research student

/images/cornell/logo35pt_cornell_white.svg" alt="research student"> Cornell University --> Graduate School

Advising guide for research students.

Success as a graduate student is a shared responsibility between students and faculty. For research students, the relationship with your research advisor, also known as your special committee chair, is extremely important. 

Your responsibility to identify and choose an advisor is one of the most critical tasks you have early in your graduate school career. It’s an opportunity to meet and get to know faculty in your field, to assess your needs for support and supervision, and to collaboratively define your goals, values, and strategic plan for your academic and professional career.

Graduate School Requirement

At Cornell, the faculty advisor in research degree programs is referred to as the special committee chair.

Doctoral students have a special committee of at least three Cornell faculty, which includes the special committee chair and two minor committee members.

Master’s students have a special committee of at least two Cornell faculty, which includes the special committee chair and one minor member.

For both doctoral and master’s degree students, the special committee chair must be a graduate faculty member in the student’s own field.

Definition of an Advisor

Advising  and  mentoring  are often used interchangeably, but understanding the distinctions is important as you choose an advisor.

Advisor Responsibilities

• Guides you in meeting the requirements and expectations for your degree
• Required coursework
• Exams required by the graduate field or the Graduate School
• Research proposal/prospectus
• Research project
• Thesis or dissertation
• Writes informed letters of recommendation for your job applications
• May be a valued colleague or collaborator after you graduate

Mentor Responsibilities

• Provides support and guidance that extends beyond scope of advising
• Demystifies the structure, culture, and unstated expectations of graduate education
• Expands your professional network by introducing you to others
• Provides nominations for awards or other recognitions
• Brings job opportunities to your attention and writes letters of recommendation as you apply for jobs
• Advocates for you within the graduate program and discipline
• May serve as a role model and source of inspiration
• May become a colleague and peer in your discipline and may continue serving a mentoring role

Finding an Advisor

When do i select my first advisor.

At Cornell, the process for obtaining your first advisor varies by field.

Your faculty advisor may be assigned prior to your arrival or you may begin your program with a faculty member you met during the application process.

In some graduate fields, the faculty director of graduate studies (DGS) advises all incoming students. This provides you with time to get to know faculty in your field. By the end of the first semester or year (varying by field), it’s expected that you will have identified your own, long-term advisor. 

In fields where students apply to study with a specific faculty member (rather than do rotations and choose a lab or research group and advisor), you will have chosen an advisor prior to arriving on campus.

You can begin initial conversations about expectations and the advising relationship with your new advisor prior to the start of your program via email.

Start your graduate study and research with clear expectations and thoughtful communication about your plans for an effective advising relationship and success in graduate school.

How do I find an advisor? 

Meet and get to know faculty in your courses and in graduate field seminars and other events.

Talk to advanced students about their experiences and perceptions of the faculty in your programs and ask questions about possible advisors:

• How would you describe their approach to advising?
• What can you tell me about their work style?
• What can you tell me about their research interests?
• How good are their communication skills?
• How clear are their expectations for their graduate students?
• Do they use timeliness in reviewing their students’ writing and their approach to giving feedback?
• How available are they to meet with their graduate students?

After you have gathered information, make an appointment to meet with a potential advisor.

Possible Questions

• Is there a typical timeline you encourage your students to follow in completing their degree programs?
• How often do you meet with your students at different stages of their graduate program? (For example, during coursework, research, and writing stages)
• What are your expectations for students to make conference presentations and submit publications?
• What are your authorship policies? (This is especially relevant in fields where there is collaborative research and publishing involving the student and advisor or a group of students, postdocs, and faculty.)
• How soon should I identify my research project?
• How do you describe the degree of guidance and supervision you provide with regards to your students becoming more independent in their research and scholarship?
• If you are joining a lab or research group: What are the sources of funding for this research? Are there any new or pending research grants?
• How many of your students seek, and secure, external funding? What are your expectations for students to apply for external fellowships?
• Do you have a statement of advising you can share that lists our respective responsibilities and clarifies mutual expectations?
• What’s your advice on how students can manage what they find to be the biggest challenges in their graduate program?

Add other questions to your list based on your own needs and specifics of your program, such as questions about specialized equipment, lab safety, travel to field sites, support and accommodations for special health needs, communication during a faculty member’s sabbatical, funding in fields where there are fewer fellowships and research grants, etc.

Getting Other Mentoring Needs Met

How do i find other mentor(s) .

You may find one faculty member who can serve as both advisor and mentor, but that’s not always the case.

Consider identifying and cultivating additional mentors if that is the case. 

Suggestions on where to look for a mentor:

• The minor members of your special committee
• A faculty member who is not on your committee, and perhaps not even in your graduate field
• Peers and postdoctoral fellows who have knowledge and experience in pertinent issues

No one mentor can meet all your needs.

Good mentors have many protégés and many other demands on their time, such as teaching, research, and university or professional service. They also may not have all the expertise you need, for example, if you decide to search for jobs in multiple employment sectors.

Develop a broad network of mentors whose expertise varies and who provide different functions based on your changing needs as you progress from new student to independent scholar and researcher.

NCFDD offers a webinar, “ Cultivating Your Network of Mentors, Sponsors, and Collaborators “, which students can view after activating a free NCFDD membership through Cornell.

Maximizing the Advising Relationship

A successful relationship with your advisor depends on several different factors and varies with needs and working styles of the individuals. Some of these factors are under your control. But some are not. 

Suggestions for Building a Successful Advising Relationship

• Identify what you need from an advisor.
• Communicate clearly and frequently with your advisor to convey your questions, expectations, goals, challenges, and degree progress. Follow up verbal communication and meetings with an email detailing your understanding of what you both agreed to and next steps.
• Update your written academic plan each semester or whenever major changes or adjustments are needed.
• Consider including your plans to write competitive fellowship applications and co-authored grant proposals.
• Consider including  plans for professional development  that support your skill-building objectives and career goals.
• Recognize that you and your advisor have distinct perspectives, backgrounds, and interests. Share yours. Listen to your advisor’s. There is mutual benefit to sharing and learning from this diversity.
• Work with your advisor to define a regular meeting schedule. Prepare and send written materials in advance of each meeting. These could include: your questions, academic and research plan and timeline, and drafts of current writing projects, such as fellowship applications, manuscripts, or thesis/dissertation chapters.
• Be prepared to negotiate, show flexibility, and compromise, as is important for any successful relationship.
• Be as candid as you are comfortable with about your challenges and concerns. Seek guidance about campus and other resources that can help you manage and address any obstacles.
• Reach out to others for advice. Anticipate challenges and obstacles in your graduate degree program and their impact on the advising relationship.

Be proactive in finding resources and gathering information that can help you and your advisor arrive at solutions to any problems and optimize your time together.

Making Use of Meetings

First meetings.

Your first meeting sets the tone for a productive, satisfying, and enduring relationship with your advisor. Your first meeting is an opportunity to discuss expectations and to review a working draft of your academic plan.

Questions to ask about expectations

• What do your most successful students do to complete their degree on time?
• How often do you want us to meet?
• May I send you questions via email, or do you prefer I just come to your office?
• Would you like weekly (biweekly? monthly?) updates on my research progress?
• Do you prefer reviewing the complete draft of a manuscript or may I send you sections for feedback?
• After each meeting, I’ll make a list of what we each agreed to do before our next meeting, to help me keep moving forward with my research. Would you like a copy of that list, too, via email?

Draft Academic Plan

Prepare and bring a draft plan that outlines your “big picture” plans for your coursework, research, and writing, as well as an anticipated graduation date. (Or, email in advance with a message, such as, “I’m looking forward to meeting with you on [date] at [time], [location]. In advance, I’m sending a copy of my academic plan and proposed schedule for our discussion.”)

Contents of the plan

• Include the requirements and deadlines of your degree program. (This is information you should be able to find online or in your program’s graduate student handbook.)
• Include a general timeline indicating when you plan to meet requirements for courses or seminars, any required papers (such as a second-year paper), exams required by the graduate field (such as the Q exam) or by the Graduate School (the A exam and the B exam for research degree students).
• If your graduate field has a specific set of required courses, indicate the semester you may complete each of them, and be open to suggestions from your advisor.
• If your field does not have required courses, have some idea about the courses you are interested in taking and solicit input and suggestions from your faculty advisor.

Subsequent Meetings

Use each subsequent meeting as an opportunity to update your written academic plan and stay on track to complete your required papers and exams, your research proposal or prospectus, and the chapters or articles that comprise your thesis or dissertation.

In later meetings, you can elaborate on your general initial plan:

• Adding specific coursework or seminars
• Add professional development opportunities that interest you (workshops, dissertation writing boot camp, Summer Success Symposium, Colman Leadership Program, etc.)
• Include intentions to participate in external conferences and travel to research sites
• Identify a semester or summer when you would like to complete an internship.

Your written plan is also important to document what your advisor has agreed to, especially when the deadline to submit a manuscript or your thesis is looming and you are awaiting feedback or approval from your advisor. Use a combination of oral and written communications to stay in touch with your advisor, establish common expectations, and mark your progress toward degree completion.

Meeting Frequency

The frequency of meetings between advisors and advisees varies by field and individual. Assess your own needs and understand your advisor’s expectations for frequency of communication (in person and via email).

• Does your advisor like to provide guidance each step of the way so that he or she is aware of the details of everything you are doing?
• Does your advisor want you to launch your work more independently and report back at pre-determined or regular intervals?
• What do you need to be productive? Are you ready to work more independently?

Be proactive in seeking information. Explicitly ask how often your advisor usually meets with new students and how the advisor prefers to be updated on your progress in between meetings. Ask your peers how frequently they meet with their advisor and whether this has changed over time.

There will be disciplinary differences in meeting frequency.

• In humanities and in some social sciences, where library, archive, and field research take students away from campus, maintaining regular communication is essential, including through scheduled meetings, whether in-person or virtual.
• In life sciences and physical sciences and engineering, students often see their advisors daily in the lab or meet as a research group about externally funded projects; these regular check-ins and conversations may replace formal meetings. Make sure that you are also scheduling one-on-one times to talk about your broader goals and academic and career planning progress, however.

Some of your decisions about meeting frequency will be informed by talking to others, but much of it you learn through experience working together with your advisor. Even this will  change over time  as you become a more independent researcher and scholar. Communicate with your advisor regularly about your changing needs and expectations at each stage of your graduate career.

Resolving Conflict

In any relationship, there can be conflict. And, in the advisor-advisee relationship, the power dynamic created by the supervision, evaluation and, in some cases, funding role of your advisor can make conflicts with your advisor seem especially high.

You have options, however, including:

• Code of Legislation of the Graduate Faculty
• Campus Code of Conduct
• Policy on Academic Misconduct
• Research Misconduct
• Graduate School Grievance Policy
• Intellectual Property policies
• Graduate Student Assistantships (Policy 1.3)
• Talking with your advisor to clarify any miscommunication. Cornell University’s Office of the Ombudsman , one of the offices on campus that offers confidentiality, can also assist you by talking through the issue and helping you gather information you need before you speak directly with your advisor.
• Speaking with someone in the Graduate School, either the Associate Dean for Academics ( [email protected] ) for academic issues, or the Senior Assistant Dean for Graduate Student Life ( [email protected] ) for other issues. These deans will listen, offer advice and support, and coach you through any conversation you might want to have with your advisor. Together, you can brainstorm possible solutions and evaluate alternative plans for resolution.
• Touching base with your director of graduate studies (DGS) – if this person is not also your advisor – to talk to about policies and possible solutions to the conflict.
• Soliciting peer advice. Discuss strategies for managing and resolving conflict with your advisor. “Do you have any suggestions for me?” “Have you ever had an issue like this…?” can be effective questions.
• Identifying a new advisor if the conflict can not be resolved. Your DGS can help with this, and the Graduate School (as above) can help as well.

The National Center for Faculty Development and Diversity offers a webinar, “ How to Engage in Healthy Conflict “, which students can view after activating a free NCFDD membership through Cornell.

Changing Advisors

On occasion, students find that they need or want to change their advisor. An advisor can resign as the student’s special committee chair/faculty advisor. The  Code  of Legislation of the Graduate Faculty describes the rights and responsibilities of students and faculty in each of these situations.

Typical reasons to seek a new advisor include:

• Research interests that veer from the faculty’s expertise or ability to fund a certain project
• Your advisor retires or resigns from the university or takes an extended leave of absence for personal or professional reasons
• Differences in goals, values, or an approach to work or communication style that can’t be resolved
• Serious issues, involving suspected inappropriate behavior, questionable research conduct, or alleged bias, discrimination, or harassment

If you are considering changing advisors:

• Talk to a member of your committee, your director of graduate studies (DGS), or someone in the Graduate School about the proposed change. Some issues, such as funding, require timely attention.
• Identify other faculty members who could serve as your advisor, then meet with one or more of them. The goal is to decide together if you are a good fit with their program. Tips: Discuss or rehearse this conversation with a trusted person, especially if there were issues with your last advisor. Be transparent about these issues and address them going forward with a new advisor. Often prospective advisors are more willing to take on a new graduate student who conveys genuine enthusiasm for their area of study rather than a student who seems to be looking for a way out of a current advising relationship that has gone sour.
• Consider how and when to inform your advisor if you plan to change advisors. Be professional and respectful. Thank your advisor for past support and guidance. Don’t damage, or further damage, the relationship.
• Your DGS, if appropriate
• Office of the University Ombudsman
• Graduate School’s Senior Assistant Dean for Graduate Student Life ( [email protected] )
• Graduate School’s Associate Dean for Academics ( [email protected] )

Forms: 

• Use Student Center if you are changing your advisor before your A exam (for Ph.D. students).
• Use the Post A Committee Change Petition form for changes after the A exam. More information is available on the Graduate School’s Policy pages .

Challenges and Potential Solutions

All good relationships take work. To navigate an advising relationship successfully over time, you should familiarize yourself with some common challenges and possible actions to take.

Challenge: Mismatch in communication needs or style

One example of a communication challenge in an advising relationship is when you want input along the way during a writing project, but you have an advisor who prefers to wait to comment on a complete written draft.

Some possible steps to address this might be to talk to peers about they have handled this in their relationship with their advisor or to explain to your advisor how his or her input at this earlier stage will help speed you along toward having a complete draft for review. It’s important in communicating with your advisor to show that you understand what alternative they are proposing and why (e.g., “I understand that …”).

Challenge: Advisor unavailable or away

Your advisor might be away from campus for a semester or more to conduct research or take a sabbatical leave. Or when a grant proposal deadline or report is looming, your advisor might be less available. Maybe you’ve emailed your advisor several times with no response.

Planning and stating in advance what you need, such as feedback on a manuscript draft or signatures on a fellowship application, can help your advisor anticipate when you will have time-sensitive requests. Making plans in advance to communicate by email or video conference when either of you will be away from campus for a longer period of time is another useful strategy. Your director of graduate studies (DGS) and other faculty who serve as special committee members can also provide advice when your advisor is unavailable.

Challenge: Misaligned expectations

You are ready to submit a manuscript for publication. Your advisor says it needs much more work. Or you begin your job search, applying to liberal arts colleges with very high reputations, or schools in your preferred geographic location, but your advisor insists that you should apply for positions at top research universities.

Discussing your needs and expectations early, and often, in the advising relationship is essential. Get comfortable, and skilled, advocating for yourself with your advisor. Use the annual  Student Progress Review  as an opportunity to communicate your professional interests and goals with your advisor. Use multiple mentors beyond your advisor to get advice and expertise on topics where you need a different perspective or support.

Sometimes challenges can become opportunities for you to develop and refine new skills in communication, negotiation, self-advocacy, and management of conflict, time, and resources. For example, although you might feel abandoned if your advisor is unavailable for a time, even this potentially negative experience could become an opportunity to learn how to advocate for yourself and communicate about your needs and perceived difficulties in the relationship.

Advising Resources

Graduate School deans and directors  are available to answer academic and non-academic questions and provide referrals to useful resources.

Counseling and Psychological Services  (CAPS) staff offer confidential, professional support for students seeking help with stress, anxiety, depression, grief, adjustment challenges, relationship difficulties, questions about identity, and managing existing mental health conditions.

Let’s Talk Drop-in Consultations  are informal, confidential walk-in consultations at various locations around campus.

External Resources

University of Michigan Rackham, How to Get the Mentoring You Want  

Laura Gail Lunsford & Vicki L. Baker, 2016, Great Mentoring in Graduate School: A Quick Start Guide for Protégés

Michigan State University, Guidelines for Graduate Student Advising and Mentoring Relationships  

Michigan State University, Graduate Student Career and Professional Development  

Template for Meeting Notes

Adapted and expanded from Maria Gardiner, Flinders University © Flinders University 2007; used with permission and published in  The Productive Graduate Student Writer  (Allen, 2019). Used here with permission of the author and publisher.  

Use this template for making notes to help you plan for a productive meeting with your advisor, keep track of plans made, and clearly identify next steps that you’ll need to take to follow up on what you discussed.

Mentoring Resources

Graduate school programs focused on mentoring, building mentoring skills for an academic career.

Develop and enhance effective communication and mentorship skills that are broadly transferrable to all careers. Offered by Future Faculty and Academic Careers.

Graduate and Professional Students International (GPSI) Peer Mentoring Program

Share lessons learned as a new international student at Cornell as a peer mentor with new international student peer mentees. Offered by the GPSI in collaboration with the Graduate School Office of Inclusion and Student Engagement.

Graduate Students Mentoring Undergraduates (GSMU)

Share knowledge with and provide support to undergraduate students interested in pursuing further education. Offered in collaboration with the Office of Academic Diversity Initiatives (OADI).

Multicultural Academic Council (MAC) Peer Mentoring Program

Develop strategies to excel academically and personally at Cornell and beyond as a peer mentee or share strategies as a peer mentor. Offered by MAC in collaboration with the Graduate School Office of Inclusion and Student Engagement.

NextGen Professors Program

Learn from faculty in Power Mentoring Sessions and prepare for careers across institutional types. Offered by the Graduate School Office of Inclusion and Student Engagement and Future Faculty and Academic Careers.

Graduate School Programs with a Mentoring Component

Graduate school primer: navigating academia workshop series.

Program for new students on navigating graduate school with sessions on mentoring.

Perspectives: The Complete Graduate Student

Program for continuing students on common issues with some sessions on mentoring.

GPWomeN-PCCW Speaker Series

Series for all students featuring talks by Cornell alumnae with an occasional mentoring focus.

Future Professors Institute

One-day event featuring workshops and guest speakers with occasional mentoring focus.

Intergroup Dialogue Project (IDP)

Peer-led courses blending theory and experiential learning to facilitate meaningful communication with occasional mentoring focus.

Building Allyship Series

Series for the campus community featuring panels designed for productive dialogue with occasional mentoring focus.

Institutional Memberships

Center for the integration of research, teaching, and learning (cirtl) network.

Access to resources on teaching and research mentoring.

Access to career development and mentoring resources.

New York Academy of Sciences (NYAS)

Access to resources, including webinars and articles on mentoring.

Mentoring Programs Across Campus

Give and receive advice as part of a peer mentoring program for all College of Engineering students. Offered by Diversity Programs in Engineering.

Mi Comunidad/My Community

Peer mentoring program run by graduate and professional students affiliated with the Latin@ Graduate Student Coalition (LGSC) and supported by the Latina/o Studies Program (LSP) and Latina/o/x Student Success Office (LSSO) at Cornell University.

Additional Resources:

• Mentoring and Leadership Tips from Graduate School Programs
• Cornell University Office of Faculty Development and Diversity – Resources for Mentors and Mentees
• Careers Beyond Academia LibGuide
• National Research Mentoring Network

Graduate School Articles on Mentoring:

• Alumna Addresses Importance of Mentoring
• Becoming Better Mentors Through Workshop Series
• August Offers Mentoring Advice
• ‘A Better Chance of Providing Access’: Future Professors Institute Fosters Inclusivity

Virtual Training and External Resources

• How to Get the Mentoring You Want: A Guide for Graduate Students – University of Michigan, Rackham Graduate School
• The Science of Effective Mentorship in STEMM – National Academies of Sciences, Engineering, Medicine
• Mentor Training: Online Learning Modules – University of Minnesota Clinical and Translational Science Institute
• Mentor Curricula and Training: Entering Mentoring – Center for the Improvement of Mentored Experiences in Research

For other resources, view the Advising Guide for Research Students.

If there is anything not included on this list that we should consider, please send the information and a link to [email protected] .

Advice to an Aspiring Researcher

• Posted April 13, 2021
• By Andrew Bauld
• Career and Lifelong Learning

Professor Howard Gardner ’s research has transformed the way people around the world think about thinking. For his outstanding achievements and success, Gardner received the American Educational Research Association ’s (AERA) premier honor, the 2020 Distinguished Contributions to Research in Education Award .  

Internationally known for his theory of multiple intelligences as well his interdisciplinary research programs including Project Zero and the Good Project, Gardner reflected on his long history of educational research to offer insights for the next generation of scholars at this year’s AERA annual meeting in a lecture titled, “ To an Aspiring Researcher: Twelve Pieces of Advice .”  

During the lecture, Gardner shared lessons learned from half a century of research and offered answers to a dozen questions, from the theoretical of why one should become a researcher to the pragmatical of obtaining research funding. In particular, Gardner stressed the importance of remaining curious and forging strong relationships as keys to a successful career.

“Talk to others. Don't mistrust your own intuitions — but don't assume that they're always right — and you will learn from others and they will learn from you,” Gardner told the audience.

Here are a few key takeaways for burgeoning researchers:

Start with curiosity and a drive to satisfy it.

Citing the many examples of research that began with no practical purposes only to have groundbreaking results, Gardner said that researchers rarely know what they will find or what the implications of their work will be when starting out. While the desire to save lives or change the world are noble aspirations, Gardner said that these lofty goals aren’t necessarily where a young researcher has to begin. “I don’t feel it’s necessary to carry out research to solve some kind of a real-life problem. Having something that you are curious about, indeed obsessed about — and having a method for possibly sating that curiosity — is sufficient motivation,” he said.

Maintain relationships — even in the face of rejection.

From federal grants to private philanthropy, Gardner described the many paths to finding resources and financial support for research projects. But the biggest piece of advice he offered was to establish and maintain relationships with donors whether they say yes, no, or maybe, because even the rejections might turn into something valuable. “By my calculation, I’ve sent out over 300 letters of solicitation in 50 years. In addition to welcome acceptances and frank rejections, we … have a separate file or folder dubbed ‘rays of hope’ (a rejection that nonetheless leaves the door slightly ajar). It’s the latter file that can make the difference in the long run.”    

Build a team that will continue to seek answers.

Discovering the pleasure of research changed Gardner’s life forever, yet after all this time he still remains curious. While he doesn’t know how much longer he will carry out his own projects, he recognized how fortunate he is to have members of his research team as well as new generations of scholars that will continue to explore the questions he’s most interested in. “I have students, and they have students (I call them ‘grand-students’), and some of those much younger persons will raise new questions and find answers that I could not even have dreamt up. That’s the greatest reward of all,” he said.

The latest research, perspectives, and highlights from the Harvard Graduate School of Education

Related Articles

Lessons Learned: Zid Mancenido, Ph.D.'22

To Teach or Not to Teach, That Is the Question

Seven Unexpected Ways Meditation Changed My Teaching

Important Addresses

Harvard College

University Hall Cambridge, MA 02138

Harvard College Admissions Office and Griffin Financial Aid Office

86 Brattle Street Cambridge, MA 02138

Social Links

If you are located in the European Union, Iceland, Liechtenstein or Norway (the “European Economic Area”), please click here for additional information about ways that certain Harvard University Schools, Centers, units and controlled entities, including this one, may collect, use, and share information about you.

• Application Tips
• Navigating Campus
• Preparing for College
• How to Complete the FAFSA
• What to Expect After You Apply
• View All Guides
• Parents & Families
• School Counselors
• Información en Español
• Undergraduate Viewbook
• View All Resources

Search and Useful Links

Search the site, search suggestions.

students in a lab with a professor. they are all wearing lab coats

Unlock Your World

From laboratory study to archival research to investigations in the field, Harvard students engage in world-class research across all disciplines and make groundbreaking contributions to their fields.

With support from a variety of funding sources, students collaborate with renowned faculty researchers whose work has been featured in top journals and awarded prestigious grants. Whether you assist your professor or lead your own project, you'll receive guidance, support, and the benefit of their expertise.

Research Opportunities

Are there research opportunities for undergraduates.

Yes - available to students as early as their freshman year. You may find research projects through individual inquiries with departments and professors, through the  Harvard College Research Program  (HCRP), or through the  Mellon Mays Undergraduate Fellowship Program  (MMUF). The  Faculty Aide Program , run by the Student Employment Office, links professors to undergraduates interested in becoming research assistants. Read more about HCRP and MMUF on the  Office of Undergraduate Research and Fellowships website , and find additional opportunities on the  Student Employment Office website . 

Expanding Our Campus

The state-of-the-art Science and Engineering Complex expands Harvard's campus with an additional 500,000 square feet of classrooms, active learning labs, maker space, and common areas.

Term-Time Research

During the academic year, you can conduct research for credit, as determined by the director of undergraduate study in each department.

Students can also receive funding from one of many sources. Additionally, many faculty members across academic departments hire students directly to serve as research assistants.

funding sources

Harvard college research program.

The  Harvard College Research Program  (HCRP) provides term-time and summer grants for students conducting independent research in collaboration with a faculty mentor.

Faculty Aide Program

The  Faculty Aide Program  (FAP) provides half of a student’s total wages when working for an approved faculty member as a research assistant.

Mellon Mays Undergraduate Fellowship Program

The  Mellon Mays Undergraduate Fellowship Program  (MMUF) provides a term-time stipend, as well as the option for summer research funds, to a group of approximately 20 juniors and seniors, selected in the spring of their sophomore years.

Laboratories

Summer Research

Harvard offers many residential research programs for students staying on campus during the summer. In addition, funding is available to support independent research locally, domestically, and internationally.

Building Learning through Inquiry in the Social Sciences

Building Learning through Inquiry in the Social Sciences  (BLISS) is a 10-week program for students working with Harvard faculty on research projects in the social sciences. BLISS provides a stimulating, collegial, and diverse residential community in which students conduct substantive summer research.

Harvard College-Mindich Program in Community-Engaged Research

The  Harvard College-Mindich Program in Community-Engaged Research  (PCER) introduces students to the field of engaged scholarship, which seeks to advance the public purpose of higher education through scholarship that has impact within and beyond the academy.

Program for Research in Markets and Organizations

The  Program for Research in Markets and Organizations  (PRIMO) is a 10-week summer program that allows students to work closely with Harvard Business School faculty on projects covering topics from business strategy to social media, and from innovation management to private equity.

Program for Research in Science and Engineering

The Program for Research in Science and Engineering  (PRISE) is a 10-week summer program that aims to build community and stimulate creativity among Harvard undergraduate researchers in the life, physical/natural, engineering, and applied sciences.

Summer Humanities and Arts Research Program

The  Summer Humanities and Arts Research Program  (SHARP) is a 10-week summer immersion experience in which students engage in substantive humanities- and arts-based research designed by Harvard faculty and museum and library staff.

Summer Undergraduate Research in Global Health Program

The  Summer Undergraduate Research in Global Health Program (SURGH) is a 10-week summer program in which students research critical issues in global health under the direction of a Harvard faculty or affiliate mentor. Participants live in a diverse residential community of researchers, attend weekly multidisciplinary seminars with professionals in the global health field, and make connections beyond the traditional health sphere.

Summer Program for Undergraduates in Data Science

The Summer Program for Undergraduates in Data Science (SPUDS) is a 10-week summer data science research experience that encourages community, creativity, and scholarship through applications across the arts, humanities, sciences and more fields. Students interested in mathematics, statistics, and computer science collaborate on projects with a Harvard faculty host.

Voyage of Discovery

The Office of Undergraduate Research and Fellowships helps students navigate the research opportunities available here on campus, in the Cambridge area, and around the world.

Related Topics

College offices.

Harvard College offices provide support and help students to navigate everything from academics to student billing.

From physical spaces to funding, Harvard provides the support for students to follow their curiosity as they investigate and explore their world.

Academic Environment

Explore what makes Harvard such a unique place to live and learn.

Toggle Academics Submenu

Thank you for visiting nature.com. You are using a browser version with limited support for CSS. To obtain the best experience, we recommend you use a more up to date browser (or turn off compatibility mode in Internet Explorer). In the meantime, to ensure continued support, we are displaying the site without styles and JavaScript.

• View all journals
• Explore content
• About the journal
• Publish with us
• Sign up for alerts
• CAREER COLUMN
• 15 March 2019

A student’s guide to undergraduate research

• Shiwei Wang 0

Shiwei Wang is a junior undergraduate student studying Integrated Science and Chemistry at Northwestern University in Evanston, Illinois. Twitter: @W_Shiwei

You can also search for this author in PubMed   Google Scholar

I have thoroughly enjoyed my experience working in a materials-chemistry laboratory at Northwestern University in Evanston, Illinois, for the past two years. Being able to mix an undergraduate education with original research in a proper laboratory has been a fantastic opportunity.

Access options

Access Nature and 54 other Nature Portfolio journals

Get Nature+, our best-value online-access subscription

24,99 € / 30 days

cancel any time

Subscribe to this journal

Receive 51 print issues and online access

185,98 € per year

only 3,65 € per issue

Rent or buy this article

Prices vary by article type

Prices may be subject to local taxes which are calculated during checkout

doi: https://doi.org/10.1038/d41586-019-00871-x

This is an article from the Nature Careers Community, a place for Nature readers to share their professional experiences and advice. Guest posts are encouraged. You can get in touch with the editor at [email protected].

Wang, S. et al. Preprint at ChemRxiv https://doi.org/10.26434/chemrxiv.7824707.v2 (2019).

Download references

Related Articles

Bring training forward for undergraduate researchers

Africa’s postdoc workforce is on the rise — but at what cost?

Career Feature 02 APR 24

Impact factors are outdated, but new research assessments still fail scientists

World View 02 APR 24

How scientists are making the most of Reddit

Career Feature 01 APR 24

How can we make PhD training fit for the modern world? Broaden its philosophical foundations

Correspondence 02 APR 24

Allow researchers with caring responsibilities ‘promotion pauses’ to make research more equitable

Faculty Positions, Aging and Neurodegeneration, Westlake Laboratory of Life Sciences and Biomedicine

Applicants with expertise in aging and neurodegeneration and related areas are particularly encouraged to apply.

Hangzhou, Zhejiang, China

Westlake Laboratory of Life Sciences and Biomedicine (WLLSB)

Faculty Positions in Chemical Biology, Westlake University

We are seeking outstanding scientists to lead vigorous independent research programs focusing on all aspects of chemical biology including...

School of Life Sciences, Westlake University

Faculty Positions in Neurobiology, Westlake University

We seek exceptional candidates to lead vigorous independent research programs working in any area of neurobiology.

Head of the histopathology and imaging laboratory

GENETHON recruits: Head of the histopathology and imaging laboratory (H/F)

Evry-Sud, Evry (FR)

Seeking Global Talents, the International School of Medicine, Zhejiang University

Welcome to apply for all levels of professors based at the International School of Medicine, Zhejiang University.

Yiwu, Zhejiang, China

International School of Medicine, Zhejiang University

Sign up for the Nature Briefing newsletter — what matters in science, free to your inbox daily.

Quick links

• Explore articles by subject
• Guide to authors
• Editorial policies

Secondary Menu

• Events & Workshops
• Join our Listserv!
• Guide to Undergraduate Research at Duke

Duke is among the top universities for research, but when you think of research, do you think of undergraduates?

If you answered no, think again. Research isn’t only for faculty or graduate students; undergrads can begin participating in research in a multitude of ways from as early as their first year at Duke.

The  Directors of Academic Engagement , faculty, and students from across Duke took time this year to explain the value of research experiences for undergraduates and break down the elusive process of finding a research project.

From Dance and English, Political Science and Psychology, to Biology and Neuroscience, these Duke researchers demonstrate the various types of opportunities available to students in all areas of Duke while breaking down myths that research is out of reach.

 Welcome to Undergraduate Research at Duke 

Start with a passion

If students feel overwhelmed by the options available to them, they aren’t alone, says  Bridgette Hard , professor of the practice of  Psychology & Neuroscience . There are many options for students at Duke to pursue research, whether through independent study or work with individual faculty mentors,  summer research programs  or through established, interdisciplinary programs like  Bass Connections .

The first step in research is taking a step — any step — especially if it is still the first year.

What is successful research?

Sometimes research fails. You uncover information or results that you didn’t expect. Plans fall apart, or new hurdles appear along the way. What’s next? Duke researchers discuss why this isn’t necessarily a bad thing and how “failing” research might actually be successful in the long run. 

“Nothing is unproductive in research…and nothing is unproductive in the way you get involved in research at Duke. Everything is a learning process,” says Director of Academic Engagement Jules Odendahl-James.

Finding partners in research

At Duke, there are many avenues to connect to others doing research and lots of people who are interested in helping. The key is finding the right people.

“The institution is resource rich,” says  Iyun Ashani Harrison , associate professor of the practice in  Dance . “Access to intellectuals, to ideas, it influences your processes, your research, how you imagine yourself in the world and what you might be able to do.”

The unexpected gifts of research

The benefits of engaging in research aren’t limited merely to research outcomes.

“Meeting people that you didn’t know you should know,” is one of the most important outcomes of participating in research according to  Candis Watts Smith , associate professor of  Political Science . Listen as other faculty and students share the benefits they have found from participating in research at Duke.

To take the next step — or the first step — in exploring research opportunities at Duke, students can visit this  page for   many resources on identifying mentors conducting research of interest and ideas for contacting potential mentors. 

• Getting Started in Research
• Undergrad Research Calendar
• Honors Theses
• Explore Research by Department
• Compensation for International Students
• Research Abroad: Safety Considerations
• Human Subjects: Institutional Review Board
• Responsible Conduct of Research Training and Tutorials
• Frequently Asked Questions
• URS Academic Term Grants
• Program II Research Funds
• Duke Opportunities
• Opportunities Database
• Non-Duke Opportunities
• Resources for Presentations
• Undergraduate Research Journals
• Student Team Grants
• Eligibility & Requirements
• Application Instructions
• Background & Facts
• Duke ASP Faculty Mentors
• Duke ASP Scholars
• Financial Support
• Contact the Amgen Scholars Program
• PRIME-Cancer Research Program Mentors
• Student Stories
• Student Advisory Council
• Annual Undergraduate Research Symposium
• Previous Abstract Books

Tactical Menu

Research, innovation & impact, human subjects research, student researchers, getting started.

A student researcher is defined as a: 

student working with existing institutional faculty and staff to conduct research; or 

student conducting research in fulfillment of their own academic milestones (i.e., thesis, dissertation, other student led research, etc.) See the Student investigators and advisors section below. 

Basic human subject research training must be completed before submitting an IRB application. 

Log into eCompliance  

• Use your MU pawprint and password to access the Collaborative Institutional Training Initiative (CITI) program IRB training. CITI IRB training is the platform the MU IRB uses to document investigator training.
• CITI IRB training is found by choosing the IRB Module in eCompliance, then “CITI Program IRB Training” on the next page called the IRB Dashboard.

Initial training: basic human subjects research 

You will be presented with three questions in CITI when adding a course: 

• Question 1: human subjects research & good clinical practice (GCP) Choose between biomedical, social behavioral or a combination of biomedical/social behavioral. Choose the best option for your type of study. You do not need to choose GCP unless you are involved in a clinical study. 
• Question 2: additional course selection list Skip unless you have specifically been asked to complete one of these (rare).
• Question 3: laboratory animal welfare Skip unless you happen to also do research with animals.

Recertification 

Upon completion of initial training, you will be granted a three-year certification. eCompliance will auto update within one day with your CITI IRB training. If you need it updated sooner, contact the IRB office at 573-882-3181. 

When you are notified that your training is about to expire, you will be asked to complete the refresher course, if you are still conducting human subject research. If you let your training expire, it will cause disruptions to your study. 

Already completed the CITI IRB basic training?  

If you already completed CITI IRB training at another institution, follow the instructions for affiliating with another institution and add University of Missouri-Columbia. 

The MU IRB uses eCompliance for all IRB related submissions. 

For students conducting research in fulfillment of their own academic milestones

Students must list themselves as Principal Investigator (PI) (when selecting your role on the IRB application in eCompliance). You must add an advisor on the project when prompted to add additional personnel. This can be an academic advisor or another faculty member working closely with you on the study submission. The IRB does not dictate who this must be, but it should be a faculty member familiar with the project and has experience to advise you.

Students not conducting research for their own academic requirements and who are only working with existing institutional faculty and staff to conduct research, do not list themselves as PI. Student investigator, research staff or coordinator may be a more appropriate description. 

Two-step submission process 

After you fill out the application, upload documents, and click on submit: 

• The PI will be sent the PI Assurance Form to complete via email. 
• The advisor will be sent the Advisor Approval Form to complete via email.  

This application will not officially be submitted to the IRB until these steps are complete. If you have not received an email notifying you that your application was submitted, it is very likely we are waiting for the PI assurance or the advisor approval to be completed. We can look it up for you to see what we are waiting for if you are unsure.  

Requirement to obtain your own IRB approval 

Students must have their own, separate IRB approval, per MU Graduate School policy, when conducting research in fulfillment of their own academic milestones (thesis/dissertation). A combination of projects is not accepted.  

For example, if a student wishes to use identifiable data from a faculty research project for their dissertation, the student must submit an IRB application to use the data.

MU graduate student-led projects (i.e., thesis, dissertation) must receive approval by the MU IRB even if activities are occurring at another site with an IRB.

The project must involve “research” and “human subjects.” Consider both definitions below. Also, you should consult your advisor/instructor as well to understand the expectations of the project. 

Is my project research? 

Are you conducting a systematic investigation 1 , including research development, testing and evaluation, designed to develop or contribute to generalizable knowledge 2 ? If yes, proceed with the human subjects definition . 

1 Systematic investigation is an activity that involves a prospective plan that incorporates data collection, either quantitative or qualitative, and data analysis to answer a question.  2 Generalizable knowledge means the project is designed to draw general conclusions, inform policy or generalize findings beyond a single individual or an internal program. 

Does my project involve human subjects? 

Are you working with living individuals ? If yes, proceed with the next question . 

Are you intervening 3 or interacting 4 with the individual and/or are you obtaining, using, studying, analyzing or generating identifiable private information 5 or biospecimens?  If yes, your project involves human subjects and an IRB application is required . 

3 Intervention includes both physical procedures by which information or biospecimens are gathered and manipulations of the subject or the subject’s environment that are performed for research purposes.  4 Interaction includes communication or interpersonal contact between investigator and subject. This includes online surveys and other interactions that are not necessarily in person.  5 Identifiable private information/biospecimen is private information for which the identity of the subject is or may readily be ascertained by the investigator or associated with the information/biospecimen. 

Unsure if you need IRB approval? 

If you are unsure whether your activity is considered human subjects research, you should email our office or call 573-882-3181.  

Note: The U.S. Food and Drug Administration (FDA) has different definitions for clinical investigations and human subjects. Please consult the IRB office if you are doing anything FDA regulated for guidance on how to proceed with your IRB application.

 Projects that do not require an IRB application form

• Classroom projects - If a project is conducted for purposes of a grade only and results are not disseminated outside the classroom, then these projects do not require an IRB application form (does not meet definition of research where the intent is to contribute to generalizable knowledge). 
• Quality improvement projects (does not meet definition of research) 
• Oral histories/journalistic activities (does not meet definition of research) 
• Project involving only analysis of de-identified information and/or biospecimens (does not meet definition of human subject) 

  For the projects listed above, please submit the Human Subject Research (HSR) Determination Form in eCompliance .

You may have to scroll down to locate the Human Subjects Research Determination Form .    A formal non-human subject research determination can be given to you after you submit the form in eCompliance. This form is not required, but highly recommended, for your documentation. It is sometimes needed if you are publishing the information and is often requested from publishers.     For more information on these types of projects, please see the end of the Initial Review Standard Operating Procedure (SOP). 

Most of the methods below will qualify as exempt (see our Exempt FAQ page). When you begin your IRB application in eCompliance , it will ask questions to help us determine how your projects should be categorized. The IRB will ultimately make this determination. It's okay if your project does not qualify as exempt. The IRB application will guide you through preparing an expedited or full board application without needing to start a brand new one from scratch. 

Remember, you can start an IRB application and save it to finish later by accessing the Open saved IRB project  page.

Online surveys 

Exemptions – most (but not all) online survey studies can be submitted as exempt under category two if: 

• The study involves minimal risk. 
• The study does not involve children. 
• The survey is anonymous (subject identifiers are not connected to their answers). If collecting identifiers, adequate protections must be in place to protect subject confidentiality. Using MU approved devices and methods of saving the information is required. Creating a code separating data from identifiers is recommended, or completely de-identifying the data at the earliest opportunity. 
• The survey does not ask sensitive questions that may cause emotional stress, induce trauma or are offensive. 

Attached files – the following documents should be uploaded to the application: 

• Upload the final version of your survey questions.  
• When using online research panels, the subjects are considered “employees.” In section 4, be sure to check “employees” as your subject population. 
• For exempt studies, this can be combined with the recruitment material but does not have to be. 
• This is usually presented as the first page of the online survey when it is not embedded in the recruitment materials. 
• Consent templates for exempt and non-exempt online surveys can be found on our Researcher Resources page. The templates include all the required elements of consent so you don’t have to start from scratch.  
• Subjects should be able to skip questions in an online survey. 
• Compensation should be prorated if there are multiple surveys completed at different time points. 
• If a survey should be anonymous, but you have plans to provide compensation, subjects should be taken to a separate URL to obtain their contact/identifying information that is not linked to the main survey answers. 
• Subjects should be told they can print a copy of the consent if they want a copy. They can also reach out to the investigator for a copy. 

Focus groups and/or interviews 

Exemptions – most (but not all) studies with only focus groups and/or individual interviews can be submitted as exempt under category two if: 

• No identifiers are recorded (subject identifiers are not connected to their answers). If collecting identifiers, adequate protections must be in place to protect subject confidentiality and privacy. Using MU-approved devices and methods of saving the information is required. Creating a code separating the data from identifiers is recommended, or completely de-identifying the data at the earliest opportunity. 
• The study does not ask sensitive questions that may cause emotional stress, induce trauma or are offensive. 
• Upload the final version of your questions.  
• Upload what will be used to introduce the study. This may be a formal email, phone script or recruitment advertisement on social media. 
• Consent templates for exempt and non-exempt studies can be found on our Researcher Resources page. The templates include all the required elements of consent so you don’t have to start from scratch.
• Subjects should be able to skip questions. 
• Compensation should be prorated if there are multiple sessions at different times. 
• Subjects should be given a copy of the consent. 
• Privacy should be respected. The location of the interviews/focus groups should also respect their privacy. 
• If the focus group or interview is audio or video recorded, subjects must be told about the recording in the consent form. It should be addressed whether identifiers will be disclosed on the recordings and what will be done to protect the confidentiality of those recordings. Recordings should be maintained on a secure MU server approved by your department IT group. 

Medical record reviews 

Exemptions – most (but not all) studies with only review of medical records and no consent can be submitted as exempt under category four if: 

• The study involves MU Health records and every investigator is with MU Health.
• The study involves non-MU protected health information under HIPAA. 
• A HIPAA waiver is submitted within the IRB application. The subform will generate for you when you are conducting a medical record review. 
• Adequate confidentiality measures are in place to protect the information. 
• If you do not think the record review is exempt, you should contact our office to discuss. 

Attached files – there are typically no documents required for medical record reviews since the HIPAA waiver is a subform submitted within the IRB application. 

Research in an educational or school setting 

Exemptions – most (but not all) studies with only activities relevant to the educational or school setting can be submitted as exempt under category one if:

• The study does not adversely affect the student’s normal learning environment.
• If collecting identifiers, adequate protections must be in place to protect subject confidentiality and privacy. 
• Any interview, survey or focus group questions. 
• Any educational test or interventional materials. 
• Any documents/information subjects will be presented with. 
• Upload what will be used to introduce the study. This may be a formal email, phone script or letter. 
• There may be separate recruitment materials; one for children, one for parents/legal guardians. 
• When selecting subjects for your study, make sure the selection process is free from coercion or undue influence. Give each student the ability to participate if they meet the criteria to be in the study. 
• Consider parental/legal guardian consent when recruiting children in a study or collecting their identifiable information. Parental consent can be achieved in different ways; sending a letter home, a phone discussion, etc. 
• Consider child assent. Children have the right to decide whether they want to be in a research study. They should have the ability to decline to participate even when their parent/legal guardian consents.  
• If obtaining identifiable educational records, written consent may be required under FERPA law. 
• Permission to work in schools may take time, so working on this process early is advised. Some districts have a research board to review studies prior to being implemented. 

International Research 

Exemptions – some international studies can be submitted as exempt if: 

• If collecting identifiers, adequate protections are in place to protect subject confidentiality and privacy. 
• You do not ask sensitive questions that may cause emotional stress, induce trauma or are offensive. 

Attached files – the following documents should be uploaded to the application:

• Any interview, survey or focus group questions. 
• Any documents or information subjects will be presented with. 
• If non-English speaking subjects, translated documents are only required to be uploaded to non-exempt studies. These are submitted via the amendment after IRB approval of the English versions. 
• When selecting subjects for your study, make sure the selection process is free from coercion or undue influence.  
• Consent script or form 

Other items to consider: 

• Understand the local context in which you are conducting research. 
• Be ready to describe within the application the current social, economic and political conditions. Also, you will be asked to describe any risks that may result from participating in your study. 
• Permission may be required to conduct your study, so work early on this process to investigate what, if any, permission is required. 

Once your application is received, the IRB staff will work with you to ensure submissions are complete, accurate and in alignment with federal regulations. If changes are needed, you will be notified via email that your application has been returned outlining the necessary edits. 

When your projects is ready to be approved, you will receive an approval email from eCompliance with a link to the IRB approval letter. Do not initiate your research until you receive this documentation. 

Read the approval letter thoroughly for expectations moving forward. 

Access the attached files section in eCompliance to obtain the most recently reviewed/approved documents for use. 

Expedited/full board studies will have IRB approval stamps in the footer of the consent/assent forms. Use the stamped versions only.  

Exempt study consents are not stamped by our office. Use the highlighted green copy. 

Approved documents will be highlighted in green. 

Record retention/data storage

Maintain all research records in a secure, confidential manner. Research information should be kept on approved MU devices and locations. You should work directly with your advisor to maintain records in an area/location that is readily accessible for IRB or other inspections.  

Do not store research information on a personal laptop that is not approved by your departmental IT. 

Research records must be maintained at MU for a period of seven years following the completion of the study. If you leave the institution, you may take copies of the records with departmental permission, but originals must be maintained at MU. 

Amendments/changes

Prior to implementing any changes to your approved study, an Amendment Form must be submitted and approved.

Amendment forms are located under IRB Forms in eCompliance where the application was started. 

Changes may include; wording changes on a survey, adding a recruitment site or letter, adding or removing a survey, etc.  

If new documents are submitted for IRB approval, for example consent documents, be sure to pull the most recently approved documents to use in your research study. All approved documents are marked green, and older documents are marked replaced and should no longer be used after the amendment approval date. 

Personnel/investigator changes

Use the Personnel Change Form under IRB Forms in eCompliance to let us know when investigators are being removed or MU investigators are being added to your study. New investigators must complete CITI training. If you want to add non-MU investigators to the study, submit the amendment. 

Continuing review – annual updates

Most studies are approved for 12 months. Do not let your study expire. Complete the Annual Update Form when you are notified by the IRB that it is coming due and prior to the expiration date. Annual updates can be found under Open Saved IRB Project in eCompliance. 

Deviations – noncompliance

Complete the Event Report Form in eCompliance to report events (multiple events can be submitted on one form). 

This includes major deviations (noncompliance). 

This includes unanticipated problems (events that are unexpected, related or possibly related to the research and suggests the research places subjects or others at a greater risk of harm than was previously known or recognized).  

This includes any unresolvable complaints.  

This form must be submitted within five business days of becoming aware of the event.

Study closure

Studies can be closed when all interactions and interventions are complete and all data have been de-identified. When the study is complete and before you graduate, please be sure to close your study with the IRB. Do not leave it to your advisor to do it for you. They may lack the important details about the study to close it properly. Maintain all study documents for seven years following the completion of the study (when the IRB application is closed) according to the Record Retention SOP . 

Submit an Annual Update Form, if it has been requested by the IRB, or a Completion Report if the annual update is not due soon. 

Our office is here to help you from the beginning to the end of your research project. Contact the IRB office early and often for support with your human subject research. Especially under the following circumstances: 

• Assistance during grant proposal development or original project design. 
• Collaborating with other institutions as the IRB of record or as a relying site.  

Call us at 573-882-3181 or email us with your question.

Related Links

• eCompliance

Empowering students to develop research skills

February 8, 2021

This post is republished from   Into Practice ,  a biweekly communication of Harvard’s  Office of the Vice Provost for Advances in Learning

Terence D. Capellini, Richard B Wolf Associate Professor of Human Evolutionary Biology, empowers students to grow as researchers in his Building the Human Body course through a comprehensive, course-long collaborative project that works to understand the changes in the genome that make the human skeleton unique. For instance, of the many types of projects, some focus on the genetic basis of why human beings walk on two legs. This integrative “Evo-Devo” project demands high levels of understanding of biology and genetics that students gain in the first half of class, which is then applied hands-on in the second half of class. Students work in teams of 2-3 to collect their own morphology data by measuring skeletons at the Harvard Museum of Natural History and leverage statistics to understand patterns in their data. They then collect and analyze DNA sequences from humans and other animals to identify the DNA changes that may encode morphology. Throughout this course, students go from sometimes having “limited experience in genetics and/or morphology” to conducting their own independent research. This project culminates in a team presentation and a final research paper.

The benefits: Students develop the methodological skills required to collect and analyze morphological data. Using the UCSC Genome browser  and other tools, students sharpen their analytical skills to visualize genomics data and pinpoint meaningful genetic changes. Conducting this work in teams means students develop collaborative skills that model academic biology labs outside class, and some student projects have contributed to published papers in the field. “Every year, I have one student, if not two, join my lab to work on projects developed from class to try to get them published.”

“The beauty of this class is that the students are asking a question that’s never been asked before and they’re actually collecting data to get at an answer.”

The challenges:  Capellini observes that the most common challenge faced by students in the course is when “they have a really terrific question they want to explore, but the necessary background information is simply lacking. It is simply amazing how little we do know about human development, despite its hundreds of years of study.” Sometimes, for instance, students want to learn about the evolution, development, and genetics of a certain body part, but it is still somewhat a mystery to the field. In these cases, the teaching team (including co-instructor Dr. Neil Roach) tries to find datasets that are maximally relevant to the questions the students want to explore. Capellini also notes that the work in his class is demanding and hard, just by the nature of the work, but students “always step up and perform” and the teaching team does their best to “make it fun” and ensure they nurture students’ curiosities and questions.

Takeaways and best practices

• Incorporate previous students’ work into the course. Capellini intentionally discusses findings from previous student groups in lectures. “They’re developing real findings and we share that when we explain the project for the next groups.” Capellini also invites students to share their own progress and findings as part of class discussion, which helps them participate as independent researchers and receive feedback from their peers.
• Assign groups intentionally.  Maintaining flexibility allows the teaching team to be more responsive to students’ various needs and interests. Capellini will often place graduate students by themselves to enhance their workload and give them training directly relevant to their future thesis work. Undergraduates are able to self-select into groups or can be assigned based on shared interests. “If two people are enthusiastic about examining the knee, for instance, we’ll match them together.”
• Consider using multiple types of assessments.  Capellini notes that exams and quizzes are administered in the first half of the course and scaffolded so that students can practice the skills they need to successfully apply course material in the final project. “Lots of the initial examples are hypothetical,” he explains, even grounded in fiction and pop culture references, “but [students] have to eventually apply the skills they learned in addressing the hypothetical example to their own real example and the data they generate” for the Evo-Devo project. This is coupled with a paper and a presentation treated like a conference talk.

Bottom line:  Capellini’s top advice for professors looking to help their own students grow as researchers is to ensure research projects are designed with intentionality and fully integrated into the syllabus. “You can’t simply tack it on at the end,” he underscores. “If you want this research project to be a substantive learning opportunity, it has to happen from Day 1.” That includes carving out time in class for students to work on it and make the connections they need to conduct research. “Listen to your students and learn about them personally” so you can tap into what they’re excited about. Have some fun in the course, and they’ll be motivated to do the work.

Header Helpful Links

• Current Students
• Faculty & Staff
• Families & Visitors
• Search Search
• Research : Student Research

Student Research

Students come to The University of Texas at Austin to change the world, and that isn't accomplished just by soaking up knowledge. Our students also grow from consumers of knowledge to creators of it through direct participation in the research process. Undergraduates can start as early as freshman year, and the graduate student experience culminates with a novel contribution to the student's field. Whether studying nanotechnology, child welfare, or literature, the research conducted by students and faculty makes UT Austin one of the most highly rated public research universities in the nation.

Office of Undergraduate Research (OUR)

The OUR fosters undergraduate engagement across the disciplines by facilitating research opportunities related to students’ interests and goals, raising the visibility of undergraduate research on campus, and helping students share their work with others.

EUREKA Research Database

Browse a selection of undergraduate research opportunities and a list of faculty research areas through our searchable, interdisciplinary database.

Undergraduate Research Journals

Explore the many different student-run research journals at UT Austin. In addition to a multidisciplinary undergraduate research journal, the university offers several specialty journals.

Research Week

Research Week is UT Austin's annual celebration of undergraduate research and creative activity, providing opportunities for undergraduates to explore UT’s vast, diverse community of research and find ways to get involved.

Freshman Research Initiative

The College of Natural Sciences offers the pioneering Freshman Research Initiative, giving first-year students the opportunity to initiate and engage in authentic research experience with faculty and graduate students.

Resources for Undergraduate Researchers

• Science Undergraduate Research Group
• Bridging Disciplines Programs
• McNair Scholars Program
• Intellectual Entrepreneurship Pre-Graduate School Internship
• Office of Research Support

College and School Resources for Undergraduate Researchers

• Cockrell School of Engineering
• College of Liberal Arts
• College of Natural Sciences
• School of Nursing
• McCombs School of Business

Graduate Student Research

From classroom projects to your final thesis, report, dissertation or treatise, conducting research is a significant part of the graduate student experience. UT Austin supports graduate-level research endeavors across all fields, providing an environment that promotes discovery, open inquiry and innovation.

Footer Helpful Links

• Access Course Syllabi and Instructor CVs
• Campus Carry
• Counseling and Mental Health
• Disability Resources
• Emergency Information
• Fraud, Waste, or Abuse
• Hazing Prevention and Response
• HEERF/CARES Act Compliance
• Online Institutional Resumes
• Public Forum On Campus
• Site Policies
• State of Texas
• Statewide Search
• Texas Homeland Security
• Texas Veterans Portal
• Title IX Reporting (Sexual Misconduct)
• Web Accessibility Policy
• Web Privacy Policy

• Get Curious
• Talk to People
• Take Action
• Inspire Others
• Events and Outcomes
• JHU At-A-Glance
• Students and Schools
• Ready to Hire?
• Mentor Students
• Hire Students
• “When U Grow Up” Podcast

A student’s guide to undergraduate research

• Share This: Share A student’s guide to undergraduate research on Facebook Share A student’s guide to undergraduate research on LinkedIn Share A student’s guide to undergraduate research on X

Originally written by Shiwei Wang for Nature journal in March 2019.

Participating in original research during your undergraduate studies can greatly expand your learning experience. However, finding the project can be a challenging task, so here’s a short but comprehensive guide that can help you get the most out of an undergraduate research opportunity.

Choose the right lab

Learn to think like a scientist. A lot of people start their undergraduate research by glancing at the faculty list and e-mailing multiple professors whose work seems interesting. Although this might get you a position somewhere, it is not the most effective approach. Before looking at labs, dive into the science to find out which areas fascinate you. Read a lot, go to talks, and talk to your professors not just about their classes, but about science in general as well.

Subscribe to e-mail newsletters from journals such as Nature and Science. Try to read research highlights and science news regularly. Podcasts and articles by, for example, Nature, Science, Scientific American or Quanta can also be interesting sources of information. Follow academics, journals and universities on Twitter. Start your undergraduate research by learning more about science, thinking like a scientist and working out what you love.

Look for questions, not subjects. You might have chosen a major to study, but don’t let this limit your search for research labs. Modern labs are interdisciplinary and very different from what you do in undergrad labs. Instead of limiting your search to your department, try to look at labs in all related departments. Choose labs on the basis of the questions they’re trying to answer.

Mentoring is as important as research. Contact group members to learn about your prospective laboratory’s environment. Are the group members close? Is the lab friendly or competitive and condescending? Is the lab head hands-off or hands-on? The size of the group is also important. If you join a small group, you’ll have a higher chance of being mentored directly by your principal investigator, whereas in a big group, you are more likely to be mentored by a postdoctoral researcher or graduate student.

Reach out with confidence. Once you’ve determined that the research programme interests you and the group dynamic is healthy, send the principal investigator an e-mail. Make sure to explain why you’re interested in working in the lab and that you have spoken to other lab members. Be patient if they don’t reply. If you don’t receive a response after a week or so, send a second e-mail or reach out in other ways, such as by asking group members to enquire for you.

Get the most out of the experience

Start your research with reading, and keep on reading. Usually, the principal investigator will assign you a mentor and a project. Ask for literature to read: learning about the state of the field and why the work is important will help you to push the project forward. Read about your field as well as other, totally unrelated fields. As an undergraduate, you have the freedom to change your major and your future plans. Make sure to strike a balance between reading and conducting experiments. It’s hard to do both at the same time, but it will make you a better scientist.

Set specific goals for yourself and let your mentors know. Think about what you want from your research and how much time you are willing to put in. Besides learning the techniques, do you want to learn how to analyse results and design experiments? Do you want to learn how to write proposals by applying for undergraduate research grants? Do you want to improve your presentation skills by going to conferences? Do you want to potentially finish a project for publication? Working out what you want to achieve will help you to direct your time effectively.

Research takes time. Don’t blame yourself if experiments don’t work or the project is not moving forward as fast as you expected. Science is about failing and trying again. Getting used to and coping with frustration is part of the learning curve of research.

Find a healthy balance. University is already a lot of work, and research will only take up more time. When planning your schedule, try to allocate large blocks of time (whole afternoons or individual days) to research. Rushing through a procedure could be unsafe and will often produce useless results. Always plan extra time for experiments. Consider working less in the lab during exam weeks so you don’t get overwhelmed. Talk to your mentor about your schedule and feelings regularly, so that you can arrange experiments at times that suit you, and you can keep on top of your mental health.

Find financial support. If you wish to do research at your own institution over the summer, your institution might offer funding to cover your expenses. If you want to go to another university, you can apply for funding from that institution’s undergraduate research programme, or from foundations, companies or academic societies. For example, the US National Science Foundation offers a Research Experiences for Undergraduates programme. Universities, foundations and academic societies might also offer grants to cover your travel expense to various conferences. Don’t let money limit what you want to do. Talk to senior students or professors, or search online to find all the opportunities!

Always think about the big picture. Your undergraduate research doesn’t define what you’re going to do after your degree. Keep reading and taking classes outside your comfort zone. Explore and learn as much as possible. Working out what you love is the best preparation you can get for the rest of your career.

Read the full article on the Nature website.

To find a research opportunity at Johns Hopkins University, visit the Hopkins Office of Undergraduate Research website .

You are using an outdated browser. Please upgrade your browser to improve your experience.

• Undergraduate Research

You are in a modal window. Press the escape key to exit.

• News & Events
• See programs

Common Searches

• Why is it called Johns Hopkins?
• What majors and minors are offered?
• Where can I find information about graduate programs?
• How much is tuition?
• What financial aid packages are available?
• How do I apply?
• How do I get to campus?
• Where can I find job listings?
• Where can I log in to myJHU?
• Where can I log in to SIS?
• University Leadership
• History & Mission
• Diversity & Inclusion
• Notable Alumni
• Hopkins in the Community
• Hopkins Around the World
• News from Johns Hopkins
• Undergraduate Studies
• Graduate Studies
• Online Studies
• Part-Time & Non-Degree Programs
• Summer Programs
• Academic Calendars
• Advanced International Studies
• Applied Physics Laboratory
• Arts & Sciences
• Engineering
• Peabody Conservatory
• Public Health
• Undergraduate Admissions
• Graduate Admissions
• Plan a Visit
• Tuition & Costs
• Financial Aid
• Innovation & Incubation
• Bloomberg Distinguished Professors
• Our Campuses
• About Baltimore
• Housing & Dining
• Arts & Culture
• Health & Wellness
• Disability Services
• Calendar of Events
• Maps & Directions
• Contact the University
• Employment Opportunities
• Give to the University
• For Parents
• For News Media
• Office of the President
• Office of the Provost
• Gilman’s Inaugural Address
• Academic Support
• Study Abroad
• Nobel Prize winners
• Homewood Campus
• Emergency Contact Information

As  America’s first research university , we have been tackling difficult questions and finding answers since 1876.

Every day, our faculty and students work side by side in a tireless pursuit of discovery, continuing our founding mission to bring knowledge to the world. Whether you study engineering, chemistry, music, anthropology, or all of the above, every student here—no matter his or her major—is an investigator.

You can find research in whatever field you want because everyone here is doing some sort of research, and you can help out.

Explore supernovae alongside a Nobel laureate. Learn how to make music with lasers . Create devices that will save lives in impoverished countries . Take a grand tour of the cities that inspired some of the Western world’s great thinkers—Venice, Florence, Paris, or London.

At Hopkins, you can do all of the above. The possibilities are limited only by your imagination.

Credit: Johns Hopkins University

Program funds undergraduate summer research experiences

Rising senior earns Beinecke Scholarship

Image caption: Clockwise from top left: Sheila Iyer, Sumasri Kotha, Erick Rocher, and Nathan Wang

Four win Goldwater Scholarships

Programs & fellowships.

• Provost’s Undergraduate Research Awards : Receive up to $3,000 and be paired with a full-time faculty sponsor for research on any topic of your choosing
• Woodrow Wilson Undergraduate Research Fellowship Program : Engage in hands-on, independent learning with faculty mentors and receive funding of up to $10,000 over four years
• ASPIRE grants : Promote independent research projects among undergrads in the School of Arts and Sciences; awards range from $500 to $4,500 per academic year

Learn more:

• Hopkins Office of Undergraduate Research
• Student research opportunities at the School of Engineering
• Student research opportunities at the School of Arts and Sciences

• Johns Hopkins University
• Address Baltimore, Maryland
• Phone number 410-516-8000
• © 2024 Johns Hopkins University. All rights reserved.
• Schools & Divisions
• Admissions & Aid
• Research & Faculty
• Campus Life
• University Policies and Statements
• Privacy Statement
• Title IX Information and Resources
• Higher Education Act Disclosures
• Clery Disclosure
• Accessibility

What are you looking for?

Suggested searches.

• Majors & Minors
• Research & Creativity
• Research & Innovation

Student Research

Nothing beats real world experience. With a student-faculty ratio of 9:1, students work closely with faculty on exploring research opportunities in the lab, the local community and around the world. Many schools have funding programs to support student research so that research experience is accessible for all.

Research Opportunities & Scholarships

The chance to practice high-level scholarly inquiry is at your fingertips. Take advantage of a wide range of centers and scholarships that can propel you forward.

Using Your Education to Solve Problems

Being enrolled at USC comes with beyond-the-classroom learning opportunities, such as improving the well-being of our immediate community, addressing questions with national and global implications, and much more.

Student Research News

Take a peek at just a few standout examples of students taking their inquiry out into the real world.

USC Viterbi’s Kelly Sanders to advise White House on clean energy policy

The associate professor has been appointed 2024 assistant director for energy systems innovation at the White House.

Transforming waste materials into useful products

EARTH MONTH : USC Viterbi’s Kandis Leslie Gilliard-AbdulAziz looks at plastic waste, orange peels and corn husks and sees a potential beneficial to society.

Exactly what opportunities does quantum computing present, anyway?

In science fiction, quantum computers have often been touted as “magical” devices. Experts at USC’s Information Sciences Institute are figuring out exactly how the computers will impact real life.

Study explores the future of at-home cancer treatment

A first-of-its-kind clinical trial from Keck Medicine of USC will investigate if immunotherapy administered at home can achieve the same outcomes as in-clinic therapy.

The best place to see the total solar eclipse in 2024

Here’s where the skies will be clearest — and the surroundings most beautiful.

Election law expert Franita Tolson named dean of the USC Gould School of Law

Tolson brings a deep knowledge of constitutional law and voting rights to the position.

How to watch the eclipse

Looking at the solar eclipse without protective eyewear can cause blindness. Here’s how to view it safely.

Mutation in mitochondrial DNA appears to help Alzheimer’s gene carriers live longer, stay sharper

The discovery by USC researchers represents a new direction in drug development.

USC Bridge Institute

A launchpad for projects combining diverse disciplines in science, engineering, medicine and the arts, Bridge Institute leverages the strengths of diverse experts to act as a connector that trains fearless researchers, supports convergence and empowers collaborative problem-solving.

Opportunities for Graduate Students

Center for Advanced Genocide Research

Recognizing USC undergraduate, graduate and doctoral students who use USC’s Visual History Archive or other genocide-related resources at USC for innovative research projects, this award is open to students across all academic disciplines.

Center for Dark Energy Biosphere Investigations (C-DEBI)

While the search for extraterrestrial life is neverending, USC scientists have launched the search intra-terrestrially — they’re hunting for life below the ocean floor. Graduate students contemplating a career in scientific research are encouraged to apply for a variety of opportunities.

Institute on Inequalities in Global Health (IIGH)

With partners in civil society, academia, government and the UN, IIGH offers several fellowship opportunities for students and postdocs interested in conducting research both in the U.S. and internationally.

More Research Opportunities

These are just a sample of the many research opportunities  available to graduate students. Find one that works for you.

Opportunities for Undergraduate Students

Undergraduate research is a key part of the complex, robust research ecosystem that makes up USC. Take a look at just some of the many funding opportunities you can explore.

Various schools and divisions offer funding for fields of research that fall under their disciplines.

• USC Annenberg School for Communication and Journalism
• USC Dornsife College of Letters, Arts and Sciences
• USC Sol Price School of Public Policy
• USC Viterbi School of Engineering

The USC Bridge Institute is training the next generation of students to explore across scientific disciplines and connect with the arts to understand science in a deeper way. Learn more.

MMUF is a partnership between the USC Dornsife College of Letters, Arts and Sciences  and USC’s Office of the Provost to identify, support and mentor highly qualified underrepresented undergraduate students and other students interested in diversifying fields of study in higher education. Learn more.

Founded to increase the number of women in faculty positions and increase the representation of women in science and engineering, WiSE gives upper-level undergraduate women first-hand experience in laboratory-based research and other programs. Learn more.

Tech4Good Opportunities

Students also lead their own initiatives to better the world. There are several Tech4Good organizations that allow students to engage with issues that matter to them: Code the Change , Shift SC , and CAIS++ .

Shift SC is USC’s student-led platform for human-centered and socially responsible technology. Students who participate are focused on interdisciplinary conversation and action around the social implications and ethical issues of tech.

Keep Exploring

• Research and Innovation Events
• Faculty Research
• Research and Scholarship

Take the Next Step

• Request Information
• Apply to USC

Journal of Student Research

Journal of Student Research (JSR) is an Academic, Multidisciplinary, and Faculty-reviewed Journal (Houston, Texas) devoted to the Rapid Dissemination of Current Research Published by High School Edition , Undergraduate and Graduate students.

Articles Indexed in Scholarly Databases

The journal seeks articles that are novel, integrative, and accessible to a broad audience, including an array of disciplines. The content of the journal ranges from Applied research to Theoretical research. In general, papers on all topics are welcome to submit. The journal uses an automated process from manuscript submission to publication. Manuscript submission, peer review, and publication are all handled online, and the journal automates all clerical steps during peer review.

Trusted By Student Authors Globally

Focus and Scope

Students strive to be successful at publications, and with JSR, authors aspiring to publish will receive scholarly feedback after the reviews of their submissions are received. This feedback will help authors identify areas of improvement to their submission and help them better understand the process to be successful at publication. Once published, we strive to provide a global platform for our authors to showcase their work.

Faculty-Refereed Review Process

This journal uses a double-blind review, which means that both the reviewer and author identities are concealed from the reviewers, and vice versa, throughout the review process. Authors need to ensure that their manuscripts do not give away their identity to facilitate this. To find out more about the review process, please visit the  Author Guidelines  page. We invite teachers and faculty interested in reviewing articles for this journal; please visit our  Reviewers  page for more information.

Open Access Policy

This journal provides access to its published content on the principle that making research freely available to the public supports a greater global exchange of knowledge. Learn more about  Open Access .

Authors Retain Copyright

Articles published in this journal are under a  Creative Commons License , and the authors retain the copyright to their work.

Announcements

Call for papers: volume 13 issue 3.

If you are an undergraduate or graduate student at a college or university aspiring to publish, we are accepting submissions. Submit Your Article Now!

Deadline: 11:59 p.m. May 31, 2024

Research Study by Student

Greetings - I have an exciting research project! All RIT students and recent graduates are invited to take the survey. Help this student collect the data.

 “My name is Joel Sibert, and I am a student researcher conducting a research project under the supervision of Professor Bosworth-LEAD 351 Research Method. We are asking all RIT college students (over the age of 18) to fill out a short survey about their academic experiences. Specifically, we will ask you to evaluate the availability and effectiveness of RIT courses selection during your registration period and the selection of access-supported course accommodations for the d/Deaf and hard-of-hearing students,”  

The link :  https://rit.az1.qualtrics.com/jfe/form/SV_blrrilgiP6RhUrA

CALLING ALL TIGER STUDENTS! JOIN US AND BE A PART OF THE CHANGE! Diverse Voices, Equitable Choices: Improving course selection experience for All at RIT, Including d/Deaf and Hard-of-Hearing Students! WE WANT YOUR FEEDBACK Survey Details: Objective: Your RIT Course Selection and Access-Supported Course Experiences. Eligibility: Open to all RIT/NTID students aged 18 and above. How to Participate: Please scan QR Code to complete the survey and make a difference! Inquiries: Should you have any questions or require further information, please do not hesitate to contact Student Researcher Joel Sibert at:  [email protected]  Your contribution is invaluable in our pursuit to foster a more accessible and equitable educational environment at RIT. We thank you in advance for your participation. IRB Protocol Number: 03030824. Approval Date: March 22, 2024 RIT Rochester Institute of Technology)

Blog Information

Blog Archive

• April 2024 (1)
• March 2024 (4)
• February 2024 (4)
• January 2024 (6)
• October 2023 (1)
• September 2023 (5)
• August 2023 (1)
• June 2023 (1)
• May 2023 (2)
• April 2023 (2)
• March 2023 (4)
• February 2023 (4)
• September 2022 (5)
• June 2022 (2)
• May 2022 (3)
• April 2022 (7)
• March 2022 (11)
• February 2022 (1)
• October 2021 (24)

Add new comment

Chat with a Librarian

RIT Libraries

Is there anything we can help you find today?

A live human is ready to help…

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List
• Behav Anal Pract
• v.8(2); 2015 Oct

The Importance of Research—A Student Perspective

Rachel arena.

grid.252546.20000000122978753Department of Psychology, Auburn University, Magnolia Street and Duncan Drive and West Thatch Ave, Auburn, AL 36849 USA

Sheridan Chambers

Angelyn rhames, katherine donahoe.

As students, we will focus on the importance of an objective ranking system, research, and mentorship to an applicant. We will address points raised in the (Behavior Analysis In Practice 8(1):7–15, 2015) article as well as debate the usefulness of proposed standards of objective ranking.

A Student’s Perspective on Research

A little more than a year ago each of us was madly scrambling to negotiate the process of graduate program admissions. Like many people who go to graduate school, each of us had some history of viewing academic efforts through the lens of “too much is never enough,” and we applied our obsessive habits to the challenge of gathering information about graduate programs. We pored over Web sites and printed brochures. We stalked program faculty at conferences, via email and phone, and during campus visits. We talked to trusted mentors about the programs they respected. When in professional settings, we tried to find out where people who impressed us had attended graduate school, and we sometimes eavesdropped on strangers’ conversations for potentially valuable tidbits about the graduate programs they were considering.

Based on this chaotic and exhausting experience, we agree with Dixon et al. ( 2015 ) that consumers in our field need standardized information about the relative merits of graduate programs in applied behavior analysis (ABA). When we began the process of screening graduate programs, we knew that we were uninformed but we were less sure about what we needed to learn to become better consumers. We suspect that, like us, most college seniors find it difficult to know what aspects of a graduate program are crucial to the training of highly qualified ABA practitioners. To us, the most important contribution of Dixon et al. ( 2015 ) was to emphasize that our field should not abandon students to an uncertain process of self-education.

We agree with Dixon et al. ( 2015 ) that our field is better equipped than outside bodies (e.g., U.S. News & World Report ) to determine what constitutes top-quality graduate training. We were aware that the Behavior Analysis Certification Board publishes the rates at which graduates of various programs pass its certification exam, and we considered this information during our respective searches. Even as undergraduates, however, we knew that there is more to being a capable practitioner than simply passing the certification exam, and we would have appreciated much more guidance from our field than we received.

In the absence of standardized, objective information about graduate programs, prospective graduate students have to rely heavily on hearsay. As we gathered information on program reputations from mentors and colleagues, it occurred to us that this information sometimes says as much about the person providing it as about graduate programs themselves. We learned that some people are impressed by graduate programs that have a reputation for highly selective admissions, but we were not sure how or whether this predicted the quality of training that we could hope to receive. We learned that certain mentors thought highly of certain programs, but different people thought highly of different programs, and it was not always obvious how these opinions related to specific features of the training offered by the programs. We weren’t always sure whether the opinions were generic or had been offered with our individual needs and interests in mind.

Among the features of graduate programs that interested us was the type and degree of emphasis on research. Here, a few words of explanation will provide context for our perspective. As undergraduates, we learned to value evidence-based practices, data-based case management, and the science-based critical thinking that should guide clinical case management. But each of us decided to seek graduate training not just to apply current best practices; we also wanted to contribute to clinical innovation (e.g., Critchfield 2015 ). For various reasons, none of us wished to conduct research for a living, and we chose our program at Auburn University in part because its accelerated, 12-month, non-thesis curriculum would get us swiftly into the workplace where we knew, from past field experiences, our main reinforcers are to be found. Still, program research emphasis was important to us.

Unfortunately, far too much time and effort was required for us to understand that different programs have different types of research emphases. “Research training” comprises not a single repertoire but many. One involves conducting research. Another involves locating and consuming available research on a topic of interest. Yet, another involves translating from research findings in order to develop innovative interventions (Critchfield 2015 ; Critchfield & Reed, 2005 ). It is here that we would quibble with the position of Dixon et al. ( 2015 ), which suggests a one-size-fits-all approach to assessing the research climate at ABA graduate programs.

In order to gain insight about the research environment in graduate programs, undergraduates often compare their own research interests to those of faculty as described on program web sites and as illustrated in published articles. This comparison is most relevant to students who seek to become independent researchers. Our own goal is to become life-long consumers of research. It may not be the full-time job of Masters-level practitioners to conduct research, but in a field that is growing quickly it is pivotal that people like us not be limited to the state of our field’s knowledge at the time we take a certification exam. We need skills for tracking scholarly developments across the full breath of our careers.

We agree with Dixon et al. ( 2015 ) that it is helpful for ABA program faculty to maintain active research programs, but our concern is with what program graduates are able to do with the fruits of research, not how many articles a faculty member can publish. It has been suggested that the process of developing effective and transportable interventions from research findings requires a skill set that is independent of either conducting research or implementing existing interventions (e.g., Critchfield 2015 ; Critchfield and Reed, 2005 ). No skill set seems more relevant to our lifelong professional development.

Yes, we want to learn how to read and critically evaluate research, but we want to learn to do this from faculty who know how to translate and who care about helping us to become translators. Our ideal ABA program faculty member will have the time and inclination to focus on this. We want mentors who can conduct research, but more importantly who will discuss research with us on a regular basis and explore with us how research findings relate to the behavioral processes operating in practice settings. We want mentors whose skills and schedules allow them to provide on-site clinical supervision through which the connections between research and practice can be drawn explicitly.

While we applaud the efforts of Dixon et al. ( 2015 ) to rank ABA graduate programs in terms of program research climate, we stress that this climate has multiple facets. We represent a category of consumer who cares very much about our field’s research foundations, but we wish to harness rather than add to those foundations. Faculty publication counts may not be the best measure of a program’s ability to help us to this. Unfortunately, the program attributes that we particularly value are hard to quantify and thus will be difficult to incorporate into an objective system for ranking programs. Yet, if the purpose of rankings is to assist consumers (Dixon et al., 2015 ), then the needs of consumers like us should not be ignored.

Contributor Information

Rachel Arena, Email: ude.nrubua@0200azr .

Sheridan Chambers, Email: ude.nrubua@5400cms .

Angelyn Rhames, Email: ude.nrubua@7400rza .

Katherine Donahoe, Email: ude.nrubua@4200drk .

• Critchfield TS. What counts as high-quality practitioner training in applied behavior analysis? Behavior Analysis In Practice. 2015; 8 (1):3–6. doi: 10.1007/s40617-015-0049-0. [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Critchfield TS, Reed DD. Conduits of translation in behavior-science bridge research. In: Burgos JE, Ribes E, editors. Theory, basic and applied research, and technological applications in behavior science: Conceptual and methodological issues. Guadalajara, Mexico: University of Guadalajara Press; 2005. pp. 45–84. [ Google Scholar ]
• Dixon MR, Reed DD, Smith T, Belisle J, Jackson RE. Research rankings of behavior analytic graduate training programs and their faculty. Behavior Analysis In Practice. 2015; 8 (1):7–15. doi: 10.1007/s40617-015-0057-0. [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]

Student-led Showcase Puts Innovative Art Research on Display at CMU

• Share on Facebook (opens in new window)
• Share on X (opens in new window)
• Share on LinkedIn (opens in new window)
• Print this page
• Share by email

With forsythia petals canopied in archlike form above these words in Korean, Bethany Hwang pays homage to a loved one lost during the pandemic: “The meaning of life prevails despite the disappearance of existence.” In a different model, bearing the same vibrant yellow, handmade simulacra of these flowers rise and fall, timed to the exact breaths of her late grandmother. On sheets of paper covering walls, the flower’s form pushes through abstractions of black and gray, persisting in spite of dark conditions.

Hwang joined six other Carnegie Mellon University students to showcase transdisciplinary research during six-minute sessions in the B*A series. The presentations were held in the Frank-Ratchye STUDIO for Creative Inquiry on March 1 (opens in new window) . The event spanned two hours and allowed presenters in the College of Fine Arts to mingle, share artistic discoveries and creations, and consider the work of their peers.

What goes into a B*A presentation?

B*A presentations give students the chance to explore topics that they may not have the chance to in the traditional four-year structure offered by most universities. The yearly presentations also provide an opportunity for students to show progress, potential and outcomes of their personal research work.

The presentations do not have to relate to students’ current degree programs or coursework. They have full discretion to present research on a topic through a medium of their choosing. “It’s great for students who are self-motivated, and believe their interests will persist regardless of their status as a student,” said Harrison Apple (opens in new window) , associate director for the STUDIO. “They can put something out into the world, and have a chance to talk about their work without the pressure of evaluation.”

Emmanuel Lugo (opens in new window) , a senior pursuing a bachelor of fine arts, ran this year’s B*A event alongside College of Fine Arts junior Dariyah Scott. Both Lugo and Scott gave presentations this year in addition to organizing the event: Lugo on world-renowned biologist Lynn Margulis (discoverer of endosymbiosis) and her descent into conspiracy theories, and Scott on a technical demonstration of audio engineering techniques. 

“Being able to present and also hear what other people are doing and gain inspiration from them is really useful,” Scott said. “I have experience doing live performances, but this was an opportunity to try something new.”

Some of the presentations, more theoretical in nature, showed the value of exploring specific concepts. Ilyas Khan, a sophomore pursuing a bachelor of humanities and arts (opens in new window) ,   presented on the local history of art and activism and his work with Sunrise Movement Pittsburgh. Anastasia Jungle-Wagner, another sophomore from the School of Art, briefly explored the idea and conditions of “kitsch.”

Other talks focused on works of art created by the students. Scott Liu, a sophomore from the School of Art, showcased outcomes of practice across various styles. Sophomore Lorie Chen, who is pursuing a Bachelor of Science and Arts degree (opens in new window) , explored the idea of creating bloblike shapes via computational means.

“You have six guaranteed minutes of everyone’s attention. It’s a really great place to practice speaking skills,” Jungle-Wagner said.“It’s an informal way of networking, and for a few people, it’s their first time even doing something like that.” 

The Past and Future of B*A

“These students are the reason that it keeps going,” Apple said. “It’s word-of-mouth and part of the culture of the STUDIO.”

Many presenters choose to participate in B*A because of the already-interdisciplinary nature of their studies. Several are enrolled in CMU’s BXA Intercollege Degree Programs (opens in new window) , which sponsored the event and allows students to pursue coursework and research across multiple schools and colleges. While it borrows its naming convention from the program, B*A is not limited to participation by BXA students. Many are CFA students. 

“B*A grew out of the fact that there’s this independent, self-motivated drive among students to take their research and explain what they find interesting to other people,” Apple said.

Because this drive takes so many different forms, the event’s organizers said more students outside of the College of Fine Arts should feel encouraged to participate in the future. “We’ve talked about it being more open to those outside of the School of Art,” Scott said. “There are opportunities for things to become interdisciplinary, and for collaboration, even if they’re not at that point yet.”

In addition to more participation, Lugo said he’d like to see changes made to the structure of B*A to give students more flexibility in what and how they present. “Across the whole university, what does cross-disciplinary art look like?” he said. “I would like to see it not so afraid to get technically focused or in the weeds of certain things. What we do now is great, but there might be room for other fields like STEM.”

Jungle-Wagner plans on participating again. They said B*A is an example of why having more presentation options for students outside of the lecture hall or classroom is important. “People can really come as they are,” they said. “They can share their interests beyond the critique setting, and people will be excited to hear it.”

Thanks to a pledged gift from STUDIO alumnus Dan Moore, B*A will receive an endowment in 2024. The Moore Family Fund will be the first dedicated source of funding for the event’s operations, and will allow a random participant to receive a monetary award for participating.

What is the Frank-Ratchye STUDIO?

The Frank-Ratchye STUDIO for Creative Inquiry was created under the Office of the Dean of the College of Fine Arts in 1989. For over 30 years, it has supported boundary-pushing research across the arts, science, technology and culture through artist residencies, courses, event programming, workshops and exhibitions. The STUDIO supports CMU faculty and staff through multiple grant-funding streams including the Frank-Ratchye Further Fund, the Steiner Visitor Invitation Grant, the XRTC Creative Research Grant and the STUDIO’s Director’s Fund. Each year the STUDIO’s team stewards over $100,000 in creative research support and programming support across the College of Fine Arts’ five schools and throughout the university as a whole.

“What brought me to all of these different things was the STUDIO,” Scott said. “I think it’s the perfect place for people who want to do a lot of different things. Having people find it can be difficult, but if you’re one of those people who wants to find a community, then we are your community. There’s so much equipment, so much support, that the skills you can learn from being there are invaluable.”

Apple said the event is an important opportunity to bring students into an independent and open environment like the STUDIO.

“Students aren’t doing this in order to secure a spot in a class or have their GPA rise. There’s not a prize. You can’t win,” Apple said. “This is so much more focused on what would happen if you were to give your time to your classmates, and really helps participants learn how to share their interests as research for research’s sake.”

“I think it’s really a big part of what makes coming to CMU’s College of Fine Arts worth it,” Apple said.

— Related Content —

The Frame Gallery Enters New Era with Major Renovation

Design Unveiled for Expanded Institute for Contemporary Art in Pittsburgh

A New Era for CMU's Institute for Contemporary Art

• The Piper: Campus & Community News (opens in new window)
• Official Events Calendar (opens in new window)

• Skip to Content
• Skip to Main Navigation
• Skip to Search

IUPUI IUPUI IUPUI

• Week of Welcome
• Involvement Opportunities
• Sponsorships & Support
• Jagapalooza
• Multimedia Production Center
• Find Funding
• Policies & Guidelines
• Fraternities & Sororities
• Student Government
• Student Activities Programming Board
• Jobs & Internships
• Political Engagement Programs
• Volunteer at Paws' Pantry
• Restaurants & Services
• Building Directory
• Advertise in the Campus Center
• Cultural Arts Gallery
• Room Rates & Fees
• Equipment Rental
• Frequently Asked Questions
• Fees & Insurance
• Counseling Options
• Self-help & Screening
• Recommending CAPS
• Clinical Training
• JagsCARE Team
• Health and Wellness Fair
• Health & Wellness Coaching
• Alcohol & Other Drugs
• Addiction Recovery
• Sexual Health Education
• Tobacco Cessation Program for Students
• Nutrition Resources
• Self-Screening Tools
• Peer Health Educators
• Cancel My Membership
• Residential Based Learning Communities
• Applying to Live on Campus
• Preparing for Move-in
• On-campus Living Experience
• Off-campus Living
• Current Resident Information
• Summer Camps and Conferences Reservation Inquiry
• Paws' Pantry
• Prevention Peer Education Program
• Green Dot Bystander Intervention
• Community & Emergency Resources
• Disciplinary Procedures & Sanctions
• Sexual Misconduct
• Parents & Families
• People Directory
• Support the Division
• Midyear & Annual Reporting
• Benchmarking
• Student Learning Outcomes
• Student Needs & Satisfaction
• Campus Climate & Outcomes Assessment
• Request a Presentation

Division of Student Affairs

• About & Contact

Luddy graduate student pursues research and campus life opportunities at IU Indianapolis

By:   Chandan Jonnavithula

Monday, April 01, 2024

Unveiling the dream: Choosing IU Indianapolis

Hailing from a middle-class family in India, I've always nurtured a deep-seated aspiration to pursue my education abroad, driven by the allure of immersing myself in diverse cultures and seizing exciting new opportunities. This dream led me to IU Indianapolis, a renowned institution steeped in history and renowned for its pioneering research opportunities. In the spring of 2023, I embarked on my journey to pursue a Master's in Human-Computer Interaction at the esteemed Luddy School of Informatics.

This field, which delves into the intricate dynamics between human empathy and technology, resonates deeply with my passion and interests. What sets IUI apart is its plethora of possibilities — from engaging in groundbreaking research to becoming a student leader. This prestigious institution has allowed me to unravel my identity as a student and human being. 

Being the catalyst for change

Motivated by a deep-seated desire to be a force for positive change, I've dedicated myself to giving back to my community. From involvement in NGOs to participating in student welfare programs, I've applied concepts like design thinking to tackle crucial challenges. Inspired by my mother's belief in community responsibility, I explored food deserts in Indianapolis through the resources provided by the Luddy School of Informatics, Computing, and Engineering.

With mentorship from the remarkable Professor Rodney, our research aims to bridge the gap between food banks and those affected by food deserts. This journey, supported by the Innovation Scholarship awarded by the Center for Student Innovation at IUPUI, is a testament to the abundance of opportunities within the university. 

Lights, camera, action: College life extravaganza

My college life at IUI is a vibrant blend of academia and extracurricular activities. Passionate about filmmaking, I had the privilege of working as a research assistant under Professor Thomas C. Lewis. Together, we're producing documentaries on climate change in Greenland and the impact of dust on our lives.

As the director of films for the Student Activities and Programming Board (SAPB), I've hosted unforgettable events like Flick’N’Float and Outdoor Movie Nights, enriching my leadership skills and perspectives.

I also serve as the outreach manager for the Design Coterie Club (Deco) and am dedicated to enhancing the experience of my fellow Human-Computer Interaction (HCI) students. My role involves providing essential resources to enrich our student community and fostering collaboration and support within the club.

Indy: A home away from home

Beyond the campus, Indianapolis has become my home away from home. While it's not the most bustling city, its unique blend of urban and scenic spots creates a captivating atmosphere. Reflecting on my experiences, I recall completing my first triathlon running for Ainsley's Angels and participating in the Regatta as moments that will forever hold a special place in my heart.

The IU Indianapolis experience: A canvas of opportunities

Summing up my IUI experience, this university has taught me that the world is our canvas, and opportunities abound for those who seek them. So, if you're ready to chase your dreams and turn them into reality, then it's your time to become a Jaguar!

Division of Student Affairs social media channels

Suggestions or feedback?

MIT News | Massachusetts Institute of Technology

• Machine learning
• Social justice
• Black holes
• Classes and programs

Departments

• Aeronautics and Astronautics
• Brain and Cognitive Sciences
• Architecture
• Political Science
• Mechanical Engineering

Centers, Labs, & Programs

• Abdul Latif Jameel Poverty Action Lab (J-PAL)
• Picower Institute for Learning and Memory
• Lincoln Laboratory
• School of Architecture + Planning
• School of Engineering
• School of Humanities, Arts, and Social Sciences
• Sloan School of Management
• School of Science
• MIT Schwarzman College of Computing

Student spotlight: Victory Yinka-Banjo

Press contact :.

Previous image Next image

This interview is part of a series from the MIT Department of Electrical Engineering and Computer Science featuring students answering questions about themselves and life at the Institute. Today’s interviewee, Victory Yinka-Banjo, is a junior majoring in MIT Course 6-7: Computer Science and Molecular Biology. Yinka-Banjo keeps a packed schedule: She is a member of the Office of Minority Education (OME) Laureates and Leaders program ; a 2024 fellow in the public service-oriented BCAP program ; has previously served as secretary of the African Students’ Association, and is now undergraduate president of the MIT Biotech Group ; additionally, she is a SuperUROP Scholar ; a member of the Ginkgo Bioworks' Cultivate Fellowship (a program that supports students interested in synthetic biology/biotech); and an ambassador for Leadership Brainery , which equips juniors/leaders of color with the resources needed to prepare for graduate school. She recently found time to share a peek into her MIT experience.

Q: What’s your favorite building or room within MIT?

A: It has to be the Broad Institute of MIT and Harvard on Ames Street in Kendall Square, where I do my SuperUROP research in Caroline Uhler's lab . Outside of classes, you're 90 percent likely to find me on the newest mezzanine floor (between the 11th and 12th floor), in one of the UROP [Undergraduate Research Opportunities Program] rooms I share with two other undergrads in the lab. We have standing desks, an amazing coffee/hot chocolate machine, external personal monitors, comfortable sofas — everything, really! Not only is it my favorite building, it is also my favorite study spot on campus. In fact, I am there so often that when friends recently planned a birthday surprise for me, they told me they were considering having it at the Broad, since they could count on me being there. 

I think the most beautiful thing about this building, apart from the beautiful view of Cambridge we get from being on one of the highest floors, is that when I was applying to MIT from high school, I had fantasized working at the Broad because of the groundbreaking research. To think that it is now a reality makes me appreciate every minute I spend on my floor, whether I am doing actual research or some last-minute studying for a midterm. 

Q: Tell me about one interest or hobby you’ve discovered since you came to MIT.

A: I have become pretty involved in the performing arts since I got to MIT! I have acted in two plays run by the Black Theater Guild, which was revived during my freshman year by one of my friends. I played a supporting role in the first play called “Nkrumah’s Last Day,” which was about Ghana at a time of governance under Kwame Nkrumah, its first president. In the second play, a ghost story/comedy called “Shooting the Sheriff,” I played one of the lead roles. Both caused me to step way out of my comfort zone and I loved the experiences because of that. I also got to act with some of my close friends who were first-time stage actors as well, so that made it even more fun. 

Outside of acting, I also do spoken word/poetry. I have performed at events like the African Students Association Cultural Night, MIT Africa Innovate Conference, and Black Women’s Alliance Banquet. I try to use my pieces to share my experiences both within and beyond MIT, offering the perspective of an international Nigerian student. My favorite piece was called “Code Switch,” and I used concepts from [computer science] and biology (especially genetic code switching), to draw parallels with linguistic code-switching, and emphasize the beauty and originality of authenticity. This semester, I’m also a part of MIT Monologues and will be performing a piece called “Inheritance,” about the beauty of self-love found in affection transferred from a mother. 

Q: Are you a re-reader or a re-watcher — and if so, what are your comfort books, shows, or movies?

A: I don’t watch too many movies, although I used to be obsessed with all parts of “High School Musical;” and the only book I’ve ever reread is “Americanah.” I would actually say I am a re-podcaster! My go-to comfort-podcast is this episode, “A Breakthrough Unfolds”, by Google DeepMind . It makes me a little emotional every time I listen. It is such an exemplification of the power of science and its ability to break boundaries that humans formerly thought impossible. As a computer science and biology major, I am particularly interested in these two disciplines’ applications to relevant problems, like the protein-folding problem discussed in the episode, which DeepMind's solution for has caused massive advances in the biotech industry. It makes me so hopeful for the future of biology, and the ways in which computation can advance human health and precision medicine.

Q: Who’s your favorite artist?

A: When I think of the word 'artist,' I think of music artists first. There are so many who I love; my favorites also evolve over time. I’m Christian, so I listen to a lot of gospel music. I’m also Nigerian so I listen to a lot of Afrobeats. Since last summer, I’ve been obsessed with Limoblaze , who fuses both gospel and Afrobeats music! KB, a super talented gospel rapper , is also somewhat tied in ranking with Limo for me right now. His songs are probably ~50 percent of my workout playlist.

Q: It’s time to get on the shuttle to the first Mars colony, and you can only bring one personal item. What are you going to bring?

A: Oooh, this is a tough one, but it has to be my Brass Rat. Ever since I got mine at the end of sophomore year, it’s been nearly impossible for me to take it off. If there’s ever a time I forget to wear it, my finger feels off for the entire day. 

Q: Tell me about one conversation that changed the trajectory of your life.

A: Two specific career-defining moments come to mind. They aren’t quite conversations, but they are talks/lectures that I was deeply inspired by. The first was towards the end of high school when I watched this TEDx Talk about storing data in DNA . At the time, I was getting ready to apply to colleges and I knew that biology and computer science were two things I really liked, but I didn’t really understand the possibilities that could be birthed from them coming together as an interdisciplinary field. The TEDx talk was my eureka moment for computational biology. 

The second moment was in my junior fall during an introductory lecture to “Lab Fundamentals for Bioengineering,” by Professor Jacquin Niles. I started the school year with a lot of confusion about my future post-grad, and the relevance of my planned career path to the communities that I care about. Basically, I was unsure about how computational biology fit into the context of Nigeria’s problems, especially because my interest in the field is oriented towards molecular biology/medicine, not necessarily public health. 

In the U.S., most research focuses on diseases like cancer and Alzheimer’s, which, while important, are not the most pressing health conditions in tropical regions like Nigeria. When Professor Niles told us about his lab’s dedication to malaria research from a molecular biology standpoint, it was yet another eureka moment. Like, Yes! Computation and molecular biology can indeed mitigate diseases that affect developing nations like Nigeria — diseases that are understudied, and whose research is underfunded. 

Since his talk, I found a renewed sense of purpose. Grad school isn’t the end goal. Using my skills to shine a light on the issues affecting my people that deserve far more attention is the goal. I’m so excited to see how I will use computational biology to possibly create the next cure to a commonly neglected tropical disease, or accelerate the diagnosis of one. Whatever it may be, I know that it will be close to home, eventually.

Q: What are you looking forward to about life after graduation? What do you think you’ll miss about MIT?

A: Thinking about graduating actually makes me sad. I’ve grown to love MIT. The biggest thing I’ll miss, though, is Independent Activities Period (IAP). It is such a unique part of the MIT experience. I’ve done a web development class/competition, research, a data science challenge, a molecular bio crash course, and a deep learning crash course over the past three IAPs. It is such an amazing time to try something low stakes, forget about grades, explore Boston, build a robot, travel abroad, do less, go slower, really rejuvenate before the spring, and embrace MIT’s motto of “mind and hand” by just being creative and explorative. It is such an exemplification of what it means to go here, and I can’t imagine it being the same anywhere else. 

That said, I look forward to graduating so I can do more research. My hours spent at the Broad thinking about my UROP are always the quickest hours of my week. I love the rabbit holes my research allows me to explore, and I hope that I find those over and over again as I apply and hopefully get into PhD programs. I look forward to exploring a new city after I graduate, too. I wouldn’t mind staying in Cambridge/Boston. I love it here. But I would welcome a chance to be somewhere new and embrace all the people and unique experiences it has to offer.

I also hope to work on more passion projects post-grad. I feel like I have this idea in my head that once I graduate from MIT, I’ll have so much more time on my hands (we’ll see how that goes). I hope that I can use that time to work on education projects in Nigeria, which is a space I care a lot about. Generally, I want to make service more integrated in my lifestyle. I hope that post-graduation, I can prioritize doing that even more: making it a norm to lift others as I continue to climb.

Share this news article on:

Related links.

• Victory Yinka-Banjo's SuperUROP research
• The Broad Institute of MIT and Harvard
• Office of Minority Education

Related Topics

• Undergraduate
• Student life
• Electrical Engineering & Computer Science (eecs)
• Undergraduate Research Opportunities Program (UROP)
• Independent Activities Period
• Diversity and inclusion
• Broad Institute

Related Articles

Reflecting on a decade of SuperUROP at MIT

A community for African students at MIT

Previous item Next item

More MIT News

Researchers 3D print key components for a point-of-care mass spectrometer

Read full story →

Unlocking new science with devices that control electric power

Drinking from a firehose — on stage

MIT researchers discover “neutronic molecules”

A new computational technique could make it easier to engineer useful proteins

Designing solutions to ensure equity in health care

• More news on MIT News homepage →

Massachusetts Institute of Technology 77 Massachusetts Avenue, Cambridge, MA, USA

• Map (opens in new window)
• Events (opens in new window)
• People (opens in new window)
• Careers (opens in new window)
• Accessibility
• Social Media Hub
• MIT on Facebook
• MIT on YouTube
• MIT on Instagram