Succeeding in Research
You're in! What next? Take a deep breath. You’ve overcome your first set of hurdles, and now you’re a part of an exciting research team! Now it’s time to discuss how to make the most of your unique research experience.
This page provides a comprehensive guide for succeeding in your research experiences. Use the table of contents below to navigate between sections. Downloadable resources are available in some areas. Please consider reaching out to our facilitators if you have unanswered questions after reviewing these materials.
Mentor-Mentee Relationship
This may be the first mentoring experience you’ve had; as such, it is important to acknowledge the differences between a mentor, teacher, and advisor. You’ve likely had a great deal of experience with teachers, but unlike your relationship with teachers, your mentoring relationship will be close, communicative, and fluid—There will be give and take. Additionally, while your mentor may offer advice, this is not their sole role, separating them from the academic/professional advisors you’ve likely encountered. In sum, a mentor is a teacher, advisor, and friend rolled into one.
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Mentoring will look different in each research group, but you will likely be paired with an experienced team member to guide you through the research process. Your mentor may be an undergraduate student, graduate student, postdoc, staff scientist, or principal investigator. Whomever your mentor may be, establishing a co-supportive relationship is key to succeeding in a research experience.
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It is a good idea to start your mentoring relationship by setting expectations, boundaries, and goals. One way this is achieved is through a research mentor-mentee compact. A mentor-mentee compact is a formal document (sometimes) signed by you and your mentor after you have discussed and recorded expectations and commitments. By signing the compact, you and your mentor agree to adhere to the expectations set.
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These are a few areas to consider when forming your mentor-mentee compact.
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- Your research experience should further your knowledge of the research area.
- Your research experience should bolster your academic/professional profile.
- Your work should actively advance the research group’s agenda.
- Your time commitment should be routine and appropriate for your compensation.
While you have agreed to a set of guidelines in your mentor-mentee compact, it is important to understand it is a living document, and adjustments can be made when necessary. In fact, it is good practice to revisit your mentor-mentee compact periodically. The frequency of review will be dependent on the volatility of your commitments.
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Like any supervisor, it is important to discuss conflicts with your mentor should they arise. These could be issues with schedules, workload, or competencies. Your mentor should be receptive to feedback just like you, but if there are consistent issues, it is okay to speak with another team member.
Research Group Culture
During your education, you've identified environments best suited to your working habits. Perhaps you like to hunker down alone and complete your tasks in one lump sum; maybe you like to take frequent breaks and consult with others. Just like your schoolwork, there's no right way to conduct research, but your work environment might be contingent on available space and team norms. Learning how to work effectively in the research space and navigating your research group culture is essential to succeeding and feeling comfortable in your new position.
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Not all research groups operate the same way, and each research group can set its own standards within the greater umbrella of the field. Some teams adhere to a strict work schedule of 9:00 am-5:00 pm, while others follow a 'work when there's work to do' routine. Often the types of research a group performs dictates team members' schedules. This is an important point to consider when deciding which projects to join. Since you will likely work under the direction of a research mentor, be sure to share your availability and decide on a research schedule that suits both parties.
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As a research group member, you'll likely pick up on team norms in a matter of time, but there are a few general rules below.
- Clean up after you're done using a space.
- Let someone know when you run out of necessary research materials.
- Keep detailed records of your work
- Organize your files, physical and digital.
- Attend all required meetings, and don't be late.
- Follow safety protocols.
- Don't touch other team members' materials and data unless directed.
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These are all basic rules of thumb. Your research group will likely have amendments and additions to this list, but these are a good place to start.
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In addition to research, many teams will choose to host learning opportunities (e.g., journal club) or social events. As a junior researcher, it is understandable if these events are intimidating, but remember that these events are for your benefit too. Unless otherwise specified, engaging with your team in as many ways as possible is a good idea, but of course, do so in your comfort.
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Learning Approach
You may only be in your research group over the summer, or maybe you'll stay for longer, but no matter how long you're around, you'll want to learn as much as possible. Below are five ways to engage in the learning process during your research experience.
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Ask lots of questions. As you've heard since kindergarten, there are no dumb questions. The more you ask, the more you'll learn about a particular topic or technique. More than likely, your mentor will appreciate your questions, as they show you are critically thinking about new information. Initially, you might feel like you are asking too many questions, but mentors understand that it takes time to grow comfortable in a new area. Repetitive questions are always preferable to procedural mistakes.
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Debrief with your mentor. After going through a new technique, you will have absorbed a lot of information in a relatively short period. It is a great idea to review that information before it fades. Not only will this help you solidify the process, but you will gain a deeper understanding of the rationale for each step.
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Use the internet. Follow that Wikipedia sub-link! While your mentor is an excellent go-to for information when you're in the workspace, you may have to find different sources at home. Wikipedia and YouTube can be good sources for accessible science material. While you're learning the lingo of your field, it can be helpful to follow links for terms you are unfamiliar with. After performing a deeper dive, you'll understand the material better, and you may come away with novel questions.
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Apply your course knowledge. You're in school for a reason: to learn material that you can later apply to your life and career. Why not start applying that knowledge here? Many research techniques are based on fundamental concepts. Reevaluate protocols critically by revisiting your coursework.
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Look outside of your field. Interdisciplinary research has produced some of the most exciting discoveries in history. Standard practices may be drastically different between fields, but often, aspects of research techniques are directly translatable. Exploring research methods outside of your field may change how you view your team's techniques and possibly offer ways to optimize your workflow.
Goal Setting
You’re part of a research team. You have a mentor. You know your topic. Now what? You probably won’t win a Nobel Prize, but you can set your sights high. Many students achieve funding for their projects, publish articles, and present at conferences. There’s certainly no reason to feel under-accomplished if you don’t, but goal setting is an important driving force in your training process.
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Start small. Set a short-term goal—what’s something you hope to accomplish in the next week?
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Examples of short-term goals include…
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- Learning new research techniques (e.g., DNA isolation, survey design, AutoCAD).
- Strengthening interpersonal connections (e.g., Learn your coworkers names).
- Understanding research fundamentals (e.g., read a research paper, attend a seminar).
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Ultimately, short-term goals are aimed at achieving larger long-term goals. They serve as action items to keep your progress in check. When setting short-term goals, it is important to consider how they fit within your training plan. Ask yourself, “how might achieving this goal help me grow as a researcher?”
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Long-term goals may be things you hope to accomplish in a year or within the span of your research experience. These are often multi-step processes and significant achievements.
Examples of long-term goals include…
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- Publishing research.
- Achieving funding (through a paid position or research fellowship).
- Presenting a study.
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These are no small tasks; they’ll take time and work to achieve, but with dedication and support from your research group, you’re sure to succeed. Keep in mind you are not alone in your research experience. Members of your team are available to help you achieve your goals. Be sure to converse with your mentor about your aspirations within your research experience and beyond. They will likely have valuable guidance and can point you toward resources.
Time Management
As your research training progresses, you will accumulate more skills and gain opportunities to participate in research projects. Additionally, you may earn more responsibilities and be asked to commit more time to your research. Therefore, time management is essential to balancing research, schoolwork, and personal life. Below are some tips for attaining a balanced research commitment.
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Ease into a schedule. Overcommitting is common but can be a quick way to burn out. Commit your time conservatively until you understand how long it takes you to complete tasks. Turning down exciting initiatives can be disappointing, but your mentor almost certainly prefers you complete a few tasks than start many.
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Organize your time. Plan out the sum of your time dedicated to conducting research each week, known as macro-scheduling, AND the time dedicated to particular research tasks, known as micro-scheduling. Research groups often have mechanisms for scheduling that will assist with your time management. Below are examples of how to approach scheduling your research.
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Macro-scheduling: Use digital calendars (e.g. Google Calendar, Outlook Calendar) to record the time you plan to conduct research each week. Set up repeated events if you have a consistent schedule but make adjustments when needed. You can also share your calendar with your mentor so that they know when you will be available.
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Micro-scheduling: Use a To-Do List or planner to map out your tasks for the upcoming week. Note the time required to complete each task so that you can keep your schedule within your weekly allotment. If you can’t complete a task within the purview of your schedule, chat with your mentor—You may be able to push a task back or have someone cover for you.
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Most importantly, remember that preparation and planning will help your research run smoothly. Mistakes occur when research is rushed, and the best way to avoid this is by giving yourself the time you need to succeed. If you have time left over during a given week, get a jump on next week’s tasks. Just remember, it’s always better to give yourself extra time to complete a task than not enough.
We would like to acknowledge the Wisconsin Institute for Science Education and Community Engagement (WISCIENCE) at the University of Wisconsin for inspiration, training, and support in developing this site. Many of the resources we have made available to students have been adapted from materials developed at WISCIENCE.
