research experience help

Princeton Correspondents on Undergraduate Research

Tips for Writing about Your Research Experience (Even if You Don’t Think You Have Any)

If you’re someone who hasn’t yet done formal research in a university setting, one of the most intimidating parts of the process can be simply getting your foot in the door. Just like the way your options can seem very limited when applying for your first job, asking for a research position when you have no “experience” can seem discouraging — maybe even to the point of causing you to question whether you should apply in the first place. With that being said, there are some simple tips you can employ when applying for research positions to highlight the link between your existing interests and the work of the position for which you are applying.

First things first: tailor not just your cover letter (for applications that ask for it) but your resume to the position for which you are applying. Even if you’re just sending a casual email to a professor to ask about the research that they’re doing, as a rule, it never hurts to attach your resume. I also like to think that submitting a resume even without being asked to shows that you’re serious about doing research, and have taken the time to put together a thoughtful inquiry into a position. If you’ve never written a cover letter or resume before, don’t fret. The Center for Career Development has some great online resources to help you create one from scratch. If you are looking for more individualized help, you can also schedule an appointment to get one-on-one feedback on your application at any stage in the writing process.

One of the things that I’ve found, however, is that the single-page format of a resume often isn’t enough space to include all of the information about every single thing you’ve ever done. Rather than trying to jam as many impressive accomplishments as you can onto a page, your goal should be to create a resume that gives a cumulative sense of your interests and experiences as they relate to the position for which you are applying. One of my favorite ways to do this is to create a “Research” section. “But Kate, what if I don’t have any research experience?,” you ask. Remember that paper you wrote about a painting by Monet in your favorite class last semester? Write the title down, or even a sentence or two that summarizes your main argument. The art museum you’re hoping to do research at will love knowing that your interest in their current exhibition on Impressionism is rooted in classes you’ve taken and the projects you’ve done in them, no matter how new you may be to a topic. Your interest in a specific research position has to come from somewhere, and your resume is an important part of demonstrating this to others.

What I would like to reassure you of is that it’s normal to be an undergraduate with very little research experience. The people reading your application —whether it be for an official program or even if it’s just a friendly email with a few questions— know that you are a student and will probably be excited to offer you guidance on how to get involved with more specific research projects even if all you have to offer at this point is enthusiasm for the topic. Working in a lab or with a professor on a research project is an opportunity designed to help you learn above all else, so it’s ok if you don’t know what you’re doing! It goes without saying that having little experience will make the final result of your research experience all the more worthwhile because of the potential to gain knowledge in ways you haven’t even imagined.

— Kate Weseley-Jones, Humanities Correspondent

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How to Get Research Experience

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Working in a research setting can help make you a competitive medical school applicant and help you to determine if a career in medicine or medical research is right for you

How do I find a research position?

If you’re currently in college, check with your institution’s science or undergraduate research websites for opportunities to assist with faculty research projects. You can also review faculty bio pages and lab websites for more information. Next, reach out to your immediate network: express your interest in assisting with a research project to your science professors, academic advisor, and your pre-health advisor.

Try exchanging ideas with your peers and upper-classmen for advice on research opportunities at your institution. You can also ask peer advisors, resident advisors, or any fellow premedical students for introductions to principal investigators (PIs). You might even try the “Undergrad-Grad-PI” method. This is where you first reach out to undergraduate students in research labs to learn about their responsibilities; they oftentimes are more responsive. Then, reach out to the graduate or post-doc students to learn about the research question being investigated. After this, read the most recent paper or abstract the lab published. Once you complete these steps, you can approach the PI more confidently and more effectively demonstrate your commitment to and understanding of their project.

Your school’s career center or student employment office may know about research job openings, and they can also offer resume help and go over interview tips and techniques. Remember, opportunities may be on or off campus, full- or part-time, paid or unpaid, or part of a summer program. Once you find a position, you can connect with your school’s fellowships or awards office to inquire about research funding opportunities.

If you’ve already graduated, consider looking into open positions. Research hospitals, universities, and biotech companies are always looking for lab technicians or clinical research coordinators (CRC). Job opportunities are typically posted on the career pages of their websites.

When should I begin gaining research experience in college?

Some premedical students begin their research experiences during their first year of college, and others begin research positions after they have already graduated. On average, most students secure a research position junior or senior year. There are three big factors that will impact this:

• Your level of interest in pursuing research. If you are really excited to investigate a question under a mentor, you might find yourself reaching out to professors early and often. Other students may focus on gaining clinical experience, and therefore wait later in their academic career to start research.
• Readiness for the research project. Different PIs will have different expectations for preparation. A research project might require you to first take coursework in basic lab sciences, statistics, or another advanced topic specific to the project. Other PIs may prefer to train you “on-the-job” through their graduate or post-doc students. This will impact when you are ready to join a project.
• Finding the right research project. There is a process of reviewing different PIs and research projects to find the right fit for you. What subject do you want to investigate? Do you want your research project to take place in a lab or non-lab setting? Is there an independent question you want to investigate with the help of a mentor?

When is the best time to look for a position?

According to Kate Stutz, Ph.D., Director of Pre-Health Advising at Brandeis University, if you’re interested a research position during the academic year, the best time to look for positions is at the very beginning of the semester. There also tend to be a lot of research opportunities in the summer, both paid and volunteer, through set programs like the National Science Foundation’s Research Experience for Undergraduates (REUs). It’s best to start applying for summer research positions in December-February for the upcoming summer. Remember, typically there are more applicants than available spots so get your applications in early. Each undergraduate institution will be different, therefore make sure to connect with your advisors and peers for feedback on when to start looking.

What’s the best way to apply?

The outreach email message that you send to potential research faculty is very important. This message should include a formal introduction of yourself, evidence that you are familiar with their research project(s), and a clear, specific ask. Identify what you hope to contribute to the project. Do you want to clean the glassware or analyze lab findings? Consider attaching your resume as well. Dr. Stutz stresses that networking and persistence are crucial to finding a position. Make sure you’re using all of your network, including your peers and professors, to find open positions. Don’t be afraid to send follow up emails; faculty are very busy and often overlook emails. Sometimes, it can be even more effective to stop by a professor’s office hours to hand deliver your materials and indicate your interest in person.

How should I prepare for an interview?

With any interview, it’s important to make a good impression. Be sure to dress appropriately. Come prepared with a resume. Use your campus career center for advice on proper attire and resume best practices.

Often during interviews, you’ll be asked about your career goals. It’s helpful to be able to speak about the steps you plan to take to meet those goals. Talk about classes you’ve taken, especially upper-level science courses. Speak about your skills, your knowledge of techniques, and the equipment you’ve used throughout your coursework. Be prepared to discuss the lab experiments you’ve completed. If you’ve done any sort of research—even in your coursework—keep track of it. This shows you have experience. Lastly, interviewers often ask candidates if they have any questions. Dr. Stutz suggests asking something that indicates you’ve done your own research into their project. You could ask where they see their research going in the next three years or what challenges they anticipate. You could also ask about expectations for undergraduate researchers; do they expect you to work 20+ hours a week? Full time over the summer? Do they require you to have work study or to sign up for research credits? Asking these questions ahead of time can help you plan ahead and determine if this position is the best fit for you. Check out these  interview resources  for more tips.

Does research experience have to be in a wet lab?

No! Research can be performed in any field or subject. We’ve had successful applicants with research in classics, sociology, history, and policy, as well as applicants with research in biology, biochemistry, and neuroscience. Medical schools value all types of research. Research can take place in a scientific lab that requires advanced devices and procedures to obtain data for analysis. Research can also take place in the humanities or social sciences where participant interviews or surveys are needed to obtain an individual's life perspective. The clinical research field is constantly investigating patient outcomes and how to improve care through clinical trials or analysis of patient data. As a premedical student, consider what question you want to investigate further. Do you want to learn more about how health inequities impact disadvantaged communities in your area, or perhaps you want to know more about the protein channels involved in memory cognition? Once you choose a direction, you can then partner with a research PI for guidance on how to navigate your question. Sierra Perez, Pre-Health Advisor at Brandeis University, shares not to be afraid to get creative with your research question. She has been impressed by the medical school applicants who have created independent questions that address the community needs. “Applicants are recognizing the critical needs of specific populations, such as homelessness, LGBTQ+, veterans, youth with disabilities, etc.,” she stated. “There is also a demand for translational researchers, or individuals who can take complicated bench topics and apply it to the clinical world.”

Is research experience required to be accepted to medical school? 

It depends. Some medical schools are very research focused; they may require a research thesis or have research time built into the curriculum. Other schools are more community or clinically focused; they would rather have an applicant work in a healthcare setting or volunteer at their local soup kitchen than be at the bench moving clear liquids from one test tube to another. Research experience (in whatever discipline) is helpful for developing some of the Premed Competencies , such as critical thinking, quantitative reasoning, scientific reasoning, as well as teamwork and oral communication skills. How much you should engage in research depends on how much you enjoy it once you try it!

The majority of accepted medical school applicants have some form of academic or clinical research at the time they apply. Competence in research has become increasingly important in the medical field to improve patient care outcomes.

You can also review medical school mission statements to see if research is a focus at a particular school. You can read each school’s mission, and the number of accepted students in their most recent class who had research experience, in the  Medical School Admission Requirements . Remember, it’s best to pursue experiences that you’re genuinely interested in, rather than just to check a box, but you may not know if research is for you until you give it a try.  

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How to List Research Experience on Your Resume

Applying for a role that requires research skills? Here’s how to list your research experience on a resume, with examples you can follow.

3 years ago   •   7 min read

Research experience isn’t just for science and academia. Research is a valuable skill that’s required for a number of roles and industries, which means it almost certainly has a place on your resume. And no — that doesn’t mean writing “research” in your skills section and moving on.

Why you should list research experience on your resume

If you’re applying for a job that involves research, listing research experience is a no-brainer. Research-specific positions, scientific jobs like Research Assistants , Lab Assistants or Technicians, graduate school applications, and most jobs in academia all require evidence of research skills. Even outside these positions, research experience demonstrates valuable transferable skills, like critical thinking and attention to detail . Which is not to say that you need to include research experience on every resume — if it makes you a stronger candidate, include it, but if it isn’t relevant and doesn’t add anything else to your candidacy, leave it off.

Research experience resume example

Before we dive right in, here's a sample resume that emphasizes research skills. You can use this as a template or as inspiration to write your own resume from scratch.

Download: PDF | Google Docs

How to list research experience in your resume

Like a lot of desirable skills, research is a soft skill , meaning it’s not something you can claim as an objective fact on your resume without backing it up. What you can do instead is prove it — what previous role involved a lot of research? What resume accomplishments do you have that highlight your research experience? Showing how you used research skills in action is the best way to demonstrate the value you could bring to the company and role you’re applying for.

There are a number of ways you can highlight research experience on your resume:

In a dedicated section

In your work experience, in your education section, listing research publications, in a projects section, in your skills section, in your resume summary.

Let's take a look at each of these options in a little more depth. But first, let's look at an annotated example to help set the context.

If you come from a research background, you might want to title your work experience ‘Research.’ Alternatively, you could create two experience sections — one titled ‘Work Experience’ and one titled ‘Research Experience’ — if you also have a lot of non-research experience but want to highlight your most relevant experience first. You can go into more detail when applying for a research-focused role by describing the project and specifying the nature of the research and your role in it.

More information: How to title different sections of your resume

Including research experience in your main work experience section is appropriate if it was paid work or if it was your most recent and relevant experience. List the employer — for example, the university or research department — job title, dates, and accomplishments, just like you would any other work experience.

More information: How to list your work experience on your resume

If you’re a current student or recent graduate, you can list your education section at the top of your resume. You can also make this section a little more comprehensive if you don’t have a lot of work experience, by including things like awards, coursework, and academic research.

If you undertook research as part of your studies and it demonstrates skills relevant to the job you’re applying for, list your research accomplishments in bullet points under the education section of your resume.

More information: The must-haves when writing your education on your resume

If you have a lot of publications that came out of your research, and you want to draw attention to them — and if they’re relevant to the job you’re applying for — consider creating a separate publications section . Formal publications like these are an excellent way to add credibility to your research experience.

List each publication in a new bullet point with the title, year, and name of the magazine, website, or journal. Academic publications can be listed more formally if it’s relevant, like if you’re applying for graduate school or a role in academia.

When it comes to listing research on your resume, like other soft skills, you need to show you’ve used this skill in your previous roles by showcasing your research related accomplishments. Upload your resume to the tool below to find out if your resume highlights your most relevant research experience and achievements.

If your research experience is less extensive or wasn’t quite relevant enough to include alongside your work experience or education, you can still highlight it in a projects section. Keep this brief and include 1-2 bullet points showcasing your key research accomplishments.

More information: How to list projects on a resume

Research skills can go in your skills section — as long as they’re hard skills. Steer clear of listing generic skills like “Research” — instead, use our keyword finder to look for relevant skills and keywords and include specific hard skills like data analysis, project management, software proficiency, and certifications.

You can also use the skills search tool below to get a list of hard skills relevant to the research-focused role you’re applying for.

More information: How to write a resume skills section

If you’re applying for a position where research experience is essential, consider emphasizing your experience by including a short resume summary at the top of your resume. This should include the title of the job you’re applying for and a brief overview of your background and key skills.

More information: Generate a summary for your resume

Examples of listing research experience on your resume

No matter where you choose to include it, always list research experience in concise, accomplishment-focused bullet points . These should follow the structure of action verb + what you did + what the result was. Here are some examples of resume bullet points you can use or modify to suit your own research experiences.

Highlight research projects

• Assisted with cell development research projects as part of the Leukemia Research team — identifying cell changes, determining cell counts and coulter counters with 98% accuracy.

If you have significant research experience, describe it! The more relevant it is to the position you’re applying for, the more detail you can go into. Make sure to specify exactly what stages of research you worked on and what your contribution was.

Mention awards for your research

• Awarded “Total Quality Award” in recognition of consistent high standards of quality work for research excellence (only 3 awarded in class of 500).

If the high quality of your work has been acknowledged by an award, early promotion , or similar outside recognition, include it! In addition to the name of the award or accolade, don’t forget to specify context (e.g. 'out of class of 500 people' to increase its credibility.

Demonstrate technical expertise

• Created over 75 3D models with CAD tools such as Solidworks and ANSYS.

If you have experience with specific software or tools that you’ll be using in the position you’re applying for, include a bullet point accomplishment specifying how you’ve used them. While this isn't direct 'research' experience, it uses tools that are relevant to research projects — this is a good way of showing that you have research skill sets without having formal research experience.

Use 'research-focused' action verbs

• Researched and edited two articles and one book chapter on prenatal substance abuse, policy implication of Human Genome Project.

Use action verbs like "Researched" or "Scoured" which clearly emphasize research skills. In some cases (like in this example), you can list publications in your bullet points itself. If you’ve authored academic papers, books, or articles, this is a great way to show the validity and importance of your research.

Include accomplishments related to research studies

• Oversaw screening and recruitment of over 100 participants to study, liaised with laboratory personnel and site coordinators to ensure study is completed on time with 100% success.

Not all research positions involve pure research. Make sure you highlight appropriate related accomplishments, like managing research study participant data and enrolments or managing a team of research assistants.

Include accomplishments relating to research in your field

• Conducted legal research; organized and analyzed data and evidence for over 50 cases annually.

If research is part of the job description, make sure you include at least one bullet point highlighting how you’ve used those skills in the past. Including metrics, like the number of cases you’ve researched, contextualizes your accomplishments and helps them stand out.

• Conducted marketing research for both buy-side and sell-side resulting in 15 strong leads.

Research isn’t just limited to science and academia. Demonstrate your skills in action by the context and end results of your research, like the number of leads it generated or the increase in sales figures.

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Getting involved in research as an undergraduate: nuts and bolts

Research experience consistently emerges as a top criterion for admission into graduate school and for employment in competitive positions. But gaining research experience is largely dependent on your own initiative. That can prove intimidating, so in this article I highlight the key steps in the process of obtaining research experience.

The benefits of student research boil down to two dimensions (Landrum & Nelsen, 2002). The first might be labeled “specific skills,” including developing research ideas, conducting literature searches, analyzing data, using statistical procedures, preparing conference presentations and improving writing ability. The second dimension might be named “interpersonal goals.” These entail influencing decisions about employment or graduate school, enhancing teamwork, forming relationships for letters of recommendation and developing leadership. You seek both types of benefits in securing a research experience as an undergrad. 

Choose a path

Here are five common avenues for undergraduates engaging in research. 

• Volunteer to work with a faculty member on one of his or her research projects.
• Complete a student research program for a notation on your transcript but not academic credit. Students identify potential professors to work with from a faculty directory of research interests, jointly complete a learning contract and then devote a minimum number of hours (say, 75) throughout a semester working directly with the faculty sponsor.
• Take independent psychology research for academic credit. This entails individual study and research under the supervision of a faculty member and is ordinarily limited to junior and senior psychology majors.
• Work or volunteer for a researcher outside of your university — in a hospital, medical center, research institute, private industry or community-based organization, for example. Especially in large cities, researchers with major grants depend upon students for many elements of study management, data collection and statistical analyses.
• Complete an honors thesis in either a departmental or a university-wide honors program. Many schools allow motivated students to complete an honors thesis, an original study that the student conceptualizes, conducts, analyzes and has some hope of presenting at a regional conference or even publishing.

Whichever path you eventually take, the procedures are quite similar. Following is a nuts-and-bolts guide to help you make the most of your research experience.

Determine your interests

An initial step is finding a research area that interests you. A good place to begin is to read through your department brochure or website describing faculty interests and current research. Visit with the director of psychology advising or the director of undergraduate studies in the psychology department (if a large university) or the department chairperson (if a smaller college) to discuss research possibilities. Speak to other students in the major about potential faculty mentors. Look for professors who have a proven track record of scholarly publications.

Once you have a list of faculty interests, you may find someone interesting but not be sure exactly what the research is all about. If publications are not provided on the departmental website, or if reprints are not posted in the department, then you can go to PsycINFO and read what that professor has published over the last five to seven years. This should make it easier to decide which professor you would like to approach to volunteer to do research with. Do not narrow your choices too quickly . Find at least two or three professors whose work initially interests you.

Select professors

Next, find out more about that professor as a person. Do you know people who have taken a class with him or her? Are there other undergraduates working with this professor now? What do they do, and what is it like working under this person? Is the professor easy to get along with? Is the professor helpful to students? 

Some professors maintain large research facilities and employ vast numbers of undergraduates to help them with their data collection and management. If there are 10 undergraduates working in a lab, the attention given to each individual tends to decrease, as well as the value of the research experience. On the other hand, some large laboratories provide unique research opportunities unavailable elsewhere. The key is to talk to students who have worked there to learn about their experiences and determine if former students have had success applying to graduate school.

An optimal research context, then, is one in which a faculty member or research mentor has an established reputation in his or her field, a record of producing publishable research, interests similar to your own, a history of working successfully with undergrads and a propensity to share authorship with students. Be guided by these principles in selecting professors to approach, but do not expect all these qualities to be available to you.

Make contact

Now it’s time to make yourself known to the faculty researcher. Of course, it is natural for you to feel nervous. Again: Read what the professor has written and remember that you are offering your services free of charge. 

Here are 10 quick pointers in asking for a research assistant (RA) position: 

• Go during office hours. 
• Bring a CV or resume. 
• Begin with small talk.
• Express interest in his/her research. 
• Manifest positive nonverbal behaviors. 
• Ask explicitly to serve as an RA. 
• Explain why you qualify for the position.
• Ask for decision date.
• Thank the professor for his/her time.
• Have a backup plan.

A good opening line might be, “Hello, Dr. Freud, my name is Chris Smith. I’ve been reading on autism and came across several articles you’ve written. I’m pretty interested and was wondering if I could help with your research projects.”

“Well Mr./Ms. Smith, I’d be very interested in speaking with you about helping with my research.” You have made the contact and off you go.

If the professor does not need help, you have lost nothing and gained experience in asking. Ask if he or she knows of someone with similar interests who is looking for help, or simply approach the next person on your list.

Either way, you are on your way to acquiring the research fever in psychology as an undergrad. Go get ’em.

About the author

Undergraduate research experience: A roadmap to guide your journey

Tips and tricks for finding and applying for research experiences and internships

Undergraduate research opportunities and internships

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A student’s guide to undergraduate research

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Originally written by Shiwei Wang for Nature journal in March 2019.

Participating in original research during your undergraduate studies can greatly expand your learning experience. However, finding the project can be a challenging task, so here’s a short but comprehensive guide that can help you get the most out of an undergraduate research opportunity.

Choose the right lab

Learn to think like a scientist. A lot of people start their undergraduate research by glancing at the faculty list and e-mailing multiple professors whose work seems interesting. Although this might get you a position somewhere, it is not the most effective approach. Before looking at labs, dive into the science to find out which areas fascinate you. Read a lot, go to talks, and talk to your professors not just about their classes, but about science in general as well.

Subscribe to e-mail newsletters from journals such as Nature and Science. Try to read research highlights and science news regularly. Podcasts and articles by, for example, Nature, Science, Scientific American or Quanta can also be interesting sources of information. Follow academics, journals and universities on Twitter. Start your undergraduate research by learning more about science, thinking like a scientist and working out what you love.

Look for questions, not subjects. You might have chosen a major to study, but don’t let this limit your search for research labs. Modern labs are interdisciplinary and very different from what you do in undergrad labs. Instead of limiting your search to your department, try to look at labs in all related departments. Choose labs on the basis of the questions they’re trying to answer.

Mentoring is as important as research. Contact group members to learn about your prospective laboratory’s environment. Are the group members close? Is the lab friendly or competitive and condescending? Is the lab head hands-off or hands-on? The size of the group is also important. If you join a small group, you’ll have a higher chance of being mentored directly by your principal investigator, whereas in a big group, you are more likely to be mentored by a postdoctoral researcher or graduate student.

Reach out with confidence. Once you’ve determined that the research programme interests you and the group dynamic is healthy, send the principal investigator an e-mail. Make sure to explain why you’re interested in working in the lab and that you have spoken to other lab members. Be patient if they don’t reply. If you don’t receive a response after a week or so, send a second e-mail or reach out in other ways, such as by asking group members to enquire for you.

Get the most out of the experience

Start your research with reading, and keep on reading. Usually, the principal investigator will assign you a mentor and a project. Ask for literature to read: learning about the state of the field and why the work is important will help you to push the project forward. Read about your field as well as other, totally unrelated fields. As an undergraduate, you have the freedom to change your major and your future plans. Make sure to strike a balance between reading and conducting experiments. It’s hard to do both at the same time, but it will make you a better scientist.

Set specific goals for yourself and let your mentors know. Think about what you want from your research and how much time you are willing to put in. Besides learning the techniques, do you want to learn how to analyse results and design experiments? Do you want to learn how to write proposals by applying for undergraduate research grants? Do you want to improve your presentation skills by going to conferences? Do you want to potentially finish a project for publication? Working out what you want to achieve will help you to direct your time effectively.

Research takes time. Don’t blame yourself if experiments don’t work or the project is not moving forward as fast as you expected. Science is about failing and trying again. Getting used to and coping with frustration is part of the learning curve of research.

Find a healthy balance. University is already a lot of work, and research will only take up more time. When planning your schedule, try to allocate large blocks of time (whole afternoons or individual days) to research. Rushing through a procedure could be unsafe and will often produce useless results. Always plan extra time for experiments. Consider working less in the lab during exam weeks so you don’t get overwhelmed. Talk to your mentor about your schedule and feelings regularly, so that you can arrange experiments at times that suit you, and you can keep on top of your mental health.

Find financial support. If you wish to do research at your own institution over the summer, your institution might offer funding to cover your expenses. If you want to go to another university, you can apply for funding from that institution’s undergraduate research programme, or from foundations, companies or academic societies. For example, the US National Science Foundation offers a Research Experiences for Undergraduates programme. Universities, foundations and academic societies might also offer grants to cover your travel expense to various conferences. Don’t let money limit what you want to do. Talk to senior students or professors, or search online to find all the opportunities!

Always think about the big picture. Your undergraduate research doesn’t define what you’re going to do after your degree. Keep reading and taking classes outside your comfort zone. Explore and learn as much as possible. Working out what you love is the best preparation you can get for the rest of your career.

Read the full article on the Nature website.

To find a research opportunity at Johns Hopkins University, visit the Hopkins Office of Undergraduate Research website .

Research Opportunities

Are you interested in getting involved in undergraduate research? A research experience can help you learn valuable skills for your future career, prepare you for graduate school, and help you decide if research is a good fit for you. Our guide will help you find research experiences, contact research faculty, and get the most out of your research experience. 

Types of Research Experiences

Undergraduate research experiences generally fall into 3 categories. You can try out all of these types of research experiences during your time at UT.

1. On-Campus Research Experiences

These are research experiences at UT and can happen year-round. Some are paid and others are unpaid. Often, an unpaid experience can turn into a paid one over time through fellowships or grants. Positions in labs on-campus aren't often posted to a job board; instead you will need to contact professors to see if they have any openings in their labs. Learn more about how to contact professors through the Getting Started in Research Guide. 

• Steps to Join a Research Lab
• Schedule a Consult for Help Finding a Research Placement

2. Summer Research Experience for Undergraduates (REUs)

Participating in research during the summer allows students to focus on their projects in a more intensive way that may not be possible during the academic year. UT Austin students are able to do research in labs on campus as well as through programs hosted by outside institutions. Official programs hosted by other institutions usually have an application cycle. 

• Summer Research Experience Resources
• EduMed's Guide to Summer Research & Internship Opportunities
• Funding Your Research

3. Freshman Research Initiative (FRI)

The Freshman Research Initiative (FRI) is the nation’s largest undergraduate research program at a single institution, where first-year students experience the excitement of scientific discovery firsthand. Participants do real-world research, use cutting-edge lab equipment, develop technological innovations, and publish papers in peer-reviewed science journals. The end result is students who are better prepared for the future and more likely to excel in the sciences, math and technology. Some students will transition to other research labs after starting out in FRI as well.

• Get Started with FRI

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• Career Guides by Major Experiential Learning Opportunities by Major

Want To Add Research Experience in a Resume? Learn How! (+10 Examples)

3 key takeaways

• Why you should include research experience in a resume
• How to write your research experience using the Teal AI Resume Builder
• 10 examples of resume research experience

Research penetrates virtually every profession, from healthcare to finance and tech to the arts.

In fields like biotechnology, the value is clear. Still, even in areas like market analysis, design, and humanities, research experience can highlight your capacity to dig deep, discern patterns, and contribute original insights. It's also a testament to your in-depth knowledge in your chosen domain.

Research experience in your resume is a powerful way to demonstrate your analytical insight and unique expertise. So where should it go? And what's the best approach to describe, quantify, and showcase these accomplishments?

Why you should include research experience in your resume

Research experience showcases your dedication to and in-depth understanding of your field. 

Whether you're after a research assistant position, a job in molecular biology, a position as a marketing generalist, or a prominent spot on the leukemia research team, including research on a resume highlights technical skills (like data interpretation and statistical analysis), soft skills (such as collaboration, critical thinking, and teamwork), and their corresponding impact. 

Especially when these research skills are listed in a job description, it’s crucial to incorporate them into your resume. This helps align your qualifications with what the hiring manager, recruiter, or prospective employer is looking for. 

Also, every role you apply to will likely have a variety of skills you’ve gained through your research experience. So before you submit an application, be sure to tailor your resume to that specific role—focusing on the unique skills and keywords for each position.

Pro Tip: Teal+ offers insight into unlimited hard skills, soft skills, and other important language from any job description. The free Teal AI Resume Builder and Job Application Tracker pull the top five hard skills—helping you align your resume with every role you apply to. 

How research experience on a resume differentiates you

As a job seeker, skills gained through traditional research experience set you apart as a candidate who not only has theoretical knowledge but also has the hands-on experience to apply this knowledge, tackle complex challenges, conduct research, and contribute meaningful insights in real-world scenarios.

For example, if you conducted research in data analytics, you know how to collect, process, and interpret large data sets, whereas those who haven’t engaged in real-world research experience may only be able to interpret large sets of data. 

What fields value research experience?

So, what are some fields where adding research experience to a resume can help differentiate you from other candidates?

• Engineering & Technology: Emphasizing your ability to tackle technical challenges and innovate using cutting-edge technologies.
• Social Sciences & Humanities: Emphasizing your analytical skills in understanding human behaviors, societal trends, and cultural nuances.
• Business & Economics: Showcasing your skill for dissecting market trends, predicting economic shifts, and strategizing based on concrete data.
• Life Sciences & Medicine: Demonstrating your expertise in laboratory techniques and understanding of complex biological systems.

Other fields where research might be less prominent but still relevant are marketing, event management, web development, and hospitality.

How to write about your research experience

The power of your research experience lies in quantifying your impact and success. 

Rather than just listing your research experience, by emphasizing the measurable impact you've made, you offer undeniable proof of concept—turning abstract research skills into concrete accomplishments.

In the same way you would create resume work experience achievements, research experience should follow this structure (or something similar) to emphasize your research skills, how you used them, and the outcome.

Success Verb + Noun + Metric + Context (Research Experience) + Outcome = 1 bulleted achievement 

You can also incorporate research experience on a resume using a similar structure into your “Professional Summary,” “Education,” and “Projects” sections. 

If you’re feeling stuck, the Achievement Assistant in the free Teal AI Resume Builder can help you write impactful resume achievements for all of your research experience. 

How to list research experience on your resume with Teal

Step 1: Log in to your Teal account. (If you don’t have one, sign up for free!)

Step 2: Click “Resume Builder” in the navigation panel on the far left. From here, you can click “Add New Resume” or select a resume you’re already working on. 

Teal note: Start with steps one and two. Then, proceed with the directions for each of the following sections.

To list research experience in your professional summary

To add research experience to your professional resume summary, scroll to Professional Summaries, click the drop-down button, then click "Add Professional Summary." Create one from scratch, or click the "Generate With AI" Button. Then, edit as needed to incorporate your relevant research experience. 

To list research experience in your work experience

To add research experience to your work experience achievements, from the Resume Builder, scroll to Work Experience. Then, click the drop-down button. Click "Add Work Experience" to create a new section or "Add an Achievement" in an existing work history.

To list research experience in education

To add research experience to your education, from the Resume Builder, scroll to Education. Then, click the drop-down button. Click "Add Education" to create a new section or the “Edit Education Item” icon to add research experience to existing education.

To list research experience in your projects

To include research on a resume in your projects, from the Resume Builder, scroll to Projects. Then, click the drop-down button. Click "Add Project " to create a new section or the "Edit Project" icon to add research experience to an existing project.

How to include undergraduate research experience on your resume

Undergraduate academic research experience is more than just academic work; it's a testament to your commitment, curiosity, and capability. 

By actively engaging in research at an early stage, undergraduates like you demonstrate a proactive approach to learning and a desire to dig deeper into your field. 

Not only is this research experience valuable for students pursuing, say, a career in academia, but also for students of all fields of study entering the professional world. 

In real-world scenarios, prospective employers view undergraduate research as an indicator of problem-solving project management skills, technical knowledge, and the ability to collaborate.

5 tips for including undergraduate research experience on a resume

If you’re looking to learn how to put undergraduate research experience on a resume, the best placements are within your “Education” section or as projects in a resume .

Here are five tips to help you get started.

1. Use a clear title

2. Include the duration of the research

3. Be specific about your role and contributions 

4. Highlight achievements and outcome 

5. Incorporate relevant hard and soft skills

Resume research experience examples

Let’s take a look at some research experience examples on a resume across different levels of experience and professions to get an idea of what this can look like. 

High school student

Collaborated and utilized botanical techniques in an 'Effects of Light on Photosynthesis' study, examining 40+ seedlings during a semester-long biology research project, revealing blue light's heightened influence on photosynthesis.

Undergraduate student

Surveying 500+ meals over six months in the 'Dietary Habits of University Students' research projects, using Excel's advanced statistical functions and critical thinking, revealed a 58% decline in protein-rich food choices.

Recent College graduate

As an Environmental Science graduate, I'm skilled in the hands-on application of advanced chromatography techniques, with a focus on the 'Efficiency of Modern Water Purification Methods' research. I've successfully analyzed and improved purification methods for over 300 water samples, achieving a 90% reduction in contaminants. 

Masters student in Psychology

Led the data analysis of 100+ patient evaluations during the 'Efficiency of Cognitive Therapies on Stress' study, resulting in a 20% improvement in therapeutic outcomes.

Human resources intern

Used the Qualtrics survey tool to capture insights from 250+ employee responses as part of the 'Employee Satisfaction Metrics' evaluation. This collaboration and data-driven analysis highlighted key opportunities for organizational enhancements, leading to a 10% increase in overall employee satisfaction scores within Q2.

Junior-level data engineer

Developed an ETL pipeline capable of processing 2TB+ of data daily as part of the 'Real-time Data Integration' research project, significantly reducing data latency by 80% 

Financial analyst

Leveraged Excel's advanced financial functions to dissect 3 years' worth of company financials in the 'Company Health Audit' study, identifying potential savings of $1.2M

Product manager

As a seasoned Product Manager with 7 years of experience, I've spearheaded research-centric product developments, aligning technical capabilities with market demands. My most notable accomplishment was the 'User Experience Revamp' research project, where I employed data analytics tools and cross-functional teamwork to gather feedback from 10,000+ users. This feedback-centric approach led to a 20% increase in user retention and positioned our product as a market leader in its segment.

Lead mechanical engineer

Project: Efficiency Enhancement of HVAC Systems Research - Innovated novel airflow designs tested on 100+ HVAC units as part of the 'Airflow Optimization Research,' achieving an efficiency boost of 15%. - Collaborated with electrical engineers to integrate smart sensors in 50 existing HVAC systems during the 'Smart HVAC Retrofit' initiative, leading to a 10% reduction in energy consumption.

‍ Senior machine learning engineer

‍ ​​Optimized neural network architectures, improving over 2,500 lines of Python code, during a collaborative research initiative on image recognition, resulting in a 15% boost in model accuracy.

Add your research experience to your resume with Teal

Highlighting research experience in your resume is more than just filling space.

It's about showcasing a depth of understanding, commitment to a field, and practical skills that can differentiate you from other job seekers.

Research proves you have the hard and soft skills employers want and demonstrates your proactive approach to leveraging those skills for tangible outcomes.

The Teal AI Resume Builder makes adding this research-focused experience to your resume seamless. Whether it's capturing intricate details of an independent research project, translating theoretical skills into actionable results, or giving context to your hands-on experience, Teal provides the tools and guidance to do it with precision. And by tailoring your research for each application, you make a compelling case that you're the best fit for a role.

Sign up for Teal today and let your research experience take the spotlight it deserves.

Frequently Asked Questions

How can i effectively quantify my research experience on a resume, should i include all my research projects on my resume or only the most relevant ones, how can i describe undergraduate research on my resume if i don't have any publications or presentations.

Kayte Grady

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How to Get Research Experience

Two primary ways to get research experience as an undergraduate are through coursework or through an apprenticeship-style experience under the direction of a faculty member.

Apprenticeship

The most common pathways to an apprenticeship-style research experience are student-initiated contact with a professor or acceptance into an undergraduate research program (usually in the summer).

Additional pathways include a research-based work-study , on-campus co-op , or other paid position.

Because opportunities vary depending on major, interest, and experience, students are encouraged to attend a small group consultation .

Another way for an undergraduate student to gain research experience is by taking certain courses.

At the University of Cincinnati, courses with an “R” attribute include an authentic research experience.

In these courses, students use a research process to:

• Expand knowledge and understanding of the natural world
• Innovate products that interpret or enhance human experience, and/or
• Innovate solutions to problems that have not been adequately resolved before.

Capstone, Honors, and UC Forward courses generally incorporate research activity.

Students who engage in research as part of a course should use the experience as leverage to compete for paid research opportunities.

To learn more about what research is and how to get involved, come to an Exploring Research group consultation.

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Online and remote research, online & remote research opportunities .

Ground-breaking research is being done everywhere across the world, with much of the work being done from remote locations. Many academic departments offer both in-person and remote research opportunities for undergraduates either through working directly with faculty in a mentored project, through  Vertically Integrated Projects (VIPs), or through  Course-based Undergraduate Research Experiences (CUREs). As the university and faculty members adapt to an increasingly flexible workplace, online and remote research opportunities continue to increase. This page provides resources for undergraduate students seeking to find and be involved in remote and online research experiences during both the school year and the summer. 

Where do I find online and remote research?

The sections below share different avenues to find online, virtual, and remote research experiences for both the academic year and over the summer. These opportunities are available for any undergraduate student interested in remote research.

Check out Handshake , which can be used to find research positions, internships, employment opportunities, and networking events that are currently accepting applications!

What is Handshake?

• Handshake is a free-to-use online platform that undergraduates can use to find on-campus and/or off-campus workshops, jobs, internships, research experiences, and events.
• Students must use their UA NetID to create and log into your Handshake account.
• For more tips and tricks on how to utilize Handshake in your research journey, please visit here .

How can I use Handshake to find online and remote opportunities? 

• Log in Handshake  with your UA NetID in order to access the main home page.
• On the left-hand side bar, click on  Jobs .
• Go to  All Filters  and scroll down to the bottom until you see the heading  Labeled by your school .
• In the search bar that is below the Labeled by your school  heading, search  undergraduate research  in order to see the research opportunities that the URA staff has tagged.
• On the top bar, go to the  on-site/remote drop-down heading and filter by  remote - work from home.

ura online work.png

The UA Researchers Database  is   an online list of UA faculty from every academic department that welcome undergraduates students into their research projects. The database is updated regularly with new faculty who are interested in welcoming undergraduate students into their research projects on- or off-campus. Faculty can now indicate their ability to offer remote and online opportunities.

We recommend using our Faculty Profiles resource in conjunction with the UA Researchers Database. While the UA Researcher Database provides brief descriptions of current projects, profiles.arizona.edu  provides a convenient and extensive platform for learning more about a faculty member's research interest, current and past projects, publications, classes, and much more. 

How do I use the UA Researchers Database to find online and remote research?

• Go to our UA Researchers Database , which can be found under our  Find Research  drop-down heading.
• You will be able to set your preferences at the top of the database list, such as your preferred College ,  Department , and  Types of Opportunities  (e.g. for course credit, paid, volunteer, and/or not given). 
• You can also type a certain research interest you may have in the Keyword Search  area.
• You can also set your preferred location! In the  Research Location  menu, choose the  Online  option. This option was recently added to the database, so not many researchers have responded yet. Please Check again regularly for more online opportunities!
• Click the Apply option   when you have set all your preferences to see the list of faculty that best fits with your own interests and preferences!

How do I use the Faculty Profiles resource to find online and remote research?

There are two ways that you can use the profiles.arizona.edu to find online and remote research opportunities; we will be showing you both!

In Conjunction with the UA Researchers Database:

• Once you have found a faculty member that you are interested in from the UA Researchers Database, type their name name in the search bar below the  Search UA Faculty, Educators, Scholars, and Researchers  heading. Sometimes, it takes a long time for the profile to load, so please be patient!
• After the page has loaded, the faculty member's profile will appear below the search bar. Feel free to explore this informtion, which will include their  Biography , Interests  in teaching and research,  Courses , and  Scholarly Contributions , which includes their journals and publications.
• Before reaching out to the faculty member, we encourage you to read through their research interests as well as explore their publications , such as reading the abstract of their publication, in order to gain a better understanding of their research. If you need help in emailing and reaching out to faculty about research opportunities, please go to this helpful resource .

Only Using the Faculty Profiles:

• In the search bar below the  Search UA Faculty, Educators, Scholars, and Researchers  heading, you can search up certain key words that will lead you to faculty profiles that best matches it!
• Try searching up  online  and/or  remote  in the search bar to find faculty profiles that either teach courses or conduct research remotely and/or offer research opportunities that can be done remotely.

There are many online, remote, and virtual research programs available for undergraduate students across a broad variety of research interests. These programs can be summer or academic year and are offered by a number of universities. Please read each program carefully for their description, application requirements, and program dates. This section will be updated regularly as more online programs become available for the summer.

Online Programs for 2024-25

For other online summer research programs, please visit the AAMC's list of Summer Undergraduate Research and the NSF's list of Research Experiences for Undergraduates (REUs) .

Stanford Center for Asian Health Research and Education (CARE) Scholars

Description :   The Stanford Center for Asian Health Research and Education (CARE) offers an immersive online course in Asian Health for undergraduate and graduate students, featuring a 9-week summer focus on Data Science and Vulnerable Populations. The program trains scholars in population science research, equipping them with skills in database analysis, healthcare research, and problem-solving in vulnerable populations. It emphasizes collaboration with various stakeholders and covers topics like Asian health, medical technology, AI, global health, research essentials, innovation, leadership, scholarship, presentation skills, and career development. Students will also be able to build valuable connections within Stanford CARE's global network and present their research at the annual Stanford's CARE Summer Research Symposium .

Application Requirements :   $75 application fee

Deadline :   January 14th, 2024

Program Dates : June 2024-August 2024

Texas A&M University Department of Material Sciences & Engineering Online Research Experience for Undergraduates (O-REU)

Description : The Texas A&M University is pleased to offer an online REU (O-REU) program in partnership with  Los Alamos National Laboratory . During the summer, students are expected to participate ( 40 hours/week ) and are remunerated $5000 for the summer. All activities are carried out fully remotely: there are no in-person meetings and no residency requirement. Travel support for one site visit will also be made available. O-REU is open to US citizens and permanent residents currently pursuing bachelor's degrees.

Application Requirements :   1 page resume, recent electronic transcript, list of preferred mentors (please consult the faculty interests list), and contact information (name, professional affiliation, email address) of two professional references

Deadline : Friday, April 28th, 2024 at 5:00 PM CST

Program Dates : May 24 to August 4, 2024

Please email the application required materials and/or any inquiries to  Ms. Isabel Cantu .

Neoscholar CIS Online Research Program

Description : The CIS online research program is offered throughout the year. A CIS program course usually hosts fifteen students, who are divided into small research groups. The program is generally 24 hours with our professors across ten weeks , including 2 hours of lectures in each of the first six weeks and 3 hours of research seminars in each of the last four weeks. Each course will be assigned an experienced instructor to provide academic instruction sessions and research guidance to students. 

Application Requirements : Please access the application form  and be able to answer its secondary questions.

Deadline : N/A

Program Dates : N/A

Please email any questions or request a brochure from [email protected] .

Description : CrowdMath is an online, open project that gives all college students the opportunity to collaborate on a large research project with top-tier research mentors and an exceptional peer group. MIT PRIMES and Art of Problem Solving are working together to create a place for students to experience research mathematics and discover ideas that did not exist before.

Application Requirements : Please create a free account to participate.

Please email any questions to  [email protected] .

Pembroke College of Cambridge Online Summer Research Programme

Description :  The Online Summer Research Programme offers you the unique opportunity to experience the renowned Cambridge style of teaching from anywhere in the world. It’s a real opportunity to challenge yourself academically and develop deep subject knowledge, working one-to-one with an expert in the field. From cyber warfare to the economic viability of Obamacare, we almost cover it all on our Subject Stream and for everything we don’t, you’re able to propose your own research topics on our Open Stream. Outside of supervisions, you’ll also connect and make friendships with other students on the programme through online networking events.  

Application Requirements : Have a cumulative GPA of at least 3.2, have finished your first-year of college, and have high level of English Fluency. Please visit the application site to see what other application materials are required (e.g. transcript, project form).

Deadline : TBA

Program Dates : July 1st-28th, 2024

Please email any questions to  [email protected].

BeMo ®  4-Month & 1-Year Research Programs

Description :   BeMo ® offers many different types of online research projects   for all undergraduate students that will best prepare them for their application to medical school.

• Online Independent Research Program : You can get research experience that makes your application stand out from the comfort of your home and have weekly meetings online via video conference with your team of research committee members. You can choose between the 4-months or the 1-year research program to conduct a literature review research project on a high impact topic hand selected by the PhDs.
• Step-by-Step Guided Research : The BeMo® team of research experts will help you each step of the way from choosing the best research topic to scientific research methodology to presentation and publication. Each week you'll meet for private one-on-one consultations to go over your research and get specific guidance and feedback as your progress.
• High-Impact Research Projects : You can research high-impact topics, such as Psychiatric, COVID-19, Substance-abuse, Vaccines, COPD, Heart Disease, Diabetes, Ulcerative Colitis, Stroke, Heart Attack, Asthma, Obesity, Women’s Health, Cancer, and more.
• Master Scientific Research Methodology : You will attend 6 guided workshops and complete 5 exercises to learn research methodology, literature search, data analysis, scientific communication, research manuscript creation, and research presentation. In the 4-months program you'll attend 15 sessions and in the 1-year program you'll receive 48 sessions to guide you at every step of the way.
• Gain Experience Writing Research Papers:  BeMo®  team of research experts will help you complete a research summary paper on your research topic to help you learn the essential principles of scientific inquiry and publication. Your research summary will be published on the BeMo®  website, so you can use it as a reference on your applications and CV.

Application Requirements :  You can schedule a free 15-minute initial consultation , where you will be able to talk about what option of research is the best fit for you. Prices for these research projects are listed on their website .

Program Dates: N/A

The University of Arizona Library  is available online for all UA undergraduate students. Students will be able to find wide variety of online resources, such as research journals, course guides, tutorials for library research, and much more. This section will provide a brief overview of resources that are available and important for online and remote researchers. Please also explore the UA Library Online & Distance Students site , which provides information on research resources, on how to develop your research skill. 

How can I find online research resources?

There are many different ways on how to find online research through the UA Library site. You will be able to access these online resources for free with your NetID and password.

• Use the library search engine to find both print and online content, including articles, books, ebooks, films, and more. You can type any keywords that may aid you in your search in the search bar at the top of the screen.
• You can also search through the online A-Z database  to find a specific resource based on subject, database type, vendor/provider, and keyword (e.g. description or title). 
• If you are unable to find what you need through the website, you can also receive a free library card at your local library, such as at Pima County Public Library , if you are a local resident.
• Finally, you can search for academic resources that are tailored to your discipline . This site features many guides that are categorized by course number (e.g. ENG 101), subject (e.g. General Chemistry), and topic (e.g. AI literacy). You can also search for a specific guide using the search bar near the bottom of the webpage. 

How can I learn and/or improve my research skills?

The UA Library has made quick video tutorials, articles, and quizzes that can teach you skills on how to be a better researcher, through both academics and research. These videos are meant to build your foundation in research, such as how to cite empirical articles, how to evaluate online information, how to find a research interest/topic, etc! Please explore the Learn with Tutorials webpage from the UA Library in order to delve deeper into the resources our online library has to offer! The UA Library also offer support for any researchers , such as funding & networking opportunities, research proposal plans, management of citations, publishing opportunities, and much more!

Not sure how to find an online research opportunity that suits your interests? Need help reaching out to faculty?

The Undergraduate Research Ambassador (URA) Team is here to support you on any step of your research journey. The URA Team URAs are able to provide one-on-one support to students who would like individualized help in exploring possibilities, communicating with a research mentor, sharing their research ideas, or preparing an application for a research program.

How can I individually meet with an URA?

There are many ways for undergraduate students, who are online and/or remote, to receive  one-and-one support  from URAs at any step of their research journey:

• Sign up for a 1:1 meeting!  Schedule your appointment through  Handshake . Meetings are available through zoom and usually last 30 minutes! Appointments can be made throughout the week, including weekends!
• Send an email!  Write any questions, thoughts, or concerns to  [email protected] . You can also send us email drafts, research program applications, resumes, etc for us to review for you!
• Check out other SECD resources!  The  Student Engagement & Career Development (SECD)  also provides individualized support on preparing your resume, CV, or cover letter for any applications through  Lifelab , which appointments can also be made through Handshake  with a  Career Educator  or  Career Peer Coach . 

What academic departments at the UA offer online and remote research?

Each academic department manages their own undergraduate research program and may have specific steps for how to become involved, even for online and remote research opportunities. The list below will provide links and information on the different types of online research, such as VIPs, CUREs, research teams, or faculty projects that are unique to the academic department or college. The full list of all of the academic departments and colleges, with links to their websites, can be found here . 

This sections lists online Course-based Undergraduate Research Experiences (CUREs) for the  academic year of 2023-24  and other online research opportunities by online UA Faculty . This site will be updated regularly, so check in with us!

Online Course-Based Research Experiences for Fall 2024

APCV361: Data Analysis and Visualization

Description :   Data Analysis and Visualization will lay a foundation for students to understand how to process, analyze, and visualize data.  Topics include data collection and integration, exploratory data analysis, statistical inference and modeling, machine learning, and data visualization.  The emphasis of the course topics will be placed on integration and synthesis of concepts and their application to solving problems.  Students will explore these topics using software tools.

Prerequisites :   College of Applied Science & Technology (CAST) student, APCV 302 and APCV 320, Prior Python programming

Credits :  3 credits

Other Information : Asynchronous online, optional weekly meetings

Instructor :   Dr. Li Xu , College of Applied Science & Technology

BAT/ENGR/CALS 102 | Data Science Heroes: An Undergraduate Research Experience in Open Data Science Practices

Description :   Despite a growing demand for data scientists, university training in science ethics, code licensing and best reproducibility practices are not generalized for undergraduates. In this Course-based Undergraduate Research Experience (CURE), students will conduct an assessment of the current landscape and the evolution of accessibility, documentation and reproducibility practices in bioinformatics. The CURE will be a two-credit course in the Department of Biosystems Engineering accessible to students from any college. Students will learn and reflect upon best practices for open science and science reproducibility. Several practical skills will also be developed such as science communication, as well as the use of computational tools for code versioning and documentation.

Prerequisites :   None

Credits : 3  credits

Other Information : Asynchronous online

Instructor : Dr. Bonnie Hurwitz , Dr. Alise Ponsero, College of Engineering

HWRS 349A&B/350 | Principles of Hydrology

Description : Students in this course will work to answer the question: “Do monsoon storms start later in the day than they did decades ago?” This question has been raised by numerous long-time Tucson citizens, who insist that monsoon storms start in the late evening (after sunset) rather than 3-5pm. While this started as a pedestrian question, it also has meteorological and practical implications if it is in fact true. The in-person class is a hands-on Collaborative Learning course, and there is a practical, applied lab with several field trips, many of which involve interaction with hydrology & atmospheric science professionals. Some examples of field trips for the lab include: Stream gaging with the US Geological Survey; A tour of the National Weather Survey office and a weather balloon launch; A tour of Biosphere2's Landscape Evolution Observatory (LEO) Project; and more! This is an excellent course to gain a broad, applied understanding of virtually every subdiscipline in hydrology!

Prerequisites :   Calculus I (MATH 113 or MATH 122A&B)

Credits : 3 Credits

Other Information : Online

Instructor : Dr. Martha Whitaker , College of Science

LING 2/3/499: Community-led Language Technology Development

Description : Students will join a community-based language technology development project, the Coeur d’Alene Online Language Resource Center (COLRC), as an example of a community lead language technology development project that focuses on the needs of a low-resource, minoritized language community. Depending on their skills and interests, participating students will enroll for 1 to 3 credits, at a course level (299, 399, 499) appropriate to their experience, and be assigned to assist in the development and deployment process. The project supports students who wish to develop skills in linguistic analysis and language activism, along with at least one of the following technical skills: coding for frontend, backend, rest interfaces, and scripting (javascript, python); database development (postgres, graphQL); and/or natural language processing (ingest, tokenization, annotation tasks using lum.ai/odinson libraries). Interested students should have at least some familiarity with and enjoyment of coding, but need not have significant experience or expertise in these areas. Students who are members of minoritized or low resource language communities will bring particularly valuable experience and expertise to this work, but any undergraduate student is welcome to participate

Credits : 1-3 credits

Other Information : Asynchronous Online

Instructor :  Amy V Fountain ,  College of Humanities

Online Course-Based Research Experiences for Spring 2024

PAH 420 | Innovation and the Human Condition: Learning How to Improve Life in the Community and Beyond

Description :   This course will equip students with the skills to use the humanities intellectual and analytical traditions to identify and pursue strategic responses to opportunities for innovation in the human condition. Over the course of the semester, students will draw on a range of humanities-based ways of seeing and doing to: 1) identify opportunities for improving the human condition at the community level and beyond; 2) analyze the cultural, political, and economic conditions that influence such opportunities; 3) design technological, industrial, and socio-cultural innovations that are directly responsive to these opportunities; and 4) develop strategic storylines that effectively convey the merits of these innovations to relevant stakeholders.

We will begin by forming small teams of student innovators. Each team will engage, experience, and internalize the course content through a series of activities and tasks that include: 1) identifying a community-based issue or opportunity that warrants an intervention; 2) analyzing the issue or opportunity through secondary research; 3) formulating an innovative strategy that is data-driven and based in the principles and concepts central to the humanities intellectual and analytical traditions; 4) refining and enhancing said innovative strategy through primary research; and 4) developing and delivering a multi-faceted presentation (visual, oral, written) of the strategy to a panel of experts.

Other Information : Asynchronous online, mandatory team weekly meetings, final research project showcase

Instructor :   TBA

HNRS 195J-101: Tasting Tomorrow: Portraying Culture and Futurity through the Culinary World

Description :   The course focuses on a few key areas that center of the relationship we all have with food: examining how food operates in defining culture and discussions around cultural heritage; how specific restaurants and figures have informed the growth of Tucson into a City of Gastronomy; and, how different modalities of food media (food writing, poetry, television, film, web content, art, etc.) shape a variety of discourses on contemporary issues ranging from food scarcity to the politics of eating meat/plants to the treatment of laborers within the broader scope of the food industry. By the end of the semester, students have read and viewed materials to foster robust in-class (or online, or both) discussions of these concerns and themes while producing several research-based small-scale projects using a variety of composing strategies and multimodal mediums (such as using Instagram, developing newsletters/web pages, and executing in-person/digital presentations).

Prerequisites :   Honors College

Credits : 1 credit

Instructor :   Joseph Nardinelli , College of Humanities

HNRS 195H-102: Speaking for Yourself: Understanding Your Linguistic Identity

Description :   We apply methods and concepts from the study of linguistics, with a focus on acoustic and articulatory phonetics for spoken and signed languages, in order to investigate the patterns of language that give each of us our own 'voice'. We share our findings with each other, and in doing so begin to develop an understanding and appreciation of the linguistic diversity around us.

Online UA Research Labs & Projects for Spring 2024

If you are interested in any of these opportunities, you will need to contact the faculty member in charge of the project. Please read our tips on  writing an email to faculty  or schedule a 1:1 Handshake appointment with an URA for personal support on drafting emails.

For other online research opportunities by UA faculty, please visit our extensive database of professors conducting online research and welcoming undergraduate students.

Dr. Dalal Alharthi - Cybersecurity and related fields

Description :   Preferred interest in Cloud Security; Penetration Testing; Incident Response; Human-Computer Interaction (HCI); Privacy; and Cybersecurity Education. I nterdisciplinary Research opportunities are available in the intersection between the area of Cybersecurity and several areas such as Computer Science; Public Administration; Business Administration; and Education.

Prerequisites : None

Types of Opportunities : Volunteer, For Credit

Commitment :  If volunteering, you should commit to 6 hours or more per week. For credit, you may enroll in an Independent Study course.

Principal Investigator :   Dr. Dalal Alharthi , Computer Science

Alicja Babst-Kostecka - Plant Environmental & Genomic Adaptation

Description : My research combines genetic, phenotypic, and environmental information in an integrated framework to study plant adaptation to changing environmental conditions. I am particularly interested in the mechanisms that allow certain plant species to colonize industrially contaminated habitats at former mining sites. These species thereby undergo rapid genetic and physiological adaptation. Specifically, they have evolved the ability to tolerate and sometimes accumulate remarkable amounts of metal trace elements – traits that I am studying in both field and controlled laboratory experiments. My interdisciplinary work sets the stage for mitigating the legacies of industrial exploitation. By advancing the molecular basis of phytoremediation and biofortification efforts, I strive to contribute to improving environmental and human health.

Types of Opportunities : Volunteer, For Credit, Paid

Commitment : N/A

Principal Investigator :   Dr. Alicja Babst-Kosetecka , Environmental Science

Mixed Augmented ViRtual eXtended Reality Laboratory - MA[VR]X

Description : The Mixed Augmented ViRtual eXtended (Reality) Laboratory in the College of Applied Science & Technology is the University of Arizona’s home for research, exploration, and development for alternative and extended reality media and training in southeastern Arizona. We take a very broad view of “extended reality” to include everything from head-mounted display Topics include: Posthuman inquiry, applied post-phenomenology, extended reality, augmented reality, virtual reality, mixed reality, Web3, metaverse, educational technology, instructional technology, human-computer interaction, cybersecurity, cyber operations, digital identity.

Prerequisites : Preferred interested in extended reality and comfortable with fully remote research. Enrollment in APCV 399 (1-3 credit hours) required.

Types of Opportunities : For Credit

Commitment : 3-9 Hours per week

Principal Investigator :   Dr. Ryan Straight ,  College of Applied Sciences & Technology

Purnima Madhivanan   - Public Health & Health Promotional Sciences

Description : Purnima Madhivananis an Associate Professor in Health Promotion Sciences at the Mel & Enid College of Public Health at University of Arizona. A physician by training from Government Medical College in Mysore, she has a MPH and PhD in Epidemiology from the University of California, Berkeley, USA. She completed her post-doctoral training in 2010. She is the Director of Public Health Research Institute of India (PHRII) and is also the Director of the Global Health Equity Scholars (GHES) Training Program in collaboration with Stanford, Yale and University of California, Berkeley. For the past 20 years, her work has focused on disadvantaged populations, elucidating the dynamics of poverty, gender, and the environmental determinants of health, in particular the impact on women and children living in rural communities. She established a clinic in Mysore, India in 2005 while completing her PhD dissertation. For over a decade, the PHRII/Prerana Women’s Health Initiative has delivered low-cost, high-quality reproductive health services to 44,000 low-income women living in Mysore District. Offering a full-service clinic, molecular laboratory and active affiliations with several major tertiary care hospitals, the site is recognized as a research and training site for Global Health. The Saving Children Improving Lives Program focused on increasing integrated antenatal care and HIV testing services for women in rural and tribal communities using mobile clinics with the help of women’s self-help groups to mobilize and follow-up women. This program model was then adapted to provide cervical cancer screening services in the community in India, which is the only community based cervical cancer screening program in India. Dr. Madhivanan’s work focuses on addressing the systemic inequities that put India’s tribal and rural women at-risk for poor health and birth outcomes. Her current work is at the intersection of infectious and chronic diseases with a special focus on cancer. Dr. Madhivanan serves as an advisor to a number of state departments of Public Health, non-profit as well as governmental research organizations. In 2007, she received the prestigious International Leadership Award from the Elizabeth Glaser Pediatric AIDS Foundation for her work on HIV prevention. She has received several awards and honors for mentoring. Dr. Madhivanan’s global health credentials and clinical service has brought unique opportunities for collaboration; most recently benefiting students and faculty interested in learning about Global Health and service in a developing world setting.

Prerequisites : Proficient in Social Media, Website, Technology, MS Office

Types of Opportunities : Volunteer, For Credit

Principal Investigator :   Dr. Purmina Madhivanan ,  Public Health

Noshene Ranjbar - Cultural & Trauma Psychiatry

Description : Interested in integrative medicine; integrative psychiatry; culturally-sensitive and trauma-informed work with underserved, particularly American Indian community and refugees; mind-body medicine; physician wellness and burnout; medical student wellness and burnout; integration of indigenous and modern medicine and healing practices; PTSD and trauma-spectrum disorders

Prerequisites : Pre-Med

Types of Opportunities : Volunteer, For Credit, Paid

Principal Investigator :   Dr. Noshene Ranjbar ,  Integrative Psychiatry Program

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How To Put Research On Your Resume (With Examples)

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Research experiences and skills are an incredibly important aspect of many job applications, so it’s important to know how to put them on your resume correctly. Hiring managers and recruiters want employees who can help drive innovation by being able to apply research skills to problem solve and come up with creative growth solutions. If you’re a job seeker looking to include your research skills on a resume , we’ll go over how to list research on resume, where you can include it on a resume, and give you some examples. Key Takeaways: If you don’t have traditional research experience, highlight the skills used for research that you’ve used in past jobs. Consider creating a separate research section in your resume if you have a lot of research experience or merge sections, depending on which section you want to bolster with research. Research experience is one of the best assets to include on a resume so be on the lookout for more opportunities. In This Article    Skip to section What are research skills? Where to put research experience on your resume How to include research on your resume Examples of research on a resume How to put research on your resume FAQ References Sign Up For More Advice and Jobs Show More What are research skills?

Research skills are any skills related to your ability to locate, extract, organize, and evaluate data relevant to a particular subject. It also involves investigation, critical thinking , and presenting or using the findings in a meaningful way.

Depending on what job you’re applying for, research skills could make or break your ability to land the job. Almost every job requires some research skills and you probably already have some of those skills mastered by now.

For most careers, research is a vital process to be able to answer questions. “Research skills” are not a single skill, but multiple ones put together.

Some skills that are necessary for research are organization, problem-solving, critical thinking, communication, and specific technical skills, like coding, Excel, and copywriting.

Where to put research experience on your resume

Including research experience and skills on a resume can be incredibly flexible. When thinking about how to add it to your resume, you want to consider how the research experience adds to your resume.

Your research experience can be included in a few different sections of your resume. Some of those sections include:

Academic accomplishments

Research experience

Work experience/history

College activities

Volunteer work

Presentations and publications

Skills section

If you’ve had smaller research roles but no “official” research experience, you can highlight the skills associated with the types of research mentioned above in your job description under the work history section in your resume.

If your job history is a research position, then naturally, you would include research under the work history section. You can also merge your sections depending on what type of position you are applying for.

For example, you could create a “Research and Education” section or a “Research and Publications” section. If your research is not related to your education and you don’t have any publications, you can also detail it in a separate “Research” section in your resume.

How to include research on your resume

To include your research on your resume, you should gather all the necessary information and then quantify your accomplishments to fit into specific sections. Here is a more detailed list of how to write about research experience in resume:

Gather all the necessary information. The first step is to collect all of the important details like the title of the research project, the location of the research project, the principal investigator of the project (if applicable), and the dates of the project. You will list these details much like you would list a company you have worked for in the past.

Read the job description carefully. Every resume and cover letter you write should be tailored to the job you’re applying for. When a hiring manager puts a necessary qualification in their job posting, you must be sure to include it in your resume.

Make sure that you highlight the right types of research skills on your job applications and resumes.

Quantify your accomplishments. When describing your role on the project, you will want to summarize your accomplishments and deliverables. Hiring managers and recruiters love seeing numbers. When you write out the deliverables from your project, make sure you quantify them.

Incorporate into your work history section. If there were times when you used your research skills in your past employment opportunities, include them in your work experience section. You can also include publications, conferences you may have presented at, and any awards or recognition your research had received.

If you have completed research in an academic setting, then presentations (oral and poster) are an important part of the research process. You should include those details along with the titles of your publications.

Add to your research section. Other aspects of research that you can detail to make your application more competitive are adding skills specific to your project to the skills section of your resume.

These skills will vary depending on the subject matter, but some examples include coding languages, interviewing skills, any software you used and are proficient in using, managerial skills , and public speaking if you have presented your research at conferences.

Add research to your skills section. If the specific research you did is less important than the skills you used to perform it, highlight that in your skills section. That way, you don’t have to take up a lot of work or education history with slightly irrelevant information, but hiring managers can still see you have research skills.

Just be sure you’re more specific about a research methodology you’re an expert in because the skills section doesn’t give you as much room to explain how you leveraged these abilities.

Sprinkle research throughout your resume. If you have a lot of experience performing research in professional, volunteer, and educational settings, pepper it in a few different sections. The more hands-on experience you have with research, the better (for jobs that require research).

Examples of research on a resume

Let’s look at some examples of how research can be included on a resume:

University research example

EDUCATION Undergraduate Thesis, University of Connecticut, Dec. 2017-May 2018 Worked alongside UCONN English Department head Penelope Victeri to research the poetry of New England writers of the 20th century. Explored common themes across the works of Elizabeth Bishop, Wallace Stevens, and Robert Lowell. Performed online and in-person research on historical documents relating to each author , including information on the political, religious, and economic landscape of the US at the time. Analyzed poetic works of each author and drew on similar contemporary regional authors’ works. Prepared 20,000 words thesis entitled “Place, Allegory, and Religion: Three 20th Century New England Poets” and defended my written arguments to a panel of English professors.

Customer service research example

WORK EXPERIENCE Conducted interviews with 20 customers each week to gain insight into the user experience with company products Used Google analytics to determine which pages were driving most web traffic, and increased traffic by 11% Reviewed thousands of customer surveys and compiled findings into monthly reports with graphic findings Presented at weekly marketing meeting to inform marketing team of trends in customer experience with our products

Laboratory research example

RESEARCH Conducted experiments on rat brains by introducing various novel chemical compounds and levels of oxygen Ran electricity through brain slices to view interaction of different chemical compounds on active brain cells Prepared sterile samples for daily check and maintained 89% percent yield over the course of a 3-month study Presented findings in a final 15 -page research report and presentation to the Research and Development team

Examples of common research skills to list on your resume

Here are examples of research skills in action that you may have overlooked:

Searching for local business competition

Sending out customer satisfaction surveys

Summarizing current policies and laws in effect for a particular topic

Creating lesson plans based on current education standards

Reading literature reviews and implementing changes in clinical practice

Attention to detail

Problem-solving skills

Critical thinking

Project management skills

Communication skills

How to put research on your resume FAQ

Why are research skills important?

Research skills are important because they can help you identify a problem, gather information, and evaluate that information for relevancy. Including your research skills on a resume will show hiring managers that you have the ability to suggest new ideas and help their organization adapt and change as the industry changes.

What are research skills?

Some common research skills include:

critical thinking

Computer skills

Can I list research as a skill?

Yes, you can list research as a skill on your resume. Including your research skills in your resume can help show a potential employer that you have the ability to suggest new ideas and use critical thinking to find solutions to problems. Most research skills will use attention to detail, problem-solving, and project management skills.

California State University San Bernardino – Incorporating Research Project Experience on Your Resume

University of Missouri – How to Put Research on Your Resume

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Heidi Cope is a former writer for the Zippia Career Advice blog. Her writing focused primarily on Zippia's suite of rankings and general career advice. After leaving Zippia, Heidi joined The Mighty as a writer and editor, among other positions. She received her BS from UNC Charlotte in German Studies.

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• How To Put Research On Resume Research Experience

An Undergraduate’s Guide to Gaining Research Experience

Editor’s note: This is another in a series of posts that first appeared in a student quarterly magazine called the DNA Decoder — a magazine written by students, for students. The magazine is designed to help students across the nation connect with each other and share interesting ideas around genetics. We in turn want to share a few of those stories with you on 23andMe’s blog.

By Ava Daniel

In this article, we’ve highlighted some useful tips for how undergraduates can become more involved in genetics and academic research, both at their home institutions and around the country. Knowing how to join a laboratory as a research assistant can be a confusing task, so we’ve provided a comprehensive summary of advantageous steps to take that can make the process easier. Joining a research laboratory is a both a fun and extremely rewarding experience, and we’d love to explain why.  

What can Undergraduates Gain from Participating in Laboratory Research?

Ava Daniel, l, and Ann Serbin working in the Tjian Lab at the University of California Berkeley during the summer of 2016.

Exposure to the field of laboratory research. This is a great way to find out if research could be a suitable career choice for you, especially in this era of scientific and technological innovation. Even if you may not foresee yourself working in a lab as a career, many areas of science (ex: medicine, biomedical engineering, technology) may call on you to engage in a lab environment at some point; so, it could only benefit you to get acquainted with even the most basic kinds of research.

Mentorship. A formative mentoring experience will help you to learn hands-on skills that you may not have the opportunity to gain otherwise. Having a mentor can be extremely beneficial for guidance, advice, and even letters of recommendation for your future learning and career opportunities as you progress through university and employment.

Advantages in your different academic science courses. You will be able to personally see the applications of experimental techniques as they pertain to real-life laboratory and clinical uses.

A chance to be involved in groundbreaking research, either by witnessing it firsthand or even participating in it. This gives you the chance to potentially be included as an author on a publication or symposium presentation.

How can I participate in Laboratory Research? Where do I even start?

STEP 1 Try to think about what field of science interests you. Ex: genetics, cell biology, developmental biology, evolutionary biology, endocrinology (hormones), oncology (cancer), immunology (immune system), pathology (diseases), etc.

STEP 2  Try to gain a foundational set of practical skills relevant to laboratory work, if possible. Take a lab course in the type of research you’re interested in (molecular biology, genetics, biochemistry, etc.) or find out if your university offers any “Lab Fundamentals Bootcamps.” While not required, having a set of basic skills and familiarity with lab work will set you apart from other applicants.

STEP 3  Approach instructors and graduate teaching assistants (TAs) in classes that you are especially excited about and ask if there are any research opportunities for undergraduates in their labs (or in other labs they may know of). If you perform well in the course or go out of your way to be especially thoughtful and curious, your teachers will likely be excited to welcome you into their labs.

STEP 4 Look into the labs that are thriving at your university. You can find labs by attending undergraduate journal clubs and/or research talks, doing online research, or talking to professors or TAs that are in the field of study you’re interested in.

You can then see what labs are run under which principal investigators (PIs) (via Google Scholar).

• How many articles have been published?
• How many citations?
• How recent?

If any of those PIs stick out to you, try to read some of their papers to familiarize yourself with the work.  

How to Choose a Lab

• Look for a lab with a strong record of welcoming undergraduate students in their research. You can find this out by exploring the lab’s website.
• Search for labs who have graduate students or post-doctoral researchers, as they may be able to answer questions and offer help while you work, or potentially act as mentors to you.  
• Consider talking to other students further along in the major you want to pursue and see if they have any research experience or recommendations, either in a lab you want to work in or labs similar to it.  
• Asking your peers for advice can be a great first step in identifying what you want to do.  
• Keep in mind that any kind of exposure can be beneficial to you. Although your lab of interest may not have openings for research positions right away, ask if you can do some periodic shadowing.  
• Continue to check in with the lab to see if anything opens up over time.  
• Don’t concern yourself too much about finding the perfect experience, especially right away.
• You will learn over time, and you never know where or when a perfect opportunity may arise.
• Take advantage of the resources already available to students who are looking for research opportunities.  
• Many educational programs and departments have staff members who are dedicated to helping students find on-campus research opportunities.  
• Take time to identify if there are such staff members in your program and set up an appointment to meet with them to discuss your interests.

How do I contact a lab that I’m really interested in?

Once you’ve narrowed down a lab you are very interested in, reach out to the Principal Investigator (PI) of the lab via email and attach your CV (see below).

Come off as knowledgeable, informed, and professional. Feel free to reach out to a trusted professor, advisor, or TA to look over the email before you send it.

If at first you don’t succeed, try again! PIs are often very busy traveling and running their lab.

Try to reach out to multiple labs at once and wait to see who contacts you back. This way, you have more options in case something does not work out.

You can try to reach out to individual researchers (graduate students and postdoctoral researchers) within the lab that are not the PI that you may want to personally work with. You can find the contact information of these researchers on the lab’s website, and you can reach out by sending them an introductory email similar to what you sent the PI.

Remember, it is okay to reach out to a PI even if you have no lab experience. Labs are encouraged to be educational spaces, so do not feel intimidated if you have never had prior lab or hands-on science exposure.

What if you do not have access to research opportunities at your university?

At some universities, undergraduate research positions may be few and far between, or you may not find a research lab that peaks your exact interests. Also, it may be possible that your university may not have a strong laboratory science presence.

There are other options for how you can get exposed to laboratory research. For example, you can look into paid summer internship opportunities at the National Institute of Health (NIH), The Broad Summer Research Program (BSRP), Amgen Research Scholars,  National Science Foundation (NSF) funded Research Experiences for Undergraduates (REUs), Cold Springs Harbor Undergraduate Research Program, and other similar programs at other universities. These programs may offer you with funding for summer lab internship opportunities, or with alternative ways to apply to separate fellowships or grants that could provide you with funding.

You should start applying to these opportunities as soon as you can, even in your freshman or sophomore years. By experiencing research early, you can make the decision for yourself if you want to continue to pursue it, or spend your time exploring something else. Always remember that you can and should reach out for help! Never be afraid of asking for guidance, recommendations, or general advice from professors, advisors, TAs, and peers in whatever area of study appeals to you. Your undergraduate years are meant for exploration and inquiry, so take advantage of as many resources and opportunities as you can.

Guidelines for a good CV

• Break up your CV into sections:
• Name and contact information
• Experience Summary – brief overview of who you are
• Education – list your institutions, GPA and activities done at each institution
• Experience – describe each relevant work experience, the duration of the work experience, and whether you have a letter of recommendation available
• Honors and Awards – list your awards, prestigious positions, fellowships, etc.
• Skills Summary – list any of your best skills not highlighted in the previous sections

Useful Links

NIH Summer Internship Program (SIP)

The Broad Summer Research Program (BSRP )

Amgen Research Scholars

NSF Research Experience for Undergraduates

Cold Springs Harbor Undergraduate Research

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5 Reasons Why Undergraduates Should Do Research

• by Julia Ann Easley
• May 02, 2017

Nearly 40 percent of UC Davis undergraduates participate in hands-on research. On the occasion of the 28th annual Undergraduate Research, Scholarship and Creative Activities Conference on April 28 and 29 — where more than 700 students presented their work — we introduce you to some students and graduates who shared what they’ve gained. Consider how the research experience can benefit you, too.

1. Exploring career directions

Here is how undergraduate research influenced the direction of three UC Davis students:

​Shadd Cabalatungan started his studies at UC Davis aiming for a career as a veterinarian. Touched by his aunt’s diagnosis with breast cancer, he got involved with research at the UC Davis Comprehensive Cancer Center . That experience was key in changing his direction to pursue a medical degree. He also did research on how drinking by college students affects others who don’t drink. With a degree in sociology , he is now completing his first year as a medical student at Stony Brook University.

Graduating senior Rong Ben, once fascinated by the aesthetics of fashion, is geeking out on how technology can be incorporated so fashion helps solve problems. As a junior, this design major did a research internship with a professor working on wearable technology, including gloves to provide a patient’s vital statistics. “It opened up a new view for me,” said Ben. As a participant in the University Honors Program , Ben designed a grab-and-go coat for safety in an earthquake with protective materials, lighting, emergency food and water, and more. Next up for Ben: the graduate program in fashion enterprise and society at the University of Leeds.

Physics major Mario D’Andrea took a course related to climate neutrality to confirm his desire to study physics in graduate school. He worked with two other students to research waste reduction and carbon sequestration through composting. He enjoyed the research, and it helped confirm his desire to study condensed matter physics in graduate school. “I wish more classes were open-ended like this,” he said.

2. Building transferable skills and enhancing resumes

Graduating senior Julie Beppler has learned a lot about food options in downtown Davis. The managerial economics major analyzed how 49 restaurants use menu design to promote certain items. But more than that, she developed and demonstrated skills that employers seek. Beppler first worked as a research assistant and then pursued this project for her Undergraduate Honors Thesis . It focuses on the cost of production and price of featured menu items as well as their relative healthiness. She taught herself computer programing; learned time management; practiced professional communications as she interacted with restaurant managers; and proved her ability to motivate herself and direct her own work.

Beppler will soon start in the management development program at E. & J. Gallo Winery, so take her word that doing research can also help students find a mentor who can provide letters of recommendation and advice to support their success. Kristin Kiesel , a faculty member in agricultural and resource economics and a mentor to Beppler, agreed: “There is no better way to recommend a student than by having them successfully complete an undergraduate research project.”

3. Learning to publicly advocate for and defend work

“Nerve wracking.” That’s how graduating senior Kathryn Green described her anticipation of presenting for the first time her research on California’s clean car consumer rebate program. Now she’s a UC undergraduate research ambassador. Last quarter, the political science major participated in the policy program at the UC Center Sacramento , which included classes, an internship with the advocacy organization Environment California and a research project.

Presenting the research was a requirement. Green designed a large poster representing her research and, in a session lasting 90 minutes, explained it one-on-one to attendees. She talked about the process and her policy recommendations not only to policymakers and people from the clean car industry, but also to others who were unfamiliar with the topic. “I became almost a teacher,” said Green. “I took my research and explained it to someone who didn’t know about it.”

Based on her success in that venue, Green represented UC Davis at showcase in Los Angeles earlier in April for alumni, donors, regents and other friends of the University of California. “I’m really proud I got to go down and share my research,” she said.

4. Getting a leg up on graduate or professional school

When Becky Fu came to UC Davis in 2008, she was the first in her family to attend college. Nine years later, this genetics and genomics major is preparing to defend her dissertation and graduate from Stanford University with a doctoral degree in genetics and a master’s degree in biomedical informatics. A 2012 graduate from UC Davis, she credits her participation in undergraduate research as foundational to where she is today. “No question about it,” she said. “Without undergraduate research, there would have been no way I got into any of the graduate programs I did.”

As a freshman, Fu heard others talking about research and sought out the Undergraduate Research Center on campus for more information. She went on to do research with two professors; participate in the undergraduate research conference ; publish in Explorations , the UC Davis journal of undergraduate research; be awarded a Provost’s Undergraduate Fellowship to help pay for her research; and win the Chancellor’s Award for Excellence in Undergraduate Research and other awards.

“Having that experience as an undergraduate to fail a lot and expand on the techniques,” Fu said, “was an integral part of being prepared for and getting through the doctoral program.” At Stanford, she is working in the lab of Andrew Fire, who shared the 2006 Nobel Prize for Physiology or Medicine .

5. Contributing knowledge and impacting the world

Annaliese Franz, associate professor of chemistry  and faculty director of the Undergraduate Research Center , sees students experience the joy of discovery and creation through research. “Students really get the chance to create something new as they go into the lab or out into the field or study new policy.”

Fu, the Stanford student, explained how undergraduate research developed a new quest for her: “I wanted to be contributing to a bigger cause, a bigger realm of intelligence, and that’s advancing medical care in general.”

And Green, who did the research on the clean-car rebate program, discovered a new power. “My research told me that an undergraduate can make an impact,” she said. “You don’t have to have a master’s degree or doctorate to make valuable contributions.”

Julia Ann Easley of News and Media Relations supports communication and writes stories at the heart of the university. Her career includes a noble cause, adventures in learning, working with wonderful people and a beautiful green setting.

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Tips for Adding Research to Your Resume

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Getting involved in research is a unique experience that can help you build important skill for school and beyond! Once you get started, it’s important to think about adding it to your resume. When applying to future research positions, jobs, internships, and/or graduate school, it’s important to show off your experience. You will want to show that you have this kind of experience and also show off the skills that you have used/developed in your research position.

What You Need to Include

Its important to summarize the basic details of each position on your resume so that whoever reads it understands what each position was before they even read your bullet points.

Your research experience should have; • Your Role/Title Example: Research Assistant, Student Lab Member, etc.

• Lab and University Name Example: Wildcat Lab, University of Arizona

• City/State, not the full address! Example: Tucson, AZ

• Start Month/Year – End Month/Year. Examples: February 2023 – Present | January 2022 – May 2022

Putting it all together! Research Assistant | Tucson, AZ Wildcat Lab, University of Arizona | February 2023 – Present

Next – Writing About Your Experience s

Writing about your experience is important because this is the part that shows off what you did in your research experience! It’s important to write in a way that shows off the skills you used in the role. This is why we recommend writing in a style called APR format.

APR stands for Action – Project/Problem – Results. This format gives the employer, or whoever is reading your resume, enough information to see what you did, which skills you used, and why or how the task was completed. You can review more about APR format on the Resume Section on our website.

When preparing to write this section, think about what you did in your research position. What did you do? Why were you doing it? What skills did you use? Why or How was it completed? These are some questions to think about why writing about your experience. Then, use bullet points to list specific roles, tasks, or accomplishments.

Example Bullet Points: • Code participants answers in Excel to ensure data is HIPAA compliance • Analyze data using IBM SPSS to create correlation models and to find significant numbers • Present at weekly meetings to share findings with research team members

In these examples, you can see each bullet point includes skills such as coding, analyzing, programming (IBM SPSS), and communication.

Putting It On The Page

Once you have finished your bullet points, you can add them to your resume! Students typically put their research experience in a section that allows these activities to stand out. If you feel like your research is something that you want to highlight, you can create a specific section for it!

Give it a unique header such as Lab Experience , Research Experience, etc. and you’re ready to go!

Example Resumes with Research

Adding Your Research Skills

Remember, you can also add your research skills to your skills section, if you have one! This is a good place to directly state the skills you used in your research experience. It’s important to state your technical skills, such as programming, equipment, etc. and transferrable skills such as communication, data analysis, etc.

Example Skills Sections

Resume Help

Get more resume information, templates, and more on our website or make an appointment with a Career Peer Coach , who can help you create a new resume or review your current one!

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Office of Undergraduate Research

Leveraging your research when applying for jobs, by maria latta, peer research ambassador.

As the summer approaches, many of us are looking toward job and internship applications. If you are engaging in undergraduate research or creative projects, how can you use them to get a job or internship that doesn’t involved research? Often times students apply for jobs or internships related to their major or future career that don’t specifically include a research component. That doesn’t mean you can’t highlight the transferable skills that you have developed through undergraduate research in resumes and interviews to ultimately land you an offer.

Effective Communication

As a student researcher, you are constantly utilizing communication skills in research. From first approaching a faculty member to creating and presenting a research poster, you develop written and verbal communication skills. In particular, student researchers need to learn how to communicate their very specific research topic and methods to anyone. This means professors in your field who might ask challenging questions, other undergraduate students who have never heard of your topic, and community members who want to know what big picture impact UConn is making. You need to have excellent and adaptable communication skills to execute this successfully.

Initiative and Leadership

Students who have designed their own project have demonstrated both initiative and leadership. Whether it was for an honors thesis, with funding by OUR, or with a faculty mentor, student-led projects show an employer that you are the type of student who is willing to take on responsibility and can follow through. Planning, executing, and completing a research design involves collaboration, flexibility, and vision. These are all leadership qualities that employers are looking for in almost every position.

Problem Solving

Most job and internship opportunities are looking for students who can demonstrate their ability to solve unexpected problems and generate creative solutions. Research fits perfectly as an example of this skill. Almost all research projects come with unforeseen challenges and obstacles. Beyond just using research to solve a problem that you see in your field or in the community, you have to use problem solving skills to overcome roadblocks. Giving specific examples of how you approached these situations can give employers an insight into your ability to handle unexpected situations in order to follow through with a project.

When you are applying for a program or job that doesn’t involve research, it is very important to emphasize the various transferable skills that you gained. This is a great opportunity to provide specific examples of situations where you were able to demonstrate some of the soft skills that employers are really looking for. In particular, you want to highlight these points on your resume or CV. Using strong action verbs in your bullets that emphasize these skills can catch an employer’s eye and help you to stand out in the crowd.

Maria is a senior majoring in Pharmacy Studies and minoring in Molecular and Cell Biology and Sociology. Click here to learn more about Maria.

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What is exactly meant by "research experience" in grad application?

I'm confused by what the term "research experience" actually means in a PhD application. The following examples come into my mind:

• working as research assistant with university professor
• publishing research papers in conferences
• work in R&D division of company (industry research)

Do all examples of the list above count as research experience? Or which ones do? If so, what are they?

Which ones are more important and provide competitive advantage for getting accepted to good university?

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• terminology

• 3 I can confirm that RA experience and published work counted as research experience when I applied to my PhD. –  user7112 Commented Jan 11, 2014 at 11:28

3 Answers 3

I would say all of those count as "research experience". Which ones will be most valued depends on the nature of the program you're applying to, and the exact nature of the work you did. In general, though, the more independent your work was, the better, and the more generic it was, the worse. So if you were a research assistant but all you did was photocopy documents, that will not earn you many points. If you were a research assistant who, e.g., conducted experiments, did fieldwork, participated in lab meetings, whatever, those will be worth more. If you actually contributed to the writing of papers or presentation at conferences, even better.

As a rule of thumb, the more that what you did was something other people could not have done (i.e., it required your special expertise, not just "more hands'), the "better" it is.

Most of the applicants for PhD positions (after bachelor, different for master) don't have much research experience or have even written a paper as first author, more common would be poster at a conference. So if you have to show something here over average, list it in your application.

As professors get sometimes over 100 applications for PhD positions, more importantly list in bullet points what you experience handling distinct scientific methods is (technical terminus and usage time, e.g. electron microscopy on biological objects for one year or matlab scripting on neural networks for 6 months) . As soon as you have worked for several weeks with a distinct technique, list it as research experience (name - object - duration)

This profile of your expertise is in the end to my experience more important to a professor/distinct position than a higher number of posters/papers of a distinct candidate, because it depends more on your team/advisor/co-workers if you publish before PhD a lot

It means during your undergraduate or after your undergraduate or in masters (if you are going for a PhD program), what did you do that counts as research.

In PhD application, the committee is looking for whether you already have warmed up for research or not because PhD is about taking a problem and doing research which only you could have done.

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Actor Melissa Gilbert Shares Reflections & Video about her Experience with Misophonia

Throughout her life, actor Melissa Gilbert has recoiled at the sounds of gum chewing, chip crunching, nail tapping, and other everyday sounds—but she was well into adulthood before she discovered why she found these noises so distressing. 

Gilbert has misophonia, a disorder characterized by unusually strong sensitivity and reactivity to a particular trigger sound, typically a noise made by other people, such as chewing, slurping, crunching, throat-clearing, and many others. People with misophonia can have intense automatic reactions—for example, anger, escape, or avoidance—that are significantly distressing and cause impairment in their lives.

Knowing she has misophonia helped Gilbert realize she wasn’t alone, and getting evidence-based treatment has given her effective coping tools and a sense of peace.

She recently partnered with Zach Rosenthal, PhD , associate professor in psychiatry and behavioral sciences and director of the Duke Center for Misophonia & Emotion Regulation , to promote awareness, provide hope, and invite people to help fund misophonia research and advocacy. 

Rosenthal connected with her recently to learn more about her experience with misophonia. Watch the video and read the Q&A below to learn more.

What was your experience with misophonia like as a child? 

Misophonia made me feel “other.” It made me feel afraid and isolated and, when triggered, angry. I also felt incredible guilt for what I considered “bad” thoughts. 

How did it impact you then, as you grew up, and in adulthood? 

My whole childhood and life, I felt like I was constantly on alert and was always waiting for the “attack,” for the moment someone would make a sound that would make me want to flee or scream.

What were your worst triggers growing up and in adulthood? 

My worst triggers were and are open-mouthed chewing sounds. There are different levels of bad though. Gum chewing sounds are bad, but popping and snapping gum are worse. Loud chewing of food is bad, but chips of any kind and popcorn are agonizing. Nails tapping on a table and clicking pencils can be triggering and sometimes even finger snapping or hand clapping. The last one being a particularly interesting problem, considering I love being on stage.

When and how did you become aware that you had misophonia? 

For most of my childhood and adolescence, I thought that I was just a bad person with bad thoughts. I felt like no one cared about me enough to stop making triggering sounds. The day I found out that what I have has a name, I sobbed. Not only did I feel better knowing I wasn’t out of my mind, I realized that I was not alone.

What are some strategies that have helped minimize your misophonia? 

For me, absolutely and without doubt, cognitive behavioral therapy changed my life. The therapy gave me an incredible toolbox of coping mechanisms. Many of which I use nearly every day. I cannot begin to express how much more peaceful my life is since going through treatment. Misophonia doesn’t go away, but the therapy I did gave me the coping skills to better control my misophonia and not allow it to totally control me. There is great healing in being able to take charge of my misophonia.

What advice would you give others who suffer from misophonia—and/or to people whose friends, loved ones, colleagues, etc. have misophonia? 

My advice would be to seek treatment right away. But, be very mindful. There are a lot of “snake oil” salespeople out there. Try to find a place and program with legitimate research and treatment at its core. The Duke Center for Misophonia and Emotion Regulation is that place.

How did you connect with the Duke Center for Misophonia & Emotion Regulation? 

Like anybody else would, I Googled “misophonia treatments" online and dove deep into every recommendation I found. The most legitimate and comprehensive research and treatment I found was at Duke. I sent in emails and their director, Dr. Zach Rosenthal, reached back out to me. Together we found a therapist and I began treatment.

What prompted you to create and broadly share this video in partnership with the center? 

I know I am not alone as a sufferer of misophonia but it is not a condition people talk about. So I am hoping to inspire other people with misophonia to seek help that will work. Even more importantly, I want people to know they are not alone. I know exactly how they feel. I know the fear, anxiety, and fury that come with misophonia and I know there is help. Real, true, life changing help.

What are your hopes for misophonia research and treatment? 

My hope is that bringing awareness will help to fund more research and treatment. I feel that the work Duke has done thus far is just the tip of the iceberg.

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Priorities on the Health Horizon

National Academy of Medicine; The Learning Health System Series ; Editors: Consuelo Wilkins , Emily Stewart , Bruce Siegel , Jeffrey Schiff , Neil Powe , Beverley Johnson , Meg Gaines , Peter Embi , and Sarah M. Greene .

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In response to a growing national awareness that the development and use of new diagnostic, therapeutic, and preventive interventions had been occurring at a quickening pace—one far outstripping the evidence necessary to make informed decisions about their comparative advantage—the Patient-Centered Outcomes Research Institute (PCORI) was established in 2010 as part of the Affordable Care Act legislation. PCORI is guided by the imperative to help patients, families, clinicians, and other health care stakeholders make better informed health care decisions and improve care and outcomes. To inform the next steps in its organizational strategy, PCORI enlisted the National Academy of Medicine (NAM) to leverage its deep experience in convening experts on matters of significant national importance, including its long-standing thought leadership role in the realization of a learning health system. The NAM formed a multi-stakeholder workgroup and held two virtual convenings with the objective of engaging with patients, clinicians, health system leaders, researchers, and other stakeholders from the broader health community to identify and discuss high-priority emerging issues in health, health care, and biomedical science and technology. The key messages from these meetings are outlined in the Special Publication Priorities on the Health Horizon: Informing PCORI's Strategic Plan .

Given the breadth of the domains considered in the Priorities on the Health Horizon meetings—emerging technologies, social and environmental factors, optimizing value, and infrastructure—a formidable set of pressing health and health care research needs were reviewed and discussed. In addition, certain fundamental strategic priorities emerged as basic and critical to progress in the field: (1) the need to reorient research perspectives and activities to patient and family priorities and values, and in particular, those conditions that drive inequities; (2) the need to foster strategic learning partnerships across groups, organizations, and sectors; and (3) the need to build the continuous learning infrastructure to produce new insights at the pace and scale necessary for health and health care improvement.

Moving forward, building the capacity to continuously improve learning and sharing throughout the system will entail stakeholders working together as seamlessly as possible. The NAM and PCORI worked together to facilitate an expansive dialogue with key stakeholders and engender trust through a focus on shared commitments to progress on improving health for all Americans in the decade ahead.

• Collapse All
• LEADERSHIP INNOVATION IMPACT: for a healthier future
• ABOUT THE NATIONAL ACADEMY OF MEDICINE
• STEERING COMMITTEE AND WORKING GROUP PARTICIPANTS
• ACRONYMS AND ABBREVIATIONS
• MEETING STRUCTURE
• MEETING INSIGHTS
• 1. INTRODUCTION AND OVERVIEW
• COMPELLING RESEARCH QUESTIONS
• DISCUSSION HIGHLIGHTS
• 6. CROSS-CUTTING THEMES
• 7. PATIENTS SHAPING THE HEALTH HORIZON
• 8. STRATEGIC PRIORITIES FOR THE FIELD
• 9. CONCLUDING INSIGHTS
• Appendix A. TOPIC BRIEFS FOR MARCH 15–16, 2021 MEETING
• Appendix B. SLIDE PRESENTATIONS FOR MARCH 15–16, 2021 MEETING
• Appendix C. AGENDA, MARCH 15–16, 2021 MEETING
• Appendix D. AGENDA FOR APRIL 27, 2021 MEETING
• Appendix E. PRESENTER AND FACILITATOR BIOGRAPHIES FOR MARCH 15–16, 2021 MEETING
• Appendix F. PRESENTER AND FACILITATOR BIOGRAPHIES FOR APRIL 27, 2021 MEETING
• Appendix G. PARTICIPANTS FOR MARCH 15–16, 2021 MEETING
• Appendix H. PARTICIPANTS FOR APRIL 27, 2021 MEETING

Suggested citation:

Greene, S. M., P. Embi, M. Gaines, B. Johnson, N. Powe, J. Schiff, B. Siegel, E. Stewart, and C. Wilkins, Editors. 2022. ! Priorities on the Health Horizon: Informing PCORI's Strategic Plan . NAM Special Publication. Washington, DC: National Academy of Medicine.

This activity was supported by a contract between the National Academy of Medicine and the Patient-Centered Outcomes Research Institute.

Library of Congress Control Number: 2022933547

Printed in the United States of America

• Cite this Page National Academy of Medicine; The Learning Health System Series; Wilkins C, Stewart E, Siegel B, et al., editors. Priorities on the Health Horizon: Informing PCORI's Strategic Plan. Washington (DC): National Academies Press (US); 2023 Aug 1. doi: 10.17226/27109
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