to grow from that experience. Viewing failure as wasted effort would make it just that: a waste of effort. Failure is not a waste of time; it is an important aspect of research.

Final Words

Learning how to fail is a skill that I wish I had learned sooner. As painful as it may be to put effort into a project only for it to fall short of your expectations, failure gives you the opportunity to grow as a researcher. So, don’t be discouraged; the effort you put into research is worth it!

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Fill out the form linked here to schedule an advising meeting with Beka or any of our other PRAs!

Meet Alana Wolfson ’27, an OUR Peer Research Ambassador majoring in Animal Science & Molecular and Cell Biology.

What is the focus of your research/creative activity?

The focus of my research is to evaluate the impact over-feeding and restricted-feeding diets during sheep pregnancy on their offspring growth and development. Specifically, I looked at the impact of poor diet during gestation on factors associated with mitochondria structure and function.

Why did you get involved in research/creative activity?

I got involved in research to focus on the narrow scope of animal science/veterinary medicine that I would not learn about in a lecture setting. Moreover, I was able to combine both my interests in animal welfare and molecular cell biology into one project.

What advice would you give to aspiring student researchers?

The advice I would give to aspiring researchers would be to question. The largest part of research is to question everyday life questions, science, and humanities to establish an actual research inquiry. Moreover, I highly emphasize the importance of networking with professors, graduate students and even other graduate students to build connections and join potential labs. The whole purpose of research is to learn about a new topic and answer unknown questions.

What do you enjoy the most about participating in research/creative activity?

My favorite part of research would consist of presenting and talking at conferences. It is extremely exciting to give an overview of all the work you have accomplished throughout the year and collaborate with scientists of various backgrounds. I was able to receive feedback and new ideas to explore at multiple conferences throughout my time at the University of Connecticut.

Describe the impact your research experience/creative activity has had on you.

Research inspired me to study molecular cell biology in addition to my animal science curriculum, apply to DVM/PhD programs and pay it forward. The support I received from the Office of Undergraduate Research, fellow peer research ambassadors, professors, grad students, and friends motivated me to broaden my horizons and continue their mentorship. In other words, being involved in research shifted my perspective in career trajectories and interests

What are your plans after graduation? How has involvement in research/creative activity influenced your plans and/or prepared you for the future?

My plans after graduation consist of combining my interests in veterinary medicine and research (DVM/PhD or DVM with research involvement). I love working with all types of animals ranging from livestock, small animals and wildlife. Overall my projects in the Reed lab inspired me to continue my journey in science research.

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By PRA Roma Kale

When I first started looking for undergraduate research, I thought the most important question was: “What do I want to study?” It seemed logical. If I was going to spend hours in a lab every week, I should find a topic I was completely engrossed in. I spent a lot of time thinking about what areas of science excited me and what research questions I could see myself working on.

But after exploring different areas of research throughout my undergraduate career, I’ve realized that there are a lot more questions worth asking:
Who do I want to learn from?
What skills do I want to develop?
What kind of research environment will allow me to grow?
What kind of researcher do I want to become?

Your research topic matters, but I’ve learned that it is only one piece of the experience.

Your interests are going to change

One of the best things about being an undergraduate is that you are still figuring out what interests you. The research you think you want to do when you first arrive at UConn might not be the research you want to do two years later. And that’s not a bad thing!

As you take new classes, meet professors, read papers, and get exposure to different fields, you are going to encounter questions you have never thought about before. Something that didn’t interest you initially might become fascinating once you understand it better.

I’ve experienced this myself. Research internships have allowed me to explore different questions and approaches to research, and each experience has shaped what I’m interested in today. Some of the things I’ve worked on were not necessarily topics I would have identified as my primary interests before getting involved. But once I was immersed in the research, I found myself becoming curious about the questions we were asking and wanting to understand more.

That’s one of the reasons I think it is important not to put too much pressure on yourself to find the “perfect” research topic. Your undergraduate research experience does not have to predict exactly what you will study for the rest of your life. Sometimes you have to try something before you know whether you like it.

Find a mentor, not just a lab

When looking for research opportunities, it can be easy to focus almost entirely on the research itself. You find a professor whose work sounds interesting, read through their lab website, and decide whether you want to reach out.

But something I have come to appreciate more and more is the importance of mentorship.

You can be fascinated by the research topic and still have a disappointing experience if you don’t feel supported or don’t have opportunities to learn. On the other hand, a great mentor can make you excited about a topic you never expected to study.

Think about what you want from the people you will be working with. Do they encourage you to ask questions? Are they willing to explain things when you don’t understand? Do they give you feedback? Do they gradually give you more independence as you gain experience?

For me, some of the most meaningful parts of research have come from the people I’ve worked with. Learning a new technique or getting an interesting result is exciting, but having someone who takes the time to teach you, challenge your thinking, and trust you with more responsibility can have an even bigger impact on your growth.

And mentorship goes beyond your PI. Graduate students, postdocs, research associates, and other undergraduate researchers can all become important mentors and teachers. When you are considering a research opportunity, don’t just ask yourself, “Do I want to study this?” Also ask, “Do I want to learn from these people?”

Think about what you want to learn

Another question I wish I had thought about earlier is: What skills do I actually want to develop through research? Research can look very different depending on the lab. Some students might learn experimental techniques in a wet lab. Others might work with large datasets, conduct interviews, analyze literature, develop computational models, or work on creative projects.

Before joining a lab, think about what you want to get better at. Maybe you want to learn how to work with a particular type of equipment. Maybe you want to improve your data analysis skills. Maybe you want more experience with scientific writing or presenting. Maybe you want to become more comfortable working independently or designing experiments.

You don’t have to know all of the answers to these questions before joining a lab. But having an idea of what you want to learn can help you identify opportunities that will give you room to grow.

And don’t be afraid to communicate those goals with your mentor.

As you become more comfortable in your research environment, you can ask questions like, “Is there an opportunity for me to learn this technique?”, “Could I take on more responsibility with this part of the project?”, or “Is there a way I could get more experience presenting our work?”

Research is not just something you participate in. It is something you can actively shape.

The skills you learn will follow you

The most valuable things I have gained from research aren’t necessarily the specific techniques I’ve learned or even the details of the projects I’ve worked on.

They are the skills that I know I will carry with me long after I leave the lab.

Research has taught me how to ask better questions. It has taught me how to troubleshoot when something doesn’t work, how to critically evaluate evidence, how to communicate complicated ideas to different audiences, and how to work independently while still knowing when to ask for help.

Most importantly, it has taught me how to be comfortable with uncertainty.

In research, you don’t always know the answer. Sometimes your experiment doesn’t work. Sometimes your results aren’t what you expected. Sometimes you have to go back to the beginning and figure out what went wrong.

You learn to make a hypothesis, look at the evidence, consider different explanations, and be willing to change your mind.

Those skills extend far beyond research.

Whether you eventually become a physician, engineer, educator, scientist, artist, or pursue a career that has nothing to do with your undergraduate research, knowing how to approach an unfamiliar problem, evaluate information, communicate your thinking, and keep going when things don’t work is going to be valuable.

So, what should you look for?

If you’re trying to find your first research experience, I don’t think there is one perfect formula.

Start with the topics that interest you, but don’t limit yourself to them. Be open to exploring something new. Pay attention to the people you’ll be working with and the kind of mentorship they provide. Think about the skills you want to develop and whether the research environment will give you opportunities to develop them.

And most importantly, remember that you are not just choosing a research topic. You are choosing a learning environment.

Your interests will change. Your skills will grow. The questions you care about will evolve. That’s part of being an undergraduate researcher.

You don’t need to find the perfect lab that checks every box or identify the exact research topic you want to pursue for the rest of your career. Instead, look for an experience where you can be curious, ask questions, learn from others, and gradually become more independent.

Because at the end of the day, the most important thing you take away from undergraduate research might not be the answer to the question you spent years investigating. It might be learning how to ask the next question.

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Fill out the form linked here to schedule an advising meeting with Roma or any of our other PRAs!