The role of undergraduate research has been debated recently, including in the Gazette. Presenting at conferences or writing for journals alongside one’s studies may prove draining, but presents many opportunities to students, particularly those considering graduate studies.
Conducting and presenting original research at the undergraduate level offers many benefits. As was previously pointed out, these include recognition and dissemination of one’s work, and development of transferable communication skills. To students considering a research-based graduate program, practicing research and presentation also provides a unique and valuable glimpse into what lies ahead.
Graduate school, particularly a research-based program, is very different from undergraduate study. There is a stronger emphasis on research, and a higher level of independence and self-direction is expected. Individual projects are more involved, with longer intervals between feedback and evaluation. There is less opportunity to change pace by switching between simultaneous assignments. Working productively (and happily) in this regime is quite different from the demands of most undergraduate programs.
When applying to graduate school, students commit to at least two years (longer, if planning a doctorate) of study, often without much experience in the type of work they’ll be conducting. I entered my master’s program having worked as a research assistant, but without experience presenting my work for a journal or conference. I found the style of work at the master’s level to be a real adjustment. While I thrived on the increased independence, I struggled with the shift in feedback (no more several-times-weekly assignment grades). Being new to writing professionally in my field, I was intimidated working with other researchers. Engaging in undergraduate research gives students a feel for what grad school might be like, and enables them to make a more informed choice about whether this is a good match for them.
Research can also be a meaningful teaching tool, when incorporated into coursework. Research projects often require a hands-on approach, and shift ownership of learning to the student. Working with real-world data and problems can be particularly motivational, and helps to put coursework into context beyond the classroom. Additionally, research often requires a combination of individual and group effort that is representative of working environments both within and outside of academia.
Undergraduate research also presents some challenges. As previously noted, these include additional work for students already stretched thin, and potentially leaving some students at a disadvantage (if they’re not participating). While research experience provides an advantage for students applying to grad school, this is likely less consequential for students looking for work outside of academia. For students intent on grad school, the benefit of ‘testing the waters’ with research in undergrad probably outweighs the downside of additional work. Some may argue that undergraduate research is not scrutinized at the same level as graduate work, making it a less effective tool for evaluating research as a career choice. It’s likely, however, that the adjustment from coursework to a research-based program is more significant than the variability of mentorship styles among supervisors.
Undergraduate research offers many benefits, particularly to those students intending to pursue graduate school. Not every student is interested in research as a career option, but for those who are, presenting their work in conferences and journals bolsters their CV, provides an opportunity to hone communication skills and offers a chance to assess whether grad school is a good fit.
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