URE FAQs for Undergraduate Students
You may have some questions before embarking on undergraduate research. Click on questions below and read the answers. After each question is a link to more information with related useful websites and articles.
For those who are ready to take on extra responsibilities and who would like to work more closely with faculty members,research may be a good idea for you. If you want a more impressive resume and a better chance to get into graduate school or getting a job, undergraduate research may be right for you.
While every undergraduate could potentially benefit from engaging in research, some students might not be ready for the responsibility. Researching is not like taking a regular class. Student researchers must meet regularly with their faculty mentors outside of class. They must complete research activities in a timely, professional manner while still maintaining good grades in their classes. Faculty members expect more from the students that do research with them than they do from other students. That requires student researchers to take initiative and work hard to complete projects.
You must have enough time in your schedule and good time management skills. You must be able to follow through on tasks and see them to completion, and you must have an interest in extending your learning beyond what you could get from a classroom experience. If you start a research project but don't perform well, your faculty mentor can remove you from the project. Being involved in undergraduate research can help you learn what you like and what you don't like.
Some considerations include your level of knowledge about a subject, your level of interest in a topic, and what type of learning environment you prefer. You may need to take additional classes before you will have enough knowledge to participate in a certain field. Also, you might have difficulty working consistently on your own or, as many research projects require, working closely in a group with several other students. You may want to talk to your faculty advisor to discuss whether or not you are ready to be involved in research.
Yes, online students can be involved in undergraduate research. Understandably, some difficulties are associated with this type of research, but many FHSU faculty mentors have successfully completed research with virtual students. Scholarly and creative projects can be conducted collaboratively over the Internet. The effort to remain in contact over the Internet is not so different from what on-campus students must do, regularly checking in with faculty mentors to report work completed and discuss problems.
If you are a online student, you will use much the same process to find a faculty mentor as on-campus students. Review faculty websites to find a faculty mentor that might be interested in working with you on a research project. (You might join a project that is already in progress or begin one of your own.) Contact faculty members to let them know you're interested in researching under them. Start with an email and then follow up. If a faculty member isn't responding to email, you might try contacting them by phone. Make sure to explain to faculty members that you are a virtual student. You and your mentor can work out an effective system for making the situation work.
Talk to your faculty advisor and the department chair of the department in which you would like to conduct research to learn what kinds of opportunities are available. Then familiarize yourself with all there is to know about undergraduate research. You can do that by reading this webpage and learning about the URE. You can learn all about the benefits of research, how to join a project that is already in progress or start your own, and what you might expect from your research experience.
After you've read through the FAQ questions, you might like to refer to the reference list below. Some of these contain useful links that you can follow to learn even more from other websites. Then, of course,decide if undergraduate research is right for you.
Learn more with these resources:Some faculty members actively search for undergraduates to do research with them. They may ask students directly, send out emails to majors, or ask advisors to let students know. If you hear about an opportunity in one of these ways, all you have to do is contact the faculty member to express your interest. The faculty member may want you to fill out an application, or the process may be informal.
If you already have a relationship with a faculty member, being accepted may be as simple as a quick conversation. Even if faculty members haven't actively searched for a student researcher, they may still like to work with you on projects that they are already engaged in. Asking professors if they know of research opportunities may also lead you in the right direction.
If you want to initiate your own research project, you must be the one who is actively seeking a faculty member to work with you. One way to find a faculty member is to go onto the FHSU website and read faculty profiles. Find faculty members whose interests match yours. Then contact them and propose your idea. Even if the faculty member is too busy to start a new project with you, he or she may direct you to other faculty members that may be willing to start a project with you.
Learn more with this resource:It starts with an idea. You might have something you are curious about or something you would like to try. Would you like to conduct an experiment or review literature about a topic? Do you have a question that starts with the words, "What would happen if …?" If so, and if your idea fits within an academic department on campus, you may be able to start a research project of your own.
To get a project started, you need to find a faculty member will would sponsor your research and mentor you through the process. Finding a faculty mentor might be as simple as talking to a faculty member that you already have a relationship with. If you have taken several classes from one professor who knows you well, you might just stop by his or her office and discuss your idea.
If you don't know any faculty members in the right field, you might need to do some detective work. Research the current faculty members within a department and learn about their research interests. Review their websites to see what they have researched in the past. Then you can send a polite email or stop by to talk in person about your research idea.
Starting your own research projects takes some initiative, but it can be very rewarding to be able to conduct research that matches your personal interests.
Learn more with this resource:Faculty members are conducting research all across campus. They might research alone or work with graduate and undergraduate students. Some of the most successful research happens when students work in teams, so many faculty members are happy to take on more than one student. That's good news for those who want to be involved in research but don't want to come up with their own research projects. You may be able to get on board with a project that is already underway.
To find out what projects are happening on campus, you can explore the undergraduate events and opportunities at FHSU. You can also talk to department heads, advisors, and individual professors to find out what kinds of research are already going on.
Learn more with these resources:It is possible to get college credit for doing research. Frequently, research activities are part of research methods or independent project courses. The policy may depend on the department, so it's a good idea to ask your advisor. However, sometimes college credit may not be available.
The answer is usually no. Conducting research is part of the educational experience, and it is helpful to think of it that way. Researching as an undergraduate is an opportunity to learn, which is not the same as having a job.
However, even though you don't get paid, you still get to learn many of the same skills that you learn from having a job, such as being responsible, being on time, and working consistently. Of course, you might be able to get a stipend for being involved; although, this is not necessarily an hourly wage. Sometimes grants will pay for student researchers.
FHSU provides grant funding to dozens of projects each year in disciplines all across campus. To access these grants, faculty mentors must apply through the URE. External grants, especially for research in science and technology, may also fund undergraduate research. Faculty frequently apply for grants that may include support for undergraduate researchers.
If you come up with your own research project and ask a faculty member to oversee your research, you may be instrumental in planning a project, and you may be able to apply for grant money. Your level of involvement in getting money to fund your project will depend entirely on the particular project and the faculty member's interests.
Grant money can be used in a variety of ways, depending on the specific project. It can cover the cost of supplies, travel, paying human test subjects for their time, and any number of other expenses. FHSU sometimes provides grant funding for undergraduate researchers directly.
Learn more with these resources:Research is defined differently in each discipline.In psychology, it may involve surveying human test subjects. In biology, it may involve observing how cells react to environmental changes. A ceramics student might experiment to find out which substances can be successfully mixed with clay. History research may involve studying a historical event from a new perspective. Music research may involve composing a new piece of music.
Research can be gathering literature on what other people have already researched in the past and finding new applications for the information. Research involves any kind of activity that adds new and valuable insights to a field of study. Typically, undergraduate research is conducted with at least one faculty member who works closely with an individual student or a group of students throughout the process.
Learn more with these resources:The kind of research you do depends on what you're interested in. You might have already decided on a major and want to do research in that field. Or you might not have discovered your major yet. In that case, the opportunities are wide open in many disciplines. The important thing is to know what really interests you. Research can be rigorous, taking up a lot of time and requiring a high degree of focus. You want to make sure you are interested enough in a subject to put in the time and effort. Visit faculty websites to get an idea of ongoing projects. Looking at projects that are already going on can help you figure out what is interesting to you.
If you are particularly curious about a certain topic, talk to a faculty member about the possibility of conducting research about it. At the university, almost anything can be researched if you can find the right faculty member to mentor you. While you can certainly join a research project already in progress, you can also get one started on your own. If you've got a good project in mind, take the initiative to start it yourself.
Your skills are like tools on your belt that you bring into a research project. To succeed, you should bring as many skills with you as you can. Perhaps the most important skill is a diligent work ethic. To succeed in research and creative scholarly projects,you must put in many hours of work. You must be thorough and good at keeping commitments. Can you handle repeating mundane tasks on a daily basis? That's an important skill, too.
Other skills you should have areas follows:- Being on time and completing tasks on time
- Using common sense
- Expressing curiosity
- Harboring a desire to learn and grow
Because you have to work with others, (your faculty mentor and research team members) you need good communication skills, as well. Projects can be easily derailed by personal conflicts. If you are good at working in groups and diffusing tense situations, you will probably have more success as a student researcher.
Learn more with this resource:In a survey conducted by the Undergraduate Research Experience at FHSU, faculty members revealed which skills they like to see in student researchers. Faculty members said that the most important skill for a student researcher to have is a demonstrated work ethic. The second most preferred skill is the capability of reviewing literature and analyzing appropriate sources.
Also ranking high was emotional and academic maturity. They also prefer students who have completed a research methods course, although this is not applicable to all disciplines and situations. Some skill sets that ranked lower relative to preferred skills are a high grade point average and basic library skills.
Participating in creative or scholarly activities gives you the chance to gain valuable research skills. These skills include working persistently, asking questions that can be tested,working according to correct procedures, and confidently exploring possibilities. Other skills are problem solving, critical thinking, using creativity, and following role models. You develop these skills by being fully engaged in your research project.
Be willing to start out at the bottom, but don't be satisfied staying there. When you're new to a research or creative team, you may be asked to do the routine tasks like cleanup, paperwork,or running errands that no one else wants to do. Accept these tasks graciously and prove that you are reliable and responsible. After you have shown your faculty mentor that you can follow directions and finish small tasks, you will likely be given more important tasks. Be eager to take on new challenges and stretch yourself. Be daring.
At the same, listen to your faculty mentor and pay attention to what more experienced team members are doing. Don't be afraid to ask questions. Collaboration with others can give you skills you might not get otherwise. As you gain more independence in the project, never forget that your mentor can always teach you more.
Learn more with this resource:- Learn about a certain field of study from personal experience
- Get hands-on experience that can increase understanding
- Work closely with a faculty mentor who can guide you through the research process and perhaps help you get started in a career
- Contribute directly to a field of study by doing novel, first-time research
- Gain scholarly and/or creative skills
- Learn other useful skills you will need in the workplace, such as being on time and working with a group
- Discover if you actually like a field of study
- Contribute to faculty papers that will be published in academic journals
- Present research findings at university,state-level, or national conferences
- Put research experience on a resume
- Have a better chance of getting into graduate school or finding employment
Many students participating in undergraduate research report higher levels of satisfaction with their education than those who don't.
Learn more with these resources:Undergraduate research looks good on a resume, even if you are applying for a job that has nothing to do with the topic of your research. Employers want to know that a person is hard-working and diligent. If they see that you have been part of a successful research project, they will assume that you have learned to be responsible through your participation in research. Also, your faculty mentor can become a professional reference and may write letters of recommendation for you in the future.
If you want to go to graduate school, being involved in research as an undergraduate is especially helpful. Competition for getting into graduate school can be fierce, and those who already have research experience have an advantage over those who don't. Once you've made it into graduate school, you will already know the research process much better than others without experience.
Learn more with these resources:Most graduate programs center around research. If you go to graduate school, you will be engaged in research/scholarly/creative activities and will be contributing to your field. Some graduate students receive fellowship grants to help pay for school. You get fellowship grants to work with a professor conducting research. That's why having research experience might make it easier for you to get into graduate school.
If you have conducted research as an undergraduate, your faculty advisor can write a letter or recommendation for you. The close relationship you build as you work with your mentor will help him or her write a personal glowing letter about your research abilities.
Learn more with this resource:Resumes and curriculum vitae have similar functions and formats, although you will need them for different purposes. You will give a resume to potential employers in hopes of getting a job. Your resume must contain a record of your education, your work experience, and any other activities that may be of interest to your future employer. Research experience is great to put on a resume because it gives you a chance to list the skills you have gained.
A curriculum vita (called a CV) is similar to a resume, but you include more information about your education such as the specific classes you took and what you learned in them. You usually turn in a CV with a graduate school application and with job applications in the academic field. If you are applying to work at a research lab, your CV might be a particularly useful way for you to show off your knowledge.
On a CV or resume, you can make research experience its own category. List the name of the project, the dates when you started working on a project and when you finished, and all of the relevant skills you have gained from researching. Remember to tailor your CV or resume to the specific context. That means emphasizing the parts of your research that most directly apply to the job or program that you are trying to get into.
Learn more with these resources:The subject of your research experience may not come up naturally in a job interview unless the job you are applying for is directly related to research or academia. In that case, don't hesitate to tell your interviewer about your research. Explain briefly and in simple language what the project was about and how you accomplished it. Touch on your duties and what you learned. Try to make it clear how the skills you gained from researching are directly applicable to the job.
If your interviewer doesn't ask you about research experience, you can still bring it up at an appropriate time. You might be asked about experience outside of a work environment, or you might be asked if there is anything else you'd like to add. However, you can introduce it. Talking about your research experience can strengthen your interview. Of course, you should never act arrogant or conceited, and you should never interrupt your interviewer. Present yourself in the most professional light possible.
Check out the interviewing resources provided by our Department of Career Services.
When you apply for graduate school or a real job, you need letters of recommendation from professionals. As a student researcher, you have a unique opportunity to develop a close professional relationship with your mentor. Having worked with you for several months, your mentor can be a great person to write you a crucial letter of recommendation. When you ask for a letter, though, remember to make the process easy for your mentor.
You can make the process easy by getting started as early as you can. At least three weeks before your letters of recommendation are due, ask your mentor to write one for you. It's best to ask in person if you can. Be polite and drop by during your mentor's regular office hours. If you cannot talk in person, it's acceptable to ask through email. Your email must be professional and direct. In the first paragraph, get right to the point. If your mentor is not able or willing to write a letter for you, let it go and find someone else. Never try to force anyone. Keep in mind that faculty are very busy at the time you may be requesting a letter.
After your mentor has agreed to write your letter, be as helpful as you can. Collect materials your mentor will need, including your curriculum vita and information about where to send the letter. If you want the letter to discuss your specific skills or traits, make a list of those for your mentor. But don't be too pushy about this. You want the letter to sound sincere, not forced.
Follow up by reminding your mentor when the letter of recommendation is due and then sending a thank you card. Writing you a letter or recommendation is a huge favor, and you want to express your gratitude. You also want to keep your relationship strong so that you can maintain your mentor as a professional contact.
Learn more with these resources:Good research practices can help you to see a project through to completion. Good practices start with effective communication between you and your faculty mentor. You must understand what is required of you and how your mentor expects you to go about accomplishing it. Regular meetings with your mentor facilitate this kind of communication. Meetings don't have to be face to face, since many virtual students conduct research over the Internet. What's important is that you and your mentor are communicating often.
Be flexible. Your mentor may ask you to change the way you are doing things or you may have to periodically switch your research focus. Accept these occurrences and continue working hard. Also, try to be tolerant of the personalities of the people you work with. Of course, they will sometimes irritate you, but remember that you can learn a great deal from people who are different from you.
Finally, commit yourself fully to your project. Be willing to stick with it until the end. Realize that you will have difficulties. You also learn from figuring out how to overcome them. The rewards of your experience will make it worthwhile.
Learn more with these resources:When you are conducting research,you want your practices to be ethical. That means your actions should be legal and in accordance with university policies. When collecting data, you must be honest about where all of your information comes from. Record what your sources are and make sure to give them credit. When you work with others, see that each person involved also gets credit for the work performed. It's not fair to give yourself credit for the work performed by others or for others to receive credit for your work. Keeping meticulous records is a good way to keep track of everyone's contributions.
You must be completely honest when you document research findings as well. Never guess when you can give exact numbers. Never present false data to make yourself look good or to make your project appear successful. Doing so actually invalidates research findings. You risk destroying your reputation, that or your mentor, and the reputation of the university.
Special considerations must be given to research that involves human or animal test subjects. Make sure that your research doesn't harm people or animals. If you see anyone on your research team doing anything that harms test subjects, report it immediately to your mentor or your advisor.
Conflicts of interest can lead to unethical practices. You might feel pressure to make an unethical choice that will benefit someone you know, or you might be more concerned about making money from your research than the integrity of the project. If you foresee any conflicts of interest, be completely transparent and immediately discuss them with your faculty mentor. In some cases, you may need to discontinue your participation in the project.
Learn more with these resources:Your mentor can teach you a great deal besides research skills. He or she can teach you about your discipline and the specific scholarly processes within your discipline. Working with a mentor is an opportunity to learn how to apply your curiosity to solving a problem.
With guidance, you learn in depth about where to go, who to ask, and what to do to succeed. Learn about how your mentor makes decisions regarding research problems. Your mentor is a good resource for guidance regarding how to speak,dress, and present your findings. Also, working with a mentor can help you to answer the question of whether a certain discipline or line of work is what you really want to do.
The kind of records you must keep as part of your project may be simple or complex. Your records probably include a log of your work. At very least, you must write the date and the hours you work. Standard logs also include a short description of work performed. In that case, you are required to write something like, "I read the ethical research standards pamphlet." In other cases, you might have to keep much more detailed records.
Some good general practices can help you with effective record-keeping. First, make sure that you record relevant data as soon as you can. Don't wait until the next week and then try to remember. If you need to record specific observations or numbers, keep your record book open with a pen ready. Make sure you label all information correctly so that others can look at your records and understand. Record who was involved and how they contributed.
Be completely honest about what you have done, what you observe, and how much time a task has taken, even if this information might make you look bad. Never knowingly falsify records. Be thorough and consistent and follow the record guidelines set for you by your faculty mentor.
You never know when your best efforts are going to go wrong. You might not have enough information to carry out your tasks. You might not be receiving enough guidance from your mentor. Maybe all is not well with your research team or you do not have materials you need. Whatever the problem, your faculty mentor is there to help you. But when you should ask for help depends on the situation.
You don't want to go running to your mentor too often. Doing so can make you seem incompetent and unwilling to think for yourself. Unless the issue is a matter requiring immediate attention,you should probably try to figure out how to solve it on your own first. Brainstorm what's going wrong and try to figure out what you can do to turn the situation around. If your attempts fail, then you should go to your mentor and explain your difficulties and what you have tried so far. Your mentor can then guide you to better solutions. If safety is a concern, however, do not wait to talk to your mentor immediately.
Working with your mentor to solve problems helps you to develop collaborative skills. When you put your heads together, you can probably think of more ideas than either or you would alone. Researching with a faculty mentor is also an opportunity to learn from an expert who can teach you how to navigate through problems.
Learn more with this resource:You might feel that your research project is not working out for many different reasons. Maybe you are failing to prove a hypothesis or to complete a creative project despite much effort. Maybe you are too busy to put enough time into your research. You might have personal conflicts with your mentor or your group members. Whatever the problem, you must decide how the situation can be repaired and if your best option is to leave the project. As a general rule, you should always try to correct problems before abandoning your obligations.
Your faculty mentor is there to help you work through various difficulties that arise. He or she is your first and best resource. Be clear and direct when discussing problems. Don't whine or beg for special treatment. When complaining about another person, talk about the person's behavior rather than their personality. Don't call them names or speak of them negatively. When you put others down, you usually make yourself look much worse than the person you're making fun of. Demonstrate your willingness to compromise by changing your procedures when asked to do so. If the problem stems from you (your own laziness or inflexibility) correct your behavior obligingly. Before you leave a project, do all you can to find solutions.
If you have already tried to remedy problems but still want to leave a project, be as professional as you can about it. Give your mentor adequate notice and make the transition as painless as possible by turning over all research materials. Even if your mentor has been difficult to work with, keep your dealings civil and polite. You may need to go to your advisor or the head of the department to find someone to act as mediator between you and your mentor.
Learn more with this resource:Your faculty mentor is a human being, just like you are. The two of you might have problems. Difficulties in getting along can stem from differences of opinion, personality conflicts, or complicated situations. If you have already invested a great deal of time and energy into your project, you most likely want to stay with your mentor unless the situation is dire. If you have received funding from the university, you are under more pressure to finish a project. Chances are, you can improve relations with your mentor with a little work.
Your mentor might be unhappy with you because you have not completed work. Some self-assessment might help you realize that you might be part of the problem. What is your role in the conflict? Can you change your behavior to make it right? Take an honest look at your conduct to make sure you are not the source of the problem.
Be assertive but respectful. Directly address the problem with your mentor. Maybe he or she doesn't realize how you feel. Don't take it personally if your mentor wants you to make some changes. Remember that you are being mentored for a reason. Your mentor knows more than you do and has much more experience. A little humility and willingness to be flexible on your part can go a long way in greasing the wheels of your relationship.
In some situations, the conflicts between a student researcher and faculty mentor can lead to the end of a project or a student leaving a project. If you think this might be the best solution, discuss it with your faculty advisor. Make sure you understand the repercussions of leaving.
Learn more with these resources:If you are working with a research team, you might have conflicts with your team members. You might disagree about how tasks should be completed or what is required of you. Your team members might be less knowledgeable than you are or less experienced. Or they might be more advanced than you. Maybe you feel that you are doing all the work. Conflicts within groups are common. If left unchecked, they can stop your research or creative project right in its tracks.
Going to your faculty mentor for help might seem like tattle-telling, so use discretion and try to work it out with your team members first. Address problems directly and be willing to compromise. Take criticism graciously, whether you agree with it or not. Try to defuse tense situations before they become destructive. Apologize when someone is upset and ask what you can do to help.
Some team members may be unwilling to compromise. When you have tried working out conflicts unsuccessfully, you should then talk to your faculty mentor and explain what has been going on. Your mentor will deal with the conflict in the way that works best within the framework of the project and with the individuals involved.