Dr. Napieralski

What is Undergraduate Research?

Research, at both the undergraduate and graduate level, is "high impact learning", because it requires meaningful interactions with faculty, developing collaborations, and receiving constant feedback. It can be simply defined as work that leads to an original intellectual or creative contribution to one (or more) field of study (such as geology or geospatial sciences) (source). In addition, the process of doing research is different than classroom learning because there is typically a strong role of mentorship from the faculty member that guides the student into research and an area of expertise. I believe that student research can be simplified to a four-step learning process:

Identify gaps in scientific knowledge to generate clear hypothesis/scientific questions;
Design or adopt/modify a methodology;
Complete project, including comprehensive analyses and explanations; and then
Disperse/share new discoveries with peers (a frequently overlooked step in most undergraduate educational programs!).

Why do Research?

Research experiences help students understand a particular topic or phenomenon in a field while simultaneously strengthening their comprehension of research and research methods. It is inquiry-based learning that involves practicing a discipline, not just being told about it. Students learn and apply the tools by which knowledge is created in their disciplines. They discover firsthand how the steps of the research process are related to one another, experience the triumphs and pitfalls inherent to the creative process, see that research is an iterative process and that ambiguity is part of the real world, develop an understanding and appreciation of how knowledge evolves, and produce an original contribution to that body of knowledge.

Undergraduate research is also engaged learning, as it is a form of both experience-based learning and active learning, and can engage students with contexts. The mentoring and collaboration dimensions of undergraduate research can foster ownership for learning and encourage a commitment to high standards and accountability. While the research process in a discipline may be well-established, research always requires creativity, as well as patience and resolve in grappling with what sometimes feels ambiguous to all participants, including the faculty mentor. These features create opportunities for students to explore their own learning styles as well as develop exposure to those of others. (Source for this section).

Student Research at UM-D

Some of my finest experiences at the University of Michigan - Dearborn involve collaborations with students on various research projects. For most students, the research experience is a defining moment in their academic careers because it builds confidence in problem solving, develops critical thinking skills, expands their professional network and contacts, and established expertise and marketable skills. While the process for initiating research various between faculty, here are a few suggestions/comments:

Research-active faculty are "obsessed" with their work, so avoid framing questions about research in terms of semester timelines or even admitting you an interested only for the credits! Research takes time!
Research is supposed to be difficult - it requires independence (not structured like a course), resilience, and creativity. Expect challenges, but also expect faculty to push you to find answers yourself.
Students conducting research with me tend to have two types of research projects: (a) collaborate with me on an existing project... the project already has momentum (data/processes/resources) but the student has limited input into the design of the project; or (b) student develops a project based on specific interests... this gives students ownership but requires an enormous amount of planning to develop the plan of action to have a success project.
An important step of the scientific method (and any successful project) is communication. Although initially intimidating, consider writing your project (think peer reviewed or student publication) and presenting at a conference. These are rewarding experiences that build your CV/resume and establish you as a budding scientist!
When you graduate and move on in your career, the research collaboration should result in an outstanding letter of recommendation. While receiving the degree is very important, any research, internship, and/or volunteering experience likely left a positive impression beyond what test-taking and lab assignments can ever do.