Research at Amherst can be truly transformative — opening doors to new ideas, skills, and communities. But finding your way into it isn’t always obvious, especially for first-year and underrepresented students. Even with all the incredible resources here, it’s easy to feel unsure or left out because of hidden norms, unfamiliar processes, or lack of guidance. This handbook is here to help bridge that gap, offering practical support and encouragement so that every student has the chance to explore, grow, and thrive in research at Amherst.
Motivation
Engaging undergraduates in research early has been transformative in my own academic journey, opening doors to academic success, equity, and long-term career development. Studies show that students who participate in undergraduate research are more likely to persist in STEM fields, develop stronger problem-solving skills, and gain admission to competitive graduate programs (National Academies of Sciences, Engineering, and Medicine, 2017). Yet I recognize that access to research is often uneven: underrepresented and first-generation students frequently face barriers like lack of institutional knowledge, financial constraints, and limited mentorship, which deepen existing inequities (Center for Engaged Learning, 2020).
As we explored in the HSTEM course, these barriers are not just about logistics but about structural and cultural systems. Londa Schiebinger’s Regimes of Description reminds us that scientific practices have long been entangled with colonial and exclusionary systems that shape what knowledge is valued. Noura Erakat’s reflections on international law highlight the failures of supposedly neutral institutions to protect marginalized groups, showing how power dynamics seep into all systems. Anthony Jack’s The Privileged Poor adds another layer, revealing how even elite institutions reproduce inequality by failing to recognize that not all students arrive with the same cultural capital or familiarity with hidden rules and opportunities.
That’s why I believe this handbook can help address some of these barriers by providing transparent pathways, structured guidance, and inclusive mentorship resources. Drawing on the HSTEM principles we’ve studied — including reflexivity, accountability, and critical engagement — this handbook aims to bridge the gap between opportunity and access. By making research participation more accessible and demystifying how to get involved, we can help ensure that all students — not just those with prior advantages — have the tools to thrive in research and beyond (Hurtado et al., 2009).
Why Research?
- Discover your curiosity: Research lets you explore unanswered questions and dive deeper into topics that excite you — beyond what’s covered in class.
- Develop critical thinking: You’ll learn how to frame problems, test ideas, and evaluate evidence — skills that strengthen your reasoning and adaptability in any career.
- Build meaningful connections: Working alongside faculty and peers introduces you to a vibrant intellectual community where collaboration and mentorship thrive.
- Make an impact: Research can address real-world challenges, contribute to new knowledge, and advance equity in your field.
- Prepare for the future: Whether you pursue graduate school, industry, or public service, research experience sets you apart by showing initiative, resilience, and innovation.
How Research Differs from Coursework
- Not for everyone – and that’s okay: Research isn’t just an extension of classwork; it’s a different way of working that doesn’t fit every student’s interests or strengths.
- Longer timelines, open-ended goals: Unlike coursework with set deadlines and clear assignments, research projects often stretch across months or even years, with evolving goals and no guaranteed outcome.
- Less structure, more independence: In research, you’ll navigate ambiguity, design your own path, and make decisions without constant guidance – this can be exciting, but also overwhelming.
- Failure is part of the process: Setbacks, unexpected results, and dead ends are normal in research. What matters most is resilience: learning from what doesn’t work and pushing forward.
- Solving unsolvable problems: In class, you’re working on problems that have been solved by many students before you, often with clear solutions and guidance. In research, you’re tackling problems that may not have solutions at all — they’re original, uncertain, and sometimes unsolvable, which means you have to navigate more independently and can’t always rely on clear answers or direct help.
- Slow learning curve: Progress in research can feel slow, with a gradual learning curve. You might spend weeks setting up the same experiment repeatedly, and immediate results may be rare. But it’s important to remember that failure and setbacks are an inherent part of the research process — they’re how meaningful discoveries eventually emerge.
- Self-motivation matters: Research rewards curiosity, persistence, and initiative – but if you prefer structured tasks, regular feedback, and clear success metrics, coursework might feel more satisfying.
We’ve outlined how research differs from coursework – but how can you tell if research is the right path for you? Let’s dive into how you can explore that for yourself here at Amherst!
How to get started?
- Explore your major(s) through core classes
Start by taking the introductory and foundational courses in your prospective major(s). Don’t rush straight into advanced electives!
For example, if you’re interested in majoring in Computer Science and drawn to AI, you might be tempted to load up early on courses like Artificial Intelligence, Machine Learning, Theory of Machine Learning, Automated Reasoning, and Neural Networks. But if you delay taking a core class like Systems I until senior year, you might miss discovering a new passion. Taking the prerequisite core classes early leaves room to explore unexpected interests and introduces you to faculty across different areas – giving you a much clearer sense of what excites you. - Talk to your professors
It might feel intimidating at first, but reaching out to professors is a crucial part of your Amherst experience – whether or not you plan to pursue research. Sign up for office hours, ask questions, or simply introduce yourself. The benefits are huge: professors can connect you with opportunities aligned to your interests, offer career advice (they’ve walked this path before!), and help you map out the courses or steps needed to break into specialized fields. At Amherst, the liberal arts environment is uniquely undergraduate-focused, with a 1:7 faculty-to-student ratio (Amherst College Profile). Faculty come here specifically to work closely with students – so you shouldn’t hesitate to reach out! - Attend research-related events
Get out there! Go to speaker series like the Cheminar, Faculty Talks, DSI events, or attend social events hosted by different clubs. Make sure to check out the Fall Poster Session, where first- and second-year SURF students showcase their research – this is your chance to see what you could be doing in just a year! Walk around, explore topics that catch your eye, and chat with the students presenting. They’re passionate about what they’re working on and will be excited to share their experiences with you. Don’t forget to browse the Daily Mammoth for events, workshops, and research opportunities happening on campus!
STEM Clubs
- Geologists Underrepresented at Amherst College
- ACMAPS minority premed Students
- Amherst Bird Club
- Amherst College Public Health Collaborative
- Amherst Kidney Disease Screening and Awareness
- Amherst STEM Network
- Amherst Women in Computer Science
- Artificial Intelligence Club
- AWIS
- Bird Club
- Board Games Club
- Charles Drew Health Professions
- Chemistry anti-racism
- Computer science Club-Association of Computing Machinery
- Data Science Club
- Environmental Justice Alliance
- Mammoth MakerLab/Electronics Club
- Math Club
- Mycology Club
- O-STEM
- Quantitative-Computational Biology Club
- Roll Initiative!
- Spectra
- Sports Analytics
Sample Email Template for Reaching Out to a Professor
Subject: Interest in Learning More About Your Research
Dear Professor [Last Name],
I hope this email finds you well. My name is [Your Name], and I’m a [First-Year/Sophomore] student at Amherst College interested in [briefly mention area if you have one, e.g., “chemistry and materials science” or “data science applications in public health”].
I recently [attended your talk at [Event Name]/took your class [Class Name]/read about your research on [Topic]] and found it really exciting. I would love to learn more about your work and hear your advice on how students can get involved in research at Amherst.
If you have time, would it be possible to meet for a short conversation during your office hours or at another convenient time? I am happy to work around your schedule.
Thank you very much for considering, and I look forward to hearing from you!
Best regards,
[Your Name]
Always personalize the email slightly (mention which talk/class/idea interested you). Keep it short – professors appreciate directness! It’s okay if you don’t know everything about their research yet – curiosity matters more.
Pro tip: Don’t be intimidated! Even if you don’t fully understand all the material, remember: these are Amherst students – just like you – who took the first steps, followed their curiosity, and grew into their research roles. You can too!
Now that you know what research is — and you’re (hopefully!) excited about it — how do you actually get involved? What research opportunities does Amherst offer? Let’s dive in!
Research Opportunities at Amherst
Summer Opportunities
- SURF (Summer Undergraduate Research Fellowship): Paid summer research across STEM fields; includes workshops and mentorship. More about SURF experiences can be found here and in past HSTEM projects.
- Gregory S. Call Undergraduate Research Program: Funding for independent summer research projects proposed by students.
- Amherst STEM Incubator: Training program for first-year and sophomore students to gain research skills and experience in STEM fields.
- Meiklejohn Fellows Program: Supports low-income and first-generation students, often including funding for research or internships (off-campus).
- Charles Hamilton Houston Program: Provides hundreds of Amherst students with stipends each year to support unpaid or low-paying summer internships, both in the U.S. and abroad.
Academic Year Opportunities
- Joining a Lab: Many professors welcome first- and second-year students to assist in their labs during the school year. Start by asking about opportunities during office hours or via email.
- J-Term Research: Ask a professor if they’re working on any research projects over winter break — they may welcome help or offer opportunities to get involved!
- Honors Thesis Research: By junior year, students can pursue a year-long independent research project culminating in a senior thesis. Early lab experience can prepare you for this path.
Where to Look
- Department Emails: Keep an eye on emails from your major department — they often announce open research positions and summer opportunities.
- Loeb Center Postings: The Loeb Center frequently shares internships, research opportunities, and fellowships for STEM students.
- Handshake: An early career management platform for college students, primarily focused on jobs but occasionally featuring research opportunities.
- Word of Mouth: Talk to club members, older students, and professors — informal networks are often the best way to hear about openings early.
- Five College Consortium: Remember, you can also pursue research opportunities across the Five College Consortium — don’t hesitate to reach out to professors beyond Amherst!
Pro tip: Applying can feel intimidating as a first-year with limited experience, but don’t count yourself out — explore every opportunity you can!
Imagine you’ve landed a research position — but how do you become a good researcher, especially if it’s your first time? Let’s figure it out together!
How to Be a Good Researcher
Becoming a strong researcher takes more than just landing a position — it’s about developing the right mindset, habits, and skills. Here are key practices and resources to help guide you:
Stay engaged and curious
Attend talks, read broadly in your field, and discuss ideas with peers and mentors. The best researchers keep their intellectual curiosity alive.
Learn how to read research papers effectively
Reading academic papers isn’t like reading a textbook — it’s more strategic and selective. Learn how to focus on key sections (abstract, figures, discussion) and skim efficiently. A great guide: How to Read a Paper (Stanford).
Understand what makes a good researcher
Good researchers are curious, persistent, and resilient in the face of failure. They know how to ask meaningful questions, collaborate effectively, and keep learning. Check out How to Become a Good Researcher (ScienceDirect).
Develop time management and organization skills
Research projects are often long-term, with fewer structured deadlines. Learn to break down big goals into smaller tasks and manage your time effectively. See Time Management Tips for Researchers (Cambridge Insights).
Communicate clearly
Whether you’re presenting at a lab meeting or writing up results, strong communication helps your ideas land. Practice explaining your work to both experts and non-experts.
Write everything down
Keep a dedicated place (notebook, document, or lab journal) where you record what worked, what didn’t, and why. When you return to finalize your research or write your paper, you’ll be grateful for these detailed notes.
How to Write a Research Paper: Learn how to plan, draft, and refine your research paper — from crafting a clear thesis to structuring your argument and polishing your writing. See How to Write a Research Paper (Grammarly).
Embrace failure as part of the process
Experiments won’t always work, and ideas won’t always pan out. The key is to learn from setbacks and stay adaptable.
Using Campus Resources to Become a Stronger Researcher
- Q-Center: Strengthen your quantitative skills — from statistics and data analysis to coding — all essential tools for tackling STEM research challenges.
- Strategic Learning Center: Build time management, study strategies, and metacognitive skills to stay organized and make your research work more effective and sustainable.
- Writing Center: Get expert support on scientific writing, whether you’re working on a research proposal, an abstract, or a final paper — clear communication is key to good research.
Pro Tip: You don’t need to know everything to start — research is a skill you build through curiosity, practice, and asking for help. Use your resources, stay engaged, and you’ll grow faster and gain confidence over time.
So, you’ve tried research and loved it — what’s next? Thinking about grad school? Let’s explore how to start preparing for graduate applications.
Preparing for Graduate School
Thinking about graduate school? Here’s a breakdown of what you should consider and how to prepare:
- Why (and why not) pursue a PhD?
Grad school is a long-term commitment — typically 4–7 years — focused on developing original research. You should go if you’re excited by research, discovery, and contributing new knowledge, not just to get another degree or improve job prospects. See Should I Go to Grad School? Here Are 5 Good Reasons (Amherst Loeb Center). - Building a strong application
The most important factors are your research experience, letters of recommendation, and personal statement. Strong grades and GRE scores help, but they’re often secondary. Admissions committees want to know if you have the potential to conduct meaningful research (Corner, Might). - Research experience
Try to work in the same lab long enough to contribute to a paper — publications in top-tier conferences (like ACM, IEEE, or USENIX) stand out the most. Research internships at major labs (e.g., Microsoft Research) can also strengthen your application. - Strong letters of recommendation
You’ll typically need three letters from professors or supervisors who can vouch for your research or TA experience. Ask at least three weeks in advance (or earlier), and always ask if they can write a strong letter. See How to Ask for a Letter of Recommendation (Forage). - Writing an effective personal statement
Keep it concise and focused. Skip the childhood origin stories; instead, highlight your research experience, specific interests, and which professors you want to work with at each school. Tailor it carefully — sending a mismatched or generic statement can hurt your chances (Corner, Might). Use the Amherst Writing Center to get feedback. - GRE, Master’s vs. PhD, Fee Waivers
Many top PhD programs don’t require a master’s first; the PhD typically includes a master’s along the way. GRE importance has decreased but check program requirements. Apply for fee waivers early to reduce application costs. - How to network with future advisors
Before applying, reach out to potential PhD advisors to express interest, comment on their recent papers, and see if their lab is a good fit. But don’t spam — many professors ignore generic emails. Focus on labs, not just school rankings; a strong research fit matters far more (Harchol-Balter).
Pro tips
→ Apply to a mix of schools (top-tier and mid-tier) to increase your odds (Might).
→ Only consider programs that guarantee funding (tuition + stipend) — don’t go into debt for a PhD (Corner).
→ Be ready for interviews: you’ll need to clearly explain your past research and future interests.
→ Talk to the Loeb Center for personalized grad school advising.
Testimonials & Advice from Amherst Students and Professors
“I wish I had gotten involved in research as a freshman! I thought I needed to wait until I’d taken more advanced classes, but that wasn’t true — so many students start doing research right after their first year. I could have joined a lab sooner and gained even more experience.”
— Sophomore, Biology major
“I wish I’d explored different areas earlier. I found my passion for AI late, but I didn’t take COSC 241 (Artificial Intelligence) until senior year because I was busy taking every possible hardware and systems class. If I had balanced my schedule better, I could’ve discovered my AI interests much sooner.”
— Senior, Computer Science major
“I wish I had started attending Cheminars earlier! They’re not just dry research talks — they include a range of events where professors and students share ideas in ways that are accessible and engaging. Going regularly helped me feel part of a bigger intellectual community and opened the door to research conversations I never thought I’d be part of.”
— Junior, Chemistry major
“You don’t need to come to me with a fully formed project idea. Come with curiosity and questions — we’ll figure the details out together.”
— Professor of Chemistry
“Research isn’t about perfection; it’s about persistence. I wish students understood that setbacks and confusion are part of the process, not a sign they’re failing.”
— Professor of Psychology
“Undergraduate research can have a real impact. I’ve seen students make contributions that shaped the direction of a project or led to a publication. Don’t underestimate what you can bring to the table.”
— Professor of Computer Science
“My advice to first-years is to remember that most people — even those ahead of you — experience imposter syndrome. It might feel like you’ve only taken intro classes and don’t know much, but that foundation is more than enough to do amazing, meaningful research.”
— Professor of Computer Science
I hope this research handbook has helped you feel more confident, informed, and inspired as you explore the world of research at Amherst. Whether you’re just starting out or already planning for graduate school, remember: you don’t have to navigate this journey alone — there’s a supportive community here ready to help you grow!
References
Center for Engaged Learning. (2020). Undergraduate research: Ensuring a high-impact and resilient experience for all. Retrieved from https://www.centerforengagedlearning.org/
Corner, J. (n.d.). Should you get a PhD? Retrieved from https://jdcornett.com/should-you-get-a-phd
Erakat, N. (2024). Talk at Socialism 2024.
Hurtado, S., Cabrera, N. L., Lin, M. H., Arellano, L., & Espinosa, L. L. (2009). Diversifying science: Underrepresented student experiences in structured research programs. Research in Higher Education, 50(2), 189–214. https://doi.org/10.1007/s11162-008-9114-7
Jack, A. A. (2019). The privileged poor: How elite colleges are failing disadvantaged students. Harvard University Press.
Might, M. (n.d.). The illustrated guide to a PhD. Retrieved from https://matt.might.net/articles/phd-school-advice/
National Academies of Sciences, Engineering, and Medicine. (2017). Undergraduate research experiences for STEM students: Successes, challenges, and opportunities. The National Academies Press. https://doi.org/10.17226/24622
Schiebinger, L. (2004). Regimes of description: In the archive of the eighteenth century, nature’s unruly body: The limits of scientific description.