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Research experiences for undergraduates (REUs), sometimes referred to as undergraduate research experiences (UREs), are an important part of an early scientist’s development (1–4). Often following experiential learning models, REUs provide authentic, hands-on learning opportunities for undergraduates to engage in supervised scientific research during summer-long programs under the supervision of experienced research faculty and their trainees (5,6). REUs often include professional development activities such as reading scientific papers, practicing poster presentations, preparing applications for graduate studies, and professional networking with peers and other scientists (3). For many undergraduates, REUs are a prime stepping stone to a science, technology, engineering, and mathematics (STEM) terminal degree (3,7) as they provide students an opportunity to develop basic research skills and enrich scientific knowledge (6,8–10). REUs have also been found to offer affirming experiences for students as they consider future careers in science (6,11) and, notably, have been reported as a critical gateway for students from underrepresented/marginalized identity groups into STEM fields (1,3,5,7). While there is robust evidence of the positive benefits of REUs, many students need support and guidance during the various stages of applying for, accepting, and participating in an REU. This paper draws on REU research, as well as the programmatic experiences of the authors (who have led summer REUs at Caltech and Stanford School of Medicine), to offer ten simple rules for making the most of your summer undergraduate research program experience. This paper will be most useful for students interested in applying for an REU or preparing to participate in an upcoming summer REU program. |
