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What Is CUR’s Definition of Undergraduate Research?

Undergraduate research, scholarship, and creative inquiry is fundamentally a pedagogical approach to teaching and learning. With an emphasis on process, CUR defines undergraduate research as: A mentored investigation or creative inquiry conducted by undergraduates that seeks to make a scholarly or artistic contribution to knowledge. 

What Are the Benefits of Undergraduate Research?

• Enhances student learning through mentoring relationships with faculty
• Increases retention and graduation in academic programs
• Increases enrollment in graduate education and provides effective career preparation
• Develops critical thinking, creativity, problem-solving, and intellectual independence
• Develops an understanding of research methodology
• Promotes an innovation-oriented culture
• Develops competencies that speak to career-readiness

How Does CUR Support Undergraduate Research?

CUR, incorporated in 1980, is an organization of individual, institutional, and affiliate members from around the world. CUR members share a focus on providing high-quality and collaborative undergraduate research, scholarly, and creative activity opportunities for faculty and students. CUR believes that faculty members enhance their teaching and contribution to society by remaining active in research and by involving undergraduates in research and that students engaged in undergraduate research succeed in their studies and professional advancement.

Among the many activities and networking opportunities that CUR provides, the organization also offers support for the professional growth of faculty and administrators through expert-designed institutes, conferences, and a wide range of volunteer positions. The CUR community continues to provide a platform for discussion and other resources related to mentoring, connecting, and creating relationships centered around undergraduate research. CUR’s advocacy efforts are also a large portion of its work as we strive to strengthen support for undergraduate research. Its continued growth in connections with representatives, private foundations, government agencies, and campuses worldwide provides value to its members and gives voice to undergraduate research.

CUR is committed to inclusivity and diversity in all its activities and our community.

We are your resource. We are the community. We are mentoring. We are CUR.

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• 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.

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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).

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A student’s guide to undergraduate research

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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 .

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

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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.

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• 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

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What is undergraduate research, what is research.

Research across disciplines is the  systematic production of new knowledge . The process often includes the following:

• Developing a research question(s);
• Identifying where the research question(s) fits within existing knowledge, often accomplished through a literature review;
• Designing the method of investigating the question and securing the appropriate permissions to conduct your research;
• Collecting and analyzing data/materials, drawing conclusions from that analysis;
• Writing about, presenting and publishing your findings.

You can read more about how "research" is defined nationally by the  NSF/OECD Frascati Manual  (an applicable definition across disciplines and fields)  here .

What is undergraduate research and creative inquiry?

In keeping with national definitions, CCRF defines undergraduate research as follows: 

Undergraduate research is a scholarly or creative investigation that contributes to the systematic production of new knowledge; it is a meaningful activity undertaken with the guidance of a faculty member or other research mentor(s) and is used to enrich the College academic curriculum and student experience through enhanced critical thinking skills and a greater understanding of a chosen discipline(s) and its methodologies.

CCRF joins the  Council on Undergraduate Research  in their endorsement of scholarship by Drs. Jeffrey M. Osborn and Kerry K. Karukstis who argue that four common threads must run through  every undergraduate research activity  on any campus:

• Mentorship.  A serious, collaborative interaction between the faculty mentor and student, in which the student is intellectually engaged in the scholarly problem or project
• Originality.  The student makes a meaningful and authentic contribution to the scholarly problem or project, and the work must be entirely or partially novel
• Acceptability.  Employing techniques and methodologies that are appropriate and recognized by the discipline with a problem or project that includes a reflective and synthetic component
• Dissemination.  Includes a final tangible product for which both the process and results are peer-reviewed, juried, or judged in a manner consistent with disciplinary standards

The term “undergraduate research” encompasses faculty- or discipline-expert directed scholarly research activities and creative endeavors.  CCRF recognizes that these experiences may range from historical scholarship, curatorial research, and laboratory experiences to music composition, creative writing, dramaturgy and data analysis in the social sciences. 

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• 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. 

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Undergraduate Research at Vanderbilt

What is undergraduate research, the council for undergraduate research defines undergraduate research as “an inquiry or investigation conducted by an undergraduate student that makes an original intellectual or creative contribution to the discipline.”.

Though many people falsely assume that only professors or graduate students are involved in research, in reality research is integrated into many of our undergraduate academic courses and is featured as the capstone experience in a number of majors. Undergraduate research runs the gamut from biology research in a laboratory to music performance at a senior honors recital. While “research” may conjure images of white lab coats or stacks of leather bound library books, creative activities expand the definition of research to a modern and interdisciplinary realm. From 2D artwork to live performances to artistic historical investigations, many Vanderbilt students expand their academic experiences to a stage, a gallery, or popular media. Many of our undergraduate students also conduct interdisciplinary research across majors, fields, and schools.

Research can also take place in many places and at many times. Vanderbilt offers an exceptional number of opportunities for undergraduate students to do research over the summer, but many students also partake in research right alongside their classwork in Fall and Spring semesters. And although many students do research right here at Vanderbilt, many students also travel to other universities, other cities, other countries, or are supported by types of institutions like government laboratories or privately owned corporations and foundations. Finally, students are not limited by class year, as students from all four years regularly partake in research.

Samples of recent undergraduate research projects and creative activities include:

-Examining the relationship between speech patterns and language in music

-Traveling to New York City to study performing art as a form of activism

-Measuring lung cancer cell growth and drug response in different tissue environments

-Comparing the acoustic properties of speech for preschool students who stutter and those who do not

-Studying corruption in Latin America to predict the public’s acceptance of a military coup

-Working on an archaeological dig in Peru

-Assisting a visiting art professor build bikes with battery powered stereos

-Using an unpublished 15th century book from the Vanderbilt library collection to see how the text and images support women’s devotions in the Middle Ages

-Shadowing and analyzing the behavior of school principles in different school settings

-Creating and updating Wikipedia articles for the Vanderbilt Library Special Collections

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Undergraduate Research: Importance, Benefits, and Challenges

Developing and maintaining undergraduate research programs benefits students, faculty mentors, and the university. Incorporating a research component along with a sound academic foundation enables students to develop independent critical thinking skills along with oral and written communication skills. The research process impacts valuable learning objectives that have lasting influence as undergraduates prepare for professional service. Faculty members at teaching intensive institutions can enhance learning experiences for students while benefiting from a productive research agenda. The university in turn benefits from presentations and publications that serve to increase visibility in the scientific community. Whether projects are derived through student-generated or mentor-generated means, students benefit from completion of exposure to the hypothesis-driven scientific method.

Does research have an appropriate place in the undergraduate curriculum of an exercise science-based department? Published findings, as well as personal experience, suggest that developing and maintaining undergraduate research benefits the students, the faculty mentors, the university or institution, and eventually society at large. Additionally, the scientific community places increasing importance on research performed at primarily undergraduate institutions. Since 1978, the Council on Undergraduate Research has promoted research opportunities for faculty and students at predominantly undergraduate institutions. This national organization of individual and institutional members currently represents over 900 colleges and universities with 3,000 members ( 1 ). The National Conferences for Undergraduate Research provides a venue for undergraduates to present findings at an annual meeting which featured 2,800 presenters in 2008 ( 4 ).

Our belief is that an exercise science curriculum provides students the opportunity to become responsible professionals of competence and integrity in the area of health and human performance. The components necessary for professional competency in exercise-related fields include an understanding of the basic concepts and literature in the health-related specialty that is being studied and knowledge of the terminology or technical language used professionally. Incorporation of research methodology and the hypothesis-driven scientific process can build on this foundation through the development of independent critical thinking skills as well as oral and written communication skills. Independent thinking can instill in the undergraduate student the confidence to form one’s own conclusion based on available evidence. Undergraduate students who took classes in the same department where the research projects occurred reported having increased independence of thought, a more intrinsic motivation to learn, and a more active role in learning ( 3 ). Thus, the research process has a very favorable impact on valuable learning objectives as undergraduates prepare for their respective professions.

Further benefits to the student have been reported and disseminated from the SURE study (Survey of Undergraduate Research Experiences) ( 3 ). Undergraduate students who completed a mentored research program identified multiple areas from which they benefited. Of interest to us as advisors of an undergraduate research curriculum were the following items, which were reported as being positively impacted by the research experience (for a complete list, see Figure 1 of Ref. 3 ):

• Understanding the research process
• Understanding how scientists work on problems
• Learning lab techniques
• Developing skills in the interpretation of results
• The ability to analyze data
• The ability to integrate theory and practice

However, participation in an undergraduate research experience also benefited students in areas that can reach beyond academia ( 3 ).

• Having tolerance for obstacles
• Learning to work independently
• Understanding how knowledge is constructed
• Self confidence
• Understanding that assertions require supporting evidence
• Clarification of a career path

These benefits persisted after a 9-month follow-up survey, suggesting some lasting changes in undergraduates’ perceptions of the value of research. The fact that participation in undergraduate research helps students clarify a career path is valuable not only for the student, but for society at large. Students who complete an undergraduate research opportunity report increased interest in careers in the areas of science, technology, engineering, or mathematics ( 7 ). After an undergraduate research experience, 68% of students stated they had some increased interest in pursuing a STEM career (i.e. Science, Technology, Engineering, or Mathematics) ( 7 ). Additionally, 29% developed a new expectation of obtaining a PhD due to the experience of undergraduate research ( 7 ). This increased interest in careers in STEM benefits society at large as students develop interest in highly skilled professions that promote independence, collaboration, and innovation.

One of our own students, in response to a departmental exit survey stated, “research methodology is an important portion of the curriculum because graduate schools and supervisors are impressed when they see this on your resume, plus it’s a great experience.” We certainly believe undergraduate research to be an advantage when seeking post-graduate training; however, experience in research methodology is beneficial to all students not just those seeking further training after graduation. Ethical study and application of the scientific process develops critical thinking and independence necessary for achieving the highest standards of quality in scholarship, service and leadership. Developing skills in critical thinking and communication will allow students to emerge as leaders in multiple professions after graduation.

Faculty mentors also benefit from the undergraduate research process. The faculty mentor can initiate or continue a productive research agenda while at a teaching intensive institution. Interactions with students in the research process can enhance teaching ( 1 ) through the use of the scientific process as a class objective and by incorporating lab skills into the research process. This again facilitates the students moving from classroom theory to practical experience to solidify learning. Further, the university or institution will benefit from the publications, abstracts, and local, regional, national, or international presentations that increase visibility in the scientific community.

The scientific community also recognizes the importance of undergraduate research. Several national agencies have directly identified undergraduate research for funding initiatives. Funding for undergraduate research has been specifically identified by National Science Foundation which recently allocated $33 million for the Research Experiences for Undergraduates Program (REU) ( 6 ). This competitive mechanism typically funds an undergraduate student for a 10 week mentored project with a $3,000 – 4,000 stipend. The National Institute of Health has also announced the R15 mechanism or AREA grant which can provide an institution with up to $150,000 over 1 to 3 years for faculty mentored research at traditionally teaching institutions ( 5 ). An additional national funding opportunity for undergraduate students is the Howard Hughes Undergraduate Research Fellows Program providing a $2,600 stipend and possible tuition waiver ( 2 ).

Fifteen years ago, the faculty in our department had the foresight to require each senior to complete an individual research project. The implementation of a research project was quite a progressive idea for 1993, particularly in an undergraduate department housed within a liberal arts university whose mission was almost exclusively teaching focused. At the time, students in our department designed their projects, collected data, and presented their results in a single 15 week semester. The process of completing the research project has endured numerous transformations throughout the years and has morphed into its current state, a year-long faculty mentored research endeavor. The students learn research methodology and develop their research projects in one semester, while data is collected, analyzed, and presented during the second semester. The capstone assignments for the research projects include a journal-style manuscript, a poster presentation, and an oral presentation given to the faculty and staff of the department. Additionally, all students are required to present their research at local or state conferences and many have gone on to present at regional, national, and even international conferences.

Two schools of thought predominate when determining the research topics: a student-generated research topic versus a mentor-generated research topic. The former requires the student to perform a thorough literature review prior to the development of the project to ensure the project is novel. The student must then develop his or her own faculty-mentored methodology in order to appropriately answer the research question. This method provides a well-rounded research experience; however, the projects tend to be less sophisticated when compared to the mentor-generated projects. The more classic, mentor-generated projects often provide students with the opportunity for greater exposure to advanced laboratory techniques. However, as these projects are ongoing the student has less input into research design and methodology. Each method has its unique benefits and limitations, yet both result in excellent research experiences for the students. The decision to choose one method over the other often is dictated by the interests and future goals of the individual student. Those students who are interested in graduate or professional school tend to migrate towards mentor-generated projects in order to gain additional laboratory experience, though students can and often do chose a student-generated projects.

As we look to the future of our undergraduate research program, we continue to pursue opportunities to improve the quality of instruction and mentoring provided to our students with the hope that this will enrich the research experience for our students. We believe the greatest limitation to an established undergraduate research curriculum is monetary support. Many universities have an Undergraduate Research Office that provides small stipends for the students to travel and present research. We have found that our students are willing to present at regional or national conferences, but many do not have the funds for travel, registration, and professional membership dues, and therefore, often choose not to present their research. Thus, if we desire our students to gain the valuable experience of presenting at larger conferences (other than state or local), the financial burden lies with the student and/or the department. However, the precedent has been set within our university and other universities to seek external donations from community members who are committed to the development of future scientists. Such donations could provide the stimulus for increased research activity by making available stipends for students as well as for faculty mentors. The additional financial support would not only increase the quality of the research projects, but could also provide the much-needed support for students to present their data at larger conferences.

As faculty, we believe the research experience is extremely valuable for our students. It provides multiple benefits to students and faculty, as described above. However, those that have mentored research projects know it can be a trying or frustrating experience at times. Therefore, it is particularly gratifying to hear our students speak positively about the research process. One student reported last year, “I am really glad that I had the opportunity to complete a research project. It is an excellent tool for learning how to perform research, but also it has taught me skills I can use to complete any task.” For our purposes, this may be the primary goal of undergraduate research: students learn how to perform research, but they also learn problem-solving skills that translate to arenas beyond the classroom or laboratory.

An Undergraduate's Guide to Funding and Publishing Research

• URECA and other SBU Research Programs and Opportunities
• Funding Your Research
• Publishing Your Research: Why and How?
• Publishing Your Research: List of Undergraduate Journals

SBU's own publications

Note that among the journals listed here are SBU's own publications such as  SBU Brooklogue ,  Young Investigator's Review  and the Stony Brook Undergraduate History Journal . 

How do I know whether my discipline is considered a Humanities or Social Science field?

Humanities includes fields such as Art History, Classics, English, Comparative Literature, History, Musicology, and Philosophy. Sometimes History can be considered broadly as either a Humanities or Social Science discipline, but for the sake of this list, most history journals are listed in the Arts & Humanities category. Likewise, Women's, Gender, and Sexuality Studies and related fields often use methods from both Humanities and Social Science research, so you might find related topics on either the Humanities or Social Science list. Psychology is another borderline discipline that might be classified as either a social science or STEM field. For the sake of this list, Psychology is listed with the Social Sciences. STEM fields are those affiliated with science, technology, engineering, or math.

Journals that publish undergraduate research

There are many journals that focus specifically on publishing undergraduate research. The Council on Undergraduate Research (CUR) keeps an ever growing list of journals that feature undergraduate work . However, many of those listed by CUR are hosted by a specific institution and might only publish the work of their own students, and others might not be peer-reviewed or have publishing fees, so read the descriptions carefully. And, as always, carefully review each journal's website, published articles, and the author submission guidelines before submitting your work.

Below is a list of selected journals that SBU undergraduates are eligible to submit to, organized into the following categories:

• Broad Scope: Journals that publish research in any disciplinary area.
• Arts and Humanities : Fields such as Art History, Classics, English, Comparative Literature, Cultural Studies, History, Musicology, Philosophy, Theology, and Writing & Rhetoric. Sometimes History-related fields are also classified as a Social Science, but on this page, most history journals are in the Arts & Humanities category.
• Social Sciences: Fields such as Sociology, Psychology, Economics, International Affairs, Geography, Sustainability, Political Science, and Human Rights are included here.
• STEM : Fields in the hard sciences, technology, engineering and mathematics.

Broad Scope: Journals that publish research in any discipline

• Aletheia: The Alpha Chi Journal of Undergraduate Scholarship Peer-reviewed journal for undergraduate scholarship run by the Alpha Chi National College Honor Society.
• American Journal of Undergraduate Research (AJUR) AJUR is a national, independent, faculty peer-reviewed, open-source, quarterly, multidisciplinary student research journal.
• Butler Journal of Undergraduate Research (BJUR) Submission of original, scholarly research articles is open to undergraduates from any accredited college or university. BJUR publishes scholarship across the humanities, social sciences, and natural sciences.
• Discussions: The Undergraduate Research Journal of Case Western Reserve University The journal accepts research papers written by current undergraduate students from accredited colleges and universities around the globe. The research can be on any topic.
• Inquiries: Social Sciences, Arts, & Humanities An open access academic journal focusing on publishing high quality original work across a range of disciplines, especially on work in the social sciences, arts, and humanities.
• International Journal of Undergraduate Research & Creative Activities (IJURCA) Peer-reviewed, open-access journal dedicated to the publication of outstanding scholarship by undergraduates and their mentors. Accepts submissions from all academic disciplines, including original research in the the form of articles and literature reviews, as well as creative work in a variety of media.
• Journal of Student Research Multidisciplinary and faculty-reviewed journal devoted to the rapid dissemination of current research done by high school, undergraduate, and graduate students.
• Midwest Journal of Undergraduate Research Multidisciplinary scholarly journal produced by a team of Monmouth College student editors and faculty members with peer and faculty reviewers for each article.
• SBU Brooklogue SBU's exclusively undergraduate, peer-reviewed journal for humanities and social sciences.
• Undergraduate Research Journal Double-blind, educator-reviewed print and electronic journal published annually. A forum for multidisciplinary undergraduate research and creative endeavors including case studies, conceptual pieces, creative writing, journalism writings, literature reviews, original art, photography, and scientific studies. Highlights mentored undergraduate scholarly products across all disciplines from all types of higher education institutions.
• UReCA: The NCHC Journal of Undergraduate Research & Creative Activity The official undergraduate journal of the National Collegiate Honors Council. Submissions are accepted from undergraduates in the following categories: STEM, Social Science, Humanities, Fine Art, and Creative Writing.

Arts and Humanities

• Animus: The Undergraduate Classical Journal of the University of Chicago Supports undergraduate scholarship in the Classics and related fields.
• Apollon Undergraduate Journal A peer-reviewed journal run by faculty and students at Fairfield University. Any undergraduate student whose research was produced through coursework in the humanities may submit.
• Archive: An Undergraduate Journal of History Accepts submissions of History scholarship, including scholarly papers, articles, book reviews, and historical essays from undergraduate students of all majors from colleges and universities in the U.S. or abroad.
• Berkeley Undergraduate Journal of Classics Original manuscripts on any topic related to Classics from undergraduate students in any major at an institution which confers a bachelor's degree are eligible to submit.
• Clio's Scroll: The Berkeley Undergraduate History Journal The journal publishes articles by undergraduates and recent graduates of any university on historical topics.
• Dies Ligibiles: An Undergraduate Journal of Medieval Studies The journal accepts research papers, book reviews, translations, and art in English, French, and Spanish from any undergraduate student at any college or university. The work must pertain to the time period 400 - 1600 CE.
• Epistemai: An Undergraduate Philosophy Journal A student-run philosophy journal at the University of Minnesota Twin Cities. The journal publishes short, original philosophical work done by undergraduates from universities across the country, and internationally.
• Falsafa: Undergraduate Journal of Philosophy Run by the Philosophy Club at the University of California, Irvine, this journal highlights philosophical ideas and research by undergraduates.
• Forbes & Fifth This undergraduate journal of the Dietrich School of Arts and Sciences at the University of Pittsburgh considers both scholarly and creative work from students at any accredited university in the world.
• The Gettysburg College Journal of the Civil War Era Open access peer-reviewed undergraduate journal that publishes academic essays, public history essays, and book reviews on the Civil War Era.
• History Matters: An Undergraduate Journal of Historical Research An undergraduate history journal published annually by the Department of History at Appalachian State University. The journal is indexed by EBSCOhost's America: History and Life.
• Journal of Art History and Museum Studies (JAHMS) An undergraduate peer-reviewed journal that publishes undergraduate scholarship by a diverse coalition of student artists and historians.
• The Kennesaw Tower: Undergraduate Foreign Language Research Journal Annual undergraduate double blind and peer-reviewed journal publishes scholarly work of advanced undergraduates students in Chinese, FLED, French, German, Italian, Portuguese, and Spanish.
• Mysterion: The Theology Journal of Boston College Publishes undergraduate research from around the world on topics related to theology.
• Nota Bene: Canadian Undergraduate Journal of Musicology Publishes essays written by undergraduate students from universities around the world. Topics include historical musicology, ethnomusicology, popular music studies, music theory, music education, and interdisciplinary subjects. Double blind review by professors across Canada.
• The Oswald Review: An International Journal of Undergraduate Research and Criticism in the Discipline of English Published annually, and requiring a faculty member's endorsement, the refereed journal in indexed in EBSCO and accepts undergraduate criticism and research in the field of English from students throughout the U.S. and abroad.
• Queen City Writers: a journal of undergraduate writing & composing Refereed journal that publishes essays and multimedia work by undergraduate students affiliated with any post-secondary institution. Topics covered include writing, rhetoric, reading, pedagogy, literacy broadly conceived, popular culture and media, community discourses and multimodal and digital composing.
• Rock Creek Review An undergraduate journal edited, produced and published at Heidelberg University in partnership with the English Department. The journal publishes literary research from schools around the world for an annual publication. Check the website for the "call for papers," which will explain the theme of the next issue.
• RhetTech Undergraduate Journal Run by students at James Madison University, this journal showcases exemplary work being done in undergraduate writing, rhetoric, and technical communication courses around the country.
• Simpliciter: Brandies Philosophy Journal Run by students at Brandeis University, this journal aims to recognize excellent works of philosophy produced by undergraduates from universities anywhere in the world.
• sprinkle: an undergraduate journal of feminist and queer studies A peer-reviewed journal devoted to the diverse voices of emerging scholar-activists, authors, and artists in Women's Gender & Queer Studies and related fields. First established at McGill University, sprinkle is now published at Cal Poly San Luis Obispo and welcomes submissions from around the world.
• Stance: An International Undergraduate Philosophy Journal Peer-reviewed journal publishes original work by undergraduates from around the world.
• Stony Brook Undergraduate History Journal Peer-reviewed publication that showcases the research of SBU students writing about history at the local, national and international levels.
• UC Berkeley Comparative Literature Undergraduate Journal Publishes undergraduate research in comparative texts and media, treating a broad range of topics including theoretical literary discourse, international trends in literature, and comparisons for national literature. Showcases the best work across the U.S. and also highlight more contemplative writing by students regarding multicultural issues, culture shock, or transnational experiences such as studying abroad.
• UC Santa Barbara Undergraduate Journal of History A space for undergraduates to share original research other scholarly works of history. Reviewed by graduate students with faculty mentorship.
• Xchanges: An Interdisciplinary Journal of Technical Communication, Rhetoric, and Writing Across the Curriculum The fall issues publishes these and research projects of upper-level undergraduate students. Submissions may be traditional articles or multimodal "webtexts." Based in the English Department at the University of New Mexico.
• Yale Historical Review Welcomes works from undergraduates at any institution on any historically relevant topic.
• Young Scholars in Writing (YSW) An international peer-reviewed journal. Publishes original research and theoretical articles by undergraduates of all majors and years on the subjects of rhetoric, writing, writers, discourse, language, and related topics.

Social Sciences

• Afkar: The Undergraduate Journal of Middle East Studies International peer-reviewed journal that accepts research articles, essays, and book reviews that focus on the politics, history, culture, and society of the Middle East and North Africa.
• Al Noor Boston College's Middle Eastern Studies journal. It is run by undergraduates and publishes work from students around the world.
• Cambridge Journal of Political Affairs A student-run academic journal supported by the Department of Politics and International Studies at the University of Cambridge. The journal publishes undergraduate scholarly work on topics such as political philosophy, political history, comparative politics, international relations, political anthropology, and political sociology.
• Chicago Journal of Foreign Policy: University of Chicago's Premiere Undergraduate Journal of International Affairs Accepts submissions from undergraduates from around the world on articles related to foreign policy, international relations, and related topics, preferably pertaining to the period since 1945..
• Compass: An Undergraduate Journal of American Political Ideas A joint project of Northern Illinois University and Arizona State University, Compass publishes work related to American democracy understood in the broad contexts of political philosophy, history, literature, economics, and culture.
• Consilience: The Journal of Sustainable Development To encourage an international community to think more broadly, deeply, and analytically about sustainable development, the journal publishes work by students, researchers, professors, and practitioners from a variety of academic fields and geographic regions.
• Critique: a worldwide student journal of politics Peer-reviewed journal that publishes scholarship by students of political science. The journal is recognized by the American Political Science Association and indexed by EBSCO.
• The Developing Economist Student-run undergraduate economics research journal, published with support from the Longhorn Chapter of the Omicron Delta Epsilon Economics Honor Society and the Department of Economics at the University of Texas at Austin.
• Issues in Political Economy Co-edited by undergraduates at Elon University and the University of Mary Washington, the journal publishes undergraduate research in the field of economics and is indexed in Cabell's Directory of Publishing Opportunities in Economics and Finance.
• Journal of Integrated Social Sciences A web-based, peer-reviewed journal committed to the scholarly investigation of social phenomena. We especially encourage students and their faculty advisors to submit the results of their investigations in Psychology, Sociology, and Gender Studies.
• Journal of Interpersonal Relations, Intergroup Relations, and Identity (JIRIRI) Affiliated with the Universite de Montreal, the international peer-reviewed journal publishes the work of undergraduates on new theoretical ideas in the fields of psychology, identity, interpersonal and intergroup relations. It publishes both theoretical and empirical articles.
• The Journal of Undergraduate Ethnic Minority Psychology (JUEMP) Open access, double blind, peer-reviewed journal devoted to publishing research authored or co-authored by undergraduates. The journal is especially interested in submissions that are from ethnic minorities perspectives, that focus on the thoughts and behaviors of ethnic minority populations, or both.
• New Errands: The Undergraduate Journal of American Studies Sponsored by The Eastern American Studies Association and the American Studies Program at Penn State Harrisburg, this journal publishes undergraduate research in the field of American Studies.
• The Philosophy, Politics, and Economics Review International undergraduate journal housed in the Kellogg Center for Philosophy, Politics, and Economics at Virginia Tech. Through a double blind review process, the journal publishes original research in the humanities and social sciences from undergraduates worldwide.
• Process: Journal of Multidisciplinary Undergraduate Scholarship Published quarterly, the journal publishes undergraduate writings that rigorously engage with issues of social justice, transformative education, politics, identity, and cultural production. Publishes both critical essays and non-traditional or multimodal compositions.
• Righting Wrongs: A Journal of Human Rights Based at Webster University's Institute for Human Rights and Humanitarian Studies, this peer-reviewed academic journal publishes undergraduate research papers, book reviews, opinion pieces, and photo essays that explore human rights issues.
• Social Moments: A Student Journal of Social Relations Interdisciplinary peer-reviewed journal examining the social and cultural world through a social science lens. All undergraduate and graduate students are invited to submit work in any social science discipline.
• Sociology between the Gaps: Forgotten and Neglected Topics Undergraduates, graduates, and professionals in sociology and related fields may submit their articles, books and film reviews, and point of view essays. Double blind peer review.
• Undergraduate Journal of Global Citizenship Based at Fairfield University, the journal publishes undergraduate research on topics related to International Studies such as global awareness, interdependence, environmental responsibility, social justice, humanitarianism, and other themes that promote the understanding of global citizenship.
• Undergraduate Journal of Service Learning & Community-Based Research Refereed, multidisciplinary, open access undergraduate journal that publishes articles from students all around the world. Accepted articles contribute to the literature on service learning and community-based research through reflection, research, or analysis. Based at University of North Carolina Wilmington.
• The Undergraduate Research Journal of Psychology at UCLA (URJP) Based at UCLA, but accepting submissions of undergraduate research from institutions all over the world, this peer-reviewed journal aims to empower undergraduate students to engage in and with research and facilitate scientific conversation and inquiry in the field of psychology.

STEM Fields

• Columbia Undergraduate Science Journal (CUSJ) Open access science journal that publishes manuscripts resulting from significant scientific research or analysis. Each paper undergoes a double-blind peer review process and a faculty review by the CUSJ Faculty Advisory Board.
• EvoS: The Evolutional Studies Consortium A peer-reviewed open access journal, EvoS welcomes work from all academic disciplines and interdisciplinary scholarship that incorporates evolutionary theory.
• Illumin Magazine: A Review of Engineering in Everyday Life An online magazine dedicated to exploring the science and technology behind the things we encounter every day. Features the work of University of Southern California undergraduate engineers, as well as submissions from universities across the U.S.
• Impulse: The Premier Undergraduate Neuroscience Journal International online neuroscience journal for undergraduate publications.
• International Journal of Exercise Science This journal engages undergraduate and graduate students in scholarly activity as both authors and reviewers. Articles on exercise science undergo peer review.
• Intersect: The Stanford Journal of Science, Technology, and Society An open access international science, technology, and society research journal that accepts undergraduate, graduate, and PhD submissions at the intersection of history, culture, sociology, art, literature, business, law, health, and design with science and technology. Students from around the world are invited to submit.
• Involve: A Journal of Mathematics High quality mathematical research involving students from all academic levels. Submissions should include substantial faculty input; faculty co-authorship is required and the submission should come from a faculty member.
• Journal of Undergraduate Chemistry Research Peer-reviewed journal that publishes undergraduate students' work in chemistry, including analytical, organic, inorganic, physical, polymers, and biochemistry.
• Journal of Undergraduate Kinesiology Research Published by the Kinesiology Department at the University of Wisconsin Eau Claire, the peer-reviewed, journal is dedicated to original undergraduate research in Kinesiology. Currently, the research originates from students at the University of Wisconsin, but undergraduates from all institutions are invited to submit.
• Journal of Undergraduate Research in Physics and Astronomy (JURPA) Peer-reviewed publication of the Society of Physics Students comprised of undergraduate research, outreach, and scholarly reporting.
• Journal of Young Investigators (JYI) JYI publishes original work in the sciences written by undergraduates mentored by a faculty member. The mission of the journal is to improve undergraduate science training by providing innovative, high quality educational experiences in science writing, publication, and the peer-review process.
• Psi Chi Journal Undergraduate, graduate, and faculty submissions welcome year round to this peer-reviewed psychology journal.
• Rose-Hulman Undergraduate Mathematics Journal Devoted entirely to papers written by undergraduates on topics in the mathematical sciences. Sponsored by the Mathematics Department at Rose-Hulman Institute of Technology, the journal accepts submissions from undergraduates around the world and faculty co-authors are not permitted.
• RURALS: Review of Undergraduate Research in Agricultural and Life Sciences Faculty-refereed international journal devoted to the publication of high quality research by undergraduates in all agricultural research problem areas.
• SIAM Undergraduate Research Online (SIURO) Run by the Society for Industrial and Applied Mathematics (SIAM), SIURO publishes articles written by undergraduates from all over the world in the field of computational mathematics. Each paper must be submitted with a letter from a faculty advisor.
• Spectrum Published by the University of Alberta, this multidisciplinary journal publishes research completed by undergraduates in a variety of formats including research articles, review articles, music, video, visual arts, and creative writing.
• Spora: A Journal of Biomathematics Published by Illinois State, this is an open access refereed research journal dedicated to publishing high quality manuscripts by undergraduate or graduate students that describe mathematical and statistical techniques to solve problems in biological settings, as well as in experimental biology. Requires an article processing charge.
• PUMP Journal of Undergraduate Research PUMP stands for Preparing Undergraduate Mathematicians for Ph.D.s, and the journal publishes articles by undergraduates students who want to pursue doctoral studies in the Mathematical Sciences. The journal especially encourages submissions by students from underrepresented groups. Topics include pure and applied mathematics and statistics and authors may submit research papers, papers containing new proofs of known results, and expository papers which propose original points of view.
• Undergraduate Journal of Experimental Microbiology and Immunology (UJEMI+) Based at the University of British Columbia, the journal has two versions -- one that publishes only UBC students (UJEMI) and the other that is open to external submissions (UJEMI+). Dedicated to the publication of undergraduate articles in fields related to microbiology and immunology, the journal requires a formal endorsement from a course instructor or researcher who mentored the student authors.
• Young Investigator's Review Stony Brook's own student-run science journal!
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Indiana University Bloomington Indiana University Bloomington IU Bloomington

Undergraduate Research

• Engaged Learning
• Getting Started
• What is Undergraduate Research?

Research happens when scholars use evidence to find answers to questions that previously had none. In other word, researchers  create knowledge . 

Research takes place when laboratory scientists discover something new about our world—but also when creative artists reveal a new truth about the human experience. 

IU Undergraduate Research supports student involvement in the scholarly activities pursued in all fields. Regardless of your major, there are opportunities to get involved! 

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Why conduct undergraduate research?

Discover first-hand how research contributes to the advancement of human knowledge. Experience a change of pace from formal classroom activities and gain skills applicable to both research and non-research careers. Studies show that students who engage in research are twice as likely to graduate, five-times more likely to go on to graduate school, and have more successful careers after graduation.

Various opportunities are available for students to pursue a research experience during their Purdue undergraduate career:

• On-campus and off-campus
• Academic year and summer
• Credit and non-credit
• University and industry
• Domestic and international

In addition to this webpage, there are many resources on the OUR website that can help you in your search for undergraduate research opportunities.

Step 1: Define your interests

• Which subject areas interest you the most?
• Which topics in your coursework or outside interests appeal to you?
• Do you have a specific project in mind?
• Do you want to discover what existing opportunities are available?

You will spend a lot of time and effort on research – and your research advisor will expend significant time and resources to mentor you – so you need to find a project that excites you. The experience will not be enjoyable or as productive if it is only to build your resumé/CV or to earn academic credit. A research project can require a greater time commitment than another class.

Step 2: Identify possible research mentors

Locating a research mentor takes some work and here are various methods you can use to identify potential.

• Browse Purdue websites (including the Office of Undergraduate Research website) to learn about faculty and staff in your area(s) of interest. Most faculty and staff have websites with their research interests and CVs.   Search sites like google.com and scholar.google.com for additional background information.
• Ask current or previous undergraduate researchers about their projects and mentors.
• Ask your professors and teaching assistants for suggestions and recommendations.
• Attend scholarly and research seminars hosted by colleges, departments, and other campus offices. Look at the schedule ahead of time and do background research on the topic and/or presenter(s) to get a better idea of the project.
• Read news articles to learn what is happening across campus and find out about new research projects and grants. Follow websites and social media for the Office of Undergraduate Research, Purdue Exponent, Purdue Libraries, John Martinson Honors College, and your college and department.
• Talk with individuals in the department(s) of interest including academic advisors, faculty, staff, undergraduate students, and graduate students. If a class topic interests you, discuss your interest with the instructor or your academic advisor.

Step 3: Meet your potential research mentors

• Read faculty or staff pages on Purdue’s website.
• Search each potential research mentor using Purdue Libraries or  Google Scholar .

Tip: Go one step further and search co-authors on papers for potential mentors.

• Remember email etiquette when contacting potential research mentors keeping in mind being respectful and polite .
• Take the time to write an individualized email to each potential research mentor.  It is another step that indicates your specific interest in their work rather than bulk emails that are obviously written with the purpose of finding any opportunity.
• Be sure they understand you are contacting a few potential research mentors to learn about various research projects in your area of interest. This will help convey to them you are seeking the best fit for your interests and abilities and they could offer other suggestions.
• Be specific in your email about your interests and why you are contacting them – to talk about their research program and your professional goals.
• If a lab manager, postdoc, and/or graduate student work in the potential research mentor’s program, you can express that you would welcome the opportunity to speak with whoever is available.
• In your initial email, do not ask if they will mentor you or fund your research project – this will come up during or after the first meeting.

Be prepared

• Show up slightly early to ensure that you are not late.
• Practice your “ elevator pitch ,” which includes why you are interested in a research experience and in their particular program. It should not last more than a few minutes.
• Be sure to cover your interest in getting involved with their research program.
• Follow-up . You want to make sure that a great conversation continues. You should send a thank you note/email to acknowledge their time and to elaborate on why you would enjoy working with them. Also, you should follow-up with anything that was requested of you during the meeting, such as a recommendation contact or a writing sample.

What questions to consider asking faculty?

Here are several appropriate questions you could ask:

• Do you have a research project that needs an undergraduate student’s help?
• How did you get involved with this particular area of research?
• Where does funding come from for your research?  (Only ask if you were unable to find this information online.)
• What are the typical responsibilities for undergraduate students engaged in your research?  And what are your expectations of them?
• What skills or characteristics do you expect an undergraduate to have before beginning a project with you?
• Are there specific courses you suggest that I take?  Or skills that I should develop?
• Do you have any suggestions for other research mentors for me to contact?

Step 4: Select a research mentor and start work on a project

• Search for available funding opportunities
• Talk with your new research advisor about the possibility of earning academic credit for your participation. Departments use variable course titles (ex. 39XXX, 49XXX, or 59XXX) and follow the guideline of 1 credit for every 3 hours/week of research.
• Complete the Undergraduate Research Learning Contract  ( PDF of contract for discussion ) with your research mentor. This does not register you for your course credit.
• Complete Responsible Conduct of Research training.

Common Question: I am new to research and cannot find a research project, but I am still really wanting to start on a project? What should I do? Do researchers take undergrads without experience?

Yes, researchers do take undergraduates without much experience - we all start somewhere. However, it can take time to locate those who fit your interests AND are available, looking for new students, and can train students in their area. 

There are some other options to consider if you are starting out in your research career to gain skills and experience in an area such as:

• A student work position that is within a department/unit/lab/center that is connected to research that you are interested in working with. You never know through the power of networks if you could then be the next undergraduate researcher, but you will have a skillset to market.
• A CURE (course-based undergraduate research experience) where an authentic research question/project is worked on throughout a course and you are learning research skills to employ in the project.
• A summer research position at Purdue or at other institutions where some programs emphasize hiring students without research experience. Most programs begin opening their applications in Nov/Dec preceding the summer of the experience. You can focus on searching and applying to summer programs.
• A campus department that could be working on a project area that you are interested in and would like to provide support in a research capacity. Departments could have a list of potential research questions they would like to consider, but they may not have the students who have expressed interest.
• A community organization that may have similar interests that you share that you could work with on projects with the guidance of an expert as a mentor, either in the organization or a Purdue researcher.
• A student organization that has research projects as part of their regular activities.

Dr. Jianming Li in the College of Veterinary Medicine has created a "Tips" sheet from a faculty member's perspective on what undergraduate students should consider and do if they want to complete an undergraduate research experience.

SAGE Research Methods  has a lot of information that could be useful in your search for opportunities and beginning a research project.

(Some information adopted from the University of Missouri's undergraduate research office website.)

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Office of Undergraduate Research

At the UW, undergraduates are an integral part of our research community. The Office of Undergraduate Research provides resources and opportunities to support students, mentors, and staff across all disciplines to support the creation of transformative research experiences.

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Research shapes our future

Undergraduate researchers are at the heart of discovery at UW.

Philanthropic gifts bolster research opportunities for thousands of motivated students who work in partnership with world-renowned faculty to advance our understandings and uncover solutions across all fields of study.

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Explore our Resources

View our student and mentor resources.

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Gain one-on-one advising from our team. From getting started, to using your research toward your future.

Begin Your Journey

Learn how to get started in your search for a research opportunity.

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Browse through research opportunities available on campus and beyond.

Let’s Connect

Explore connections for current undergrads and alumni through email and social media!

Our Commitment to Diversity, Equity & Inclusion

Research spotlight and news.

A boundless connection

Arts, humanities and sciences unite at 27th Annual Undergraduate Research Symposium

Innovation revealed at the 27th Annual Undergraduate Research Symposium

Honorees announced for 2024 undergraduate research recognition awards

Bitaniya Giday, UW junior, scholar, community organizer and poet, selected as Truman Scholar

Announcements.

5 Reasons Why Undergraduates Should Do Research

• by Julia Ann Easley
• May 02, 2017

Nearly 40 percent of UC Davis undergraduates participate in hands-on research. On the occasion of the 28th annual Undergraduate Research, Scholarship and Creative Activities Conference on April 28 and 29 — where more than 700 students presented their work — we introduce you to some students and graduates who shared what they’ve gained. Consider how the research experience can benefit you, too.

1. Exploring career directions

Here is how undergraduate research influenced the direction of three UC Davis students:

​Shadd Cabalatungan started his studies at UC Davis aiming for a career as a veterinarian. Touched by his aunt’s diagnosis with breast cancer, he got involved with research at the UC Davis Comprehensive Cancer Center . That experience was key in changing his direction to pursue a medical degree. He also did research on how drinking by college students affects others who don’t drink. With a degree in sociology , he is now completing his first year as a medical student at Stony Brook University.

Graduating senior Rong Ben, once fascinated by the aesthetics of fashion, is geeking out on how technology can be incorporated so fashion helps solve problems. As a junior, this design major did a research internship with a professor working on wearable technology, including gloves to provide a patient’s vital statistics. “It opened up a new view for me,” said Ben. As a participant in the University Honors Program , Ben designed a grab-and-go coat for safety in an earthquake with protective materials, lighting, emergency food and water, and more. Next up for Ben: the graduate program in fashion enterprise and society at the University of Leeds.

Physics major Mario D’Andrea took a course related to climate neutrality to confirm his desire to study physics in graduate school. He worked with two other students to research waste reduction and carbon sequestration through composting. He enjoyed the research, and it helped confirm his desire to study condensed matter physics in graduate school. “I wish more classes were open-ended like this,” he said.

2. Building transferable skills and enhancing resumes

Graduating senior Julie Beppler has learned a lot about food options in downtown Davis. The managerial economics major analyzed how 49 restaurants use menu design to promote certain items. But more than that, she developed and demonstrated skills that employers seek. Beppler first worked as a research assistant and then pursued this project for her Undergraduate Honors Thesis . It focuses on the cost of production and price of featured menu items as well as their relative healthiness. She taught herself computer programing; learned time management; practiced professional communications as she interacted with restaurant managers; and proved her ability to motivate herself and direct her own work.

Beppler will soon start in the management development program at E. & J. Gallo Winery, so take her word that doing research can also help students find a mentor who can provide letters of recommendation and advice to support their success. Kristin Kiesel , a faculty member in agricultural and resource economics and a mentor to Beppler, agreed: “There is no better way to recommend a student than by having them successfully complete an undergraduate research project.”

3. Learning to publicly advocate for and defend work

“Nerve wracking.” That’s how graduating senior Kathryn Green described her anticipation of presenting for the first time her research on California’s clean car consumer rebate program. Now she’s a UC undergraduate research ambassador. Last quarter, the political science major participated in the policy program at the UC Center Sacramento , which included classes, an internship with the advocacy organization Environment California and a research project.

Presenting the research was a requirement. Green designed a large poster representing her research and, in a session lasting 90 minutes, explained it one-on-one to attendees. She talked about the process and her policy recommendations not only to policymakers and people from the clean car industry, but also to others who were unfamiliar with the topic. “I became almost a teacher,” said Green. “I took my research and explained it to someone who didn’t know about it.”

Based on her success in that venue, Green represented UC Davis at showcase in Los Angeles earlier in April for alumni, donors, regents and other friends of the University of California. “I’m really proud I got to go down and share my research,” she said.

4. Getting a leg up on graduate or professional school

When Becky Fu came to UC Davis in 2008, she was the first in her family to attend college. Nine years later, this genetics and genomics major is preparing to defend her dissertation and graduate from Stanford University with a doctoral degree in genetics and a master’s degree in biomedical informatics. A 2012 graduate from UC Davis, she credits her participation in undergraduate research as foundational to where she is today. “No question about it,” she said. “Without undergraduate research, there would have been no way I got into any of the graduate programs I did.”

As a freshman, Fu heard others talking about research and sought out the Undergraduate Research Center on campus for more information. She went on to do research with two professors; participate in the undergraduate research conference ; publish in Explorations , the UC Davis journal of undergraduate research; be awarded a Provost’s Undergraduate Fellowship to help pay for her research; and win the Chancellor’s Award for Excellence in Undergraduate Research and other awards.

“Having that experience as an undergraduate to fail a lot and expand on the techniques,” Fu said, “was an integral part of being prepared for and getting through the doctoral program.” At Stanford, she is working in the lab of Andrew Fire, who shared the 2006 Nobel Prize for Physiology or Medicine .

5. Contributing knowledge and impacting the world

Annaliese Franz, associate professor of chemistry  and faculty director of the Undergraduate Research Center , sees students experience the joy of discovery and creation through research. “Students really get the chance to create something new as they go into the lab or out into the field or study new policy.”

Fu, the Stanford student, explained how undergraduate research developed a new quest for her: “I wanted to be contributing to a bigger cause, a bigger realm of intelligence, and that’s advancing medical care in general.”

And Green, who did the research on the clean-car rebate program, discovered a new power. “My research told me that an undergraduate can make an impact,” she said. “You don’t have to have a master’s degree or doctorate to make valuable contributions.”

Julia Ann Easley of News and Media Relations supports communication and writes stories at the heart of the university. Her career includes a noble cause, adventures in learning, working with wonderful people and a beautiful green setting.

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NSF funds a large number of research opportunities for undergraduate students through its REU Sites program. An REU Site consists of a group of ten or so undergraduates who work in the research programs of the host institution. Each student is associated with a specific research project, where he/she works closely with the faculty and other researchers. Students are granted stipends and, in many cases, assistance with housing and travel. Undergraduate students supported with NSF funds must be citizens or permanent residents of the United States or its possessions. An REU Site may be at either a US or foreign location.

By using the web page, Search for an REU Site , you may examine opportunities in the subject areas supported by various NSF units. Also, you may search by keywords to identify sites in particular research areas or with certain features, such as a particular location.

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Undergraduate Symposium hits new high mark

Article by Beth Miller Photo by Maria Errico August 07, 2024

15th anniversary event draws record number of participants

The University of Delaware’s Symposium of Undergraduate Research and Creative Activity hits another highwater mark this year with a record 561 students participating in its 15th anniversary event.

The 2024 symposium runs from 8:30 a.m. to 5 p.m. Thursday, Aug. 8, at the Patrick Harker Interdisciplinary Science and Engineering (ISE) Lab.

Curious minds will find plenty to consider, as students present details of their work in a wide swath of disciplines — including biology, literature, business, fine arts, public health, artificial intelligence, agriculture, public policy, chemistry, physics, communication, environmental science, materials science and many more.

Poster sessions run throughout the day in the ISE Lab Commons area, alternating with five oral sessions located throughout the building. Details of each session and project are included in the program and the list of presentations .

The presentations cover students’ work during the past 10 weeks as they studied with faculty mentors, often working with graduate students and partners in industry and the community.

"The symposium provides an opportunity to celebrate the hard work that students and their mentors have engaged in over the summer,” said Rosalie Rolón-Dow, faculty director of UD’s Undergraduate Research Program . “Presenting research in a professional way such as the symposium is a critical part of student research experiences. It can help students feel that their research matters or is useful to others; can sharpen insights as students address questions from novices and experts that are part of their audience; and can deepen students' feelings of belonging at the university, to the research community and in their field of study.

“For audience members, the symposium is a great opportunity to see all the remarkable and innovative areas of study that students are engaged in as they look to address real-world challenges."

Support for this student work comes from many sources, including UD’s Summer Scholars program, the Delaware IDeA Networks of Biomedical Research Excellence ( INBRE ), Delaware Space Grant , UD Envision , the U.S. Department of Energy, the National Institutes of Health, the National Science Foundation, the McNair Scholars Program , the Summer Fellows Program, NASA, the U.S. Department of Agriculture, the American Heart Association, the UD Research Foundation, the Center for Plastics Innovation, the Delaware Energy Institute and alumni donors.

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Undergraduate Research Symposium May 17 2024

Eight students presented research mentored by economics faculty out of total of the seventeen undergraduates from the department of Economics who were involved in the symposium.  Nine economics double majors were sponsored by faculty from other UW departments e.g. psychology, political sciences, illustrating the diversity of disciplinary interest among our majors.

Our budding economists presenting had the option of an oral presentation, which five chose, while three opted for a poster presentation in the confine of the beautiful Mary Gate Hall.   One of the oral presentations session, moderated by George Lovell, featured three of our students discussing topics as diverse as the impact of disruption of the Washington State Ferry on business in the San Juan Islands, the effect of the fluctuation of the Yen/dollar exchange rate on agricultural exports from Washington State, and the cultural entertainment industry exchanges between Korea and China:  these were exciting presentations followed by animated discussions.

The three posters exhibited were quite elaborate.  Our students explained to interested passers-by how the inflows of Ukrainian, mainly women, refugees into Poland affected the Polish labor market, discussed the impact, or unfortunately the lack of impact, that a state sponsored tutoring program in Ohio had on academic outcome after Covid, and finally how massive technology layoffs in 2021-22 affected employment in other industries in these geographical tech centers.

The econ undergraduates made very professional presentations, illustrating their outstanding contribution to research at an early stage of their education as economists.   The department is proud of their achievement.

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SDUR selects next generation cohort of K-State undergraduate researchers

Wednesday, Aug. 7, 2024

MANHATTAN — Scholar Development and Undergraduate Research, or SDUR, at Kansas State University has selected more than 20 students to join the Developing Scholars Program as part of the program's 2024-2025 cohort. The Developing Scholars Program, or DSP, offers high-achieving first generation and/or historically underrepresented students with mentored research opportunities in their field of study. Scholars receive academic, social, and financial support as they learn about and join the academic climate of the university. The program is another example of K-State's commitment to undergraduate research as a cornerstone of academic and professional development, said Hans Coetzee, interim vice president for research. "These research efforts are not only transformative for the students involved but also have a profound impact on our state," Coetzee said. "By engaging in diverse research projects, our scholars contribute to advancements that drive economic growth, improve quality of life and address pressing societal challenges in Kansas and beyond." The Developing Scholars Program accepts incoming and returning early-career students and offers a semesterly scholarship of $1,250 to support 6-10 hours of weekly mentored research. Scholars can remain in the program for up to three years. The wide-ranging research interests of this year's cohort include biomimicry, sustainable architecture, skin cancer, writs of certiorari, photovoltaics and sports analytics, among others. The students will continue DSP's 24-year legacy of providing a best-practice model for student success and a pathway to professional careers in science, medicine, engineering, law, and industry, said Susan Rensing, associate director of SDUR. "I am so excited to work with this year's cohort of scholars as they embark on their research journeys," Rensing said. "With the guidance of their research mentors, these scholars will be improving the lives of Kansans and the nation by advancing knowledge in sustainable energy, agricultural innovation, public health and so much more." This year's cohort was selected from a large, highly competitive pool: Collin Sheeran, biology and pre-medicine, Andover . Estephania Anaya-Lopez, psychology and pre-law, Cimarron ; and Moses Aguilar, psychology and pre-occupational therapy; Joe Dios, electrical engineering; and Viv Nguyen, physics, all of Dodge City. Janeth Morales, biology and pre-medicine, and Bryant Tamayo, mechanical engineering, both of Garden City ; and Caleb Mekuria, mechanical engineering, Junction City. London Monroe, athletic training and pre-physical therapy, Kansas City ; Lauren Seybold, environmental science, Lawrence ; and Osbel Oceguera-Regalado, civil engineering, and Raul Rodriguez, electrical engineering, both of Liberal . Yamileth Choate, business administration, Maize ; April Hough, environmental design and architecture, Meade ; and Elena Martinez, microbiology and pre-veterinary medicine, Olathe . McKinley Mueller, communication sciences and disorders and pre-medicine, Newton ; Lillian Ardis, environmental science, Salina ; and Shaden Nunez-Morales, psychology, Wichita. From out of state: Javonte Harris, Athletic Training, North Little Rock, Arkansas ; Gillian Villa, agribusiness, Santa Maria, California ; Graham Baijnauth, anthropology, Omaha, Nebraska ; and Jahden Brown, environmental design and architecture, Chesterfield , and Taylor Dixon, environmental design and architecture, Florissant, Missouri.

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Defining streptococcal adhesion mechanisms.

Field of Study: Microbiology Department: Pediatrics Rank of Student: Sophmores are preferred, but we will also consider Juniors Desired Majors: Microbiology, Biology, any biological sciences related major Hours per Week: 10 Compensation Type: Academic Credit Application Deadline: August 16, 2024 Contact: Sam King - [email protected] Private Public Project Description Bacteria in the genus Streptococcus cause a wide range of human diseases including pneumonia, bacteremia, otitis media and endocarditis. These diseases are major causes of morbidity and mortality world-wide. Development of more effective vaccines and treatments will require a greater understanding of the pathogenic mechanisms utilized by these organisms. Glycans decorate all host surfaces and many host molecules, and as such can play a critical role in the disease process. Dr. King’s laboratory studies how alpha-hemolytic streptococci modify and interact with host glycans and how these interactions contribute to pathogenicity. Current studies focus on how endocarditis pathogen S. oralis interacts with glycans in the oral cavity and in the heart to cause disease. The successful applicant will be assigned part of a larger project following discussions with Dr. King. Bacteria in the genus Streptococcus cause a wide range of human diseases including pneumonia, bacteremia, otitis media and endocarditis. These diseases are major causes of morbidity and mortality world-wide. Development of more effective vaccines and treatments will require a greater understanding of the pathogenic mechanisms utilized by these organisms. Glycans decorate all host surfaces and many host molecules, and as such can play a critical role in the disease process. Dr. King’s laboratory studies how alpha-hemolytic streptococci modify and interact with host glycans and how these interactions contribute to pathogenicity. Current studies focus on how endocarditis pathogen S. oralis interacts with glycans in the oral cavity and in the heart to cause disease. The successful applicant will be assigned part of a larger project following discussions with Dr. King. We are seeking a motivated, hard-working person looking for a fun and rewarding research experience. We believe in teaching all aspects of science including science writing, practical skills, data analysis, ability to think critically about your work, ability to critically evaluate literature and presentation skills. The student will be responsible for every aspect of their own project under direct supervision of a laboratory member and Dr. King. Required Applicant Information CV or resume advising report Cover letter indicating why they would like to participate in research and highlighting any relevant information/experiences Required or Desired Skills Some basic understanding of biological processes is required. We are seeking someone genuinely interest in pursuing research. Prior research laboratory experience is certainly a plus, but not required. Faculty Member Lead: Sam King Starting Semester: Autumn Length of Project (in semesters): 6

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Andridge named associate dean of undergraduate studies

Biostats professor passionate about student success, curriculum

Rebecca Andridge, a professor of biostatistics in the College of Public Health, has been named associate dean for undergraduate studies.

Andridge begins her work today, Aug. 1. The critical leadership post was previously held by Dr. Gail Kaye, who is retiring on August 31 after more than 25 years with the university.

Andridge, who has been with the college since 2009, is passionate about curriculum, teaching and academic programming — interests that make her particularly well suited to her new role, said Interim Dean Karla Zadnik.

“I am excited about the opportunity to engage with others who are similarly passionate about undergraduate education, from faculty to staff to students, both within the college and across the university. We are well positioned to grow strategically, and I look forward to listening to others and helping champion initiatives based on those conversations,” Andridge said.

She also said she is grateful for the hard work Kaye, Bisesi and numerous other faculty and staff have put into creating a student-first approach to undergraduate programming — a strong foundation on which she will build.

Andridge is an American Statistical Association fellow and a recipient of the college’s Excellence in Teaching Award. She collaborates with researchers across campus, including faculty in the Institute for Behavioral Medicine Research, the Nisonger Center for Excellence in Developmental Disabilities and Ohio State’s Comprehensive Cancer Center, and serves as lead methodologist for several state-sponsored population-based surveys. 

“I look forward to working with Dr. Andridge in this new role and am certain there are exciting days ahead for our undergraduate students,” Zadnik said.

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About The Ohio State University College of Public Health

The Ohio State University College of Public Health is a leader in educating students, creating new knowledge through research, and improving the livelihoods and well-being of people in Ohio and beyond. The College's divisions include biostatistics, environmental health sciences, epidemiology, health behavior and health promotion, and health services management and policy. It is ranked 29 th  among all colleges and programs of public health in the nation, and first in Ohio, by  U.S. News and World Report. Its specialty programs are also considered among the best in the country. The MHA program is ranked 8 th , the biostatistics specialty is ranked 22 nd , the epidemiology specialty is ranked 25 th and the health policy and management specialty is ranked 17 th .

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No experience necessary: REAL-DEAL summer mentorship program offers undergraduate students valuable STEM research opportunity

By:   Elizabeth Ellis

Monday, August 05, 2024

In a world where often research internship opportunities require a certain level of experience, the 10 students from around the country who recently completed the six-week Research Experience in Asthma and Lung Disease for Emerging Adaptive Leaders (REAL-DEAL) as part of the Silveyra Lab came into the program with little or no experience with this subject—and left knowledgeable and empowered.

“My whole goal for this summer was to gain any research experience that I could; I was emailing everyone at IU, but it was hard to find labs that wanted someone who had no experience,” shares Maddie Coggan, a sophomore at IU Bloomington majoring in epidemiology and Spanish. “I am so grateful I got to be a part of this program.”

REAL-DEAL developed from a National Institutes of Health (NIH)-funded project entitled “Promoting Diversity, Equality, Inclusion and Accessibility (DEIA) in Lung Disease Research Through a Mentored Training Experience.” Department of Environmental and Occupational Health (EOH) Chair Patricia Silveyra, Ph.D. was awarded $396,210 over the course of one year to help students from minority groups develop their interest in STEM research and careers, with the help of co-investigators EOH Assistant Professor Sarah Commodore, Ph.D. and Assistant Professor Vanessa Martinez Kercher, Ph.D. from the Department of Health & Wellness Design.

Dr. Kercher lead sessions over Zoom earlier this year, touching on relevant career and leadership topics such as imposter syndrome and time management, and the students worked in the Silveyra Lab throughout the month of June into the early part of July. At the conclusion of REAL-DEAL, all students successfully submitted novel data that will be presented at the Society of Advancement of Chicanos/Hispanics & Native Americans in Science (SACNAS) 2024 NDiSTEM Conference in Phoenix, Arizona this November.

“The students were engaged, motivated, and passionate! I loved watching them form connections, help each other, be inspired by the speakers’ talks, and experience the discovery process by working with new and complex techniques,” shares Dr. Silveyra. “New knowledge about how sex hormones interact with the lung epithelium respond to environmental asthma triggers will be presented for the first time.”

Sarasi Gunasekara, an undergraduate at the University of Maryland pursuing biochemistry and molecular biology who also volunteers as an emergency medical technician (EMT) and firefighter, says she was drawn to the program to expand her knowledge about respiratory diseases.

“I handle a lot of patients who have trouble breathing and it is hard to tell if it is asthma, panic attack, or cardiac arrest,” says Gunasekara. “I didn’t really understand asthma as much as I do now, and I thought it was important to recognize the signs as soon as possible to determine proper treatment plans.”

Gunasekara was also pleased to have the opportunity to get a tour of the Bloomington Fire Department and do a ride-along with the crew while she was in town.

EOH Assistant Professor Michelle Del Rio, Ph.D. also lent her expertise during the six weeks the students lived and worked on campus. Dr. Del Rio discussed her examination of environmental impacts on health, particularly her research into lead exposure in homes and household dust .

“Most of us are graduating and taking similar career paths and Dr. Del Rio shared with us how her career path wasn’t a linear process,” says Daniella Gonzalez Rivera, an undergraduate at the University of Puerto Rico. “It is comforting to know that it doesn’t have to be a perfect process, and there are different ways to get to your goal.”

Dr. Del Rio says her career path was inspired by a desire to understand the connection between chronic health problems and environmental factors, having grown up in a low-income community of El Paso, Texas that was near a lead smelting site that operated for more than a century.

“As a little girl I would see all of this and hear my neighbors or family members complain about their chronic diseases such as cardiovascular issues, diabetes and kidney issues, and I always thought there was a connection between the environment and these diseases,” says Dr. Del Rio. “I wanted to find out whether there was a connection—and if so, do something to resolve it.”

Dr. Del Rio shared with the students that she initially pursued a pre-med track, but during her training realized that she liked the idea of prevention more than treatment. She also emphasized the importance of finding mentors who help students navigate their career path successfully. She championed the REAL-DEAL participants for seeking out research opportunities to gain skill and life experience and discover what they are passionate about.

“I found Dr. Del Rio’s presentation on her studies in lead exposure super interesting,” says Coggan. “It has been awesome to have more reassurance and exposure of things I could possibly go into.”

Rivera says the experience of collaborating in REAL-DEAL was a refreshing change from her often-independent research work in Puerto Rico, and she expressed appreciation for the supportive, non-competitive environment that was fostered. She has become close friends with Karen Fecht, a sophomore at IU Bloomington studying human biology, and they are making plans to reconnect in Puerto Rico.

Dr. Silveyra says it was gratifying to see the students adapt to new environments and mentor each other; celebrating each other’s successes. She says many students “shared with me that the program allowed them to grow their confidence and get motivation to pursue graduate education in the future.”

“It is an awesome feeling to be around people who want you to succeed—it’s not a competition,” shares Fecht. “We all want to see each other do well and it is a really relieving feeling.”

For more stories about SPH-B students, faculty and staff making an impact locally and worldwide, visit  go.iu.edu/48bx .

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