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In 2008, the Council on Undergraduate Research (CUR), a national organization founded in 1978 that promotes research opportunities for faculty members and undergraduates, featured 2,800 presenters in their annual undergraduate conference. Today, it has developed to include numerous disciplines ranging from biochemistry to theater and drama, and nearly 10,000 members and over 900 universities have participated in its endeavor to promote undergraduate research [1]. These statistics not only highlight the prevalence of undergraduates participating in research but also demonstrate the importance of research in undergraduate education. Many undergraduates have reported numerous benefits from participating in research. In a study involving about 4,500 undergraduates that participated in undergraduate research opportunities sponsored by the National Science Foundation, respondents reported an increased level of understanding, resilience, and confidence in performing research and motivation to apply for graduate school programs [2]. In another analysis of 76 student interviews from four liberal arts colleges, undergraduates believed they have gained more laboratory (lab) techniques and have developed an attitude to “thinking and working like a scientist” [3]. These lab techniques and research attitudes are essential, as they help undergraduates develop better research habits and the solid foundation of knowledge and experience needed for their future research careers. For instance, knowing how to manage large datasets effectively, such as large patient genetic datasets and electronic health records, and designing proper algorithms and computational models to analyze data are essential skills for undergraduates interested in computational biology. In addition, unlike classroom learning, undergraduate research provides hands-on experience that allows undergraduates to gain a deeper understanding of the scientific process and to develop better research habits. Despite the multiple benefits that research offers, undergraduates sometimes struggle and feel overwhelmed with the research process. Some undergraduates may not be familiar with the dynamics of the lab and may be afraid to interact with their lab colleagues and mentors. Other undergraduates may not completely understand the purpose of their work and feel overwhelmed by not knowing the results of their experiments before performing them. These consequences could, in turn, have detrimental effects on the relationship between undergraduates and their lab colleagues and decrease the motivation for undergraduates to pursue research in the future [4–5]. In light of these concerns, we propose ten simple rules constructed from our experiences as a college senior and a professor who has worked with undergraduate researchers that would help undergraduates enjoy and intellectually enrich their research experiences. Although this article may have components that are covered elsewhere [6–10], it extends and refines some advice from earlier articles so that they are more suitable for undergraduates.

Ten simple rules to make the most out of your undergraduate research career