When should I consider finding a research mentor or program?

At UCSD, opportunities abound for students at all levels to participate in undergraduate research.  Lower-division students may find the 97-98-99 series, a useful introduction to research principles and protocols.  Upper division students can enroll in 197-198-and 199 courses for more advanced experiences.  There are many programs, such as the Faculty Mentor Program, that allow student with junior standing (90 or more units) to participate in mentored research.  Some programs, such as the McNair Program, are more competitive.  There are only McNair Scholars per year, and applicants must have a 3.00 gpa and a serious interest in obtaining a doctoral degree.  There are other eligibility requirements as well.  When you look into any research program, make sure you thoroughly review all departmental, funding, or other requirements.  Chances are, your first research experience will lead to successive ones and enhance your ability to achieve your academic goals and make ones  you hadn’t even considered appear plausible and attractive. 

So dive in.

Check this website’s Research Opportunities page regularly. Other suggestions:

• Attend departmental and campus seminars to learn about new areas of research. If the speaker is a visitor from another campus, find out which faculty member hosted the speaker – chances are their research interests are very similar.;
• Read the campus newspaper, web sites and UCSD news releases (http://ucsdnews.ucsd.edu/) for research projects and faculty grants; and,
• Talk with people in departments of interest including academic advisors, faculty, upperclassmen, graduate Teaching Assistants. If you are inspired by a class topic, discuss your interest with the professor after class.

Are there any non-research benefits to undertaking a long-term research commitment?

It’s hard to think of an undergraduate experience that could pay dividends in so many ways and for so long.  A successful mentored research experience will turn a mentor into an advocate, one who will write you an enthusiastic letter of recommendation, give you inside advice on doing well in graduate or professional school, and alert you when he hears of later opportunities of interest to you.  A significant research experience stands out on a graduate school or job applications and shows your ability to see extensive professional or academic projects through to the end.  Admission to graduate school is more competitive than ever as are jobs in the most rapidly growing and rewarding fields.  Candidates with one or more significant research accomplishments will appear as proven rather than riskier options.  Also, your research experience will bring you into a community of academic investigators; you’ll meet them in labs, in journal groups, at conferences and other venues.  You will have opportunities to network with faculty and other students and find other opportunities for collaboration or your next mentor.  Finally, even if you do not pursue further research opportunities, the discipline and critical skills you gain from this experience will insure you will be able to investigate the research of others and not be dependant on others’ interpretations.

What is the best way to choose a faculty research mentor?

A good mentor/mentee relationship is mutually beneficial, with the partners generally choosing each other.  If you are a student seeking a mentor, you should first find out as much as possible about the prospective mentor’s research interest, scholarly record, availability, and reputation as a supporter of and role model for undergraduates.  Many departments post faculty research interests on their pages.  Start there.  If a faculty member expresses some of the same interests as you have, look to see if he or she has an individual web page which will likely feature longer discussions current research and lists of publications, presentations, and other scholarly activities.  If possible, find and review the publications at least briefly and scan the texts of lectures or other presentations.  Check with the department to make sure the faculty member will not be on sabbatical or away or unavailable for other reasons during the period when you would like to conduct research with him or her.  Ask other undergraduates or graduate students you know who have worked with the faculty member about his or her interactions with students.  Take all these steps before making an appointment with the faculty member to propose yourself as a research assistant    A faculty member or other established researcher will likely decide to accept an undergraduate assistant based on how well the presents him or herself during the interview.  Be prepared to talk about your background, the reason for your interest in the project, your expectations for the project, and you academic and career goals.  Make sure you both understand and agree to the conditions of the assignment, including:  how many hours per week and how many weeks you will be expected to dedicate to the project; what previous experience, prerequisite classes or special skills, if any, you will need to work on the project; whether you will receive close or indirect supervision, whether you will individual responsibilities or work as part of a team; and whether you are expected to submit a research paper or present your results at a scholarly meeting.

What questions should I ask faculty when inquiring about or being considered for an undergraduate research experience?

Here are some appropriate questions:

• Do you have a research project that needs an undergraduate student's assistance?
   
• How did you get involved in this particular area of research?
   
• Why is your particular area of research important?
   
• Where does funding come from for your research?
   
• What does an undergraduate working with you typically do?
   
• What are some projects on which former students have worked?
   
• Are there any particular skills or characteristics you expect an undergraduate to have before beginning a project with you?
   
• What are your expectations of undergraduate researchers?
   
• Are there any specific classes you suggest I take?
   
• Are there any books or research articles you might suggest I read?
   
• Can you suggest faculty members for me to speak with?

Note:  Before speaking with a faculty member, do your homework! Find out as much as possible about the professor’s work, achievements and other background information.

What happens after I register at this site for an Undergraduate Research position?

Your information (including resume, academic history and research interest) will be posted on this site for interested faculty to review, then contact you if your background is appropriate.

What if I do not finish my research during the allotted class or program period?

Many students face the dilemma of conducting long-term research experiments within classes or programs that do not allow time for the final results or data to become available.  In most cases, completing the specific project is less important than gaining insights concerning the observations and conclusions you do have time to make.  Discuss the situation with you mentor.  He or she may ask you to stay on beyond the defined program period, either by enrolling in a 199 course, or as a volunteer or paid assistant.  If these solutions are not available to you, frame the results you have in a paper or conference presentation in such a way that you can outline the directions that future researchers may follow.

Why is it helpful to present or publish my research results?

In addition to the networking opportunities described above, you will benefit from sharing your results with others by presenting or publishing by gaining the perspective of fresh eyes and ideas.  Listeners and readers often ask questions that will not occur to someone who has seen the same data and nurtured the same assumptions over the course of a long period of time.  Even someone who agrees with you may suggest new implications for your work.  Scientific results should be duplicable and social science and humanities conclusions should withstand close-reading.  Anyone who hears or reads your work and decides to put it to a test is first paying you the immense compliment and acknowledging you as a serious researcher.  A second take on your work may confirm or question your results but, in any case, will further the discussion of the issue.

How often should I update my information on this site?

Please update your specifics as often as necessary, especially if essential information (such as your telephone number, email, or GPA) has changed. Please review your information every quarter just to insure it is current.

Whom should I contact for further information?

Please contact the UCSD Academic Enrichment Programs (AEP) office at (858) 534-1774.