From interest to action
You do not need a finished project idea or prior experience to begin. Read on to find a starting point that fits where you are right now.
Step 1: Start from where you are
Students begin in different places. Choose the one that sounds most like you right now.
I’m curious, but I’m not sure what this looks like in my field.
Undergraduate research, scholarship, and creative activity can look different across disciplines. In some fields it may happen in labs or research teams; in others it may take the form of creative work, design, public scholarship, field-based inquiry, community-engaged projects, or practitioner-focused investigation.
You might start by:
- reading What counts as undergraduate research?
- looking at student stories, showcases, or examples from your area.
- asking an instructor or advisor, “What can undergraduate research look like in this major or field?”
I know my general interests, but I don’t have a specific project idea.
That is a common place to start. Many students begin by joining an existing project, team, course, or program rather than proposing something fully on their own.
You might start by:
- browsing current opportunities to see what kinds of projects, teams, and programs already exist,
- making a short list of topics, questions, problems, or communities you care about,
- bringing that list to a conversation with a mentor, advisor, or U.R.M. staff member,
- attending an information session, panel, or workshop to hear how other students got started.
I’d like to work with a specific faculty member or on a particular topic.
If a faculty member’s work interests you, begin by learning more about what they actually do. Student guidance on getting started in research consistently recommends informed, personalized outreach rather than generic messages.
You might start by:
- reading the faculty member’s profile, publications, creative work, or project descriptions,
- identifying one or two specific things that interest you about their work,
- sending a short, focused email introducing yourself and asking to learn more,
- asking whether there are ways to get involved now, or what preparation would help for future opportunities.
I have an idea and want help turning it into a project.
You do not need to figure it out alone. Many project ideas become clearer through conversation, revision, and finding the right setting or mentor.
You might start by:
- writing down a few sentences about your idea, what you hope to explore or create, and why it matters to you,
- meeting with a mentor, advisor, or U.R.M. staff member to talk through possible directions,
- asking whether your idea fits best in a course, a mentored project, a team, a community-based setting, or a future proposal.
Step 2: Choose one small next step
Getting started usually works best when you focus on one realistic action rather than trying to do everything at once. Guidance for undergraduate researchers and mentors alike emphasizes preparation, reflection, and realistic planning as part of a strong start.
Talk with someone about your interests
Start with one conversation. That could be with:
- a faculty member whose course you enjoyed,
- an academic advisor,
- a program coordinator,
- or a U.R.M. Institute staff member.
You can begin with a simple message such as:
“I’m interested in getting involved in undergraduate research, scholarship, or creative activity. I’m especially curious about [topic or area], but I’m not sure where to start. Could we talk about possible options or next steps?”
Need help drafting a message? Use our Email Template.
Look at opportunities
As you explore, pay attention to opportunities that mention training, mentoring, introductory participation, or support for students who are new. Students often begin most successfully in settings where expectations, responsibilities, and support are clear from the start.
You might explore:
- current URSCA opportunities and programs
- courses that include research or creative projects
- teams, labs, studios, or community-based projects that welcome newer students,
- beginner-friendly opportunities designed for first-time participants.
Attend an info session or workshop
Information sessions, workshops, student panels, and showcases can help you understand what participation actually looks like. They can also help you notice what feels like a good fit for your interests, schedule, and current level of experience.
If you attend, try to:
- bring one question you want answered,
- listen for examples that sound possible for you,
- notice what kinds of mentoring or support are built into the experience,
- pay attention to the time commitment and expectations.
Questions?
Check out frequently asked questions for answers to common questions about time, pay, credit, or qualifications
Step 3: Before you say yes
When you find a possible opportunity, ask a few questions before you commit. Mentoring guidance recommends discussing expectations, schedules, communication, support, and the first stages of the work early so that students can begin with clarity.
You might ask:
- What would I be doing in the first few weeks?
- How much time does this usually take each week?
- How often would we meet?
- What training or onboarding is provided?
- What support is available when I have questions?
- Is this a good fit for someone who is new to this kind of work?
Starting well is not about being ready for everything at once. It is about finding a setting where you can learn, contribute, and grow with support.
Step 4: Think about fit and timing
Before committing, it helps to think honestly about what fits your current semester. Guidance for undergraduate research stresses that strong starts depend on aligning the experience with your interests, goals, and available time.
Ask yourself:
- What topics or questions keep holding my attention?
- How much time can I realistically commit each week?
- Do I want to begin with a course, team, program, or more independent project?
- What kind of support would help me learn well in this setting?
If this is a busy season, you may want to begin with a lower-intensity, course-based, or otherwise beginner-friendly option. Starting small is still starting.
Step 5: If you are new to this
You do not need prior research experience to begin. Many students start in course-based, team-based, or otherwise supported settings where they can learn the expectations, methods, and rhythms of the work before taking on more independence.
Early experiences often begin with guided practice, observation, or smaller responsibilities and grow over time. Strong mentoring does not expect students to arrive already knowing how to do everything; it helps them build confidence and independence step by step.
Step 6: Find people, not just projects
A strong start often comes from finding a good learning environment, not just a topic. Mentoring resources emphasize the value of supportive relationships and broader learning communities, not only one-to-one project placement.
As you explore, pay attention to whether the setting feels welcoming, whether questions are encouraged, and whether there is a clear path for learning and participation.
Questions?
Check out Frequently Asked Questions for answer to common questions about time, pay, credit, qualifications, and getting started.
Where to go next?
- Explore Find opportunities
- Learn more about beginner-friendly opportunities
- Read Frequently Asked Questions
- Contact the U.R.M. Institute at urminstitute@boisestate.edu if you want help thinking through your next step