their last paper. I guess this does make sense to me, but again it was something I never really thought about. In some way, I suppose I assumed that after one project was finished, they would look for something new and exciting. But, once an experiment is completed, there is almost always further research to be done to learn even more about the topic.”
Whether you are an undergraduate student or a graduate student, you should enter into a research project that meshes well with your interests. Don’t just take on a project for the money or because it is the first one offered to you. Cast your net wide and look for a variety of projects that might fit your interests as well as a research mentor who would be a good match for your personality and needs. After you find the right research project to pursue, your intrinsic interest will motivate you through the difficult parts and ultimately help you to be more successful.
In order to identify research projects and mentors that are a good fit, first identify the areas of engineering that interest you. Explore your options by reading about current research in those areas and talking to people who have experience with ongoing research. Utilize a variety of sources including websites and recently published journal papers. As you begin to identify individual faculty members you might be able to work with, try to engage in face-to-face or email conversations with these potential research mentors. It is easy to be energized by someone’s enthusiasm for their work, but don’t fixate on the first thing you learn about. Look broadly and determine what options might be available to you. Even if you are entering a summer research opportunity, rather than a new degree program, often there are choices of projects available to you and faculty mentors within the program that you can identify as your top choices.
Some people stumble across the perfect research position immediately, but often students need to make some effort to both identify potential research mentors and find ones who are willing to add you to their research group. Often available research funding can be a barrier. If you are an undergraduate student looking for research experience, you might choose to do this work for credit rather than pay. That option may open additional opportunities that would otherwise not be possible. Graduate students frequently have the challenge of finding a good match between their interests and the funding available for a research assistantship. If you have obtained a fellowship, this becomes less of an issue, but most students will need to find support either as a research assistant or a teaching assistant.
Consider these strategies if you are having difficulty obtaining a research position.
• Cast a wide net so that you don’t limit your options too severely up front.
• Be as flexible with your research interests as is reasonable.
• Consult with faculty you have taken classes from; ask about openings they may know of or colleagues they would recommend.
• Seek out new faculty (e.g., assistant professors) who may be looking to grow their research group.
• Identify research centers or facilitates that may have positions available.
After you have explored what is available to you, some introspection will be called for. If you find that you have developed a keen interest that is not represented at your institution, you may have to consider making a change. As an undergraduate, you can consider looking for summer research opportunities elsewhere, transferring to another institution, and/or pursuing your later graduate studies at an institution with a better fit with your interests. As a graduate student, hopefully you will have taken on this exploration while looking for the right graduate school for you, but, if you find yourself at an institution where your interests are not represented, you have to make some decisions. Stay or go elsewhere? Some programs allow for a “coursework only” Master’s degree that you can finish up more quickly so that you can move on to another institution sooner. If you can find a research project peripherally related to your interests, you might want to consider pursuing this for your Master’s degree research and then make a change when you begin your Ph.D. or first industry position. This is not as unusual as you might think. I have known many students who have made a significant change after their Bachelor’s or Master’s degree. Their prior experience is not a waste, they will be able carry their skills and knowledge forward and may be able to use them in unanticipated ways.
Some students find themselves paralyzed at having to choose which research project they will take on. If you find research areas at your institution that excite you—which is often the case—you may find that you have more options that you expected. The important thing to remember is that it does not have to be a decision you are married to forever. Although it is likely that your research career will be related to the general area of study you are currently pursuing, it is also likely that your research career will be long and varied. The research I did as an undergraduate was in the same basic field as my graduate work, but not thoroughly connected to it. Also, the specific research I did for my master’s degree was different from my Ph.D. (and different from what I do now as a faculty member). You can choose to stay in the same area or you can use the skills you have learned in related areas. You will find that much of what you gain in both your coursework and research experience is transferable and can be used in other areas of engineering application.
There are often opportunities to move around and try new things as you progress in your studies and career. Technology also moves quickly, so even if you begin your career in a particular specialty area, it is likely that you will have to learn and expand your expertise over time. Outside of academia, change is even more common—switching between companies or organizations, working in different positions—and often require different competencies and your own personal career management.2 Most researchers, even faculty researchers, change their research focus over the course of their careers even if they stay at the same institution.
Who your research mentor will be is as important as the topic of your research project. Research mentor fit is often overlooked, but as Megan Poorman, GradHacker blogger, points out: “Choose your mentor wisely: this is the biggest factor in your job satisfaction and degree progress. Your advisor sets the tone for the lab and can either help or hinder your professional development and your research progress. Find someone with whom you can communicate and who will be on your side, looking out for your best interests. I would choose the mentor over the research project. Obviously, you should be excited about the research, but projects change and morph over time, your mentor likely will not. Choose wisely.3”
A Research Mentor Who Wants You to Succeed
Some of the proudest moments in my professional life have been because of the success of my students, either currenter or former. When they give a fantastic research presentation, earn a prestigious award, win a fellowship, get their dream job, or achieve the promotion that they were seeking, I feel great pride. I hope that in some way I have helped them to make these successes for themselves. Although I have been described variously as sympathetic, supportive, and demanding as a research mentor, these are consistent descriptions, given that my goal is to figure out the needs of each of my students and help them to be their best and achieve their goals. But when it comes right down to it, each individual is their own person figuring out who they are and who they want to be. You need to find the right research mentor for you who will help you be your best and work towards your goals.
Consider some of the following questions when you are interacting with potential research mentors.
• How much time and attention do you need and does it match with the potential research mentor’s availability?
• Does this individual provide the following to their research students:
– constructive feedback?
– assistance in setting realistic goals?
– feedback about expectations?
