I Am a Researcher

I was in the URS Summer Research Program through the Philip and Elizabeth Hiestand Scholarship for Engineering and SIO major from June 23 to August 29 where I researched the effects of harvesting on ecological factors in fish-bearing watersheds in the Olympic Experimental Forest of Washington State.

I was interested in getting into undergraduate research because I wanted practical, hands-on experience that would give me an introduction to academia as a career and provide me with valuable skills for entering research as a PhD student. I got involved by reaching out to my TA at the time for Introductory Ecology, Alexia Fabiani, who is a PhD candidate in the Jackrel Lab, about how I could join their lab in alignment with my broader research interests.

The most interesting thing I learned from this research is that the effects of changes made to individual factors of an ecosystem have broad, complex, and layered interactions with other factors and influence the biological functionality of all levels of life in a system, from algae needing access to light to photosynthesize to leaf litter being available for macroinvertebrates to graze upon and in turn consumed by fish. 

I gained quite a bit from this program, from learning the basics of how to code using R to refining my ability to write academically, and garnering a level of patience for the time it can take to tediously process physical samples for data. I also got a better understanding of what I enjoy and what I would prefer to avoid as I carry on in research, knowing that I thrive from time spent outside and that I want my research to have a meaningful impact that is practical for the reality of balancing ecological wellbeing with the varied needs and interests of stakeholders.

My advice to students starting in research is to be comfortable asking questions, especially if you are unsure, and that it is better to be redundantly clear on the goals and procedures of a project than to presume that you fully understand or fear bothering your mentors. Furthermore, make the most of your experience in research as an undergraduate by asking your mentors questions unrelated to the research at hand: Why did you get into research? What makes it a compelling career for you? What are my options for graduate education and how do I know which path is the best route for my interests? Your mentors are here to guide you and inform you, and I think a lot of undergraduates that are fit for research sell themselves short because they don’t think they’re qualified or are intimidated by the process.