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Dealing With Rejection

By PRA Dave TolmachImage of trees in fall with the text "Student Research Blog" overhead and the title "Dealing with Rejection by PRA Dave" underneath. Image of Dave is next to the title.

Tell me if this sounds familiar. You reached out to tons of research groups, labs and potential mentors and received nothing but “nos”, or worse yet, no reply at all. You think to yourself, “They did not even give me a chance before I started” or, “I am not cut out for research”. Well, a rejection does not mean you are not cut out for research—in fact it’s a vital part of the experience. Before joining my current lab at UConn in the Physiology and Neurobiology department, I had tons of rejections and I definitely felt those same feelings of inferiority and hopelessness. So, how do you deal with rejection? Here are some tips I learned along the way and advice I wish I had when I started.

1)   It’s not you, it’s normal.

Rejection is a normal part of the research experience. Unfortunately, it is not often discussed. I learned early on that if you want to enter research, you need thick skin. What I did not realize, however, was just how many students are also looking for research opportunities. PIs (principal investigators—i.e., lab directors or research group leaders) may hear from numerous students interested in joining their groups, yet only have room for one or two. Sometimes, they may not have room for anyone at all.

That means a rejection—or even no response—does not necessarily say anything about your potential as a researcher. The lab may simply be full, the PI may not have the time or funding to take on another student, or another student may have reached out at the right time. To a degree, it is a numbers game. So, apply broadly and don’t let one “no” stop you from looking for your “yes.”

2) Change the “strat”

Sometimes when really smart, dedicated folks focus on a particular task for too long— tunnel vision sets in. After a while, you are so focused on the task in front of you that you do not stop to think, “Is this the best way to get a position?”

Perhaps if you have sent fifteen emails to different professors or research teams and heard no response, rethink reaching out to the sixteenth. Take a moment to reflect. Are your emails lab specific— personalized to the lab’s topic of inquiry? Is the email long? Did you think about adding your CV? It is important for me to make it clear that I have made all of these mistakes (and more). The point of the reflection is not to shame yourself. The point is to figure out how you can stand out and effectively convey why you are the person for the position.

 3) Let it sting. Do not let it define you.

In talking with professors, postdocs, teaching assistants, and others, I have learned that everyone gets frustrated and upset when they do not get the grant or position they applied for. The one thing that all of their stories have in common is the way that they deal with disappointment. They do not let it define them. They give themselves some time to feel disappointed (10 minutes was the most common answer, for some reason), and then they get right back up and try again.

This is a key lesson to have in research. Sometimes surveys are flawed, experiments fail, mistakes are made. Perseverance is key to a fruitful career, so any rejections you get now— as upsetting as they are— are a lesson for your future.

 4) You do not have to go through it alone. Ask for help!

Sometimes it is worth having another person review your outreach attempts— they can point out where you can improve. I would recommend chatting with someone who went through this experience. Do you have a friend in a lab or research group? Do they have advice? Perhaps it is worth a visit to the Office of Undergraduate Research to chat with one of our friendly Peer Research Ambassadors. All of us have experience, in one way or another, with being rejected, and we love helping (I mean it).

 5)  Rejection means you are ahead!

One of the most insightful tips was given by one of my role models, here at UConn. Dr. Wells was my physics professor, and I still frequently bump into him around campus. Over time, I have come to look up to him greatly and have learned so much from our conversations. During one of our chats he said to me that “The more you apply, the more rejections you will receive. Since you are receiving rejections, you are already ahead of the game”. I love this outlook on things and frequently tell students this quote.

Last thoughts…

I don’t look back at those rejections and wish they hadn’t happened. Eventually, I got the opportunity I had been looking for, and the process taught me lessons that I still use in research today. So let the rejection sting, learn what you can from it, and keep going. You don’t need every lab to say yes. You just need one, so keep going!

 

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

2026 Mentorship Excellence Awards

mentorship3

In recognition of the pivotal role that mentors play in supporting undergraduate research and creative activity, the Office of Undergraduate Research is pleased to announce the recipients of the 2026 Mentorship Excellence Awards. These awards recognize two faculty members – one in a STEM field, and one in a non-STEM field – and one graduate student who exemplify the ways in which outstanding mentors challenge and support their students, enabling them to take intellectual risks and achieve milestones they might not have initially envisioned being able to reach.

Please join us in congratulating Alexander Dupuy, Shareen Hertel, and Cheyenne Summers on their selection as this year’s Mentorship Excellence Award recipients. The awards were presented on May 1, 2026 during the Teaching, Advising, and Mentoring Awards ceremony hosted by the Office of Provost.


Alexander Dupuy, a faculty member with brown hair and glasses, is looking at the camera.
2026 Faculty Mentorship Excellence Award winner Alexander Dupuy, Assistant Professor, Materials Science and Engineering.

Alexander Dupuy, Assistant Professor, Materials Science and Engineering 
Professor Dupuy was nominated by Krish Bhuva ’27 (ENG). The following text is excerpted from his nomination.

Before working with Professor Dupuy, I approached engineering in a more surface-level, procedural way. Through countless conversations, he has pushed me to focus on the subtleties, how small variables, gradients, and second-order effects can drive outcomes in complex systems. He consistently makes his thinking visible, breaking down how he approaches problems so that I can build real intuition rather than just follow steps.

Dr. Dupuy also strikes a rare balance between guidance and independence. He does not simply answer questions; he challenges me to justify my assumptions, refine my ideas, and take ownership of my work. At the same time, he is always available. No matter how busy he is, he has consistently made time to sit down with me and work through my questions, whether they are highly technical or something I am still trying to understand at a basic level. That accessibility has been critical to my growth. Beyond research, Dr. Dupuy has played a major role in my professional development. He has connected me with opportunities, supported my transition into entrepreneurship, and provided mentorship that extends far beyond the lab. His investment in my success is not limited to academic outcomes; he actively works to position me for long-term growth. Through his mentorship, I have developed not only stronger technical skills but also the confidence to take on complex, ambiguous challenges and pursue ambitious goals. 

 


Shareen Hertel, Professor, Professor, Political Science & Wiktor Osiatyński Chair of Human Rights 
Professor Hertel was nominated by Bridget Quiroga ’26 (CLAS). The following text is excerpted from her nomination.

Shareen Hertel, a faculty member, with brown hair and glasses looking at the camera and smiling.
2026 Faculty Mentorship Excellence Award winner Shareen Hertel, Professor, Political Science and Human Rights.

Professor Hertel has proven herself to be an excellent mentor, and I am incredibly grateful to have had someone like her advise me throughout my academic experience at UConn. Despite only formally agreeing to advise my honors thesis, Professor Hertel has gone above and beyond to help me achieve my academic and professional goals. She has suggested courses for me to take based off of my interests, connected me with numerous professors within and outside of UConn for professional interviews and advice, sent me research panels and events to attend, offered guidance on different post-graduate Master’s programs and jobs, written me numerous letters of recommendations, and nominated me for the Cohen Scholarship at UConn.

Professor Hertel is always aware of exactly when and how her students need her support – and is more than happy to provide it. When I told her I was struggling to find internships for the summer, she immediately drafted an email full of opportunities I had never heard of. After weeks of discussing with her my shift in post-graduate plans from law to social work, I found an email in my inbox one evening of Professor Hertel forwarding me a social work info session occurring on campus and connecting me to her colleague in charge of it. These are only two examples of the many efforts Professor Hertel has made to ensure her mentees achieve their goals.

 


Cheyenne Summers, Ph.D., Animal Science 
Cheyenne Summers was nominated by a number of her students. The following text is excerpted from their nominations.

Photo of Cheyenne Summer, Graduate Student Mentorship Award winner, holding a certificate in front of blue UConn background.
2026 Graduate Student Mentorship Excellence Award winner Cheyenne Summers, PhD, Animal Science.

Cheyenne has influenced my experience with undergraduate research greatly by fostering a welcoming and kind environment, always offering encouragement and her desire to pass on her skills and knowledge to those interested in her project. She has extended opportunities for involvement to me without obligation to do so, which not only gave me a stronger incentive to want to be involved, but also made me believe that I had the potential to achieve greater things beyond my own expectations.

Cheyenne always goes above and beyond with her mentorship. An example of this was when she spent a whole evening with me figuring out how to troubleshoot a lab protocol I was struggling with for weeks. This lab protocol had nothing to do with any of her work, yet she still spent the time learning and training me. She found it important for me to gain confidence in the lab regardless of the number of failed experiments I encountered. This was just one example of many, in which she would guide and mentor my experiments. Even when her own experiments in the lab would take an unexpected turn, she would shift it into a learning opportunity, say, “yay science” and strategize. Cheyenne is always encouraging my research ideas in the lab, celebrating the small wins, and providing a ton of feedback on my presentation skills.

 


Congratulations to the 2026 award recipients! The Office of Undergraduate Research thanks the undergraduate students who nominated their faculty and graduate student mentors as well as the Peer Research Ambassadors who served on this year’s selection committee.

Misconceptions About Undergraduate Research

By Lucie Lopez, Peer Research Ambassador

Picture of the Student Union Green on the UConn Storrs campus in a painterly style with text: Student Research Blog, Misconceptions About Undergraduate Research. By PRA Lucie.“Why do I need research? I don’t need to write an Honors Thesis.”
“I can’t do research; I’m not a STEM major.”
“Why should I do research? I’m not going to medical school.”

Do any of these statements sound familiar? Have you said or thought these yourself? If you’re asking yourself these questions or if you’re skeptical about getting involved in research, read on.

Close your eyes and picture a “researcher.” The image that probably popped into your head was a person in a white lab coat sitting at a lab bench, working with a pipette and a microscope. That person is a researcher, but they represent only a fraction of what research looks like.

Before coming to UConn, I didn’t know what research could look like. I was stuck on the image of the person in the white lab coat. However, as I became more involved with research, I realized it didn’t have to look like that. As an undergraduate researcher working on an IDEA Grant project investigating the relationship between participation in free/reduced school meal programs and sense of belonging at school, I collect quantitative survey data and qualitative interview data. I spend a lot of time at my computer reading previously published research papers, creating surveys, and statistically analyzing data. The type of researcher I am is another tiny fraction of what it looks like to be engaged in research.

For an English major, research could involve reviewing literature archives and writing a literature review summarizing what they read and how it can contribute to a more extensive investigation. The SHARE Summer Apprenticeship program supports social sciences, humanities, and arts students. This program is geared towards first- and second-year students from underrepresented backgrounds with little to no research experience. In addition, research does not only involve analyzing data or literature. Research can also include creative and community service projects. The IDEA Grant program supports various creative projects, from documentaries to composing music to puppetry. Engaging in research will look different for everyone! Continue reading