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Research and innovation menu, research and innovation, defining undergraduate research.

As a faculty member, you know what research is. You also recognize and respect that what counts as research is unique to each discipline. This perspective – a working knowledge of research coupled with a scholarly regard for research and creative scholarship in other disciplines – is an essential starting point for understanding undergraduate research and creative scholarship.

Undergraduate students come into higher education at various levels of knowledge, skills, and abilities. It is likely that many of the students have not been exposed to rigorous academic research, possess vague ideas of what faculty research looks like, and may be intimidated by the concept.  However, they do know that research is a vital part of a university and they do appreciate that faculty who are productive researchers translate to the university and their discipline having prestige.  And more importantly, they are at a stage in their life when they are most eager to learn and explore their interests, and are therefore ripe to discover the joys of inquiry and discovery.

This setting illuminates the difficulty with defining undergraduate research.  It is not simply undergraduate students conducting research in the same arenas as faculty, using the same research methods and techniques, and working towards contributing original knowledge.  While that is an important part, a more accurate definition of research includes the learning, education, and developmental components that students go through as they learn about and experience academic research.  To further conceptualize this understanding, think back to your own undergraduate education and your first encounter with research.

• How would you describe that experience?
• What were some of they key moments and characteristics?
• Who were the key players?
• Why were you successful?
• How did you overcome challenges?

Contemplating and answering these questions is crucial to understanding undergraduate research and creative scholarship. All of these attributes, factors, and forces are what defines undergraduate research and creative scholarship. It isn’t simply a project, a report, publication, or presentation.  It is the experience — the learning, the intellectual growth and development, the acquisition of skills, the maturation of thought and self, and the fostering of an inquiring and critical mind.

It is from this perspective that the difference between research conducted at the undergraduate level and that which is conducted at the graduate level and beyond is revealed.  It is the pursuit of not only the answers to the research question, but also the pursuit of the positive outcomes associated with student learning and growth. It involves maintaining the ideals of rigorous and ethical research while simultaneously developing students as scholars.

Therefore, how we think about undergraduate research and creative scholarship is more important than how we define it.  Taking this approach allows us to use a broad definition of research that results in increased synergy between teaching and research (Colbeck, 1998; Healey & Jenkins, 2009; Jenkins & Healey, 2005; Zamorski, 2002), which can lead to beneficial educational activities for undergraduate students.

Next – The Teaching-Research Nexus

Suggested Readings

• Undergraduate Research and Creative Scholarship
• Colbeck, C. (1998). Merging in a seamless blend.  The Journal of Higher Education.  69(6), 647-671.
• Healey, M. & Jenkins, A. (2009).  D eveloping undergraduate research and inquiry.  Research report to the Higher Education Academy.
• Jenkins, A. and Healey, M. (2005).  Institutional strategies to link teaching and research.  York: The Higher Education Academy.
• Zamorski, B. (2002). Research-led teaching and learning in higher education: a case,  Teaching in Higher Education.  7(4), 411–427.

Mentoring Undergraduate Research Directory

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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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• 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

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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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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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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.

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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.

What is Research?

WHAT IS RESEARCH?

Research is independent study and discovery in a field of interest. In the sciences, research is usually conducted in a laboratory led by a Principal Investigator (PI) – this is the faculty member who runs a research project. Research addresses a hypothesis, or scientific question. New student researchers typically join an ongoing project in a faculty’s lab and are often trained & supervised by postdoctoral scholars & graduate students.

WHY CONDUCT RESEARCH?

• Conducting independent study complements your studies, your academic goals, and your professional goals
• UCLA is a world-class research institution with prestigious faculty conducting original research in their fields. Take advantage of the resources available to you
• Find out if a career in research is right for you
• Get valuable research experience to make you a competitive applicant for graduate or professional school
• Research can serve as valuable work experience to make you a competitive applicant for your future career
• Earn university credit and funding for your research
• Build meaningful relationships with and receive mentorship from faculty and lab members

Conducting research as an undergraduate is an excellent way to gain experiences and skills that will benefit you both academically and professionally. In addition to exploring your areas of interest, undergraduate research develops skills in collaborative learning and critical thinking. For students interested in pursuing graduate or professional school, undergraduate research is a way of expanding your education outside of the classroom and better preparing yourself for the rigors of graduate study. Even if you are unsure about graduate studies, conducting undergraduate research is a way of exploring your research interests and testing the suitability of a research career to your interests.

HOW TO PREPARE FOR UNDERGRADUATE RESEARCH

Some questions to ask yourself as you plan your research are:

• What subjects am I interested in and passionate about?
• How much time can I commit to research?
• Will I need financial support to conduct research throughout the summer and academic year?
• What do I want to gain from my research experience?
• How can I best prepare myself academically and professionally to do research?
• What courses should I take that will complement the work I do?
• What safety courses will I need to take to do research in my field or lab?

The better you plan your academic coursework, the better you will be able to organize your time for research. Whatever your future professional and academic plans are, gaining experience in research will enhance your application and your preparedness for more self-directed research.

Once you have evaluated your research interests and organized your time, the next step is finding a faculty mentor. As part of a collaborative research team, you will need to find the right position both for you and your potential research lab.

You can also take part in UC Online’s ‘Introduction to Research’ class available through the Cross-Campus Enrollment System (CCES). This introductory course will help you understand what research means and provide guidance in how to find a research position.

Do you have a question about getting involved in research? Send us a message through Message Center ( Topic: Beginning Undergraduate Research )!

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The Pioneer Pursuit

8 Important Differences Between Undergraduate and Graduate School

May 28, 2021.

Written by SHU Graduate Admissions Team

Over the last two decades, universities across the nation have seen impressive growth in their master’s programs. Since 2000, the rate of growth of earned master’s degrees (60 percent) has outpaced bachelor’s, doctoral, and professional programs. Certain fields of study, primarily business, education, and health professions , have experienced the most growth. What’s more, the Bureau of Labor Statistics projects that employment in occupations requiring a master’s degree will increase by almost 17 percent by 2026. 

Naturally, important questions arise when considering whether to join the growing ranks of those obtaining graduate degrees. Often prospective grad students wonder — is a master’s worth it? What’s the real difference between an undergraduate vs. graduate degree? How do you choose which program and degree are best for you? To begin answering these questions, explore these eight important differences between a bachelor’s degree and master’s degree. 

1. Highly specific coursework

During an undergraduate program, students take several foundational and general subject courses, some of which are unrelated to their major. Graduate school coursework, on the other hand, is highly specific. 

The goal of graduate school is to help you become an expert in your chosen field of study. Graduate school empowers you to become the master of your own education. A master’s program supports a higher level of individualized learning and offers greater professor support to serve your unique goals. You’ll develop self-awareness and self-confidence as you mature as an expert in your field.

2. Flexibility within the program

Switching majors or even schools one to two years into an undergraduate program is very doable because of the universality of the degree, similarities between programs across institutions, and time you have to complete the degree. In graduate school, however, it is not as easy to make a change to a new program or school. While not impossible, most master’s programs take one to two years to complete — so if you think you want to make a change, initiating it during your first semester is your best bet for retaining all your credit hours. 

3. Admissions Requirements

Undergraduate programs have a relatively simple admissions process, and commonly include submitting your high school grades, SAT or ACT scores, and providing a few writing samples and letters of recommendation. Graduate school applications often require these items and more. Other common admission requirements for graduate school include proof of a completed bachelor’s degree, GRE/GMAT scores, a minimum undergraduate GPA, a statement of purpose, a research proposal, and an interview with the school. Certain graduate programs will have prerequisite course requirements, so be sure to inquire about your specific program of interest. Also, if you are an international student, check with the college or university to see if you need to provide additional documentation. 

4. Course load 

Undergraduate students juggle 5-6 courses per semester, while graduate students usually take only 3 advanced level courses. These courses involve much more reading and research than undergraduate classes and typically have fewer assignments. Because there are fewer projects, papers, and exams for graduate-level courses, each item is worth more and is expected to be a demonstration of your expertise in the subject.

5. Community

Undergraduate classes are often large lectures with hundreds of students, whereas graduate classes are much smaller (usually under 20 students). In grad school, you will become well acquainted with the other students and the professor. After a rigorous application process, you can be sure of the caliber of students that surround you. With everyone’s diverse backgrounds, work, and life experiences, you will learn from and challenge each other. Additionally, you will learn to work with your professors as opposed to simply completing assignments for their classes. 

6. Research experience

Research experience is valuable in almost every line of work. It teaches you to plan, think critically and logically, seek out answers to your questions, and incorporate those findings into your work. Research in an undergraduate program is typically comprised of a few research projects or papers, whereas in graduate school, research makes up the vast majority of learning in the classes. Depending on your program and area of interest, graduate students generally have access to advanced tools and systems that they can use for research purposes. You’ll have the opportunity to work closely with professors on their research projects, learning from them and discovering your own areas of interest.

7. Professional marketability

While an undergraduate degree allows you to apply for entry level jobs, a graduate degree expands your job market and increases your favorability in the eyes of potential employers. In a competitive market, you’ll need an edge over other job applicants. Graduate school gives you a larger network and better connections. When career advancement opportunities, promotions, and leadership positions open up, your graduate degree will help you stand out as the best candidate.

8. Leadership development

An undergraduate degree offers you a broad knowledge base, but a graduate degree sets you up to be a leader in your field. A 2016 Gallup poll found that a shocking 82 percent of managers aren’t very good at leading people , even while corporations spend billions to develop them. This means there is an eminent need for qualified leaders in today’s workforce. Through the rigors of graduate school, you will gain many of the necessary skills and character traits companies look for in their leaders. During your degree program, you’ll work as part of many teams and develop critical thinking, problem solving, time management, perseverance, commitment, and communication skills — all qualities that hiring managers look for in the leaders they need.

Choosing the right Graduate school and degree Program

In order to choose the school and degree that are right for you, you should begin by identifying your interests, your ideal career, and your needs (part/full time, geographic location, price range, etc.). After determining these, investigate various programs and look into their requirements, curriculum, research opportunities, and graduation outcomes. It is also a good idea to talk with admissions professionals, professors, and, if possible, the students in the program.

If offered, you should take advantage of virtual events or in-person offerings on campus such as information sessions and open houses. Even if you plan to earn your degree online, visiting the campus and having a face-to-face conversation with admissions professionals, faculty, students, and alumni of the program will give you the chance to have your questions answered and help you envision what it would be like to attend. 

At Sacred Heart University, we host an open house event each semester . It’s our hope that you will come and visit us, ask your questions, and allow us to help you explore your grad school possibilities. If you would like more information about one of our upcoming events, please reach out to us and we’ll be in touch soon!

If you'd like a more in-depth look at the differences between graduate and undergraduate study, we invite you to explore our comprehensive digital resource which covers admissions requirements, salary increase expectations, and much more!

About the Author

We are the graduate admissions team at Sacred Heart University. We aspire to create a welcoming and supportive environment for students looking to continue their education while empowering them in mind, body and spirit. We hope you find our resources helpful and informative as you explore and pursue a graduate degree at Sacred Heart!

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Office of Undergraduate Research

Why undergraduate research.

Developing mentoring relationships

Mentors play a critically important role in students’ research and creative experiences, challenging students to try new things and offering a window onto the thinking of an experienced researcher or practitioner. A mentor who knows you well can advise you about your undergraduate career and your next steps after graduation; s/he will also be able to write a more detailed letter of recommendation than a professor who knows you only in a classroom context.

> What do students say?

Making a big campus feel smaller.

Participation in research, scholarship, or creative activity can help you find your niche on campus. The close relationships that are developed through sustained work together give a sense of community to research groups, labs, and teams.

Changing your perspective on ignorance and failure

Scholarly inquiry has a way of putting all that you do not know into stark relief, while rarely working quite as expected. As you learn to think like a researcher, you begin to see ignorance and failure not as personal shortcomings but as opportunities to ask questions, reframe problems, and try new approaches.

Cultivating an understanding of research design and methodology

Hands-on experience conducting original research supports students’ understanding of how to design investigations, how to make appropriate methodological choices, and how to implement different techniques and methods.

Developing a range of transferable skills

While some of your learning will be research-specific, undergraduate research also develops transferable skills with broad application, including critical thinking, problem solving, communication, collaboration, and independence.

Exploring career and graduate education options

Undergraduate research and creative activity offer students opportunities to gain hands-on experience in fields of interest to them. This experience often prompts realizations about what kinds of work students enjoy most and what career paths they wish to pursue.

Undergraduate Research Experience: A Roadmap to Guide Your Journey

• Conducting Research

Students usually get pretty good guidance on which courses they need to complete to fulfill their major and graduation requirements. Course catalogues detail the general curricular path and advisors are typically available to help students build their semester schedules. 

But coursework is only one piece of the career preparation puzzle. Both employers and graduate programs highly value the real-world training students get when they take advantage of experiential learning opportunities like internships and research assistantships. Unfortunately, the path into these experiences can be challenging to navigate. The goal of this article is to provide you with a roadmap to help you get started on this journey. 

Why is research experience valuable?   

Research experience can help you: 

• hone the skills that all employers seek in college graduates such as the ability to work effectively in teams, engage in critical thinking, and analyze and interpret data (Finley, 2021)
• delve more deeply into the areas within psychology that interest you the most
• cultivate a closer relationship with your professors and gain mentorship
• prepare for a job after graduation as a social science research assistant
• bolster your competitiveness as an applicant for graduate school in psychology or other STEM fields  

Psychology alumni who gain research experience during college rate themselves higher on the skills needed to succeed in the job market, perceive their psychology training to be more useful to them in their current job, and report more satisfaction with their undergraduate education than those without research experience, regardless of the career path they follow (Budesheim et al., 2021).

What is research experience? 

What students actually do when they gain “research experience” can vary widely depending on the nature and setting of the experience. 

From start to finish, the psychology research projects you learn about in your classes involve a lot of complex steps, completed by a team of researchers, over a period of time that can last several years.  

Some of those steps can include:

• conducting a literature review to identify what we already know about a particular psychological phenomenon
• identifying a knowledge gap that a new research project can fill
• designing a study – choosing the participants, methods, and measures
• considering ethical issues related to designing, conducting, and reporting on research
• applying for approval from the Institutional Review Board
• conducting the study, collecting data, etc.
• coding, managing, and analyzing data
• preparing posters and/or manuscripts to share the results with others
• presenting at local, regional, or national conferences

Contributing to ongoing research as a team member.

Most students gain research experience by joining a team that is already in the process of conducting a research study and helping out with one or more of these steps. For example, you might spend a semester helping to run participants through a research study. Or devote part of your summer to coding data that has already been collected. If you join a team at the start of a project, you might be asked to find, read, and summarize research articles that could stimulate the design of a new study. And if your research team is busy juggling multiple projects at one time, you might get the chance to do a little bit of all of the above on different projects.

Designing and conducting your own research project.

Working on specific tasks as one member of a research team is a valuable way to learn more about the field, hone your skills, and gain mentorship. But it is not always what students envision when they imagine gaining research experience. Some students hope to design and conduct their own independent research project. Although that is certainly possible, it can be extremely time intensive, and it requires finding a faculty member or researcher who is willing to provide intensive supervision. Students who’ve developed research skills earlier in their academic journey by working with teams will be better prepared to take on this challenge.  At many institutions, these opportunities are only available to students who are approved to complete an undergraduate thesis and there may be GPA or other requirements. 

Deepening your research experience.

Although it can be rewarding to design and conduct one’s own research project, there are definitely other paths one can follow to deepen their research experience. For example, many students who work on research teams get the opportunity to present a piece of their work at a local, regional, or national conference. Some get the opportunity to contribute to a paper that is published in an academic journal. Authorship on presentations and papers can definitely bolster the application of those looking to pursue a graduate degree in psychology. 

How do I find a research experience and get started on this journey?    

• Take coursework early . Ideally, you should consider completing coursework in research methods and statistics as early as you can in your program of study. Taking these classes early will prepare you to take advantage of opportunities to gain research experience within your college or university. 
• Find out about opportunities within your institution. You can always volunteer to work on a faculty members’ research team, but many departments also offer research experience for academic credit. Check your program manual and ask your academic advisor about research opportunities within your program. Use these resources to figure out if your program offers students the opportunity to conduct a thesis (and if so, if there are any GPA or other eligibility criteria). 
• Use your research skills to find a potential research mentor. Faculty members often have webpages where they describe their research interests and current projects. Once you identify a few faculty members doing research in an area that interests you, reach out and ask if you can set up a meeting or drop in to their office hours to learn more about their research. 
• Don’t start the meeting by asking, “Tell me about your research.”
• Do start the meeting by saying something like “I was fascinated by the paper you recently published on XX, especially the finding that XXXX, and I was wondering if you were working on a follow-up to that study.” 
• Look for research opportunities outside of your institution. Researchers work in a variety of settings including academic institutions, medical centers, research institutes, community-based organizations, and in private industry. Look for opportunities to volunteer, complete an internship, or find a part or full-time paid position in these settings. Some of these opportunities are advertised on the APA webpage , but it can also be helpful to go directly to an organization’s website to search for employment listings. For example, research positions with the U.S. Department of Veterans Affairs can be found at the USA Jobs Website. Exploring the employment websites of large research-oriented medical centers such as Massachusetts General Hospital , the Mayo Clinic or John’s Hopkins can yield research opportunities. Keep in mind that you will be more competitive for these external experiences if you first gain research experience at your institution.   

Although I recommend this path into research for psychology majors who are just starting their journey, there are many roads that lead to research experience. So, if you are a senior or recent graduate who is just now looking for research experience, don’t be discouraged. It is definitely possible to enter the research experience pathways at different points in the journey, although you may need to put in some extra work to secure a position. For example, if you are struggling to secure   a paid research position, you might consider looking for volunteer opportunities. Reach out to faculty members from your undergraduate institution, as well as researchers in your local community to express your interest and ask for help. 

Finley, A. (2021). How College Contributes" to" Workforce Success: Employer Views on What Matters Most.  Association of American Colleges and Universities .

Budesheim, T. L., Khanna, M. M., Klanecky Earl, A. K., & Guenther, C. L. (2021). The Long-Term Impact of Undergraduate Internships and Research Experiences in Psychology: An Alumni Survey Study.  Teaching of Psychology .  https://doi.org/10.1177/009862832110410

About the author:

Sue is also a licensed clinical psychologist, whose clinical research focuses how acceptance-based behavioral therapy–informed strategies can help buffer against contextual stressors, build resilience, improve psychosocial functioning, and enhance quality of life among students and individuals struggling with anxiety and related disorders.

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Key Differences Between Undergraduate and Graduate School

Going to a graduate school is a different experience than getting your undergraduate degree. But, how different?

As you consider your options for earning a master’s degree , it will help you to know what is expected of you and how you can prepare for success. It’s important to know those expectations going in, because preparing yourself is a key step toward success in a master’s program.

Below is a list of the most palpable differences that make graduate school feel different than undergraduate.

You’ll Be Surrounded by Like-minded People

The average age for a graduate student is 33. Most students work at least part-time.

According to Kody Kuehnl, Dean of the College of Arts, Sciences & Technology at Franklin University , “You’ll be attending graduate-level courses alongside of professionals who are in your chosen field of study. Because you’re with many educated, experienced, like-minded people, just interacting with other students can be a way to build your network and gain important career connections.”

In traditional undergraduate courses, students are typically younger and don't have professional work experience or connections. At graduate school, you’ll have more experienced peers. Be ready to plug into that built-in network of professionals at the student level.

Rather than the common undergraduate tactic of grade competition—or grading on a curve, which pits student against student—graduate work is considered on its own merit. You’ll find that your fellow students are often ready with insights, ideas, and support to help you do even better.

Classes Are Much More Interactive

As mentioned above, your student peers in graduate school are actually an important part of the process. Faculty members at a graduate level will regularly encourage active participation and discussion. Undergraduate professors typically provide information and direction, whereas graduate faculty might focus more on facilitating debates and discussions.

At a graduate level, classroom time is shared. Professors will engage you, and you’ll be expected to contribute to a conversational, collaborative class experience. The student should always come to class fully prepared, having read materials and sources prior to the class. As an undergraduate, class discussion may be less focused and more spontaneous; however in graduate school, discussions are often laser focused and require preparation. The ideas you bring with you will enhance not only your learning and understanding, but also your peers’.

When it comes to paying for school, grants are among your best options. But do you know how to find them? Remove the guesswork by downloading this free guide

You’ll have to think on a different level.

In undergraduate work, the focus is on learning information; it’s about memorization and understanding concepts. Graduate school is different.

“You move from theory to real-world applications. Whereas undergraduate is about gaining a broad understanding of a topic, graduate school is a much deeper dive into the intricacies of the field. The thinking is different with more of a focus on how you construct your arguments, what your sources of information are, and how you apply it all as you tackle a real problem.” —Kody Kuehnl

When you reach a graduate level of courses, the focus switches from learning information to applying it. More of your time will be dedicated to seeing one topic from many different angles and then finding your own point of view about it.

More Time Spent Researching and Writing

A 4-year undergraduate degree may take longer than an 18-month-long master’s degree, but the master’s is more likely to feel like a marathon.

You’ll be reading and researching a great deal. Your study habits will need to be tighter and smarter. You’ll have to be ready to write a lot more. According to Kuehnl, “The time you spend studying is much more active in the graduate world. Rather than memorizing, you’re actually training your mind to use information in a new way.”

Be ready for the additional effort.

There’s No Fluff

At a graduate level, the content is laser-focused on specific career-building outcomes and skill sets. Unlike undergraduate studies, there is not a broad range of content to create a well-rounded person. Your master’s degree is designed to do just that: build mastery in one area of content.

Most of what you’ll do is based on what you want to do. When you’re done, you’ll have a depth of understanding that can immediately be put to use in the working world.

There’s Less Structure and More Freedom

In a bachelor’s program, professors and lecturers typically give you detailed reading lists, organized notes, timelines, project check-ins, and plenty of detailed directions so you’ll know what’s expected of you. In a master’s program, you’ll have far more freedom—and you’ll need to learn how to manage it!

Remember that freedom equals responsibility. Without someone constantly prompting and reminding, you will need to manage your own deadlines, both large and small. Be sure to stay on top of your reading and research because it can be hard to recover if you get behind.

Professors Treat You More Like Peers Than Students

As mentioned above, master’s degree students are expected to contribute during class time; this is a major component of how professors feel about you, talk with you, and treat you. Leave behind any idea that the professor teaches while you listen. Your professors hope for and plan for you to be a positive contributor who is both learning and sharing at the same time.

Some universities elevate the importance of this concept. For example, Franklin University calls it “360-degree learning,” where you are a part of a network of professionals at both the faculty and peer level.

It Will Be Hard(er)

Graduate work is no walk in the park.

According to Kuehnl, “Some people considering graduate school will actually wonder if they’re ‘smart enough.’ But getting a master’s degree is not about being smart. A major factor in graduate degree success is what I call ‘grit.’ It’s about being determined, knowing what you want, having focus, being organized, and making the time and effort to do the work.”

You’ll Likely Earn More Money in Your Lifetime

According to the Social Security Administration, a graduate degree can be a financially rewarding asset. Their records suggest that a person with a graduate degrees typically earns $650,000 to $845,000 more in median lifetime earnings than a person with bachelor’s degree. Generally speaking, a graduate degree will open doors to opportunities (such as promotions and raises) that might not be available without it.

Vive La Difference

Undergraduate classwork is generally broad and designed to create well-rounded individuals who are ready to enter the working world. In traditional four-year schools, the student body is mostly comprised of young adults in a highly social environment with most students living on or near campus. The graduate coursework, environment, and mindset—even though they occur on some of the very same campuses—typically stand in contrast in order to meet the different educational goals.

So, yeah, grad school is different! And maybe you’ve never attempted any coursework that’s this intense. But with the right preparation, you can navigate those differences and powerfully position yourself for that next big step in your career and life.

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February 16, 2022

• Undergraduate vs. Graduate School

What’s the difference between graduate and undergraduate study?

The growth of master’s degree programs has been significant in the last two decades. And it’s not surprising given the Bureau of Labor Statistics projection that employment in occupations requiring a master’s degree will increase 17% by 2026.

Graduate school is a different experience than studying for your undergraduate degree. But how different is it?

Knowing what is expected of you and how to best prepare will help you as you consider your options for attending graduate school to earn your master’s degree . One of the keys to success is to know all expectations before you even begin.

Here are some ways that graduate school differs from undergraduate study.

      1. Leadership development

An undergraduate degree gives you a broad knowledge base, but a graduate school degree provides specialized knowledge to prepare you for leadership roles in your chosen career.

In graduate school, you’ll gain the leadership skills companies are looking for in management positions. In addition, you’ll develop the critical thinking, problem-solving, and communication skills necessary to be a strong leader.

      2. Professional marketability

SUNY Empire graduate school students tell us they’re earning their master’s degree to differentiate themselves in a competitive job market.

Often, undergraduate degrees help you obtain entry-level positions. A graduate school degree can expand your job market and career options and make you a more favorable candidate to employers. Additionally, graduate school can introduce you to a more extensive professional network. When applying for promotions and leadership positions, a graduate degree can help you stand out.

      3. Research experience

Research experience is valuable in almost any line of work. It teaches you to think critically and logically, find answers to your questions, and apply those findings to your work.

Research in an undergraduate program typically consists of introductory research projects and papers. In graduate school, research is the primary focus in many of your assignments. Occasionally, in graduate school programs, you may find the opportunity to learn from or participate in your professors’ research and discover your area of interest.

      4. Specific coursework

In undergraduate programs, students take general education courses and electives in addition to their program requirements. In graduate school, your courses will be more specific. Graduate school programs provide a higher level of individualized learning to serve your unique goals and start to become an expert in your field.  

      5. You’ll be immersed in a diverse community

The average graduate student is 33 years old, and most work part-time or full-time while completing their graduate school work.

In graduate programs, you’ll connect with experienced students with similar interests and goals while learning from and being challenged by peers from diverse backgrounds with different work and life experiences.

Why Choose SUNY Empire?

Choosing the right school and degree is a good place to start your graduate program journey.

SUNY Empire’s real-world-ready  graduate programs  can be completed fully online (although some are enhanced with onsite residencies), which means you can work  and  live your life while earning your graduate degree. We offer 22 graduate degrees and 26 advanced certificates in business, policy, education, and liberal studies through the School for Graduate Studies and the School of Nursing and Allied Health.

Take the next step with SUNY Empire and explore our graduate programs by  registering for an information session.

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Undergraduate vs. Graduate Research

Brief Context:

I am a high school student having difficulty choosing between two undergraduate programs. My goal is to eventually work with quantum computing (computer science+physics) at the postdoctoral level. My question concerns whether undergraduate or graduate school is more influential for a given field of study.

The first university, Stanford, offers the possibility of getting a dual degree in both CS and physics, but has no serious quantum computing research. The second, Harvard, has a cutting-edge quantum computing research lab and is right next to MIT where there are other opportunities for research/classes. Harvard only offers joint degrees in two fields, not dual degrees.

I was considering attending Stanford for undergrad to get a solid foundation in both CS and physics, then applying to Harvard for grad school to do research.

Here’s my question:

How important is doing research in your specific field of interest as an undergraduate? Is it better to just take the opportunity to go to Harvard’s lab for undergrad, then look elsewhere for graduate school? Or, is it more advisable to get separate degrees in CS and physics and then apply for graduate research in Harvard's lab?

My main concern is that the lack of quantum computing research at Stanford will be a major hindrance. Will doing other unrelated research in CS or physics as an undergrad suffice just as well in the long run?

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• 3 Status-wise, and perhaps content-wise, specifically, Harvard's cachet still beats Stanford's by a mile. The consequence is that subsequent study/jobs/whatever will be better if you have that enhanced cachet. –  paul garrett Commented Jun 6, 2015 at 0:18
• 9 Also keep in mind that the acceptance rates at both of those schools are under 10%. You may want to start making backup plans as well. –  aeismail Commented Jun 6, 2015 at 4:13
• 4 You haven't started studying yet, you will be surprised how your views of topics may change once you get into the details. Half way through your undergrad you may discover that what you really want is to do simulations on solid state, or theoretical bigravity, or instrumentation. If I told the first year physics student me what I am doing a PhD in, he would be extremely puzzled. –  Davidmh Commented Jun 6, 2015 at 7:44
• 8 Harvard's cachet still beats Stanford's by a mile — Except in computer science, where it's the other way around. And neither is particularly good for quantum computing; dependng on your particular focus, you'd be better off aiming for a postdoc at MIT or Berkeley or Caltech. –  JeffE Commented Jun 6, 2015 at 15:56

You're still a high-school student and you may find that your interests change in university or later. Mine did, at least twice.

In any case, one's graduate research is often in a quite different area than one's undergraduate research (if any). (And then one's post PhD research may go far afield of one's thesis.) Neither school should limit your graduate options significantly. So go to the school you're most excited about.

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A Comprehensive Guide to Different Types of Research

Updated: June 19, 2024

Published: June 15, 2024

When embarking on a research project, selecting the right methodology can be the difference between success and failure. With various methods available, each suited to different types of research, it’s essential you make an informed choice. This blog post will provide tips on how to choose a research methodology that best fits your research goals .

We’ll start with definitions: Research is the systematic process of exploring, investigating, and discovering new information or validating existing knowledge. It involves defining questions, collecting data, analyzing results, and drawing conclusions.

Meanwhile, a research methodology is a structured plan that outlines how your research is to be conducted. A complete methodology should detail the strategies, processes, and techniques you plan to use for your data collection and analysis.

Research Methods

The first step of a research methodology is to identify a focused research topic, which is the question you seek to answer. By setting clear boundaries on the scope of your research, you can concentrate on specific aspects of a problem without being overwhelmed by information. This will produce more accurate findings. 

Along with clarifying your research topic, your methodology should also address your research methods. Let’s look at the four main types of research: descriptive, correlational, experimental, and diagnostic.

Descriptive Research

Descriptive research is an approach designed to describe the characteristics of a population systematically and accurately. This method focuses on answering “what” questions by providing detailed observations about the subject. Descriptive research employs surveys, observational studies , and case studies to gather qualitative or quantitative data. 

A real-world example of descriptive research is a survey investigating consumer behavior toward a competitor’s product. By analyzing the survey results, the company can gather detailed insights into how consumers perceive a competitor’s product, which can inform their marketing strategies and product development.

Correlational Research

Correlational research examines the statistical relationship between two or more variables to determine whether a relationship exists. Correlational research is particularly useful when ethical or practical constraints prevent experimental manipulation. It is often employed in fields such as psychology, education, and health sciences to provide insights into complex real-world interactions, helping to develop theories and inform further experimental research.

An example of correlational research is the study of the relationship between smoking and lung cancer. Researchers observe and collect data on individuals’ smoking habits and the incidence of lung cancer to determine if there is a correlation between the two variables. This type of research helps identify patterns and relationships, indicating whether increased smoking is associated with higher rates of lung cancer.

Experimental Research

Experimental research is a scientific approach where researchers manipulate one or more independent variables to observe their effect on a dependent variable. This method is designed to establish cause-and-effect relationships. Fields like psychology , medicine, and social sciences frequently employ experimental research to test hypotheses and theories under controlled conditions. 

A real-world example of experimental research is Pavlov’s Dog experiment. In this experiment, Ivan Pavlov demonstrated classical conditioning by ringing a bell each time he fed his dogs. After repeating this process multiple times, the dogs began to salivate just by hearing the bell, even when no food was presented. This experiment helped to illustrate how certain stimuli can elicit specific responses through associative learning.

Diagnostic Research

Diagnostic research tries to accurately diagnose a problem by identifying its underlying causes. This type of research is crucial for understanding complex situations where a precise diagnosis is necessary for formulating effective solutions. It involves methods such as case studies and data analysis and often integrates both qualitative and quantitative data to provide a comprehensive view of the issue at hand. 

An example of diagnostic research is studying the causes of a specific illness outbreak. During an outbreak of a respiratory virus, researchers might conduct diagnostic research to determine the factors contributing to the spread of the virus. This could involve analyzing patient data, testing environmental samples, and evaluating potential sources of infection. The goal is to identify the root causes and contributing factors to develop effective containment and prevention strategies.

Using an established research method is imperative, no matter if you are researching for marketing , technology , healthcare , engineering, or social science. A methodology lends legitimacy to your research by ensuring your data is both consistent and credible. A well-defined methodology also enhances the reliability and validity of the research findings, which is crucial for drawing accurate and meaningful conclusions. 

Additionally, methodologies help researchers stay focused and on track, limiting the scope of the study to relevant questions and objectives. This not only improves the quality of the research but also ensures that the study can be replicated and verified by other researchers, further solidifying its scientific value.

How to Choose a Research Methodology

Choosing the best research methodology for your project involves several key steps to ensure that your approach aligns with your research goals and questions. Here’s a simplified guide to help you make the best choice.

Understand Your Goals

Clearly define the objectives of your research. What do you aim to discover, prove, or understand? Understanding your goals helps in selecting a methodology that aligns with your research purpose.

Consider the Nature of Your Data

Determine whether your research will involve numerical data, textual data, or both. Quantitative methods are best for numerical data, while qualitative methods are suitable for textual or thematic data.

Understand the Purpose of Each Methodology

Becoming familiar with the four types of research – descriptive, correlational, experimental, and diagnostic – will enable you to select the most appropriate method for your research. Many times, you will want to use a combination of methods to gather meaningful data. 

Evaluate Resources and Constraints

Consider the resources available to you, including time, budget, and access to data. Some methodologies may require more resources or longer timeframes to implement effectively.

Review Similar Studies

Look at previous research in your field to see which methodologies were successful. This can provide insights and help you choose a proven approach.

By following these steps, you can select a research methodology that best fits your project’s requirements and ensures robust, credible results.

Completing Your Research Project

Upon completing your research, the next critical step is to analyze and interpret the data you’ve collected. This involves summarizing the key findings, identifying patterns, and determining how these results address your initial research questions. By thoroughly examining the data, you can draw meaningful conclusions that contribute to the body of knowledge in your field. 

It’s essential that you present these findings clearly and concisely, using charts, graphs, and tables to enhance comprehension. Furthermore, discuss the implications of your results, any limitations encountered during the study, and how your findings align with or challenge existing theories.

Your research project should conclude with a strong statement that encapsulates the essence of your research and its broader impact. This final section should leave readers with a clear understanding of the value of your work and inspire continued exploration and discussion in the field.

Now that you know how to perform quality research , it’s time to get started! Applying the right research methodologies can make a significant difference in the accuracy and reliability of your findings. Remember, the key to successful research is not just in collecting data, but in analyzing it thoughtfully and systematically to draw meaningful conclusions. So, dive in, explore, and contribute to the ever-growing body of knowledge with confidence. Happy researching!

At UoPeople, our blog writers are thinkers, researchers, and experts dedicated to curating articles relevant to our mission: making higher education accessible to everyone.

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Difference between Undergraduate Researcher and Undergraduate Research Assistant?

Trying to figure out which one I am now; I don't want to step on anyone's toes by saying something that I'm not. What exactly is the difference between these two titles and which one would describe me best? I am currently an undergraduate student who was given a position in a lab by a grad student working on his phd project and am earning credits from this for my university. Sorry if this is a dumb question.

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This spring, MatSE awarded forty-six bachelor of science degrees to a unique group of students—the Class of 2024. These were our COVID-19 pandemic students, who missed traditional high school graduation ceremonies and began their college careers during one of the most uncertain times in recent history.  

Today’s undergraduate students possess unique skills resulting from their experiences with blended in-person and online education. Many have refined their time management skills, adapted to learning and working in different formats, and have experience in collaborating virtually. From virtual learning platforms to AI-driven tools, they have navigated an ever-evolving digital landscape. These students are passionate about social justice, climate change, and inclusivity. Many have entrepreneurial ambitions, and their ability and drive to innovate set them apart. Mental health awareness has also been a priority to them, and their empathy and compassion stand out.  Read more

"Explore your future" video released

MatSE at Penn State is an international leader in materials education and research. As a top-ranked program, the department thrives on a rich collaboration between faculty, staff, students, and researchers to promote a well-rounded academic experience and innovative research opportunities. Our department offers ABET accredited degree programs at both the undergraduate and graduate levels. View video

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Two MatSE undergraduates receive Erickson Discovery Grants

The Erickson Discovery Grant, which funds independent research projects for undergraduate students, has been awarded to 43 recipients this year. 

The Rodney A. Erickson Grant program is administered by the Office of Undergraduate Education and is designed to support undergraduate student engagement in original research, scholarship and creative work under the supervision of a research mentor. Students may use the grant to cover living expenses and project costs like supplies and travel.  Read more

Mervosh named spring 2024 Earth and Mineral Sciences marshal

Michael Mervosh has been named Penn State's College of Earth and Mineral Sciences’ student marshal, the top graduate overall; and Brenden Franks has been named the college’s science honor marshal, the top graduate in a non-engineering discipline. 

Mervosh earned his bachelor’s degree in materials science and engineering. He will be graduating summa cum laude with a 4.0 cumulative grade-point average. Read more

Undergraduate Research Award: Excellence in Information Literacy

Penn State Libraries presented its seventh annual Undergraduate Research Award: Excellence in Information Literacy honors at the end of the spring 2024 semester.

Vyom Mehta, undergraduate students, materials science and engineering, was the fall 2023 EMS Library winner for “Platinum: Insights into the Hydrogen-based Solution for the Fossil Fuel Problem.” Read more

2024 Spring MatSE Awards Celebration 

This year marked the twenty-second annual MatSE Awards Celebration recognizing the achievements of MatSE students, staff, faculty, and alumni whose contributions continue to make MatSE a top-ranked materials science and engineering program.  Read more

2024 MatSE Spring Awards Celebration

This year marked the twenty-second annual MatSE Awards Celebration which recognized the achievements of MatSE students, staff, faculty, and alumni whose contributions continue to make MatSE a top-ranked materials science and engineering program. The event was also an occasion for MatSE to express appreciation for the generous support received throughout the year from alumni, friends, and partners. It is their generosity that is critical in furthering the MatSE mission. View video

Recording from the 2024 Annual MatSE Awards Celebration held on April 11, 2024.

2023-24 MatSE Memories

This academic year has given us many things to celebrate in the MatSE at Penn State. Here is a look back at some of the great times the MatSE family has shared during the 2023-24 academic year. View video

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Stanford will resume requiring either the SAT or the ACT for undergraduate admission, beginning with students applying in fall 2025 for admission to the Class of 2030. Stanford will remain test-optional for students applying in fall 2024 for admission to the Class of 2029.

Test scores represent only one part of a holistic review of each applicant to the university, for which academic potential is the primary criterion for admission. Performance on standardized tests is an important predictor of academic performance at Stanford, a review by the faculty Committee on Undergraduate Admission and Financial Aid has confirmed. The renewed testing requirement will allow Stanford to consider the fullest array of information in support of each student’s application.

Stanford paused its testing requirement in 2020, during the COVID-19 pandemic, beginning with students applying to the Class of 2025. Since then, undergraduate applicants to Stanford have been welcome to submit test scores but have not been required to do so.

The university is reinstating the test requirement in a manner that will allow all students enough lead time to plan and prepare for testing. Scores from the SAT or ACT will only be required beginning with students applying in fall 2025 for admission to the Class of 2030.

Stanford will continue to review applicants in context, and to consider each piece of an application as part of an integrated and comprehensive whole. More specifically, the university evaluates academic achievement and potential in the context of each student’s background, educational pathway, work and family responsibilities, and other factors. Additional information is available on the Undergraduate Admission website .

Office of Undergraduate Research

“It takes a village”: Princeton celebrates the second year of the Summer Research and Learning Village

Once again, Princeton University is hosting undergraduates from Princeton and other universities in the second year of its Summer Research and Learning Village, a program that enables students to live, learn, and socialize in a proximate community on campus.

In 2023, the program’s inaugural year, the Village, which was centered on Poe Field, housed more than 750 students who were participating in a variety of activities on campus, including internships, courses, and jobs, as well as students conducting senior thesis research. Students enjoyed meals together at the Yeh-New College West Choi dining hall and participated in social and wellness events organized by the program’s Residential Life Coordinators, or RLCs. 

“I gained my first biology research experience this summer, in a lab studying the structure of molecular interactions essential for the survival and replication of parasites including those that cause malaria,” said sophomore Maria Karakousis, an intern in the Office of Undergraduate Research Student Initiated Internship Program (OURSIP). “Summer Village programming such as smoothie-making and movie nights, as well as eating all of my meals in the dining hall with other student researchers from across disciplines, enabled me to still meet new people and gain diverse perspectives this summer despite my daily work schedule.”

Another undergraduate researcher noted that the Summer Village enhanced the overall experience. “It was great to live in close proximity to other students that were doing similar programs to myself, especially since I was not a Princeton student. The events I did attend were good, because there wasn't a whole lot to do on weeknights, so it was nice to get out without having to go off campus. Meals were also a huge help considering we were participating in our programs for 40 hours per week.”

“They say it takes a village, and it really did take a village to put this program together,” said Pascale Poussart, director of the Office of Undergraduate Research. “It is the result of a multi-year cross-campus collaboration between the Office of the Dean of the College, University Services, the Office of the Vice President for Campus Life, the Office of Information Technology, and others.”

Summer is unique in that it offers students fully immersive hands-on research and learning experiences, Poussart explained. “But campus is quiet in the summer, especially in the evenings and weekends, and it can get lonely for students. Having a Summer Village gives students an opportunity to live with peers pursuing a wide range of research projects and interests, to learn from each other, and build community.”

Much of this community building is in the hands of the RLCs. “The RLCs are live-in professionals that assist in cultivating a welcoming and cohesive residential community,” said Mellisa Thompson, senior associate dean of undergraduate students. 

Last year, the RLCs planned a host of fun experiences for participants that ranged from ice cream and s’more socials to rock climbing, tennis, yoga, and kayaking. Villagers also made excursions to local destinations such as McCarter Theatre and Six Flags and attended professional development workshops on topics like graduate school and career planning.

Students attending Village Kick-Off event, where they meet RLCs and are formally welcomed to summer by university leadership.

“The summer residential programming is focused on community building and health and well-being,” Thompson explained. “The RLC programs take place during evening/nights and weekends in the Summer Village residential spaces. RLCs arrange for weekly, delicious treats and interactive activities.”

Princeton faculty also appreciated the programming the Village provided student researchers. “In prior years, faculty like myself, who host summer students — I usually have about five summer undergraduate students in my lab — had to worry about the students having an adequate social life, like the opportunity for healthy food and on-campus entertainment, and not to feel lonely outside of internship research,” said Claire Gmachl, the Eugene Higgins Professor of Electrical Engineering and associate chair of the Department of Electrical and Computer Engineering. “The Summer Research and Learning Village has taken that worry away. Several of my summer students were living in the Village, and the Freshman Scholars Institute students who I interacted with, too, were living there. Hearing their stories made me convinced that the Village was a great success; providing a cohesive living community for the summer on-campus folks.”

Students in the Summer Research and Learning Village participated in a wide range of programs, including civic service and community engagement, engineering, entrepreneurship, environment and energy, humanities and social sciences, life sciences, and natural sciences. Caitlin Larracey, assistant director of the Office of Undergraduate Research, notes, “The Village brings together students across activity types, encouraging interdisciplinary learning and creating occasions for Princeton and visiting undergraduates alike to consider the connections across their research, service, and professional development. It was very important to us in the planning of the Village that students would be thoughtfully housed over the summer to allow for organic opportunities that would take students outside their daily research, working, and learning community so that it might expand in meaningful ways.”

Students in 2024 summer programs on Princeton’s campus can expect a similar village-type setting for their experience. A cross-functional team of Princeton staff have worked collaboratively to build a robust program that will include panels, workshops, dinners, and lectures supporting students’ academic skill development, graduate school plans, career prospects, community engagement and service practices, and individual and community wellbeing. In addition, Summer Village residents will continue to be housed in air-conditioned dorms surrounding Poe Field and will dine together in Yeh-New College West Choi Dining Hall.

Please visit the  Summer Research and Learning Village website for more information.

Sharing findings at the annual Research in Undergraduate Mathematics Education Conference

Posted in: Faculty and Student Research , Presentations , Students and Alumni

Doctoral student, Amy Daniel, and faculty, Dr. Joseph DiNapoli , recently presented findings from an exploratory study at the annual Research in Undergraduate Mathematics Education conference in Omaha, NE . Their presentation addressed students’ attitudes and perseverance in problem-solving in undergraduate precalculus. They shared findings that suggested relationships between precalculus instructors’ incorporation of problem-solving, understanding and advancing student thinking, and making connections during class to the development of positive attitudes toward mathematics and improved perseverance in their students.

Amy was the lead presenter and primary researcher. Great job, Amy!