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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Click here to sign up for a meeting with Alana, or any other Peer Research Ambassador!

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!

By PRA Malak Nechnach

The first time I presented my research, I was terrified because I cared so much that I was scared I wouldn’t explain it correctly.

I remember worrying about two opposite things at the same time: what if my research sounded too complicated, and I couldn’t make it understandable to people outside my field? But also… what if I simplified it too much and it didn’t sound scientific enough? I felt like I had to “prove” I belonged in research, and that pressure made presenting feel intimidating rather than exciting. On top of that, I used to feel disappointed that I didn’t get to present earlier in my research journey. It felt like everyone around me was already presenting posters, already confident, already “ahead.” But looking back, I’ve realized something important: it’s completely okay to not present right away. There is no timeline you have to follow. Research is already a huge learning curve, and presenting is a skill that develops with time.

When I finally did feel ready, I decided to go for it, and once I started presenting, I took every opportunity I could. Over the past semester, I presented my research at numerous conferences and symposiums, including the 28th Annual Neuroscience at Storrs Symposium, the McNair Scholars Research Conference at UNM,  Frontiers and more. And honestly? My first presentation at CAPS is not even close to the way I present now. The difference between my earliest poster presentation and my most recent one is huge, not because my research suddenly became “perfect,” but because I became more comfortable with it.

One of the biggest things I had to overcome was the fear of questions. I used to dread the moment someone would ask something I couldn’t answer. I thought it would make me look unqualified, like it would expose that I didn’t really know what I was doing. But now I understand that not having an answer does not take away from your project, your effort, or your knowledge. It doesn’t erase what you contributed. It doesn’t cancel the work you did. Research is full of unknowns; that’s literally the point. And when people ask questions, it usually means they’re engaged and curious, not trying to “test” you.

If you’re preparing for your first poster presentation, here are a few things I recommend keeping in mind:

1. Explain it as simply as you can.
   This is harder than it sounds, and it might feel unnatural at first, that’s normal. During my first poster presentation, simplifying concepts felt difficult because I was still learning how to fully organize the story of my research in my own head. The more you practice, the more knowledge and confidence you gain, and the easier it becomes to explain your work clearly.
2. It’s okay not to know the answer, learn how to redirect the conversation.
   If someone asks something you don’t know, you don’t have to panic. You can turn it into a discussion: talk through your hypothesis, share what you think might happen, or explain what future experiments could answer that question. A great presentation doesn’t mean you know everything, it means you can communicate what you do know and think like a scientist.
3. Let your passion show.
   People can tell when you enjoy what you’re talking about. Your excitement matters more than you think; it makes your research feel real and engaging to your audience. Even if someone doesn’t understand every detail, they’ll remember how you made them feel included in the conversation.
4. Confidence develops with time, so put yourself out there.
   This was the biggest lesson for me. You don’t need to be perfect at presenting. You just need to start. And remember, the people who stop at your poster want to listen to you. They’re there because they’re interested, so make sure to spend a good time.

Overall, my biggest advice is to make it fun, be proud of your work, and enjoy the experience.

By PRA Alana Wolfson

Let’s say you are working in a lab (first off, congrats on getting there in the first place). The majority of the research work you start out with is on a small scale (labeling tubes, assisting in fieldwork, shadowing graduate students, etc.) Once you feel comfortable in a lab setting, you may want to take on more responsibility and potentially start your own project. Here are some tips I used when starting my first research project:

1. Communicate!

The first step of gaining more responsibility is to communicate with your professor and graduate/undergraduate students on your research team. A research lab or group is always going to be based on team effort and collaboration. It is extremely important to have a good relationship with the head professor of your group and other members. You can discuss ideas, questions, or even something you found interesting in a past paper. If you want to gain more responsibility or start a research project, you need to have an open conversation.

2. Research Funding Opportunities/Internships

A great way to start working on a research idea or question is to investigate funding opportunities throughout the summer or academic year. UConn provides funding and on-campus housing options for students to conduct research throughout the summer. You can also venture into off-campus research experiences or funding sources outside of UConn that connect to your field of interest. Personally, I used funding from both an off-campus research organization and the UConn IDEA Grant for my first research project!

Check out the different research opportunities the Office of Undergraduate Research has to offer:

Funding Opportunities | Office of Undergraduate Research

3. Read! Read! Read!

A good portion of research involves reading and reviewing literature. Whether that consists of scientific articles, the results of a past social survey, or publications from your professor, there are opportunities to read. Not only does reading help strengthen your knowledge in the field you are interested in, but it is also a great way to generate ideas.

4. Take Notes/Get a Research Journal

This is an idea I got from an advisor of mine (also my favorite tip). When starting out in a research lab, you should have a notebook or document to record ideas, questions, and tasks you complete along the way (ex. Lab-bench skills, meeting notes, etc.). When you start a project, having a notebook becomes even more useful. Personally, I have a tiny black journal where I write out experimental protocols, my own personal edits, notes from research articles, and questions. It is basically an on-the-go research journal. I also have various documents, I-Pad notes, and folders organizing different aspects of my work. In addition to organizing your research notes, this can be a great way to jot down skills and accomplishments for your resume!

Lastly, just as a reminder, please take care of yourself. Imposter syndrome is real, and it can be draining. Please understand that undergraduate research should be viewed as an opportunity to learn and explore ideas of YOUR specific interest (as opposed to your major requirements). Taking on more research responsibility or starting a project requires time and patience. Best of luck on your research journey! You got this!!

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!