Exploring research and creative inquiry as an undergraduate is a great way to learn more about a subject and yourself, and to discover new career options and interests. 

Finding a Research Experience

Magnifying glass with paper

Getting involved in research is a choice you can make during your time at the University of Iowa. It is a way to get involved, ask questions, and gain new skills. Research expands across all majors and most research experiences at Iowa take place in the form of mentored projects where you will be working with a small group outside of class. These experiences often do not require much prior experience, are extremely beneficial, and can help you achieve your goals.  

When considering entering a research experience, students should ask themselves a few key questions:  

  1. Why do you want to get involved in research?  
  2. What are your goals? (Both for the experience as well as for your career) 
  3. How much time do you have to commit to your research? 

After you have thought about what you want your experience to look like, if you are ready to start on your journey, take a moment to browse current postings on the OUR website and on Handshake. If you’d like more information, reach out to any of these resources to ask questions:  

If you don’t see any positions posted that match your interests, reach out to a faculty member in that area. Faculty are used to receiving emails from people they may not know, and often look forward to hearing from interested undergraduate students. If you would like to see template emails to model your own on, check this link. 

 

Starting in a Research Experience

Stopwatch

Once you have found a research experience and are ready to begin, there are a few first steps to do: 

Read over the UI mentoring materials and set your expectations. 

Make a SWOT evaluation for yourself

Working with your future mentor to set expectations, identify skills you want to grow, and goals you’d like to achieve will help make sure everyone is on the same page and increase the chance for a successful partnership.  

If you are unsure of how to meet with your mentor to talk about your research experience, check out our resources. 

 

While in a Research Experience

Mentor and Mentee

Research groups are dynamic environments that vary in numerous ways: the number of individuals that are affiliated and their roles and responsibilities. For example, your research group may include graduate students, post-doctoral scholars, research staff and other undergraduates. On the other hand, you may be carrying out a project under the direct supervision of a faculty member. Regardless of the size, It is important to align expectations with your research mentor so that you have a common understanding of what you expect to get out of the experience.  

In addition to the different social dynamics in research groups, there may be different training requirements. Be sure you check with your mentor to ensure you have completed all necessary training prior to your start date. These trainings may be compliance-based or discipline-specific, but they are likely to be required to ensure safety and ethical standards are upheld in the research setting. These requirements are necessary to protect both you and the integrity of the research. 

As you begin to learn more and delve deeper into your project, it is normal to feel overwhelmed with information. Here are some tips to improve listening skills so that you have a solid understanding of the feedback you are receiving and next steps.: 

Giving and receiving feedback is critical to your own professional development and is a skill that you can develop over time. 

It is not uncommon for barriers in communication to arise. After all, taking part in research or creative work is largely a social activity. If you do encounter conflicts that you find are impacting your ability to thrive in that environment, consider the suggestions in this document:  

As you engage in research it is important to reflect on the experience and what you are learning. The purpose of these questions is to help you think critically about your research process, skills, challenges, and achievements. 

  • How have your research goals changed or evolved since the beginning of your project? 
  • What are some of the challenges or difficulties you have faced or anticipate facing in achieving your research goals? 
  • What are some of the successes or accomplishments you have achieved or expect to achieve with your research project? 
  • What are some of the feedback or suggestions you have received or sought from your mentor, peers, or other sources? 
  • What are some of the research skills or methods that you would like to learn or improve further in your project or in the future? 

 

Closing a Research Experience

Idea

Closing out a research experience is an important step in your learning process. It is a time to reflect on what you have accomplished, what challenges you have faced, and what skills you have developed. It is also a time to acknowledge the contributions of your mentor and peers, and to celebrate your achievements. You may want to document your research outcomes in a portfolio, presentation, or publication, depending on the nature and scope of your project. 

Closing out a research experience is also an opportunity to think about your next steps in your research journey. You may want to continue working on the same topic or explore a different one. You may want to pursue further education or a career related to your research interests. You may want to seek out new mentors or collaborators who can support your growth. Whatever your goals are, closing out a research experience can help you identify them and plan accordingly. You can use the resources below to guide you through this process: 

 

Summer Research Opportunities

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In addition to getting involved in research during the academic year, there are many incredible opportunities for undergraduates to get into during the summer. Check out the Office of Undergraduate Research's Summer Research Experience page for more information.