undergrad research interview reddit

• Home Front page
• Blog Browse posts
• Tips & Tricks
• About Biographies

Search form

Seize your undergrad research interview: ask the questions that matter.

—from the PI's desk

Ask relevant questions for a successful interview

Each semester, when you select your classes, you apply a methodical approach. You no doubt consider several factors such as: what will satisfy major requirements, help you prepare for the MCAT or GRE, add weight to your transcript, and, of course, what sounds the most interesting. Essentially, you don’t play “registration roulette” and find yourself in advanced string theory when you really need a cell biology course.

Yet, when it comes to an undergrad research interview, most students don’t know that they need a solid strategy for asking questions that will allow them to evaluate the position. Instead, many approach interviews with a single goal in mind: get an offer to join the lab. Although this is a good goal keep in mind, it should not be an your sole objective in a research interview.

To make the most of your interview for an undergrad research position, you need to ask the right questions to determine if the project, training opportunities, and lab is right for you. That might sound easy (and obvious), but if you haven’t held a research position how do you know what questions will give you the most meaningful information? Many interviews are short and therefore do not provide the luxury of time for a student to ask everything that comes to mind, so you want to avoid asking low-value questions.

Want a list of high-impact questions to take into the interview with you? Wondering what a professor might ask you at the interview? What should you do if you don't want the research position after it's offered to you? We've covered that and so much more in Getting In The Insider’s Guide to Finding the Perfect Undergraduate Research Experience

Avoid low value questions

Take for example commonly asked questions such as, “What equipment does your lab have?” or “How many graduate students are in the lab?” Answers to those questions will definitely give specific information about the laboratory, but—and here is the key—what will you do with that information? How will you use it to evaluate the position, or to decide between two research positions?

First consider the question about lab equipment. If the interviewer rattles off a list, chances are you won’t know what most of the equipment is, or what is needed for the available research project. In this case, asking the question wouldn’t be helpful. However, if you have an independent research project in mind, and you know you’ll need specific equipment, then asking would be essential.

As for personnel, it’s nice to learn how many people are in the lab, and in what positions, but it’s only information—not a meaningful metric to evaluate an undergrad research position. For example, if an interviewer says, “Zero undergrads, three postdocs and two grad students,” or “Two professional researchers, two undergrads, and four grad students,” how will you compare the two labs? How will you evaluate which is the better choice for you? Is it better to be in a lab with several postdocs and be the only undergrad student? Would you receive extra mentoring, or would the postdocs devalue your contributions because you’re “only” an undergrad?

Or is it better to be in a lab with several grad students and but no professional researchers? Does that indicate a professor who places a higher value on mentoring students over training professional researchers? What about labs that are all-undergrad? What if the PI mentors only a few students at a time or has more than ten? How do use you that to determine if the PI embraces mentoring or using undergrads as "free labor."

And finally, what if a professor is just establishing her lab and you would be the first member? Would you have the opportunity to help set up a lab and receive significant personal instruction, or would it prevent you from getting much research done because you’ll be busy putting items in cabinets and on shelves?

By asking about personnel in an interview, you’ll learn who is in the lab and in what positions and that is indeed good information to have. However, without actually working in the lab you can’t know how the other lab members work together, and how that will affect your research experience. Any opinion you receive from someone about how to evaluate a lab based solely on its personnel will be influenced by their research experiences and their personal research baggage, and won’t necessarily reflect the realities of the lab you interview with.

This doesn't mean that you shouldn't ask about who else in in the lab--but simply keep in mind that it will only be some of the information you need to evaluate if it's the right lab for you.

Ask questions that will give meaningful answers

There are far better questions that will give you insight on the position and the research mentor’s expectations. The answers of which you can use to carefully consider the opportunity.

Your pre-interview strategy is this: imagine the first thing the interviewer will say to you is, “What questions do you have for me?” before she has explained anything about with the project, or mentioned her expectations. This will help you determine what you need to ask at every interview, and prepare a list of questions ahead of time. Not only will you have a more professional interview (students who come with a list of relevant questions appear to be more invested in a research opportunity than those who don’t), but you’ll also have more confidence at the start.

Start with the essential questions

You might already know the “interview 101” questions, but sometimes we need to be reminded of the best pieces of advice. If not already covered by the interviewer, ask about the required time commitment in hours per week and semesters. This answer will help you decide if you have enough time each week to fulfill the commitment, and if you want to continue with research for the expected duration.

Next, ask specifics about the lab schedule —will you set it or will it be determined by your research mentor? The answer will be the key to how much flexibility you will have when incorporating research hours into your schedule.

Then ask for details about the project —what techniques are involved, what question the project addresses, and how it supports the research focus of the lab. Those answers will help you decide if you are still interested in the science the lab does and the available research project, or if you should continue your search elsewhere.

Finally, if it’s important to you, ask questions about registering for research credit, and whether or not a research proposal or end-of-semester report or poster will be required.

Confirm that your goals are achievable

After you’ve covered the basics, you’ll want to ask questions to determine if the research experience will help you accomplish your long-term goals. For example, if pursuing an M.D.-Ph.D. or graduate school is in your future, you might want to ask if you’ll have the opportunity to work on an independent research project after you have been in the lab for a while. Likewise, if you will want your research mentor to write a recommendation letter that covers your ability to interact well with others, confirm that the majority of your work will be done in the primary lab not a room down the hall or in another building.

If you ask meaningful questions at a research interview, you’ll be able to evaluate the position to determine if the time commitment will work for you, and if the project sounds like a good fit. Both are important for your success and happiness in the lab, and for earning a letter of recommendation from your research professor that will strongly support your future applications.

Further Reading Want a list of questions to take into the interview with you? Wondering what a professor might ask you? What should you do if you don't want the research position after it's offered to you? We've covered that and so much more in Getting In The Insider’s Guide to Finding the Perfect Undergraduate Research Experience

A version of this post was published on the Student Doctor Network.net

• undergrad-admin's blog

Connect with us

Latest posts.

• Life and Research: A Survival Guide for Early-Career Biomedical Scientists Tue, Jul 19 2022
• 10 Things to Expect From Your Summer Undergrad Research Experience Mon, May 15 2023
• The One Letter to Rule Them All Sat, Apr 1 2023
• Spring Break: Should You Spend it At the Bench or On the Beach? Fri, Mar 10 2023
• New Years Resolutions and Summer Research Applications Fri, Jan 6 2023

Image Galleries

Copyright © 2015-2022 David G. Oppenheimer & Paris H. Grey. All rights reserved.

Tips for interviewing undergraduates for research

By michael ernst ([email protected]) july, 2004.

This document collects some common-sense rules for interviewers. It is particularly aimed at graduate students who wish to hire an undergraduate researcher (also see my notes on collaborating with undergraduates in research ), but most of the ideas are generally applicable. Different people find that different interviewing styles work for them; you should consider these tips, then apply them as appropriate. Additions, corrections, and pointers to other resources are gratefully accepted.

Preparing for the interview

Before the interview, I ask the candidate to provide a resume, grade report, code sample, and writing sample. I find that these help me to get an impression of the person's interests and abilities. (This also weeds out some people who don't care about the position enough to provide the info.)

Talk to the student's TA in any relevant class, and ask for a recommendation (especially if the class is still ongoing and so the student has not yet received a grade). For instance, would the person make a good undergraduate researcher? Is the person one of the top 3 or 4 in the recitation?

I send the candidate a summary of potential research projects, to help them understand my current interests and needs. Their work will likely be related to one of those areas.

Qualifications

Avoid any candidate who didn't score near the top of the relevant classes. As a corollary, avoid students who have not yet taken the relevant classes. (For my research group, this is CSE 331 at UW.) A student who is not well-prepared won't be able to make good progress in the research, which will mean more time, effort, and frustration for everyone. You will find yourself tutoring the student in material that is more efficiently conveyed in a class. It is a service to the student to ask him/her to focus on classes for one more term, and then to do research when he/she has the time and skills. It's OK to interview someone who is currently taking the class, to start research when the class ends.

There are exceptions, such as when a student has extraordinary experience or an excellent story about why they didn't excel in the class, but these should be rare.

At the interview

The goal of an interview is twofold: to learn about the candidate, and to let the candidate learn about you and the research.

You want to learn the following facts about the candidate, in order of importance:

• Can he/she communicate?
• Is he/she intelligent?
• Does he/she have the necessary skills?

Communication is most important because if there is someone who cannot explain his work, including both successes and problems, then you cannot understand it either and they might as well not even be working with you.

Intelligence is next most important, because a smart person can pick up new skills, is fun to work with, and is most likely to achieve a lot. Furthermore, it is extremely unlikely that anyone already has exactly the skill set that you need, and many people eventually work on something other than their initial project.

Especially for a short-term project, or one that requires use of a particular programming language or toolset, knowledge of specific tools may be a prerequisite. Hiring the best person for the job is more important than their year in the undergraduate program. However, all other things being equal, younger is better — the younger person will continue to improve, and will have a longer tenure in the job.

I do not have a specific script that I follow in each interview. Rather, I have a set of general questions and then let the conversation flow to learn what I can about the candidate.

One revealing question is what the candidate is interested in (enjoys, is passionate about), and why; when some topic fits in the intersection of a person's competence and interest, then the person usually does very well at it.

I also like to ask the student to explain a previous project. If they can explain something technical, explain why it is interesting, and answer detailed questions about it, then they both understand it and can communicate; those are the two key intellectual facilities and can usually be transferred to another topic, such as programming.

Let the candidate ask questions too. This tells you a lot about them. Are the questions thoughtful? Are they formulaic? (I'm so tired of hearing someone ask for a summary of all of my research, after I had already emailed them a summary of it.) Or are there no questions, which is also a bad sign?

Jeff Perkins has a similar philosophy to mine. He says: “My interviewing technique is normally to have them explain something that they have done. If they have undertaken a moderately complex project and can explain clearly what they have done and seem to understand it, that is usually a good indication. I don't normally ask ‘quiz’ questions (e.g., explain how virtual functions work in C++, or write code to reverse a linked list), but perhaps at this level that makes more sense. I also tend not to focus on specific background (e.g., in-depth knowledge of Java) but rather on overall ability. I figure that good people can learn what they are missing. If a project has a shorter time period, a more specific background match might make more sense.”

Most people who come for an interview have at least some minimal level of qualifications. However, sometimes an interview reveals that someone is very ill-suited to the job: for instance, the interviewee has no programming experience, has very poor communication skills, or hasn't even looked over the material you provided. In such a circumstance, you should cut the interview short — it isn't your responsibility to spend another half hour or hour of your time talking with a person who shouldn't have applied in the first place.

Part-time work with two different organizations isn't a good idea; one or the other project will suffer, and in all likelihood both will suffer. A student should select one organization and commit to it. This also applies to undergraduates who attempt to hold a TA and a research position simultaneously.

We have no interest in people who only want to work for the summer or for only one term. A single term or summer isn't enough to get up to speed on an interesting and valuable project. Anyone with a short-term attitude toward the project is less likely to be committed and to do good work. There's no guarantee of future employment, of course, but if all goes well, our goal is always to continue the research.

Significant commitment is required on your part, as well. See my notes on collaborating with undergraduates in research .

After the interview

I always encourage students to consider multiple research groups. The reason is that — regardless of how understaffed my own projects are — I am most interested in finding an excellent match for the student, where the student will enjoy the work and produce great results. Sometimes, talking to another potential adviser confirms to the student that my work is the most exciting; this helps the student to avoid “buyer's remorse”. Other times, the student finds a different group, but that is a success too.

Don't make a hiring decision (positive or negative) on the spot — both because snap decisions are not usually the best ones, and because instant rejection is unnecessarily harsh to the student's ego. Instead, give each party time to think about the interview. Agree upon a concrete timetable by which each of you will let the other know whether you are interested, and stick to your end of it.

Be conservative in taking on new colleagues. A top-notch team member will move your work forward, but a poor one will require more time to manage than the benefit that anyone gains. Accepting a mediocre candidate is a common but costly mistake; avoid it! Be especially conservative when you are just learning to be a manager. You will get better with time, but you might as well not make the same rookie mistakes on a whole set of students.

Your organization (such as a university research group) should record a summary of each candidate anyone in the group has interviewed. Before you interview someone, find out if he or she appears on that list (and the impressions that were recorded). After you interview someone, submit a short (3-4 sentence) description of the person to your adviser, and include the full name, email address, and year in school along with the comments.

Back to Advice compiled by Michael Ernst .

• Get Curious
• Talk to People
• Take Action
• Inspire Others
• Events and Outcomes
• JHU At-A-Glance
• Students and Schools
• Ready to Hire?
• Mentor Students
• Hire Students
• “When U Grow Up” Podcast

A student’s guide to undergraduate research

• Share This: Share A student’s guide to undergraduate research on Facebook Share A student’s guide to undergraduate research on LinkedIn Share A student’s guide to undergraduate research on X

Originally written by Shiwei Wang for Nature journal in March 2019.

Participating in original research during your undergraduate studies can greatly expand your learning experience. However, finding the project can be a challenging task, so here’s a short but comprehensive guide that can help you get the most out of an undergraduate research opportunity.

Choose the right lab

Learn to think like a scientist. A lot of people start their undergraduate research by glancing at the faculty list and e-mailing multiple professors whose work seems interesting. Although this might get you a position somewhere, it is not the most effective approach. Before looking at labs, dive into the science to find out which areas fascinate you. Read a lot, go to talks, and talk to your professors not just about their classes, but about science in general as well.

Subscribe to e-mail newsletters from journals such as Nature and Science. Try to read research highlights and science news regularly. Podcasts and articles by, for example, Nature, Science, Scientific American or Quanta can also be interesting sources of information. Follow academics, journals and universities on Twitter. Start your undergraduate research by learning more about science, thinking like a scientist and working out what you love.

Look for questions, not subjects. You might have chosen a major to study, but don’t let this limit your search for research labs. Modern labs are interdisciplinary and very different from what you do in undergrad labs. Instead of limiting your search to your department, try to look at labs in all related departments. Choose labs on the basis of the questions they’re trying to answer.

Mentoring is as important as research. Contact group members to learn about your prospective laboratory’s environment. Are the group members close? Is the lab friendly or competitive and condescending? Is the lab head hands-off or hands-on? The size of the group is also important. If you join a small group, you’ll have a higher chance of being mentored directly by your principal investigator, whereas in a big group, you are more likely to be mentored by a postdoctoral researcher or graduate student.

Reach out with confidence. Once you’ve determined that the research programme interests you and the group dynamic is healthy, send the principal investigator an e-mail. Make sure to explain why you’re interested in working in the lab and that you have spoken to other lab members. Be patient if they don’t reply. If you don’t receive a response after a week or so, send a second e-mail or reach out in other ways, such as by asking group members to enquire for you.

Get the most out of the experience

Start your research with reading, and keep on reading. Usually, the principal investigator will assign you a mentor and a project. Ask for literature to read: learning about the state of the field and why the work is important will help you to push the project forward. Read about your field as well as other, totally unrelated fields. As an undergraduate, you have the freedom to change your major and your future plans. Make sure to strike a balance between reading and conducting experiments. It’s hard to do both at the same time, but it will make you a better scientist.

Set specific goals for yourself and let your mentors know. Think about what you want from your research and how much time you are willing to put in. Besides learning the techniques, do you want to learn how to analyse results and design experiments? Do you want to learn how to write proposals by applying for undergraduate research grants? Do you want to improve your presentation skills by going to conferences? Do you want to potentially finish a project for publication? Working out what you want to achieve will help you to direct your time effectively.

Research takes time. Don’t blame yourself if experiments don’t work or the project is not moving forward as fast as you expected. Science is about failing and trying again. Getting used to and coping with frustration is part of the learning curve of research.

Find a healthy balance. University is already a lot of work, and research will only take up more time. When planning your schedule, try to allocate large blocks of time (whole afternoons or individual days) to research. Rushing through a procedure could be unsafe and will often produce useless results. Always plan extra time for experiments. Consider working less in the lab during exam weeks so you don’t get overwhelmed. Talk to your mentor about your schedule and feelings regularly, so that you can arrange experiments at times that suit you, and you can keep on top of your mental health.

Find financial support. If you wish to do research at your own institution over the summer, your institution might offer funding to cover your expenses. If you want to go to another university, you can apply for funding from that institution’s undergraduate research programme, or from foundations, companies or academic societies. For example, the US National Science Foundation offers a Research Experiences for Undergraduates programme. Universities, foundations and academic societies might also offer grants to cover your travel expense to various conferences. Don’t let money limit what you want to do. Talk to senior students or professors, or search online to find all the opportunities!

Always think about the big picture. Your undergraduate research doesn’t define what you’re going to do after your degree. Keep reading and taking classes outside your comfort zone. Explore and learn as much as possible. Working out what you love is the best preparation you can get for the rest of your career.

Read the full article on the Nature website.

To find a research opportunity at Johns Hopkins University, visit the Hopkins Office of Undergraduate Research website .

Successful Interviews

Many research advisors will ask you to interview with either them, their group or both before formally inviting you to join their lab.  For a successful interview, keep the following in mind:

• Arrive on time
• Be prepared to present the best side of yourself–you do not need to necessarily dress-up, but make sure you look like you really want the position (i.e. Do not wear pajama pants to the interview!)
• Show your enthusiasm for the research opportunity
• Review the website for the research group,  including taking time to read a couple of their recently published papers.  They won’t expect you to understand everything on their website/papers, but it is important that you have at least a basic level of understanding of what their research group does.
• Be prepared to answer typical interview questions such as why you want to do research with their group, what you hope to gain from conducting undergraduate research, how many hours you plan to commit to research per week, how many semesters you plan to stay in the lab, what you plan to do after you graduate and what made you interested in their group.
• Have a couple questions in mind that you would like to ask regarding the research of the group.
• Consider asking about the expectations of undergraduate researchers in the group (time commitment, number of research credits you need to enroll in, type of work, level of independence, etc.) and who your direct mentor will be (professor, post-doc, graduate student, etc.).
• It is also advisable to bring a copy of your unofficial transcripts and your resume , if you haven’t already submitted one.
• For additional interviewing tips, please also check-out Successworks’ suggestions

20 Undergraduate Research Assistant Interview Questions and Answers

Common Undergraduate Research Assistant interview questions, how to answer them, and sample answers from a certified career coach.

You got an interview for a research assistant position—congratulations! You’re probably feeling excited and maybe even a bit nervous. After all, this is an important step in your career path.

To help you prepare and make sure you ace the interview, we’ve compiled some of the most common questions asked during undergraduate research assistant interviews. Read on to learn what to expect and how to answer each question with confidence.

• What experience do you have with conducting research?
• Describe a time when you had to analyze data and draw conclusions from it.
• How do you approach problem-solving in the context of research?
• Are you familiar with any statistical software programs or other tools used for data analysis?
• Explain your understanding of the scientific method and how it applies to research projects.
• Tell me about a time when you had to collaborate with others on a research project.
• What strategies do you use to stay organized while working on multiple research tasks at once?
• Have you ever presented research findings to an audience? If so, what was the outcome?
• Do you have any experience writing grant proposals?
• How do you handle criticism or feedback on your research work?
• What is your experience with using library resources to find relevant information for research projects?
• Describe a time when you had to troubleshoot a technical issue related to research equipment or software.
• How do you ensure accuracy and precision when collecting data?
• What methods do you use to verify the validity of sources when researching?
• How do you keep up with new developments in your field of research?
• What would you do if you encountered ethical issues during a research project?
• How do you manage deadlines when working on research projects?
• What strategies do you use to communicate complex research concepts to non-experts?
• How do you evaluate the success of a research project?
• What are some of the challenges you anticipate when working as an undergraduate research assistant?

1. What experience do you have with conducting research?

When hiring a research assistant, an interviewer wants to know that you have the skills and knowledge to help with the research project. They’ll want to know what kind of research you’ve done in the past and how you conducted it, such as what methods you used, what data you collected, and how you analyzed it. This will help them get an idea of the type of research you’re capable of and how you would fit into the team.

How to Answer:

To answer this question, you should provide a brief overview of the research projects you’ve worked on in the past. Talk about what methods you used to collect data and analyze it, such as surveys, interviews, or experiments. You can also talk about any software programs you used to help with your research, such as statistical analysis software or coding languages. Finally, explain how you communicated your findings to other team members or stakeholders.

Example: “I have extensive experience conducting research. I’ve conducted qualitative and quantitative research for a variety of projects, including studies on consumer behavior and market trends. For these projects, I used surveys, interviews, focus groups, and experiments to collect data. I then analyzed the data using statistical analysis software and coding languages such as R and Python. I also wrote up my findings in reports that I presented to various stakeholders.”

2. Describe a time when you had to analyze data and draw conclusions from it.

Like many research-based positions, being an undergraduate research assistant involves a lot of data analysis. Being able to think critically, draw conclusions, and explain your findings are important skills for a research assistant. This question will give the interviewer an idea of your analytical skills and how you handle data.

Talk about any research experience you have, such as classes or projects that involved data analysis. If you don’t have a lot of direct research experience, mention related skills like problem-solving and critical thinking that are important for conducting research. Be sure to explain how your research experience has helped you develop these skills. Additionally, if you have any publications or presentations from past research, be sure to highlight them!

Example: “I recently completed a research project for my psychology class that involved analyzing survey data from 100 participants. I used SPSS to organize the data and then drew conclusions about how different variables were related. From this experience, I learned how to interpret data, recognize patterns, and draw meaningful conclusions from it. Additionally, I presented my findings at an undergraduate research conference, which gave me the opportunity to practice speaking about complex concepts in an accessible way.”

3. How do you approach problem-solving in the context of research?

Research is all about problem-solving. Your interviewer wants to understand your process for finding solutions and your ability to think critically in a research setting. They’re likely looking for a candidate who’s comfortable with the process of hypothesizing and testing, and can think through complex scenarios. They’re also likely looking for a candidate who is able to take criticism and adjust their approach when necessary.

When answering this question, you’ll want to emphasize your ability to think critically and logically. Talk about how you approach problem-solving in a research context: do you prefer to brainstorm ideas with others before testing hypotheses? Do you like to break down complex problems into smaller components before tackling them? Are there any specific techniques or strategies that you use when approaching a problem? You can also talk about how you handle criticism or feedback—do you take it as an opportunity to refine your approach or try something new? Finally, be sure to highlight any successes you’ve had using this approach.

Example: “I approach problem-solving in the context of research by breaking down complex problems into smaller ones, brainstorming with colleagues or mentors to generate ideas and possible solutions, testing hypotheses, and refining my approach based on feedback. I’ve had success using this process, particularly when researching a new topic or area where there isn’t much existing information. I also recognize that sometimes it can take multiple attempts before finding an answer—so I remain open to criticism and use it as an opportunity to craft better solutions.”

4. Are you familiar with any statistical software programs or other tools used for data analysis?

Research assistants are expected to be familiar with a wide range of tools and techniques used in the research process. Knowing which programs and tools you’re comfortable using can help the interviewer gauge the level of experience you have and decide if you’re the right fit for the job.

Be prepared to discuss any software programs or tools you’ve used in the past, such as SPSS, SAS, MATLAB, STATA, or Excel. You should also be familiar with basic data analysis techniques and how they are used in research projects. If you haven’t had much experience using these tools before, talk about your willingness to learn and any courses you’ve taken that have given you a foundation of knowledge in this area.

Example: “I have had some experience working with SPSS and Excel, as well as an introductory course in data analysis. I am eager to learn more about the various statistical software programs and tools used for data analysis, and I am confident that I can quickly become familiar with them if given the opportunity.”

5. Explain your understanding of the scientific method and how it applies to research projects.

Research is a key part of any scientific or academic endeavor, and it’s important to have a good understanding of the process. You’ll need to be able to explain the steps in the scientific method and how they apply to the project you’re working on or have worked on in the past. By understanding the scientific method, you’ll be able to better explain why you chose your methods and what results you were expecting.

Start by explaining the scientific method and its steps: make an observation, ask a question, form a hypothesis, conduct experiments to test the hypothesis, analyze data and draw conclusions. Then explain how you’ve used this process in your own research projects. Talk about the observations you made, what questions you asked, how you formed hypotheses based on these questions, which experiments you conducted, how you analyzed the results and what conclusions you drew. Finally, explain why you chose this particular approach and how it helped you reach your goals.

Example: “I understand the scientific method and have used it in my previous research projects. For example, when I was working on a project about the migration patterns of birds, I observed that certain species were migrating earlier than usual. This observation led me to ask why this was happening, which prompted me to form a hypothesis that climate change could be causing these changes. To test this hypothesis, I conducted experiments to measure air temperature and bird migration times at different points along their routes. After analyzing the data, I concluded that indeed climate change was having an effect on the timing of migrations. My understanding of the scientific process helped me reach this conclusion and better explain my findings.”

6. Tell me about a time when you had to collaborate with others on a research project.

As an undergraduate research assistant, you will be expected to work with other students and faculty members to complete research projects. This question is meant to assess your ability to communicate and collaborate with others, as well as your understanding of research processes and protocols. The interviewer would like to know that you can work well with others to complete tasks, and that you are familiar with the research process.

To answer this question, you should think of a specific example where you had to collaborate with others on a research project. Talk about the project in detail and explain how you were able to work together with your team members to complete it. Describe any challenges that you faced during the collaboration process, and how you overcame them. Finally, talk about what you learned from the experience and how it has helped you become a better researcher.

Example: “A few years ago, I was part of a team conducting research on the effects of climate change in coastal regions. We had to collaborate closely with other researchers from different universities, as well as local government officials, to ensure that our data was accurate and up-to-date. It was challenging at times, but we were able to effectively communicate and work together to get the job done. Through this experience, I learned how to better manage my time and prioritize tasks, as well as the importance of clear communication when working with others.”

7. What strategies do you use to stay organized while working on multiple research tasks at once?

Being a research assistant means juggling a lot of tasks, often on tight deadlines. The interviewer wants to know that you can handle the pressure and that you have the organizational skills necessary to stay on top of multiple tasks. They’ll want to hear that you have strategies in place to keep yourself organized and that you’re able to prioritize tasks effectively.

To answer this question, you should talk about the strategies you use to stay organized. You can mention things like making lists and setting deadlines for yourself, or using tools such as calendars and task management software. You can also discuss how you prioritize tasks by breaking them down into smaller chunks and tackling one at a time. Additionally, if you have any experience working with teams on research projects, it’s a good idea to mention that too and explain how you used communication and collaboration to stay organized.

Example: “I like to break down larger tasks into smaller, more manageable chunks and tackle them one at a time. I also use lists and calendars to keep track of deadlines and make sure I’m prioritizing the right tasks. Additionally, I have experience working with teams on research projects, so I’ve learned how important it is to communicate regularly and collaborate effectively to stay organized. I usually set aside specific times during the day for checking in with my team members and making sure everyone is up-to-date on their tasks.”

8. Have you ever presented research findings to an audience? If so, what was the outcome?

Presenting research findings is an important part of the job of a research assistant. It’s a way to share your knowledge, demonstrate your understanding of the research and its implications, and build relationships with other researchers. The interviewer wants to know how you’ve handled these types of presentations in the past and how successful you’ve been in doing so.

Talk about any presentations you’ve given in the past, either as part of a course or for other research projects. Describe what the presentation was about and how it went – did you feel confident? Did your audience understand your findings? Was there any positive feedback from your peers or professors? If you haven’t presented before, talk about how you would prepare for such an event. Be sure to emphasize the importance of practice, preparation, and understanding of your topic so that you can be successful when presenting your findings.

Example: “I’ve presented research findings in several courses and for a few independent projects. For example, I presented my findings on the impact of climate change on urban centers to a group of professors and students at my university. I was confident in my presentation and felt that my audience was engaged with the information I presented. Afterward, I received positive feedback from my peers and professors about my research and my presentation style. I’m confident that I have the skills to effectively present research findings and am looking forward to the opportunity to do so in this role.”

9. Do you have any experience writing grant proposals?

Grant writing is a crucial part of the research process, and the ability to write strong, persuasive proposals can make or break a project. If you’re applying to be a research assistant, the interviewer will want to know if you have any experience in this area. Even if you haven’t written a grant proposal yet, you may have other related experience that can help you in this role.

If you have experience writing grant proposals, talk about the projects you’ve worked on and what you learned from them. If not, don’t worry! You can still answer this question by talking about any related experience you may have had. For example, if you’ve written research papers or been involved in other types of fundraising activities, these are great examples to share. Lastly, emphasize your willingness to learn and grow in this area—grant writing is a skill that can be developed with practice and guidance.

Example: “I haven’t written a grant proposal yet, but I’ve always been interested in the process. I’ve researched grant opportunities and read through successful proposals to get an understanding of what it takes to create a successful application. I also have experience writing research papers and developing presentations for fundraising activities, so I’m confident I can apply the same skills to grant writing. I’m eager to learn more and I’m sure I’ll be able to quickly pick up the nuances of grant writing with the help of a mentor.”

10. How do you handle criticism or feedback on your research work?

Research is a highly collaborative process, and as a research assistant, you’ll be expected to take feedback from professors, peers, and other stakeholders and use it to revise and improve your research. Interviewers want to make sure you’re able to accept criticism constructively, and that you can use it to make your work better.

It is important to demonstrate that you are open to feedback and criticism, and can take it constructively. You should emphasize your ability to accept constructive criticism and use it to improve your research and work process. Explain how you have responded positively to feedback in the past, such as by using it to refine your approach or make adjustments to your methods. Additionally, discuss any strategies you have for incorporating feedback into your research process, such as having regular check-ins with supervisors or peers to ensure that you are on track.

Example: “I take criticism and feedback very seriously, and I use it as an opportunity to reflect on my research process and to make adjustments as needed. I always try to be open to constructive criticism and use it to improve my work. For example, when I receive feedback from my professor or peers, I take the time to understand their perspective and consider how I can use it to refine my research process. I also make sure to have regular check-ins with my supervisor to ensure that I’m on track and to get feedback on my progress. Ultimately, I believe that feedback and criticism are essential for producing my best work.”

11. What is your experience with using library resources to find relevant information for research projects?

Research assistants must be familiar with a variety of research methods and techniques, including using library resources to locate relevant sources. This question helps the interviewer evaluate your understanding of the research process and your skills in locating and using information that is pertinent to the project. In addition, it will help the interviewer determine if you are comfortable navigating library resources and willing to invest the time and effort to find the information needed to complete a research project.

To answer this question, you should discuss your experience with using library resources to conduct research. Talk about the types of library resources you have used in the past such as databases, reference books, and journals. Also mention any specific techniques or strategies that you use when searching for information. Finally, explain how you evaluate the quality of sources and determine which ones are most relevant to the project.

Example: “I have extensive experience using library resources to conduct research. I am familiar with a variety of databases, reference books, and journals, and I am comfortable navigating library resources. When conducting research, I use a variety of strategies to find relevant information. I often start by searching for key terms in databases and then use the results to find more specific sources. I also use reference books to find additional related sources. When evaluating sources, I look for peer-reviewed journals and articles written by experts in the field. I also make sure to read the abstracts of the sources to determine if they are relevant to the project. Overall, I have experience with using library resources to effectively locate relevant information for research projects.”

12. Describe a time when you had to troubleshoot a technical issue related to research equipment or software.

Research assistants are expected to have a good understanding of research equipment and software. In addition, they must be able to troubleshoot any technical issues that arise during the course of their research projects. By asking this question, the interviewer can assess your familiarity with technical aspects of research and your ability to solve problems.

To answer this question, you should provide a specific example of a time when you had to troubleshoot a technical issue related to research equipment or software. Describe the steps you took to resolve the issue and how your efforts contributed to the successful completion of the project. Be sure to emphasize any skills or knowledge that you acquired from the experience, such as problem-solving techniques or an understanding of certain types of software.

Example: “I recently had to troubleshoot a technical issue related to a piece of research equipment. The software wasn’t working properly, and I had to figure out a solution. I started by researching the issue online and then tried some of the suggested solutions. When those didn’t work, I contacted the manufacturer for help. They provided me with detailed instructions on how to resolve the issue, and I was able to get the software working correctly. This experience taught me the importance of troubleshooting technical issues, and I’m confident that I can apply my problem-solving skills to any research project I’m assigned to.”

13. How do you ensure accuracy and precision when collecting data?

Data accuracy and precision are essential for research projects. If the data collected is inaccurate or imprecise, the results of the research could be invalid. Therefore, the interviewer is looking for evidence that the applicant understands the importance of accuracy and precision and how to ensure it in their data collection process. They want to know if the candidate has experience in this area, as well as what processes and techniques they use to ensure accuracy and precision.

You should highlight any experience you have with data collection and the processes or techniques you use to ensure accuracy and precision. For example, you could mention that you always double-check your results for accuracy, use a standardized form when collecting data, or use multiple sources of information to verify accuracy. You can also discuss how you develop protocols for data collection and review them regularly to make sure they are still accurate and precise.

Example: “I take accuracy and precision very seriously when collecting data for a research project. I have experience in developing protocols for data collection and review them regularly to ensure accuracy and precision. I also double-check my results for accuracy and use a standardized form when collecting data. Additionally, I use multiple sources of information to verify accuracy and make sure the data I’m collecting is reliable and valid.”

14. What methods do you use to verify the validity of sources when researching?

Research assistants need to be able to find and verify information from reliable sources. An interviewer wants to know that you’re capable of evaluating the credibility of the sources you’re using and discerning which ones are the most useful. They might also want to hear about any strategies you have for verifying the accuracy of the information you’re using.

Talk about the strategies you use to ensure that your sources are reliable. You could mention looking for peer-reviewed articles or double checking information with multiple sources. If you’re familiar with any databases, such as PubMed or Google Scholar, make sure to mention them here. It’s also a good idea to talk about how you stay up to date on new research and methods in the field, so you can be sure you’re using the most accurate information available.

Example: “When researching, I make sure to use reliable sources, such as peer-reviewed journals and reputable databases. I also double-check the information with multiple sources and use tools like Google Scholar to verify the accuracy of the information. I also stay up to date on new research and methods in the field, so I can be sure I’m using the most accurate information available. This helps me to ensure that the information I’m using is valid and reliable.”

15. How do you keep up with new developments in your field of research?

It’s important that any research assistant be up-to-date on the latest developments in their field of research. This question gives the interviewer a chance to see if you’re actively engaged in learning and understanding the field. It also shows that you’re open to new ideas and have the ability to think critically about your research.

You should be prepared to discuss how you stay current on the latest developments in your field of research. This could include attending conferences and seminars, reading relevant journals and publications, or participating in online discussion groups. Additionally, you can talk about any research projects that you’ve been involved in and what new knowledge you gained from them. Finally, emphasize your enthusiasm for learning more and staying up-to-date with the field.

Example: “I’m passionate about staying current in my field of research. I read several relevant journals and publications each month, and I also attend conferences and seminars whenever I can. I’m also active in online discussion groups, where I can learn from other researchers and get feedback on my own ideas. Additionally, I’m always looking for opportunities to collaborate with other researchers and learn more about their work. My research projects have allowed me to gain new knowledge and insights that I can apply to my current research, and I’m looking forward to continuing to learn and grow in this field.”

16. What would you do if you encountered ethical issues during a research project?

Research assistants are expected to adhere to a strict code of ethics, so it’s important for an interviewer to know that you understand and are willing to abide by these standards. This question also allows the interviewer to gauge your level of understanding of the ethical considerations that come with research. It’s a chance for you to demonstrate your knowledge of the ethical guidelines in your field and show that you are familiar with the procedures you would have to follow should an ethical dilemma arise.

The best way to answer this question is to give a specific example of how you handled an ethical issue in the past. If you don’t have any direct experience, take the opportunity to explain the steps you would take if faced with an ethical dilemma. Make sure to emphasize that you understand and respect the importance of following ethical guidelines when conducting research. Additionally, show that you are aware of the potential consequences of not adhering to these guidelines, such as loss of funding or reputation damage.

Example: “I understand the importance of ethical research and recognize the potential consequences of not adhering to ethical guidelines. In my previous research assistant role, I encountered an ethical dilemma when the results of our experiment didn’t match our hypothesis. I immediately brought this to the attention of my supervisor and discussed the implications of publishing the results. Ultimately, we decided to publish the results as they were, but I made sure to include a disclaimer about the potential for bias due to our limited sample size. Going forward, I would handle similar ethical issues by consulting with my supervisor and colleagues, ensuring that we are adhering to all relevant ethical guidelines, and making sure to document all decisions.”

17. How do you manage deadlines when working on research projects?

Managing deadlines is critical when it comes to research projects. Interviewers want to know that you can handle the pressure of meeting deadlines, while still producing quality work. They want to make sure you understand the importance of staying organized, setting goals, and working efficiently. Additionally, they want to know that you’re able to prioritize tasks and manage your time effectively.

The best way to answer this question is to give concrete examples of how you have managed deadlines in the past. Talk about any research projects you’ve been involved with and what strategies you used to ensure that all tasks were completed on time. You can also discuss your organizational skills, such as using a calendar or scheduling system to keep track of due dates. Finally, emphasize your ability to work independently while still being able to collaborate when needed.

Example: “I believe that effective time management is critical when it comes to research projects. I have a lot of experience managing multiple projects with tight deadlines. I stay organized by using a calendar and scheduling system to keep track of due dates and prioritize tasks. I also make sure to break down big projects into smaller tasks that are more manageable. I’m also not afraid to ask for help if needed, and I’m comfortable collaborating with others to ensure deadlines are met.”

18. What strategies do you use to communicate complex research concepts to non-experts?

Research assistants must be able to communicate complex research concepts to a variety of audiences, including non-experts. This question will give the interviewer an indication of your ability to communicate research concepts in a way that is accessible and understandable to a variety of audiences. It will also demonstrate your ability to think critically about how to best present and explain research topics.

To answer this question, you should provide examples of how you have previously communicated complex research concepts to non-experts. You can also discuss the strategies that you use when communicating complex information. Examples include breaking down complex topics into smaller pieces, using analogies and metaphors, or providing visual aids such as diagrams or charts. Be sure to emphasize your ability to tailor your communication style based on the audience you are speaking to.

Example: “I have a lot of experience communicating complex research concepts to non-experts. I start by breaking down the concept into smaller parts and explaining each part in a simple and straightforward way. I also use analogies and metaphors to help people understand the concept, and I provide visual aids such as diagrams or charts to help illustrate the concept. Additionally, I tailor my communication style to the audience I am speaking to so that the information is accessible and understandable. For example, when talking to a non-technical audience, I focus on the implications of the research instead of the technical details.”

19. How do you evaluate the success of a research project?

Research projects are often long and involved, and have many moving parts. To ensure that a project is successful, it’s important to have the ability to assess what’s working, what’s not, and how to adjust the project to meet the desired outcome. This question gives the interviewer an insight into your thought process and problem-solving skills, as well as your ability to evaluate data and make decisions.

When answering this question, you should focus on the steps you take to evaluate a project’s success. Talk about how you use data and research to determine whether or not the project is achieving its goals, as well as any strategies you have for making adjustments if needed. You can also mention any techniques you use to track progress and ensure that deadlines are met. Finally, be sure to emphasize your ability to think critically and make decisions based on evidence.

Example: “I believe that the success of a research project is dependent on a few key factors. First and foremost, I look at the data and research that has been collected to make sure that the project is on track to meet its objectives. I also track progress against the timeline to ensure that deadlines are being met. Finally, I evaluate the project’s success by assessing the quality of the outcomes. This involves looking at the accuracy of the data, the validity of the conclusions, and the effectiveness of any solutions or recommendations. All of these factors help me to determine whether or not the project has been successful.”

20. What are some of the challenges you anticipate when working as an undergraduate research assistant?

Research assistants have to understand the research process and be able to manage their time and resources effectively. This question allows the interviewer to evaluate your ability to think critically and anticipate potential issues. It also allows them to gain insight into your level of preparedness and responsibility.

Before answering this question, you should have a good understanding of the research process and what it entails. You should also be familiar with the specific project or research area that you will be working on.

When answering this question, emphasize your ability to work independently while still being able to collaborate effectively with other researchers. Additionally, discuss how you plan to manage your time and resources in order to complete tasks efficiently. Finally, highlight any experience you have dealing with similar challenges in the past and how you overcame them.

Example: “Some of the challenges I anticipate when working as an undergraduate research assistant include managing my time effectively, staying organized, and understanding the research process. I am confident that I can manage these challenges due to my previous experience in research projects and my ability to stay focused and organized. Additionally, I understand the importance of communication between myself and the professor or mentor overseeing the project, so I plan to make sure we are both on the same page throughout the duration of the project.”

20 Lifecycle Marketing Manager Interview Questions and Answers

20 exercise physiologist interview questions and answers, you may also be interested in..., 30 senior relationship manager interview questions and answers, 30 home health care nurse interview questions and answers, 30 assistant engineer interview questions and answers, 20 interview questions every contract management specialist must be able to answer.

Undergraduate Research Center

•  How important is GPA when applying for research positions?
• There are many factors that go into selecting a research assistant to join a research team. Sometimes GPA is taken into account but this is not the case across the board and is dependent on the individual faculty member. Most faculty put a much greater emphasis on your level of interest in the topic, curiosity, and personal motivation.
• Do I have to interview for research positions?
• Whether formal or informal, there is generally some sort of interview process when searching for an undergraduate research position. The interview is a time for the faculty member to get to know you and for you to get to know them. Be prepared to answer questions about why you are interested in that particular research lab/project, what skills you have, your motivations for engaging in undergraduate research and maybe even your goals are just a few examples of questions you can expect. You should also be prepared to ask the faculty member questions at the end of your interview. Sometimes interviews are conducted one on one with you and the faculty member or with a small panel of people from the research lab/project. This is great experience for you to practice your interview skills.
• How many faculty should I be contacting at once?
• There is no limit to how many faculty you can contact; however, you want to be sure to personalize each email you send to faculty members that shows you know the type of research they are doing, and include specific details about your motivation and interest in working with that particular faculty member on that specific lab/research project. You should only be applying or inquiring about positions/opportunities you are genuinely interested in accepting if you are invited to join a lab/project. Do not send a generic email to multiple faculty at the same time.
• When should I start doing research?
•   This is dependent on the individual student. Some students feel like they are ready to start research right away and others feel like they want to wait a quarter before starting. The most important thing is to consider what type of research experience you are looking for and begin looking for opportunities that match your desires. Don’t know what you are looking for? Check out our URC Discovery Cafe series or contact the URC at [email protected] and one of our team members can help you get started.
• What does undergraduate research look like?
• Research takes many forms, and what it looks like varies depending upon your major and interests. Some examples of research tasks/activities include surveys and interviews, data analysis, laboratory benchwork, fieldwork, archive work, modeling/computations, design projects, creative arts compositions, creative writing/poetry, film production and social justice/policy are just some of the hands on experience students can expect when engaging in undergraduate research.
• Is it common for a student to participate in multiple research groups/labs?
• Students may have multiple experiences throughout their undergraduate career. Although this is possible, it is recommended that students participate in only one research experience at a time, keeping in mind that a full research experience takes at least one year to complete. Participating in one research area for a longer period of time helps you discover more about the area and develop advanced skills. An extended research position is also more likely to lead to publication and other advanced opportunities.
• Can non-STEM majors get involved in science research?
• There are many different opportunities to discover new knowledge and contribute to academic research and creative activities on campus in all disciplines. A student’s major does not restrict the type of research in which a student can participate. Research can be done outside of one’s major to complement interests. If a faculty member/lab has prerequisites, they will likely be listed on the position announcement or their website.
• What are some of the benefits of undergraduate research?
• There are many benefits to undergraduate research! While most students are told that this is a great way to meet faculty and get a good recommendation letter, there are many benefits that go beyond a letter of recommendation. By participating in undergraduate research you can earn credit towards your degree, build technical skills, sharpen your critical thinking skills, learn how to apply knowledge and methods to real-world applications, attend and present research at national conferences and becoming more competitive when applying for awards, graduate school and fellowships are just a few benefits that you can gain.
• What types of careers/jobs involve research?
• There are many careers/jobs that involve research at various levels. Some examples of careers/jobs that involve research are professor/academia, business development, journal editors, career development, public policy, marketing/sales, environmental science, curriculum development and entrepreneurship are just a few. The options are endless!
• Is being a full-time student a requirement for doing research?
•   To participate in research at UC Davis during the academic year students must be enrolled at UC Davis as a student. There is no university policy that states a student must be enrolled full-time to participate in undergraduate research. You can also enroll in research for units. Generally, students enroll in 1-3 units of variable unit courses such as 194 or 199; however, you can enroll in up to 6 units after consulting with your major advisor and faculty research mentor so that you can spend more time with research.
• Where can I access campus safety training?
• You can access free campus lab safety training at https://safetyservices.ucdavis.edu/training/laboratory-safety . Students can also access free training through the UC Davis Learning Management System (LMS). Prior to accessing safety training and other LMS trainings, an account must be requested and created by emailing [email protected] . Once your account is set up, you will have access to a variety of safety trainings that will prepare you for undergraduate research at UC Davis, and also enhance your preparation for internships and careers after graduation. You will also have additional safety training that is specialized for some research labs.
• Are we expected to provide our own safety equipment or will it be provided for us?
• For most labs, safety equipment will be provided. Your faculty mentor, often referred to as the principal investigator (PI), will orient you regarding the specific details.
• Are faculty willing to let students do their own research?
• Yes, students are generally working on their own research project, but it may be closely related to a larger ongoing project. It depends on the faculty members capacity to support an independent research project. For students who do have the opportunity to start their own research project, they have typically been working for the same faculty member/lab for some time. Many students will start out working closely a graduate student or postdoc mentor so that they can learn skills while assisting with an ongoing project, then they will progress to a more advanced or independent project while still receiving mentoring.
• What if I join a lab and discover that the research area or lab culture is not a good fit for me?
•   The most important thing in this situation is open and professional communication with your faculty mentor so that you do not negatively impact any future undergraduate research opportunities for yourself. Want some tips on how to have this conversation? Contact us at [email protected] and a team member will help you talk through your options.

Research Revealed

The Research Revealed Undergraduate Research Preparation Program is a one-quarter program that supports freshmen, sophomores, and first-year transfers who are interested in pursuing undergraduate research or creative inquiry in the humanities, arts, or social sciences.

The selected participants will not be required to conduct research or creative inquiry during the program, but will gain a better understanding and appreciation of conducting research and creating knowledge in humanities, arts, and social science fields. The program aims to prepare students for conducting their own research or creative projects, applying to research programs, or assisting on faculty member projects in future quarters. Students selected to participate will enroll in a section of Research Practice 102 (2 units, P/NP), which will feature talks from various UCLA faculty, student researchers, and representatives from campus resources. Coursework and seminar discussions will help students get started in research or creative inquiry, provide tips on finding a faculty mentor, and offer strategies, tools, and resources for each stage of the research process.

Participants will receive a $300 scholarship at the end of the quarter upon successful completion of all program components. (Please note: If selected, the scholarship will be part of your overall financial aid package. The Financial Aid office will adjust your financial aid package to ensure that you do not exceed your financial aid eligibility.)

RESEARCH REVEALED ELIGIBILITY

• Current UCLA freshmen, sophomores, first-year transfer students, and second-year transfer students (fall quarter only)
• Interested in pursuing undergraduate research or creative inquiry in humanities, arts, or social sciences
• Cannot be a current or previous recipient of a research program scholarship, including those through the Undergraduate Research Centers, AAP, College Honors, the Center for Community Learning, Education Abroad Programs, or academic departments
• Must be available and commit to attending all meetings of Research Practice 102 during the quarter, from 3-4:50 p.m. on Thursdays
• During summer session A, Research Revealed is offered for course credit only without the scholarship program; all students are eligible to enroll in RES PRC 102: Research Revealed for course credit during summer session

HOW TO APPLY

Application Deadlines :

• September 1 at 11:59 p.m. for fall quarter
• December 3 at 11:59 p.m. for winter quarter
• March 1 at 11:59 p.m. for spring quarter

Visit MyUCLA, click on “Campus Life,” and select “Survey” to access the Research Revealed application.

The Research Research application is available 1-2 months before the application deadline for each quarter. If you are not selected to participate in the Research Revealed program, you may apply again through MyUCLA as long as you are eligible.

The application will ask you to address the following:

• Express in your own words what it means to do research. Write at least 300 characters (400 characters including spaces, about 50 words), but no more than 1200 characters (1600 characters including spaces, about 200 words).
• Your research interests: Specify a topic you are interested in studying and why it interests you. Write at least 1500 characters (2000 characters including spaces, about 250 words), but no more than 2700 characters (3600 characters including spaces, about 450 words).
• Your personal interests and goals: Describe your educational goals and why you are applying for the Research Revealed program. Write at least 1500 characters (2000 characters including spaces, about 250 words), but no more than 2700 characters (3600 characters including spaces, about 450 words).

If you have any questions, please email the Undergraduate Research Center or schedule a virtual advising appointment with a Graduate Student Mentor.

Incomplete applications will not be reviewed.

Undergraduate Research Center – Humanities, Arts, and Social Sciences A334 Murphy Hall Monday through Friday 8:30 a.m. – 4:30 p.m. (310) 825-2935 [email protected]