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Summer Research Programs
Roy L. Sutliff, Ph.D.
Emory University/Atlanta VA Medical Center
Roy L. Sutliff, Ph.D., is Associate Professor of Medicine in the Division of Pulmonary, Allergy and Critical Care Medicine at Emory University School of Medicine. He received his B.S in biochemistry from Temple University, and Ph.D. in pharmacology from Allegheny University. He completed postdoctoral work at the University of Cincinnati and then moved to Emory in 2001. He has served as the director of recruiting for the MSP program at Emory and is active in Emory Graduate School Recruiting. Research in his laboratory focuses on examining the interaction between endothelial cells and vascular smooth muscle cells and how certain pathophysiological conditions impair vascular function. The three areas that are most heavily studied are 1) the mechanisms of pulmonary vascular disease and accelerated atherosclerosis in HIV infection; 2) the role of PPAR and its subsequent effects on NADPH oxidases in regulating endothelial function in pulmonary hypertension and diabetes and 3) the cardiovascular effects of alcohol. Dr. Sutliff is a member of the APS Women in Physiology Committee.
Students interested in pursuing an MS or PhD in biomedical sciences, such as physiology, need to get as much research experience as they can during their undergraduate career. This research experience will not only help students clarify whether they want to pursue a career in research, but also will help them to be more marketable in today's competitive environment for graduate school. Undergraduate research experience also can help students develop a passion for research; it conveys awareness that the student knows what they are getting into-- characteristics that are highly sought by admissions committees. Often undergraduate universities do not have the necessary infrastructure to provide the necessary research experience. Fortunately, there are numerous universities and organizations (professional societies, non-profit organizations, government agencies, etc.) with excellent biomedical research programs that offer summer programs that can provide this crucial research experience.
What Is a Summer Research Program?
Summer research programs provide opportunities for undergraduate students to work in a research laboratory for 8-10 weeks. The programs typically enable the student to work closely with faculty members and other researchers on a project that is of interest to the undergraduate student. Students often have the opportunity to participate in departmental and institutional seminar series and symposia. Students are given stipends and in many cases, assistance with housing and travel to gain this valuable research experience. Applications are generally due between January 1st and March 15th for the summer programs. Students may be asked to provide their GPA, an essay describing their research experience/ interests, and one or more letters of recommendation to apply to the programs. Each program varies as to what it offers and requires so it is imperative to review programs carefully
How Do I Find Out About the Programs?
There are a number of ways that interested students can find out about summer research programs. First, students should consult with professors that teach undergraduate courses that are related to their research interests. These professors often have ties to the summer programs through previous students or collaborations.
Second, interested students should watch for flyers or email notices that are sent out by the schools or organizations offering summer research programs.
Finally, the internet is an excellent source of information concerning summer research opportunities. Major sponsors of the summer research experiences include the National Science Foundation, which provides support for summer programs through their Research Experiences for Undergraduates program, and the Howard Hughes Medical Institute, which supports numerous programs throughout the country. Opportunities can be found by searching at the NSF website (www.nsf.gov/crssprgm/reu/reu_search.cfm) and the Howard Hughes Medical Institute website (www.hhmi.org/grants/reports/scienceopp/main).
There are also programs that are sponsored by individual societies, such as the American Physiological Society (www.the-aps.org/education/ugsrf/index.htm), which is one program that is open to undergraduate students worldwide. These societies are often constituents of the Federation of American Societies for Experimental Biology (FASEB) and may have programs that target students interested in a particular field of research. A listing of these constituent societies can be found at www.faseb.org/Who-We-Are/Constituent-Societies.aspx.
Another website that allows students to search for summer research opportunities by both research interest and geography can be found at www.pathwaystoscience.org/programs.asp?descriptorhub=SummerResearch_Summer%20Research%20Opportunity. Students can also identify fellowships by setting up automated search agents. Students can join websites, such as the Community of Science (www.cos.org), and customize funding alerts or search directly under COS Funding Opportunities. Alternatively, students can set up Google alerts for keywords such as "summer research" or "undergraduate fellowship."
In addition, APS has a list of national and international summer research programs on the website (http://www.the-aps.org/education/ugsrf/SumResLINKs.htm).
Students are encouraged to apply to as many programs as feasible to increase their odds of being accepted into a summer research program.
How Can I Get the Most Out of My Summer Research Experience?
As important as it is to get into the program, it is even more crucial that students use the time in the laboratory wisely. Students who come into the program having done some research on the area that they will be working in generally have the most productive experiences. Students should work with their research host to identify the research question on which they want to work, locate background research articles to read, and discuss the project before the research experience begins.
In addition, there will likely be a number of regulatory processes that must be completed before beginning work in the laboratory, such as trainings in lab safety and working with animals. These trainings are often given online and having them completed before the start date can facilitate beginning work in the lab. Eight to 10 weeks will go very fast, and the more that can be done to get into the laboratory as quickly as possible will enhance the research experience.
Once in the laboratory, it is important that the student understand all aspects of their project. Students planning to go on to graduate school will likely be asked about the research experience. They can expect to be asked questions about what they did, why they did it, and how it advanced the field. Students should discuss these questions with members of the laboratory and may want to take notes so that the answers are familiar when they are interviewed for graduate school months later.
Students should also use this opportunity to convey excitement about a research career to their research mentor. A strong letter of recommendation from the PI of the laboratory positively influences the review of a graduate program application.
Often, summer programs require the preparation of a poster or presentation at the end of the summer. Students should discuss the possibility of using this poster to create an abstract for presentation at a national scientific meeting. The summer program or principal investigator may be able to subsidize travel expenses for the presentation. Again, presenting a poster at any meeting requires students to be able to articulate the research question, present the results and discuss how those results fit into the big picture and possible next steps.
Additionally, students should discuss the possibility of authorship on a manuscript with the principal investigator soon after arriving in the lab. Manuscript authorship is highly valued by graduate admission committees and is an excellent addition to any application.
Summary
A summer research experience is an excellent opportunity for undergraduate students to gain valuable research experience. With a little bit of planning, students can become familiar with the research area in which they are interested and begin to make connections with experts in the field. Time spent discussing goals for the project can yield peer-reviewed abstracts and publications.
As a result, an application to graduate school can be greatly improved by a summer research experience, and students can have more options to consider as they embark on graduate training.
Acknowledgments
Special thanks to Dr. Catherine Quiñones, Associate Director of the Center for Science Education at Emory University, for her advice and assistance with this article.
I don't see any mention of similar programs that are available to undergraduates at industry laboratories. I have had several excellent students over the summer through our program here at Lilly (http://www.lilly.com/careers/students/Pages/students.aspx), and I believe that other companies have similar programs. It would be nice to at least see this mentioned in the article.
Joseph Brozinick
Eli Lilly and Company
This information presented by Dr. Sutliff is extremely helpful for undergraduates who are interested in gaining research experience. Aside from obtaining valuable skills, such as designing a research project, learning about methods used in research, and analyzing and interpreting results, there are several intangible benefits of participating in a summer research program. First, this provides an opportunity to gain hands-on experience that can tie together knowledge that a student has learned in the classroom. Also, conducting research can teach students critical thinking skills and a systematic process for solving problems. Finally, this experience enables students to make connections with others who have similar interests, and interact with students who may already be enrolled in graduate or medical school to learn more about these programs.
Angela Grippo
Northern Illinois University
Dr. Sutliff's article on summer research programs is a concise and comprehensive look at the important points for undergraduate students to consider. In particular, the list of resources from which to identify opportunities, and the typical expectations, should ease the decision-making process. Students should be aware that authorship does not necessarily result from a summer project or commitment, but it is critical for students to begin thinking this way as they transition to graduate school where similar expectations will arise. I would like to suggest that students do some topical background reading before contacting their host or potential host. Some level of understanding of the science and the research demonstrates a proactive spirit, resourcefulness, and genuine interest.
Kristin Gosselink
University of Texas, El Paso
Dr. Sutliff has provided great advice, and a summer research experience is almost a necessity for students who are thinking about a career in the laboratory. Universities and various biotechnology companies sponsor such programs, but many of the marine laboratories offer opportunities as well. Moreover, if you prefer a bit more structure in your curriculum, some of the marine labs offer specialized courses that include a significant laboratory component. When I was a student, for example, there were courses and programs offered up and down the East Coast from Mt. Desert Island Biological Laboratory in Maine to the Whitney Laboratory for Marine Bioscience in Florida. There are similar opportunities on the West and Gulf Coasts.
What an intense way to spend the summer! Working hard in the lab and playing hard on the beach.
Thomas Pressley
Texas Tech University
Questions:
This is a very useful article which I will be sharing with the undergraduate student volunteers who work in my lab and at our institution. This brings me to the importance of also reminding undergraduate students of the many opportunities that can often be found for volunteering in research laboratories close to their home institutions which can supplement the summer research programs. Such experiences also count very highly when applying to graduate schools and further education. I would like to know if the author has any additional advice for those students perhaps nervous about applying to summer programs in different areas of the country where they might have to experience for the first time a different type of culture, language or environment from their home state or institution?
Caroline B. Appleyard
Ponce School of Medicine
Response: Good question. While it may seem daunting to move to a location where there is a different type of culture, language or environment from their home state or institution, the benefits of the experience for the student are worth the risk. Students should keep in mind that the opportunities for this sort of paid cultural experience are not common. In addition, the length of time that is committed to is not very long. This means that even if the experience is uncomfortable the student can be reassured that they will be back in their home environment in less than 3 months with relatively little long-term consequences. Finally, the student will learn a lot about what sort of environment they would like to train in as they pursue an advanced degree. It is far better to learn this when making a commitment for 3 months versus 5 years for graduate school. With few exceptions, the benefits of the experience will far outweigh any negative aspects.
Roy Sutliff