My experience as a student in the undergraduate research laboratory was a defining moment in my career. The experience stimulated an interest in and desire to pursue a career as a research chemist. I was fortunate to have a dedicated professor to take me under his wing, build my confidence, and provide a challenging yet nurturing environment. Hence, I am convinced that teachers, mentors, and researchers can do more than advance science. They also can enhance institutional excellence and provide research-rich programs that undergraduate students want and need. Faculty members often are judged as both teachers and scientists. It is therefore their responsibility to promote and support research not only as an expectation for students, but also as a driving force behind the teaching/learning experience.

Few individuals could credibly challenge the notion that engaging undergraduate students in collaborative research with faculty mentors leads to tangible rewards for the mentor as well as the student. Effective advising of an undergraduate student on a research project can be one of the most rewarding academic experiences. Yet these rewards do not come without costs, in both time and resources. Unlike its graduate counterpart where students are much more independent, in the initial stage, research involving undergraduates is a teaching-intensive
endeavor that requires serious one-on-one interaction and guidance.

In the short term, the faculty members may be able to accomplish their research goals faster by working on their own, but it is important that we use research as a means of active learning for both faculty and students. While the norm has been to classify studentfaculty research activities as research, it is also an important component of teaching and mentoring. A successful undergraduate research experience requires the student to be highly motivated, dedicated, hard working, and tenacious. But it also is imperative that students get involved in research activities early in their college career.

Although I have accepted high school students into my lab, I prefer students in the Spring or Summer of their sophomore year. At that point they have significant experience from science laboratory classes, while still having at least two years remaining to complete their degree program. This leaves enough time to have a meaningful, productive research experience. Moreover, students should select research groups and projects carefully because switching projects leads to a fragmented and less than productive experience.

The one-on-one nature of the science research experience enables the student and mentor to interact closely and thereby significantly influence the student’s research/academic interests. Research gives students the opportunity to explore and discover new concepts. Commitment often evolves into passion, and fascination leads to creativity. Frustration and failure are not uncommon for professor and student. However, I have been extremely fortunate to attract extremely bright, highly-motivated sophomores to myresearch group. In many cases these students co-author several peer-reviewed publications and presentations.

To optimize the productivity and quality of the research experience, it is critical for faculty to provide friendly, supportive environments while still pushing their students to perform to the best of their abilities. The professor needs to set realistic goals and provide careful planning. In my group, each student has his or her project, which helps to instill a sense of ownership and empowerment (as well as accountability). I hold weekly group meetings at which I require each student to speak about his or her progress. This helps to establish camaraderie, promote scientific discussion, and motivate the students through a healthy competitive spirit.

Typewritten technical reports and oral presentations are required on a regular basis to help the students develop the skills required for dissemination of scientific results. In addition, the students learn to use the literature, engage in safe laboratory practices, properly document their results, present their results, write reports, and work as part of a team. A desk and bench for each student in the research lab provide the student with a base of operations, where they can store their books and use the computers. A research group provides a community of peers
and role models.

The research experience is critical for students’ professional development and it provides the hands-on experience often required for students to secure their first jobs. It also provides a competitive advantage to undergraduates who apply to graduate or professional schools. Noteworthy, too, is that students often stimulate faculty as much as faculty stimulate students. Faculty-student research collaboration can advance the career goals of the faculty and student, and is the most important experience for the training of tomorrow’s scientists and leaders.

STUDENT PERSPECTIVE
I will always remember the four years I spent at Florida International University with considerable pride and joy. I was lucky to find professors and friends who supported me through the good times and the bad. I am especially grateful to Kevin O’Shea for taking me under his wing and allowing me to gain valuable experience while working in his organic chemistry lab.

O’Shea served as my mentor for two years, guiding me through my project and advising me on everything from classes to applying to medical school. While working in his lab, I was given the opportunity to present my project, “The Extraction of Thiarubrine A from the Roots of Ragweed”, at several conferences. I presented my research in New Orleans and Anaheim at the national meeting of The American Chemical Society as well as at local conferences. These are experiences I might never have had were it not for the research collaboration with my professors and mentoring by them.

Through my involvement in the Honors College, I had the opportunity to meet professors outside the chemistry department. My Honors classes introduced me to different subjects outside my major. For example, in Spring 2003 I participated in the class trip to Washington, D.C. organized by my Third Year Honors seminar on The American Character, taught by Steve Fain. Later that Summer, I took the Honors College study abroad program to Jamaica with Florentin Maurrasse, where we studied the impact of geology on social and economic conditions on that island. After completing my studies at FIU, I entered medical school at Nova
Southeastern University. Without a doubt, my research work with faculty at FIU helped to provide the basis for pursing this new phase with confidence.