elsevier research academy

Adelaide Graduate Research School

Elsevier Researcher Academy

Researcher Academy is an entirely free e-learning platform designed to unlock the potential of early and mid-career researchers.

Learn how to obtain research funding. Improve your writing skills and publish a research paper in a journal with a high impact factor. Learn how to respond to reviewer comments. Discover how communicating your work can boost the impact of your research and help you garner citations. Find out about planning your career strategically, surviving a job search in both industry and academia, and coping with the busy life of a researcher. At Researcher Academy, you’ll get the latest research news, the most up-to-date advice and hands-on guidance on a number of topics. You’re already an expert in your field of study. We’ll teach you the rest. www.researcheracademy.com

To access Elsevier Researcher Academy courses for free, follow the instructions . For each completed module and topic you’ll receive a personalised certificate signed by the Managing Directors of Elsevier’s journal and book divisions.

Modules are claimable for CaRST credit; please refer to the tables below for the number of credits that can be claimed for each.

Domain A: Knowledge and Intellectual Abilities

Courses categorised in this domain relate to the knowledge and intellectual abilities needed to be able to carry out excellent research.

• Knowledge base

Writing skills

No matter how novel your research, or how much time you’ve invested in your work, you still need to pay attention to some basic writing rules if you want to get published. These writing skills modules contain some helpful advice so you can ensure poor use of language or sloppy article structure doesn’t let you down.

What you will learn:

• Information on common writing mistakes
• Advice on how to avoid those errors
• A guide to correct manuscript language

Technical writing skills

Depending on your field of study, there are different types of articles and formats you’ll need to master. The LaTeX typesetting system, for example, has proven to be a powerful tool for researchers in fields where tables, figures, and formulae are regular manuscript features. Like any technology, there are tips and tricks that can make it easier to use. In this beginners’ guide, we walk you through them.

• Practical advice to get you started
• Guidance on using the LaTex system
• Some golden rules and common mistakes

Domain B: Personal Effectiveness

Courses categorised in this domain relate to the personal qualities, career and self-management skills required to take ownership for and engage in professional development.

• Personal qualities and self-management
• Professional and career development

Self-management

Scientific research is a stressful business. Pressure to deliver results, shortage of funds and the competitive nature of the field take their toll on a researcher’s peace of mind which in turn affects their performance and results. In these modules, you will learn to train your mind towards better stress management and how to efficiently deal with stress.

What you will find:

• Managing stress using mindfulness techniques
• Guidance on work-life balance

The following videos are not eligible for credit and are available as a resource only.

• 5 tips for researchers to support a healthy research career (8 minutes)
• A healthy work life balance (5 minutes)

Career and job search strategies

A career in research can take many twists and turns. Whether you decide to stay in academia or move onto industry, Researcher Academy’s career resources will help you plan accordingly. Browse the different career sections for sound practical advice to tackle your future.

• Tips on profiling your skills
• Advice on writing a CV for a company
• Information about industry interviews
• What industry employers think of PhDs
• Insight into a career in industry

• The right choice of study (3 minutes)
• Writing an effective CV (4 minutes)
• Preparing for an industry interview (3 minutes)
• How to network at a conference (9 minutes)
• Choosing a career in academia or industry (2 minutes)
• Thinking outside the box (1 minute)

Ensuring visibility

With so much new research published each year, it's never been more important to actively promote your paper. In this series of modules, we share some useful tips to help you increase the visibility of your work.

What you will learn:           

• How to prepare for promotion at the writing stage
• Actions you can take post-publication
• Tips for tracking and measuring their success

The following video is not eligible for credit and is available as a resource only.

• Social media for researchers (12 minutes)

Domain C: Research Governance and Organisation

Courses categorised in this domain relate to the knowledge of the standards, requirements and professional conduct that are needed for the effective management of research.

• Professional conduct
• Research management
• Finance, funding and resources

Publishing ethics

Breaking the publishing ethics rules can badly damage your reputation as a researcher, and even spell the end of your career. In this module series, we provide you with the support and advice you need to ensure your manuscript and actions are ethically sound.

• An explanation of publishing ethics
• Insight into the rules you should observe
• Information about content ownership and permissions

• Demystifying permission (14 minutes)

Open science

Open science is the new buzzword but what does it actually mean? And what about open access? Where does that fit into the story? In these modules, we cover the topics in detail. We look at the many definitions of open science and how you can use it in your own research and publishing career. We also explore open access and whether there are any specific points to consider when choosing to go down that publishing path.

• What is open science
• New insight into how you can benefit from it
• Points to consider when publishing open access

Research data management

Common condition of funding that the data associated with your work should be made available, accessible, discoverable, and usable. Our series of data management modules contain all the information you need to help you comply with these requirements.

• Why sharing data is so important
• An introduction to data management plans
• Information about the sharing solutions on offer

Applying for a research grant can be a long and painful process and there are no guarantees it will end in success. The useful tips shared in our funding modules could prove just the boost you need to secure financial support. You will learn how (and why) you should critically assess your research idea. We then walk you through points to consider when locating the right funding opportunity to match it. You will hear about some of the common mistakes researchers make when filling in their applications and how your network can help. And, we explain the power of metrics (particularly altmetrics) in helping funders picture your future potential.

• Advice from experts on funding
• Guidance on writing a great application
• An introduction to metrics

Domain D: Engagement Influence and Impact

Courses categorised in this domain relate to the knowledge, understanding and skills needed to engage with, influence and impact on the academic, social, cultural, economic and broader context.

• Working with others
• Publication
• Engagement and impact

Research collaborations

Research collaborations are becoming increasingly common. Several research grants and career advancement opportunities are directly linked to research collaboration. Collaborations in research come in many forms, including co-authorship, research network building, joint research, and research partnerships. Early career researchers, in particular, stand to gain a lot from collaborations, either by getting involved in existing research groups, or by looking for collaborators whose skills are complementary to theirs. In these modules, you will learn how (and why) to collaborate with industry, how international collaborations work, and how to create a sustain research collaborations over time.

• Advice on how to collaborate with industry
• Guidance on making research collaborations work
• An introduction to the importance of collaborations

Inclusion and diversity for researchers

According to recent data, diversity in academia leads to more impactful scientific research. Therefore, creating an environment where everyone has an equal opportunity to succeed is critical to the advancement of science. But how does one go about this? In this section of Researcher Academy, various experts will share to introduce the basic concepts of I&D, as well as a “how-to” manual on addressing these issues specifically in academia.

• What is Inclusion and diversity
• How to address these issues in academia

Fundamentals of manuscript preparation

As you embark on your publishing career, it can feel like there’s an endless array of procedures, protocols and best practice to absorb. In this series of modules, we walk you through some of the key points you should pay attention to during that all-important manuscript preparation stage.

• An introduction to the publishing process
• Insights into how to build an article
• Top tips for writing a great abstract

Book writing

Becoming a book author or editor can be a useful career move and help position you as an expert in your field. In this series of book writing modules, we explore the various ways you can become involved in book publishing and what you should consider before taking that step.

• Why you should publish a book
• Advice on writing a compelling proposal
• Ideas for promoting your work

All three modules must be completed to be claimed for CaRST credit and should be self-recorded as one activity: “Book writing”.

Finding the right journal

If you want to get your paper published, one of the key challenges you face is finding the right journal for your research. From the aims and scope, to the journal’s values and ethical practice, there are many points to take into account. You will want to consider the impact of the journal and there are various metrics available to help you do that. In this series of modules, we explore all these important decision factors in detail. We hear from experts who have practical tips to help you make the right choice. And we share a useful checklist you can use when evaluating the many journals available.

• Tips for assessing a journal’s aims and scope
• Advice on judging a journal’s ethics
• A useful guide to journal and article metrics

Going through peer review

When you’ve already invested so much time in your manuscript, it’s not always easy to hear that a reviewer thinks it needs more work. In these modules, we provide some useful advice on how to deal with those reviewer comments and keep your submission moving smoothly through the publishing process. You will learn the initial steps you should take, and the correct tone and language to use in your response letter. We also help you see your manuscript through the eyes of an editor and reviewer, so you can spot any shortfalls or mistakes before you submit.

• Practical advice on how to respond to reviewers
• An explanation of what reviewers are looking for
• Tips on looking at their submission with a critical eye

Certified Peer Reviewer Course

The Elsevier Researcher Academy is pleased to announce a new certified course in peer reviewing. By taking the Certified* Peer Reviewer course, you will receive a thorough grounding in the principles and practice of refereeing. Co-created, developed and in part delivered by  senior academic editors  on leading journals, the course has been specifically designed to give those who have not yet reviewed – or who feel they would like additional training in this area – the skills and confidence to accept a request to review.

Delivered via directed self-learning in the form of webinars, podcasts and questionnaires, the course can be tackled in your own time. Several core modules must be completed to gain certification, but you can “pick and choose” additional elements to suit your individual learning needs and interests. You can also check out the speakers & advisory board  here  and you can familiarize yourself with the syllabus  here . Becoming a certified peer reviewer will allow you to publicly demonstrate your expertise as a referee and will be a clear signal to journal editors that you would be a valuable addition to their reviewer pool. In addition, it is possible that your institution might recognize your certification as evidence of continuing professional education. 

• Understanding of the peer review process
• Advice on writing a helpful peer review report
• Advice on handling ethical issues concerning peer review 

Once you completed the course, please self-record this whole course for 4 credits in Domain D.

Innovation for researchers

These modules are designed specifically for researchers, who want to make an impact with their research and are looking for ways to transfer their research results into marketable applications.

• Fundamental elements of business models
• Ways to transfer their research results into marketable applications.
• The  Design Thinking process and its principles in the innovation process.

Social impact

Your paper may be valued by your peers, but increasingly, that’s only one piece of the puzzle. These days, funders often ask you to show your work has relevance beyond the academic arena too. But what form should that societal impact take and how can you demonstrate it? In this series of modules, we explore some definitions and measurements. We look at how you can bring a wider audience in contact with your work and some of the unexpected outcomes. We also explore the topic of lay summaries and how they can introduce your research to a whole new group of readers.

• What is societal impact
• Advice on sharing their research more widely
• Tips on writing a great lay summary

• [email protected]
• +880255668200 ext-1360
• New Membership

Elsevier Researcher Academy

Unlock your research potential using Elsevier Researcher Academy: A free e-learning platform that offers researchers free online certified courses focusing on key topics like Research Writing, Research Ethics, Journal Selection, and many more. Earn certificates while you learn and improve your research planning and writing skills.

To know more, visit https://researcheracademy.elsevier.com/

Find out the most popular courses on Researcher Academy undertaken by researchers from India, Bangladesh, Pakistan & Sri-Lanka.

• Trial: NewsBank (Now- 30 Sep. 2024)
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• Library Closure: 12 August 2024
• Invitation to Library Orientation (13-16 August 2024)
• Closed on 28-29 July 2024

Elsevier Researcher Academy

Elsevier Researcher Academy provides free access to e-learning resources designed to support researchers on every step of the research journey.

• 12 modules of research preparation
• 18 modules of writing for research
• 21 modules of the publication process
• 22 modules of navigating peer review
• 6 modules of communicating your research

You will learn:

• how to obtain funding for your research and manage research data
• how to improve your writing skills and publish a research paper in a journal with a high impact factor
• how to review a paper effectively
• how to respond to reviewer comments
• how communicating your work can boost the impact of your research and help you garner a citation

To access Elsevier Researcher Academy, please click on the link below.

• Elsevier Researcher Academy – Unlock your research potential

You may request to sign in to e-resources.

For how to create an Elsevier account, please follow the step below.

• Click on the user icon at the top-right corner of the page.
• Click on the link “sign in”.
• Enter “Asian Institute of Technology”.
• Enter institutional e-mail.

The system will send the confirmation e-mail.

• Please check your e-mail and click on the confirmation link. You will find the page to enter your confirmation information. 

Then click on “Save Account” button.

At Researcher Academy, you’ll get the latest research news, the most up-to-date advice, and hands-on guidance on several topics.

AIT Library will find more resources and information to support your studies and research.

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Encouraging innovation and commercialization as an academic leader

August 19, 2024

By Kristina M Johnson, PhD

Dr Kristina Johnson shares important lessons she learned as a researcher, entrepreneur, university president — and young cancer patient

Given the fierce global competition for jobs in the high-growth industries of the future, the US needs to do everything it can to prime the pump of innovation through our extensive research enterprise.

As academic leaders, we have a key role to play by supporting breakthrough research at our institutions and the commercialization of the best inventions that emerge from our laboratories.

My own experience as a researcher and entrepreneur taught me important lessons that I brought to my leadership roles as Chancellor of the State University of New York (SUNY) opens in new tab/window from 2017 to 2020 and as President of The Ohio State University opens in new tab/window from 2020 to 2023. At Ohio State, we increased research expenditures by nearly 50% in just three academic years, from $968 million to $1.45 billion, with a smart strategy for growth. That moved us from 24 th to 11 th on the National Science Foundation (NSF) Higher Education Research and Development ( HERD opens in new tab/window ) rankings — and 7 th among public universities.

This post is from the  Not Alone   newsletter, a monthly publication that showcases new perspectives on global issues directly from research and academic leaders.

An indelible lesson on the power of cross-disciplinary research

The earliest lesson I learned about academic research was in college: the value of cross-disciplinary collaborations in solving previously intractable problems. During my senior year at Stanford opens in new tab/window University, I was diagnosed with Hodgkin’s disease, a cancer of the lymphatic system that less than a decade earlier had been considered a universal death sentence. Fortunately, in the early 1950s, Stanford radiologist Henry S Kaplan had been hearing what he called “cocktail party conversations” about the world’s most powerful particle accelerator opens in new tab/window being built at Stanford for experiments in high-energy physics. He invited opens in new tab/window one of the designers, Dr Ed Ginzton, a professor of electrical engineering and physics, to lunch opens in new tab/window — and, as legend has it, complained that the radiation he was using to treat his cancer patients wasn’t strong enough to actually kill the diseased cells.

So the two came up with the idea for a medical linear accelerator, or LINAC, one that had the power of Ginzton’s beam but that would fit in a hospital room. By the time I was diagnosed, the LINAC was part of the “Stanford protocol” for treating Hodgkin’s disease. But for this partnership between physics, engineering and medicine — I would not have the pleasure of writing this column.

I’ve observed since that whenever a research university has its own medical center and medical schools, there are always questions about whether the medical center should be somehow split off from the rest of the university, since its economics are so different. As I learned while being treated for cancer, at the frontiers, medicine cannot do without physics and engineering and many other disciplines. So it’s important for academic leaders to defend those structures that encourage unity and cooperation.

My cancer treatment inspired my own doctoral work, which involved the use of holographic methods to visualize computed tomographic (CT) scans of the human body in 3D. The idea was to give oncologists, surgeons and radiologists better images of cancerous tumors in patients to better plan a course of treatment. I used my own CT scans in my thesis, which required me to understand medical imaging, physiology, materials science and laser physics.

As you can see, I developed a great respect for cross-disciplinary research early in my career. But it was really an anomaly at American universities until 1985, when the National Science Foundation (NSF) launched the Engineering Research Center (ERC) program opens in new tab/window , which helped to upend the model of the lone professor doing research in a laboratory with her or his own graduate students. At the time, the US was losing ground in manufacturing semiconductors and other high-tech products to Japan, so the concept of the ERC was to fund cross-disciplinary research, with industry supplying the problems and needs to accelerate advanced manufacturing methods.

“My cancer treatment inspired my own doctoral work. … I developed a great respect for cross-disciplinary research early in my career.”

Kristina M Johnson, PhD

Past President at The Ohio State University

Lessons learned in commercialization

As a new assistant professor at the University of Colorado Boulder opens in new tab/window in 1987, I was part of the team that proposed an NSF/ERC grant in Optoelectronic Computing Systems opens in new tab/window . We won it in part because we had an ambitious dean of the College of Engineering and Applied Science in Richard Seebass, and he made sure to throw his full weight behind our proposal by coming with us to Washington, DC, to support our pitch. So I learned the value of having university leadership backing the faculty when they are vying for major grants.

Our ERC — where I was co-principal investigator and associate director and later became director — was very successful. It spun off my own company, ColorLink — which modernized projection television and developed the 3D technologies used in movies like Avatar — as well as companies that produced fundamental work on QR codes and miniature liquid crystal displays. And it educated students in multiple disciplines, from materials science to advanced optical communication systems.

I also helped devise CU Boulder’s first model for tech transfer, after the administrators who had been tasked with licensing faculty research almost derailed my first company while trying to maximize short-term revenue for the university. This taught me that the goal of university tech transfer offices should not be immediate profit but instead moving fundamental breakthroughs into the marketplace, where they can do some good.

As Chancellor of SUNY, I discovered that the most important aspect of running a vibrant research and tech transfer operation is a great team. I was especially lucky here: Dr Grace Wang opens in new tab/window was beside me twice, serving as Senior Vice Chancellor of Research and Economic Development at SUNY and as Executive VP for Research, Innovation and Knowledge at Ohio State. She was tremendously successful in both roles, and I admire Worcester Polytechnic Institute for its great wisdom in tapping her as its president in 2022.

While it’s crucial to rely on great people, sometimes as an academic leader, you have to step in simply because you have the connections to make things happen. When I became Chancellor of the SUNY system, SUNY Polytechnic was still reeling after its former president was charged with criminal bid-rigging. The school, which included the Albany NanoTech Complex — one of the world’s most advanced semiconductor research, development and prototyping facilities — needed to retain the existing corporate partners to make use of its magnificent facilities and attract a new partner to the Marcy, New York, campus. Unfortunately, the Austrian sensor chip company ams AG had backed out of a deal to serve as the anchor tenant at SUNY Polytechnic’s Marcy Nanocenter opens in new tab/window after the state had already spent many millions getting the site ready.

“While it’s crucial to rely on great people, sometimes as an academic leader, you have to step in simply because you have the connections to make things happen.”

Moore’s Second Law holds that as the transistor count on a microchip increases exponentially, so does the cost of a semiconductor factory. Today, a fab for the most advanced silicon chips can exceed $20 billion. I knew that by itself, New York was unlikely to come up with incentives sufficient to attract one. But I also knew that it was possible to build a factory for silicon carbide chips for power electronics for an order in magnitude less ($1 billion to $2 billion).

I asked people in state government why they were not talking to Cree, which had announced that it would expand its Wolfspeed silicon carbide chip production capacity 30-fold to meet the needs of electric car manufacturers and other customers. They said, “We tried. They are not taking our calls.” Well, I knew the former Cree chairman from my time as Dean of the Pratt School of Engineering at Duke opens in new tab/window : Bob Ingram, a true prince. I convinced him to have Cree take a look at the Marcy Nanocenter. Cree chose the site for Wolfspeed opens in new tab/window and committed to a package that included $30 million in R&D spending in partnership with SUNY.

How we doubled research funding and boosted impact

When I accepted the presidency of Ohio State, Research reported to one senior VP, Tech Transfer to another, and Corporate Sponsorships to another. My experiences as an entrepreneur had taught me this is not the way to accomplish something we all talk about: making sure university research gets out into the world where it can have a positive impact. So I brought these functions together by creating the Enterprise for Research, Innovation and Knowledge opens in new tab/window , headed by Grace, to make sure our best inventions flowed unobstructed towards commercialization.

I was thrilled to recruit Grace to Ohio State. Given our success at SUNY, we believed we could double Ohio State’s research expenditures within the decade. We decided to first test out this goal by consulting with the distinguished faculty who made up the President and Provost’s Advisory Committee (PPAC). PPAC was extremely enthusiastic and asked us to support research and provide resources for the faculty to carry out early-stage explorations. So we developed the President’s Research Excellence Fund (PREF), which offers seed grants for two kinds of projects:

Catalyst grants of up to $50,000 per year for small teams to pursue high-risk, high-reward ideas that could lead to larger federal grants down the road

Accelerator grants of up to $200,000 per year for cross-disciplinary teams hoping to establish Ohio State’s leadership in an emerging field.

We also trained our faculty in assembling large cross-disciplinary research proposals that could expand the impact of our research. As a result, we added 10 major centers in just a few short years — including both NIH- and NSF-funded centers — and research expenditures soared.

Knowing when to step in — or step back

The moral of this story? Listen to your faculty. They will tell you what they need to create and innovate.

I’ve found that if you intend to oversee a successful research operation as a university president, it is sometimes crucial, despite the demands on your time, to get involved in making things happen. At other times, nothing more is required of you than just to support the people who know how to produce. The art is in knowing when to do which.

“The moral of this story? Listen to your faculty. They will tell you what they need to create and innovate.”

In 2022, Ohio State was competing with other universities for the leadership of a new ERC. In partnership with four other universities and more than 70 collaborators in other sectors, our team was proposing a center for Hybrid Autonomous Manufacturing Moving from Evolution to Revolution — or HAMMER opens in new tab/window — to develop revolutionary intelligent manufacturing systems. I certainly did not write the grant for this ERC, but I knew it was important for me to be there at the NSF site visit and to deliver opening remarks. I had the background and the knowledge to help a fantastic team win one of the largest research investments in Ohio State in a decade.

A way forward with or without the government funding we hope for

Without question, if the US hopes to invent and build the industries of the future, its universities could use more resources to support the ideas of their faculty and students. The federal investment opens in new tab/window in research nationwide has not grown in tandem with increasing global competition.

But barring a larger overall commitment to research nationally — we academic leaders still can do a great deal to encourage innovation at our institutions by hiring dynamic administrators in research and tech transfer, by listening to our faculty, and by advocating for them whenever we can.

Contributor

Past President

The Ohio State University

Get Started

What is research.

Research is independent study and discovery in a field of interest. In the sciences, research is usually conducted in a laboratory led by a Principal Investigator (PI) – this is the faculty member who runs a research project. Research addresses a hypothesis, or scientific question. New student researchers typically join an ongoing project in a faculty’s lab and are often trained & supervised by postdoctoral scholars & graduate students.

WHY CONDUCT RESEARCH?

• Conducting independent study complements your studies, your academic goals, and your professional goals
• UCLA is a world-class research institution with prestigious faculty conducting original research in their fields. Take advantage of the resources available to you
• Find out if a career in research is right for you
• Get valuable research experience to make you a competitive applicant for graduate or professional school
• Research can serve as valuable work experience to make you a competitive applicant for your future career
• Earn university credit and funding for your research
• Build meaningful relationships with and receive mentorship from faculty and lab members

Conducting research as an undergraduate is an excellent way to gain experiences and skills that will benefit you both academically and professionally. In addition to exploring your areas of interest, undergraduate research develops skills in collaborative learning and critical thinking. For students interested in pursuing graduate or professional school, undergraduate research is a way of expanding your education outside of the classroom and better preparing yourself for the rigors of graduate study. Even if you are unsure about graduate studies, conducting undergraduate research is a way of exploring your research interests and testing the suitability of a research career to your interests.

STEP 1. IDENTIFY YOUR RESEARCH INTERESTS

Getting involved in research is an important decision that will shape your undergraduate experience. The right research experience can greatly enhance your education and further your preparation for industry, business, and graduate/professional school. UCLA is a world-class research institution with over a thousand faculty performing original research across all disciplines. While students commonly do research with faculty in their home department or a closely related department, students may work with faculty in any of UCLA’s 150+ academic departments.

You should first consider what type of research you are interested in pursuing. Make a list of subjects and topics that interest you and that you would want to commit time to. Review courses you have previously taken, revisit assigned readings, and talk to your professors and TAs about your interests and what type of work is currently being done in those fields.

NOTE: If your major or minor has a research requirement, you may be restricted to working with faculty in certain departments to satisfy those requirements. Meet with a student affairs officer or academic counselor in your department to learn more

GETTING INTO RESEARCH WORKSHOPS

We strongly encourage all students interested in research to attend our “Getting into Research” workshop. These workshops are led by our experienced Graduate Student Mentors and are offered multiple times each quarter. Click here to find an upcoming workshop.

This workshop introduces students to research in the sciences, how to find a faculty research mentor, and opportunities for student researchers after joining a lab.

Download a copy of the workshop slides here .

HOW TO PREPARE FOR UNDERGRADUATE RESEARCH

Some questions to ask yourself as you plan your research are:

• What subjects am I interested in and passionate about?
• How much time can I commit to research?
• Will I need financial support to conduct research throughout the summer and academic year?
• What do I want to gain from my research experience?
• How can I best prepare myself academically and professionally to do research?
• What courses should I take that will complement the work I do?
• What safety courses will I need to take to do research in my field or lab?

The better you plan your academic coursework, the better you will be able to organize your time for research. Whatever your future professional and academic plans are, gaining experience in research will enhance your application and your preparedness for more self-directed research.

Once you have evaluated your research interests and organized your time, the next step is finding a faculty mentor. As part of a collaborative research team, you will need to find the right position both for you and your potential research lab.

You can also enroll in RES PRC 97XD: Research Unwrapped: Introduction to Research in Sciences . This introductory course will help you understand what research means and provide guidance in how to find a research position.

JOIN A STUDENT RESEARCH ORGANIZATION/CLUB

Visit the Student Organizations, Leadership, & Engagement (SOLE) website . There are over one hundred registered student organizations involved in research!

Joining a research lab is less like registering for a class and more like finding a job. While our Center does not directly place students into research labs/groups, we do offer resources to help students navigate the process of finding faculty to work with.

STEP 2. MAKE A LIST OF FACULTY TO CONTACT & RESEARCH OPPORTUNITIES TO APPLY TO

Once you have an idea of the area in which you would like to do research, you should compile a list of at least 5-10 faculty members to contact and research opportunities to apply to from the following resources:

• Undergraduate Research Portal : The Undergraduate Research Portal can be found on MyUCLA under the “Academics” tab. This is a platform where faculty from across campus post research opportunities they are actively recruiting student researchers for. The opportunities posted here are not comprehensive of all opportunities at UCLA so do not be discouraged if you don’t see a listing that interests you. Learn more here .
• College of Letters and Science
• David Geffen School of Medicine
• Samueli School of Engineering
• School of Nursing
• School of Dentistry
• Fielding School of Public Health
• Biomedical Research Minor : The UCLA Minor in Biomedical Research was designed to make laboratory research a core part of the scientific curriculum as early as the first year of college. Independent research is complemented by coursework that develops important skills such as critical thinking, analysis of research literature and data presentation. In addition, an ethics and social science component trains students to recognize the political, social and philosophical issues facing science today.
• Apply for a volunteer research assistant position with Regenerative Medicine Institute at Cedars-Sinai .
• Review 31 Cedars-Sinai faculty and select a few labs you would like to work with.
• Email the Program Coordinator at Cedars-Sinai a copy of your resume and the labs you are interested in joining.
• Program Coordinator: Katherine Aragon
• Email: [email protected]
• *UCLA students conducting research at Cedars Sinai are required to be enrolled in an independent research course (SRP-99, Departmental 196, 198, or 199) at all times. Students are not allowed to begin their research activities until enrollment is verified by the Cedars Sinai Research Coordinator. ”

STEP 3. CONTACT FACULTY & APPLY TO RESEARCH OPPORTUNITIES

If you have identified a research opportunity on the Undergraduate Research Portal, follow the application instructions in the listing.

If you are contacting faculty directly, we recommend emailing them a cover letter and CV. For general guidance on writing a professional and well-formatted email, refer to this video .

Your cover letter will comprise the body of your email and should clearly & concisely:

• Introduce yourself
• Explain your interest and enthusiasm in their research
• Identify your goals and how working with them will help you progress towards those goals
• Request an interview to further discuss a potential research opportunity (include your general availability and a potential start date)
• Include your contact information (email & phone)

As an attachment to your email, include your curriculum vitae (CV). A CV is similar to a resume but is a more comprehensive document outlining your qualifications. Be sure to include:

• Relevant coursework – you may want to include a short description of techniques/concepts mastered.
• Relevant work history & experience
• Leadership experience (on/off campus) that demonstrates organizational skills, independent thinking, etc.)
• Honors, awards or distinctions (include name of award, granting college/department, and monetary value if appropriate)

Anticipate that at this stage, your CV should be 1-2 pages in length. For help refining your CV or cover letter, we recommend students visit the UCLA Writing Center or UCLA Career Center . Both centers offer appointments where professionals can meet one-on-one students.

If you don’t hear back from a specific faculty you emailed or research opportunity you applied to, send a polite follow-up email 1-2 weeks after your initial email. You should not drop-in to a faculty’s lab or office unannounced.

Click here to view a sample cover letter .

Click here to view a sample CV .

These resources are provided as examples and need not be utilized as templates. There are many ways to create an effective cover letter and CV. We encourage you to explore various approaches in order to develop materials that present your unique background and skill sets most effectively.

UCLA Career Center Resources for CVs and Cover Letters:

• UCLA Career Guide: Resumes & Cover Letters Chapter (CV template, p. 9)
• CV vs. Resume : At the undergraduate level CV’s and resumes are very similar except as noted in this chart.
• Active Verb List : Craft compelling experience descriptions that demonstrate your skills and accomplishments.

STEP 4. PREPARE FOR AN INTERVIEW

If you are invited to interview, make sure you are on time and that you have questions to ask regarding the research project and the laboratory environment, such as:

• Who will be supervising and training me?
• How is the project structured?
• What techniques and equipment will I be using?
• What safety training(s) do I need to complete?
• What is the expected time commitment? Are hours flexible during exam season?
• How long or short term of a commitment would be expected of me? (e.g. quarter-to-quarter, 1 year minimum, etc.)
• Are there any additional obligations (e.g. lab meetings) that I would be expected to attend?
• How many people are currently working in the lab?

COMPLETE YOUR REQUIRED SAFETY TRAININGS

UCLA Policy 906 : Undergraduate Researcher Laboratory Safety applies to all UCLA undergraduate researchers.

Review the policy at your earliest convenience and consult with your lab’s Principal Investigator about what safety trainings you are required to complete prior to beginning your research activities.

REGISTER AS A VOLUNTEER IF YOU ARE WORKING WITH A UCLA HEALTH SCIENCES FACULTY OR STAFF

The UCLA Health Sciences Volunteer Program provides on-boarding and clearances for invited students and other eligible individuals to participate in laboratory-based assignments, clinical research/quality improvement projects, administrative projects, and/or educational endeavored volunteer programs.

All UCLA undergraduates working with a UCLA Health faculty (David Geffen School of Medicine, School of Dentistry, or School of Nursing) must receive clearance from the UCLA Health Sciences (UHS) Volunteer Office . This does not apply to students working at an off-campus institution such as Cedars-Sinai Medical Center. For more information on the clearance process, visit their website and scroll to the “To Get Started” section.

RECEIVE COURSE CREDIT FOR RESEARCH WITH SRP & RES PRC

COMMUNICATING YOUR RESEARCH

NEED HELP WRITING RESEARCH MATERIALS?

The UCLA Library has an entire research support center where the library team will support you through research consultations, connecting you to a specialist in your field of study and tutoring support in data, mapping and geographic information systems (GIS).

Check out  Writing Instruction and Research Education (WI+RE) for research workshops, tutorials and handouts.

UNDERGRADUATE RESEARCH WEEK

UCLA ranks among the top research universities in the world, and undergraduate research and creative inquiry are key components of the Bruin experience. Undergraduate Research Week celebrates the innovative work of students across campus who are performing research and creative inquiry in all disciplines.

Undergraduate Research Week is a week-long celebration of undergraduate research and creative inquiry at UCLA. Students from all disciplines gather to share their innovative and impactful work with the UCLA community at events such as the Undergraduate Research & Creativity Showcase. Now in its eleventh year, Undergraduate Research Week is UCLA’s largest undergraduate conference.

APPLY FOR RESEARCH PROGRAMS AND SCHOLARSHIPS

Various departments across the university offer research programs that provide academic, financial, and professional support for student researchers. The Undergraduate Research Center – Sciences currently offers ten programs ranging from one quarter to two years, with scholarships ranging from $300-$21,000 per student. The URC-Sciences awards $800,000+ in undergraduate research scholarships annually! Browse our current programs under the “Programs and Scholarships” tab in the main menu bar.

GENERAL INFORMATION

A Student Planning Guide to Grad School and Beyond GRE Information GRE Practice Test MyIDP: Individual Development Plan

GRADUATE SCHOOL INFORMATION

 UCLA Career Center- Graduate School and Pre-Professional Services Post-Baccalaureate Training Graduate School Web Finder UCLA Biosciences M.D./Ph.D. Programs

GRADUATE RESEARCH FELLOWSHIPS

Programs that you can apply to an an undergraduate. The NSF Graduate Research Fellowship The Hertz Foundation Applied Science Fellowship Graduate Fellowships for STEM Diversity GEM Foundation

OTHER FUNDING OPPORTUNITY DATABASES

Community of Science (COS) , GrantForward , and Sponsored Programs Information Network (SPIN)  databases contain thousands of federal and non-federal funding opportunities. COS, IRIS, and SPIN are services by subscription, and therefore  only available to the UCLA community . Access is FREE for those using a UCLA public terminal or Bruin OnLine.

NASA’s Student On-Line Application for Recruiting (SOLAR)  system offers a comprehensive and searchable database of internships and fellowships at NASA facilities.

FELLOWSHIP DIRECTORIES

The following directories of extramural support can be found at most university libraries:

Annual Register of Grant Support Directory of Financial Aids for Women Financial Aid for African Americans Financial Aid for Asian Americans Financial Aid for Hispanic Americans Financial Aid for Native Americans Financial Aid for the Disabled and Their Families Financial Aid for Veterans, Military Personnel, and Their Families Funding for Persons with Visual Impairments Funding for United States Study Money for Graduate Students in the Arts & Humanities Money for Graduate Students in the Biological Sciences Money for Graduate Students in the Health Sciences Money for Graduate Students in the Physical Sciences Money for Graduate Students in Social Sciences

UCLA RESEARCH SPOTLIGHTS

Priscilla Yang

Austin Aguirre

Sophia Rueda