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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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How To Put Research On Your Resume (With Examples)

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Find a Job You Really Want In

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.

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.

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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.

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.

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).

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

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.

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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Office of Undergraduate Research

Reflect on the experience.

The end of an experience is a great time to reflect on your learning. With every research experience you will gain new skills, learn more about the type of environment you enjoy being in, further explore your strengths and interests, and test out your motivation to further study or pursue a career in a field or discipline. In some cases, a research experience teaches you what you don’t want moving forward; this is an equally valuable learning experience that you need to recognize and use when evaluating what’s next.

Consider these questions, or those in the boxes below, to guide your reflection and prepare for conversations with your mentors to discuss your next steps.

• What is your overall reaction to and impression of your experience? Is this a subject you see yourself continuing to study? Is this research you would like to build on?
• How does your current knowledge of the work compare to what you imagined it would be like going into the experience? Did anything surprise you? Are there differences between what you thought it would be like and what it was actually like?
• Did you learn something about the field that you didn’t know before? Does this new knowledge impact your opinion of the work and motivation to further engage in research in the discipline?
• Consider your day-to-day tasks – what tasks did you find came easy to you/you did well at, and what tasks did you struggle with? Of those tasks you did well, did you enjoy them? If there were tasks you struggled with, are these areas where you want to challenge yourself to learn more and improve?
• What did you learn about yourself – your strengths and weaknesses – through engaging in a research experience? How do you plan to use this knowledge in navigating future endeavors?

I Learned…

• I learned...
• I learned this when...
• This matters because...
• I will use this knowledge to...
• What? (What did I learn?)
• So what? (Why does it matter?)
• Now what? (How will I build on this learning?)

What Have I Learned About…

• The process of research or creative activity?
• Myself, my strengths, and my areas for growth?
• How I learn and what conditions support my learning?
• My educational goals and career goals?

Then and Now

• What have I come to see differently because of my experience with this project?
• What do I know now that I didn't know then?
• What do I know now about what I don't know?
• How did I develop these skills through my engagement in this project?
• How did I demonstrate these skills through my engagement in this project?

Critical thinking/problem solving Teamwork/collaboration Leadership Oral/written communication Technology Professionalism/work ethic Self-awareness   career management Global perspective Research-specific skills

As your research experience is coming to a close, make a point to meet with your supervisor/faculty mentor to discuss the experience, your goals and interests, and next steps. Faculty mentors are a wonderful source of guidance, inspiration, and referrals. Go into this conversation with clear ideas as to what you enjoyed most about your research experience, how you want to incorporate or build on to the experience moving forward, and how the opportunity has shaped  your goals and interests.

Sample conversation starter:

During my experience working with you, I’ve found that I’m drawn towards and most enjoy ______________ ( doing/researching/analyzing/assisting with) __________ ( task or topic ). In thinking about how I can build on this experience, and taking into account my goal of ________________, I want to gain additional _________ ( experience/skills/knowledge) in _____________ (researching/exploring/analyzing)__________ (topic) . I’m wondering if you have suggestions on next steps that will help me _____________ ( learn/gain experience in/expand my skills) in____________ (task or topic) . As always, I sincerely appreciate any guidance you’re able to provide me.

Maintaining Relationships

Always thank everyone who contributed to your learning during a research experience. Hand-written thank you notes go a long way in demonstrating your appreciation and cementing your relationship with faculty mentors, supervisors, and TAs.

But the relationship doesn’t end there. Keep in touch by periodically sending updates and reminding them how they contributed to your learning and impacted your direction. Maintaining relationships is essential to having a rich pool of valued mentors you can draw from when seeking guidance or letters of recommendation.

Research experience

Research is one of the best things you can do to make yourself a competitive graduate school candidate — and a better, more prepared scholar..

Quality undergraduate research experience strongly enhances your competitiveness for graduate school. Increase your likelihood of admission by seeking research opportunities at your home campus or other institutions. 

Connect with faculty

Identify topics that interest you, then find faculty members at your campus who are conducting research in those areas. Department websites and faculty pages, where you can locate faculty members’ bios, curricula vitae (CVs) and most recent publications, are great starting points.

After reading their publications and familiarizing yourself with their work, contact professors to schedule a meeting. Share what interests you about their research, citing any particular publications, then follow up with a thoughtful idea or question.

After you’ve connected intellectually, express your interest in assisting on a current project. Provide a résumé or CV and be prepared to report on the skills and strengths that qualify you to join a research project. Be realistic about the number of hours you can commit without overextending yourself. And remain positive and persistent as you seek the right opportunity.

Apply early

Begin applying for research opportunities as early as your sophomore year. Research experience gives you a competitive advantage by demonstrating that you're capable of the type of study graduate school requires.

Some campuses offer structured research programs during the academic year in addition to summer programs, so learn about all the options your institution offers.

You may have to apply to several programs before you get an acceptance letter, so be persistent, and apply to all that match your qualifications and interests.

Find a summer research program

Many universities — including UC campuses — offer structured summer research programs in a variety of disciplines, including social sciences and humanities.  Typically 8 to 10 weeks long, summer programs often combine faculty-mentored research, professional development workshops and GRE preparation. Host institutions typically cover expenses such as travel, housing and food (meals/resources to prepare/buy meals). Some also provide a stipend, since you will not be able to work while participating in the program.

In addition to building your skills, summer research gives you the chance to become familiar with institutions you may plan to apply to for graduate school. Apply widely to these programs, as you may find a great match in an institution you would not otherwise have considered. Deadlines vary, so start looking early and be prepared to submit your applications as early as December through early February.

Finally, investigate informal ways to gain research experience. You may be able to work under the guidance of a faculty member, even if the professor is not an official research program mentor. Some professors may be willing to supervise an independent research project.  If a faculty member cannot accommodate you, ask him or her to suggest colleagues who may be seeking an undergraduate assistant. 

Learn more about research programs offered at UC campuses

UC Berkeley Office of Undergraduate Research and Scholarships   UC Davis Undergraduate Research Center Additional Research Information   UC Irvine Undergraduate Research Opportunities Program Summer Undergraduate Research Fellowship Campus Wide Honors Collegium Access to Careers in Engineering and Sciences (ACES)   Neuroscience Summer Institute Office of Access and Inclusion   UCLA Undergraduate Research Center - Sciences Undergraduate Research Center - Humanities, Arts & Social Sciences Summer Programs for Undergraduate Research

UC Merced Undergraduate Research Opportunities Center

UC Riverside Mentoring Summer Research Internship Program (MSRIP) Application Form UC Leads

UC San Diego Research Experience and Applied Learning Portal Summer Research Program 

UC San Francisco Summer Research Training Program PROPEL Post-baccalaureate Program

UC Santa Barbara Undergraduate Research  

UC Santa Cruz Undergraduate Research Opportunities Summer Research Opportunities STEM Diversity Research Programs Hispanic Serving Institutions Initiatives  

Learn more about national research programs

AMGEN Scholars Programs Initiative for Maximizing Student Development Program 

McNair Scholars Program

Maximizing Access to Research Careers

National Science Foundation Research Experience for Undergraduates (REU)

Pathways to Science

Helpful tips

Reality check Summer research programs are highly competitive, so apply to many different schools and programs — including your current institution.  Don't worry about where you do your research ... just do it!

Stay in touch!  Once you've completed a research program, maintain connections with your research mentors, who will be able to write very strong letters of recommendation and support you throughout the process of getting into to graduate school. Check in regularly with your research mentors and provide updates about your academic progress.

“If you look across the country, there are maybe four or five known Native American statisticians. That certainly makes it difficult some days. But it also gives me the spark.”

How to Get Research Experience

New section.

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 AAMC Core 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.  

Finding a Research Experience

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This chapter discusses the importance of an undergraduate research experience in science, technology, engineering, mathematics, or medicine (STEMM) and how it differs from lecture-based or “active” classroom learning, and “independent study” for credit. Different types of research experiences and internships can range from the traditional one-student-one-mentor experiences to participation in larger, more structured undergraduate research programs that may have teams of multiple students and mentors. Guidance is provided on the range of available resources that students can use to find a research experience that matches their needs and expectations.

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Ellison, A.M., Patel, M.V. (2022). Finding a Research Experience. In: Success in Navigating Your Student Research Experience. SpringerBriefs in Education. Springer, Cham. https://doi.org/10.1007/978-3-031-06641-2_1

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The Research Experience Planning, Conducting, and Reporting Research

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• Updated Ethics Chapter (Ch. 4) reflects the revised Common Rule governing research with human subjects.
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Supports intensive research by undergraduate students in any NSF-funded area of research. REU Sites engage a cohort of students in research projects related to a theme. REU Supplements engage students in research related to a new or ongoing NSF research award.

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The Research Experiences for Undergraduates (REU) program supports active research participation by undergraduate students in any of the areas of research funded by the National Science Foundation. REU projects involve students in meaningful ways in ongoing research programs or in research projects specifically designed for the REU program. This solicitation features two mechanisms for supporting student research:

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• Updated Ethics Chapter (Ch. 4) reflects revised Common Rule governing research with human subjects.
• This edition incorporates updates in the seventh edition of the APA Publication Manual , including Bias-Free Language and new citation and reference styles.
• Separate chapters on Correlational and Nonexperimental Research and Qualitative Resea rch give more depth to these designs as important fields of study.
• Thorough coverage of research design and methods fundamentals emphasizes the practical issues involved in producing research projects and reports.
• Three types of questions throughout every chapter include Revisit and Respond, Try This Now, and Build Your Skills promote student learning.
• ISBN-10 1544377959
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"The material reflects current thinking in the field…This textbook does a very thoughtful job of organizing [tables and figures]. [A majority of my students are visual learners]…having all of the tables and figures is greatly appreciated…The focus on presentations and presenting the research is very helpful."

"[This] textbook is very copious and thoughtful, without being overwhelming or patronizing…this textbook has a really nice balance and is comfortable to read. Additionally, the figures/tables are very helpful and are great for all learners, especially visual learners."

"[The key strengths of the text are] the style of writing, the examples, the depth of the information, [and] some chapters are beautifully organized and helpful, [such as writing your research]."

About the Author

Dr. Devlin is a published author with more than three decades of academic and research experience. During her more than 35 years as a faculty member at Connecticut College, she has taught courses in research methods, environmental psychology, cognitive psychology, industrial and organizational psychology, and a host of related seminars. She also established and frequently serves as chair or member of the Connecticut College Human Subjects Institutional Review Board (IRB). In those roles, she has reviewed more than 800 student research proposals as well as those of faculty and staff. With this experience, she is familiar with a wide range of research topics and research designs.

Dr. Devlin has published four books, the most recent of which is Transforming the Doctor’s Office: Principles from Evidence-based Design (2015). Her third book, What Americans Build and Why: Psychological Perspectives (2010) focused on five facility types: residential, educational, medical, retail, and office. In addition, she has published numerous research articles in such journals as Environment and Behavior (SAGE), Journal of Environmental Psychology , Journal of Applied Social Psychology , Professional Psychology: Research & Practice , and Journal of Counseling Psychology.

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The Research Experience: Planning, Conducting, and Reporting Research

Welcome to the sage edge site for the research experience, second edition.

The Research Experience: Planning, Conducting and Reporting Research, Second Edition  is the complete guide to the behavioral science research process. The book covers theoretical research foundations, guiding students through each step of a research project with practical instruction and help. The latest technological tools, such as SurveyMonkey®, Qualtrics®, and Amazon Mechanical Turk®, are included to show the increasing influence of the Internet to conduct studies and how research is conducted in the world today. Taking students through the process from generating ideas for research to writing and presenting findings helps them absorb and apply the material. With its practical emphasis and supporting pedagogy, students will be able to successfully design and execute a research project.

This site features an array of free resources you can access anytime, anywhere.

Acknowledgments

We gratefully acknowledge Ann Sloan Devlin for writing an excellent text. Special thanks are also due to Gabrielle Smith of Texas Woman's University and Integra for developing the resources on this site.

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Undergraduate Students find research offers a learning experience unlike anything else

Understanding the benefits of undergraduate research.

Undergraduate research opportunities can open doors for students as they take the next step in their journey. For students considering graduate school, a research experience can help make that decision by giving the student a taste of what’s to come. Students who have never even considered graduate school might realize they have an affinity for research. Even students who don’t plan to continue with a graduate education, can gain a huge edge in the job market from having a experience with research. As students begin to enter the job market, they are realizing that employers are looking for potential employees who have real-world experience and an understanding of the research process. Research gives students a greater understanding of the concepts and ideas they study as part of their coursework and working through an individual research project forces students to look for answers beyond their textbooks and navigate through issues, developing essential critical thinking skills.  

Although the majority of the students working at the Institute are graduate students, we take every opportunity to support undergraduate research for interested students. We offer research experience for wage payroll students, students enrolled in the senior research-focused Energy and Geo-Environmental Engineering (EGEE) 494 or the industrial-oriented capstone energy design course (EGEE) 464 as well as for students completing independent coursework or honors thesis projects. The students that work at the Institute benefit from working along side faculty, research staff, and graduate students. They receive guidance and training, but are pushed to think for themselves through processes and outcomes.

Educating Students on Research Opportunities

As part of our outreach and recruitment efforts, the EMS Energy Institute participates each year in the Earth and Mineral Sciences Exposition (EMEX). Sharon Falcone Miller, director of the Office of Student Development at the Institute, coordinates the effort. She is usually joined by one or two students currently working on research projects at the Institute who are able to discuss their work and answer questions on their experience. Dr. Miller spends the day talking to attendees and providing an overview of the opportunities available through the Institute in one of our nine research focus areas with the goal of educating potential students on the benefits of having a research Institute available to them. Many students are unaware of the option to complete research as an undergraduate and how that experience can benefit them in the future.

EMEX is the College of Earth and Mineral Sciences annual open house. All high school students, current Penn State students, and transfer students who are considering an EMS major are invited to attend. Faculty, staff, students, and alumni answer questions and talk to attendees about EMS majors, curriculum requirements, career opportunities, student life, and special features of the College of Earth and Mineral Sciences. This year the event was held on March 16 and over 425 prospective students and their families participated.  

"The opportunity to participate in undergraduate research at the EMS Energy Institute was a way for me to apply the knowledge I learned in my classes to real world problems. My research experience taught me more about designing and building experimental set-ups, data collection, and data analysis than any of my classes because instead of following a set of prescribed lab procedures, I was challenged to collaborate with my colleagues and solve open ended problems. My mentors taught me a wide range of skills from how to approach research problems, to giving presentations to collaborators, to using Swagelok fittings. I was very fortunate to be able to publish a first author paper on my work, as well as present my project at two technical conferences. My work at the Institute motivated me to seek new research opportunities and to apply to graduate school." -- Laura Bradley (‘11) is a PhD candiate at the University of Southern California.

“ Participating in research projects as an undergraduate student helped me to develop many skills that are difficult to attain through regular classwork . EMS Energy Institute research projects were an opportunity to work with a team of students to design, construct and operate experimental systems under the guidance of talented researchers.” -- Derek Hall (‘12) is a graduate student working at the EMS Energy Institute.

“Unlike the normal classroom atmosphere where a certain curriculum must be followed, the senior research project is chosen by each student to focus on their strengths in addition to interest in the field of engineering. [Offering] a choice [for students] to research a topic that the student has fully chosen on their own, creates a learning experience unlike others. The experience teaches long term self-reliance and time management which complement the skills required in the working field of today’s industries. ” -- Ken Meagher’s (‘13) project examined the properties of the coal-derived jet fuel JP 900 as they relate to transportation and miliary diesel fuel needs. He plans to work in combustion analysis in the transportation industry.

“Participating in a research project as part of my undergraduate degree helped me connect with other students and professors who share similar interests. The challenges associated with working on a project helped further develop skills in solving complex problems. ” -- Eric LaRow is an undergradaute student in the Penn State Schreyer Honors College. His research at the Institute focuses on characterizing and improving the performance of a CuCl electrolyzer as part of the CuCl hybrid thermochemical cycle.

“I was able to learn more about a topic that was directly relevant to my interests, and I had the freedom to take an in-depth look at something that I am passionate about. It wasn’t always easy along the way, and there was a good deal of problem solving and troubleshooting I had to do to get things to work; sometimes a reaction would go wrong, or scheduling proved more difficult than I expected. In the end, I was able to work things out and accomplish what I set out to do. I learned how to adapt and shape my project into something meaningful, something that I’m proud of . I have no doubt the experience will be valuable to me when I begin to work in the alternative energy field.”

-- Karl Koerner (’13) completed a project on the economic viability of converting waste fryer oil into biodiesel in the State College area. He plans to work in the alternative energy field and eventually pursue an advanced degree in order to teach.

For more information on student research or the opportunities available through the EMS Energy Institute, visit the Office of Student Development website, www.energy.psu.edu/osd/index.html , or contact Sharon Falcone Miller, [email protected] .

Some cases of Alzheimer's caused by two copies of a single gene

For the first time, researchers have identified a genetic form of late-in-life Alzheimer’s disease — in people who inherit two copies of a worrisome gene.

Scientists have long known a gene called APOE4 is one of many things that can increase people’s risk for Alzheimer’s, including simply getting older. The vast majority of Alzheimer’s cases occur after age 65. But research published Monday suggests that for people who carry not one but two copies of the gene, it’s more than a risk factor, it’s an underlying cause of the mind-robbing disease.

The findings mark a distinction with “profound implications,” said Dr. Juan Fortea, who led the study the Sant Pau Research Institute in Barcelona, Spain.

Among them: Symptoms can begin seven to 10 years sooner than in other older adults who develop Alzheimer’s.

An estimated 15% of Alzheimer’s patients carry two copies of APOE4, meaning those cases “can be tracked back to a cause and the cause is in the genes,” Fortea said. Until now, genetic forms of Alzheimer’s were thought to be only types that strike at much  younger ages  and account for less than 1% of all cases.

Scientists say the research makes it critical to develop treatments that target the APOE4 gene. Some doctors won’t offer the only drug that has been shown to modestly slow the disease, Leqembi , to people with the gene pair because they’re especially prone to a dangerous side effect, said Dr. Reisa Sperling, a study coauthor at Harvard-affiliated Brigham and Women’s Hospital in Boston.

Sperling  hunts ways to prevent  or at least delay Alzheimer’s and “this data for me says wow, what an important group to be able to go after before they become symptomatic.”

But the news doesn’t mean people should race for a gene test.

“It’s important not to scare everyone who has a family history” of Alzheimer’s because this gene duo isn’t behind most cases, she told The Associated Press.

How do genetics affects Alzheimer's?

More than 6 million Americans, and millions more worldwide, have Alzheimer’s. A handful of genes are known to cause rare “early-onset” forms, mutations passed through families that trigger symptoms unusually young, by age 50. Some cases also are linked to Down syndrome.

Latest news on Alzheimer's disease

• A type of belly fat may be linked to increased risk of Alzheimer's.
• In an unusual move, FDA postpones decision on Lilly's Alzheimer's drug.
• Decades-old HGH treatments linked to five cases of early Alzheimer's.

But Alzheimer’s most commonly strikes after 65, especially in the late 70s to 80s, and the APOE gene — which also affects how the body handles fats -- was long known to play some role. There are three main varieties. Most people carry the APOE3 variant that appears to neither increase nor decrease Alzheimer’s risk. Some carry APOE2, which provides some protection against Alzheimer’s.

APOE4 has long been labeled the biggest genetic risk factor for late-in-life Alzheimer’s, with two copies risker than one. About 2% of the global population is estimated to have inherited a copy from each parent.

Pointing to a cause for a subset of Alzheimer's

To better understand the gene’s role, Fortea’s team used data from 3,297 brains donated for research and from over 10,000 people in U.S. and European Alzheimer’s studies. They examined symptoms and early hallmarks of Alzheimer’s such as sticky amyloid in the brain.

People with two APOE4 copies were accumulating more amyloid at age 55 than those with just one copy or the “neutral” APOE3 gene variety, they reported in the journal Nature Medicine. By age 65, brain scans showed significant plaque buildup in nearly three-quarters of those double carriers — who also were more likely to have initial Alzheimer’s symptoms around that age rather than in the 70s or 80s.

Fortea said the disease’s underlying biology was remarkably similar to young inherited types.

It appears more like “a familial form of Alzheimer’s,” said Dr. Eliezer Masliah of the National Institute on Aging. “It is not just a risk factor.”

Importantly, not everyone with two APOE4 genes develops Alzheimer’s symptoms and researchers need to learn why, Sperling cautioned.

“It’s not quite destiny,” she said.

How new findings may affect research

The drug Leqembi works by clearing away some sticky amyloid but Sperling said it’s not clear if carriers of two APOE4 genes benefit because they have such a high risk of a side effect from the drug — dangerous brain swelling and bleeding. One research question is whether they’d do better starting such drugs sooner than other people.

Masliah said other research aims to develop gene therapy or drugs to specifically target APOE4. He said it’s also crucial to understand APOE4’s effects in diverse populations since it’s been studied mostly in white people of European ancestry.

As for gene tests, for now they’re typically used only to evaluate if someone’s a candidate for Leqembi or for people enrolling in Alzheimer’s research — especially studies of possible ways to prevent the disease. Sperling said the people most likely to carry two APOE4 genes had parents who both got Alzheimer’s relatively early, in their 60s rather than their 80s.

The Associated Press

University of Minnesota professor's book investigates shocking medical research abuse

M ovies such as "Erin Brockovich" depict whistleblowers as heroes who undergo tough times before earning the satisfaction that they've benefited humanity. University of Minnesota philosophy professor Carl Elliott says that's not how it usually goes down.

Elliott, whose book "The Occasional Human Sacrifice" is out next week, knows from experience. Alerted by a 2008 series of articles in the Pioneer Press, written by Paul Tosto and Jeremy Olson (now a Star Tribune reporter), he and others investigated after the suicide of Dan Markingson, a mentally ill man who was part of a U of M study of a powerful drug. That began a frustrating quest for justice, not least for Mary Weiss, Markingson's mother, that affected relationships with colleagues. (An external review eventually acknowledged flaws in the U's oversight program.)

In his book, Elliott reflects on a youthful situation in which he failed to do the right thing and writes that he wonders now, "what I feel proud of and what I regret, the different choices I might have made, how my life might have gone if I had decided not to get involved. It has helped to talk to others who have gone through similar ordeals."

Reflecting on the experience led Elliott, 62, to seek other whistleblowers, some as far away as Sweden and New Zealand. What he found is that most were unsatisfied with the results of their labors and that some regretted what they'd tried to do.

We spoke with the Minneapolis man about his book, subtitled "Medical Experimentation and the Price of Saying No," and how whistleblowers often step into trouble they can't imagine (the interview has been edited):

Q: You write about the frustration of whistleblowing. But one case you discuss is the Tuskegee Syphilis Study, whose test subjects were unaware they were receiving no treatment. They eventually were compensated. Surely those whistleblowers were successful?

A: If any of the stories in the book had a lasting impact, it's that one. But it took a long time [four decades]. The really interesting thing to me about Tuskegee is the way it is taught in medical schools, which put a much more optimistic, positive spin on it than it deserves. The researchers responsible for it were never punished. In fact, they were honored. Many of them went to their graves convinced that they had done nothing wrong.

Q: But it has resulted in reform?

A: Yes, it has more than any of the other scandals I wrote about — or didn't write about — to do with the current regulatory regime, which is flawed but better than it was before Tuskegee.

Q: Many whistleblowers you met left the organizations on whom they blew the whistle. Did you think about leaving the U?

A: I probably should have. I didn't feel as if I could leave or wanted to leave while the Markingson case was still alive because it would have felt like giving up. Afterwards, you become so contaminated with the experience of being a whistleblower or dissenter that it makes it difficult to leave. You become toxic. No one wants to be around you. This is what John Pesando [a former researcher at Seattle's Fred Hutchinson Cancer Research Center who attempted to expose alleged abuses of patients there] says: "Once you blow the whistle, everybody is a little wary of you because they think, 'When are you going to blow the whistle in my direction?' "

Q: Would you do it again?

A: I probably would. I don't think I'd do it in the same way. I do feel as if I have learned something from the experience and from talking to other people.

Q: Comparing the cases in the book, it seems like a group of whistleblowers has a better chance at success than individuals?

A: Doing it alone is a recipe for disaster, for a kind of self-immolation. When I talked to Tom Devine at the Government Accountability Office — he does whistleblower law — he said that when a potential whistleblower comes to him, the first thing he tells them is, "Don't do it. Going public will ruin your life. If there's any way to get the information out without making yourself a public figure, do it."

Q: Were there any surprises in talking to whistleblowers?

A: I not only admired the people but actually liked spending time around them, really enjoyed getting to know them. If you talk to reporters — and I understand this — you will often hear that whistleblowers are a uniquely prickly, difficult, moralistic type of personality, that it requires this sort of personality to blow the whistle. I didn't find that at all. Some of these people were extraordinarily gentle, kind people. Even the ones who had a contrarian streak were very funny.

Q: How do you think the book will be received at the University of Minnesota?

A: Part of what happened as a result of that entire experience is my move from the medical school to the philosophy department. I don't have a lot of reason to go back over to that [medical] part of campus much anymore. Which has made my life easier. But I'm a little nervous about how it's going to go across. We'll see.

By: Carl Elliott.

Publisher: Norton, 339 pages, $29.99.

©2024 StarTribune. Visit startribune.com. Distributed by Tribune Content Agency, LLC.

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Who rules the roost? Research reveals tots play key role in shaping the home environment

by University of York

In a study carried out by experts in child development at the University of York, researchers have found that pre-school children actively select, shape and create their own experiences to match their genetic tendencies.

The researchers looked at how genes and the environment work together to shape the brain development of children between the ages of two and four.

They found that rather than being passive recipients of the environment around them—such as the behavior and likes and dislikes of their parents—they also had a strong say in creating their own experiences based on their inherited preferences and character traits.

The researchers looked at early cognitive stimulation at home including talking, singing, nursery rhymes, books and engaging with toys and puzzles. They found that children drove decisions on which activities to focus on and how often to do them at least as much as their caregivers.

Professor Sophie von Stumm from the Department of Education at the University of York, said, "As many parents will know, small children are already very clear about what they do and don't like and this study cements the theory that, even at a young age, children are actively shaping their experiences at home.

"A child's preferences and differences in character will evoke distinct reactions from their caregivers. For example, if a child enjoys reading they will sit and focus on a book, which is likely to motivate caregivers to read with them more and provide more books.

"The debate over whether a child's character and abilities are down to nature or nurture is long-running, but our findings show how genes and the environment act as a combined force. Our study can also explain why even siblings growing up in the same house can differ so widely in their behavioral tendencies, emotional development , and learning abilities."

The research is the first systematic study of genetics and the environment and how they interplay in very young children. The report is titled "Gene-environment interplay in early life cognitive development."

The study used data from the Twins Early Development Study, which followed over 15,000 families with twins born between 1994 and 1996 in England and Wales. Over the course of this longitudinal study, twins' verbal and nonverbal cognitive development was assessed at different ages, including at two, three and four, via standardized testing and extensive parent and self-reports.

Lead author of the report, Dr. Alexandra Starr, a researcher in the Department of Education at the University of York, said, "We wanted to look at the early years because we know that children are already very different before they start school, and these differences in cognitive and socio-emotional development have important long-term consequences. Early differences grow and become greater as children get older, leading to a 'snowball effect."

"The early home environment is particularly important to brain development, we know so many outcomes in later life are related to this—from educational achievement, career success and income level to well-being and the ability to have stable relationships with others."

To tease apart the factors that aid children's development, the researchers used a powerful method called polygenic scores . Polygenic scores capture DNA variants that are passed on from parents to children and that can indicate how likely a person is to, for example, do well at school. The researchers tested interactions between polygenic scores for cognitive development and environmental factors.

"If we understand how children's differences come about in early life it could help to identify children in need of intervention as soon as possible," added Dr. Starr.

"For example, we could use DNA to identify children at genetic risk of developing reading problems, and offer them early intervention before maladaptive behaviors, like avoiding books, manifest. Preventive measures have a greater chance of being successful when implemented early in life.

"Polygenic scores are so powerful because they can predict traits at birth just as well as later in life, acting as an early warning system which could be of particular help for those children who are likely to struggle the most."

The study found that the early home environment contributes more to differences in children than genetic effects, but the researchers believe that in future even better genetic methods will be available. These will show that genetics and the environment contribute equally to the differences between children.

"People tend to be mistrustful of genetic testing because they fear it will result in discrimination," added Professor von Stumm. "Our study makes the case for more research on genetics, so that we can maximize the potential benefits of genetics and minimize their risks in the future, especially in the context of child development .

"Currently we tend to diagnose conditions like dyslexia and reading disorders when children are already struggling and have fallen behind. The latest advancements in genetic testing could mean we may one day be able to help children avoid reading difficulties altogether because we can support them effectively before they experience any of the struggles that are currently associated with dyslexia."

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How many pathways can a life take? Exploring the experiences of London youth

Professor Louise Archer, together with artist Maxi Himpe, collaborated on a documentary theatre piece featured in Field Works: a Trellis exhibition last month.

The theatre piece explored the complex experiences of young people in East London, the state of the education system, and the many paths a life can take. Performed at Hoxton Hall at the end of March, photography from the rehearsal and planning stages was featured in the Field Works exhibition. 

Its script was based on interviews with a cohort of young people from East London beginning in 2010, when they were in primary school, and ending in 2022. It also involved consultations with two cohorts of Year 12 students in East London.

The piece includes the voices, ideas and political insights of these participants, their thoughts around art and their experiences attending school in East London.

Professor Louise Archer is the Karl Mannheim Chair of Sociology of Education at IOE. Her research looks at educational identities and inequalities, and inequalities in science participation. She currently leads the ASPIRES project, a longitudinal research study following young people’s career aspirations from age 10 to 23.

The Field Works exhibition ran from 16 March to 1 April 2024, constituting six artworks stemming from collaborations between artists, UCL researchers, and communities in East London. Its themes interacted with ideas around power, inequality, and inclusion in urban spaces.

The exhibition itself is part of Trellis programme, which aims to build cultural and community engagement around the new UCL campus to foster collaboration between UCL and the local community.

Related links

• Louise Archer’s UCL profile
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Facilities Operations preps for Spring Commencement

Noah Alderman

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