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 (These are sometimes outdated, but you can still get a sense of what the lab studies) 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.

By Alana Wolfson, Peer Research Ambassador

First of all, you should be extremely proud of yourself, so celebrate! You got through the first hump of sending out cold emails, preparing elevator pitches, and even networking with professor(s)/UConn faculty. You already made the first big step of finding your passion and navigating undergraduate research. 

I know when I started my research endeavors at UConn, I was constantly asking myself: How do I prepare myself? How much do I have to know? What if I fail? Is this a stupid question? The list goes on…I eventually learned how to get over that intimidation factor and feel prepared. 

Talk to Your Research Team 

Communication with your research team is the best way to get over that intimidation factor. Whether it consists of talking to your PI/Professor, post-docs, grad students or even other fellow undergraduates, open communication is key. Any questions, concerns, or ideas you pick up along the way should be shared with your team. Your research group does not want you to feel intimidated! Asking questions and having open dialogue with your team will strengthen your relationships and even lead to new projects. From personal experience, asking questions or even bringing up ideas from a paper sparks the best conversations (nerd out all you want ). 

Additionally, open dialogue is essential in preventing problems. As an example, if you work in any setting with possible hazards, you need to have clear communication with your team. Clear communication is essential for your safety and prevents potential problems caused by miscommunication. No question is stupid, especially when it comes to your safety.  

Do Some Reading 

Almost every research project requires lots of reading! Reading your professor’s past work, or articles that relate to your lab/group are extremely helpful. That can consist of skimming through a bunch of abstracts/summaries (the first paragraph that appears in an article), or reading full papers is a great start towards getting prepared. This allows you to further understand the work that goes on in your team and create new ideas! I personally like to download PDFs of articles and take small annotations using an edit tool. This definitely comes in handy when you start writing!! 

Go Easy on Yourself 

You are here to learn and explore your passions. The whole purpose of college is to further your experiences, and education. If you are frustrated because a lab technique is difficult, you are unfamiliar with some jargon, or have a ton of writing/reading, take a DEEP BREATH. You are still adjusting and are working on yourself. This piece of advice can apply to honestly anything in college. Life is about improving and steady progress. Don’t feel as if you have to know everything when starting out! 

Take a deep breath, because you got this! Feel free to reach out to myself or any of the PRAs (Peer Research Ambassadors), if you would like to talk or learn more about the Office of Undergraduate Research.  

By Andrei Abarientos, Peer Research Ambassador

There’s a plethora of articles, classes, and Reddit posts dedicated to ensuring your success in a research career: how to find a professor, how to read papers, and how to make the most of your research experience. Those resources are, of course, incredible and important as you begin your journey into research. On the other hand, there’s a shortage of resources on how to mess up, how to make mistakes and how to handle them. In my opinion, knowing how to deal with your own human fumbles can be an even more important skill to be an effective scientist or researcher. Properly reacting to mistakes is key for building endurance in research, where blunders are commonplace in the field.

With that in mind, I think of myself as a bit of an expert on mistake-making. To be clear, I consider myself fairly adept in the lab, and I’m proud of the work I’ve accomplished. At the same time, over the course of my research career, I’ve mixed up samples, pipetted incorrect amounts, and lost track of what step I was on during a long experiment (most wet lab folks probably know the mental struggle of pipetting clear liquids into more clear liquids without getting confused). I’ve spent hours on assays like a western blot only to see it fail for one reason or another (see SDS-PAGE “Hall of Shame” for a sense of what I’m talking about).

I take solace knowing I’m not alone in this, having witnessed everyone from other undergrads to tenure-track professors make simple mistakes The title of this article’s a bit misleading. There’s no need to discuss how to make a mistake; if you haven’t made a mistake yet, you just have to spend some more time doing research. When you do the work for long enough, it’s bound to happen. It isn’t really science without some degree of failure, is it?

But especially when you’re just getting started, I know that those small mistakes can feel terrifying. You want to come off as the perfect undergraduate star, and you want to prove your worth, both to your research group and to yourself. It feels like any error threatens that perception. Here’s a few tips on how to make the most of your mistakes:

1. Breathe. Like I said before, everyone makes mistakes. No matter what career you enter, they’re bound to happen, and research especially is full of them. Don’t brush errors aside, but don’t take them incredibly personally either. Your suitability for research isn’t defined by minute moments, but instead by big picture progress. Little errors say little about your aptitude, but your reaction can.
2. Own up to them. I know, especially with an academic mindset where mistakes are often affiliated with penalties and grade deductions, your first instinct may be to try to cover up your own errors. I’ve heard stories of undergraduates trying their best to move forward with an experiment knowing they messed up, wasting their time and possibly their mentor’s time. Especially if you’re working closely with a mentor on a project, or using someone else’s samples, it’s crucial that you let them know immediately so you can move forward effectively. If you’re in a positive research environment, you shouldn’t expect any sort of long-term detriment to simple, one-off mistakes. As always, communication is key.
3. Think about ways to prevent them in the future. Sometimes, things just happen: a distracting noise, a pipette going awry. Most of the time, though, there’s some sort of way you can mediate potential issues in the future. Sometimes, you just need to be more mindful of the work you’re doing. Especially if it’s a protocol you’ve done many times before, it can be easy to go on autopilot and make a simple foible. Simply forcing yourself to be present, and keeping past errors in mind, can be enough. Other times, you can consider making the work easier to remember for yourself, including integrating a checklist or putting away reagents as soon as you’re done working with them.

You are not defined by your mistakes but instead by your reaction to them, and how you carry yourself forward in the future. Mistakes are a part of the learning process. No matter what level of research you are on, you will inevitably mess up sometimes. The most memorable and important advice I’ve received since I began my research journey was three simple words: “Make new mistakes”.   View your mistakes as a chance to learn something new and better your own skills. If you keep your head up and stay on a path of learning, you should be able to avoid making the same mistake twice.

By Annette St. Jacques, Peer Research Ambassador

Research changed my life, and here’s why:

It was my first semester as a first-year student. I chose my major based on what I was interested in during high school, but I did not fully know what I wanted to do with my life after college. I still had so much time to think about how I wanted to implement the degree that I was working for, but I wanted to try something new in a field I was interested in.

I learned about research from a professor. At the time, I was unaware that all the professors have some sort of research going on outside of teaching. I started looking into the research labs within my major, and sent a lot of emails hoping for any type of response. At that time, I did not know how to get involved. It took a few months to find a lab that I felt I could fit into, but by the end of my second semester, I was able to secure a spot in a lab for the fall.

I spent my second year reading publications and getting trained on new techniques. Believe it or not, I spent the greater part of my third semester dissecting fruit fly ovaries. More importantly, I started to appreciate how research works. I decided that next summer, I wanted to stay in the lab, so I applied for a SURF award and received one! I spent that summer fully focused on my project, without having to worry about classes. That summer was eye-opening, and it made me ponder about what I wanted to do with my life.

In my third year as a student and my second year as a researcher, I gained confidence in the work that I was doing. I was able to get some interesting results in my research project, and I was able to present my data all across the country at symposiums and conferences. My spring break included a long weekend in New York City, presenting at Madison Square Garden, and a week in San Diego, attending a national conference. While these opportunities  were just some of the big ones, there were small things I have learned in my research journey.

Since I was little, I was fascinated by how things work. Research is hard work, but I have also found a passion for creativity. I have learned how to read about something, think about an idea, come up with a question, and see what happens when I experiment. At the end of my third year, my project mentor said that I could work in the lab again in the summer. I have gained independence is my abilities and helped me figure out what I want to do with my life.

For me, classes and course work does not come easy. Studying and memorizing just to be settling in the medians for exams was, and still is a struggle for me. Research has become an outlet for me. It is a place for me to learn into the depths of my mind and think of the unknown. Now that I am going into my last year as an undergraduate student, I have realized that research has helped me find out who I am and how I want to go forward. The critical thinking skills I have acquired have helped me in the lab, but also outside of the lab. Research has, and still is, teaching me new outlooks.

Looking back, I realize how naïve I was. I thought that my major was just a single road to a specific career. Getting involved in research opened up my mind. I have been able to take what I learned in my courses and implement it in a different way. I have also had the opportunity to explore different career paths. My research mentor has been able to connect me to many experts in my field and help me plan for my future in a different way than I ever imagined.

Now as I enter my last year as an undergraduate student, I have decided that I want to pursue a career as a researcher. An idea that I never thought about before coming to UConn, but one that I have found to be my true calling.

Annette is a senior majoring in Molecular and Cell Biology. To learn more about her, click here.