Research experience is valuable, and many leaders in the
educational field have emphasized the benefits to undergraduate students (for
example, see article
1 and article 2).
Research combines the concepts from your different classes, and helps you to
put them to use: students who have done research have a much firmer grasp on
the applications of chemistry. Research students learn how to express
themselves through presentations, and form long-lasting friendships with others
in the lab. Last but not least, research involves tackling a scientific
question that no one knows the answer to yet! Doing cutting-edge chemistry
research often results in a research paper
("publication"), and being a co-author on a scientific publication is
a valuable addition to your resume that will greatly increase your chances of
admission to a top graduate school or employment position, because it shows
that you know how to answer questions in the laboratory.
Research in the Holland group is especially beneficial because we use a combination of organic chemistry, inorganic chemistry, biochemistry, analytical techniques, and synthesis. Therefore, group members learn about a number of areas, and this helps to make you proficient in areas that you may not have learned from your classes. We give you the opportunity to practice speaking about chemistry (scary at first, but an essential skill for any scientist!). Previous undergraduates from the group have gone on to successful further chemistry endeavors, including high-school and college chemistry teachers, Ph.D. students (Northwestern, U. Illinois, U. California-Irvine, U. Washington, and UR Medical School), and medical students. Holland group research is known worldwide, and Prof. Holland regularly presents group research results (maybe including yours!) at national and international conferences and seminars.
á You will have a project that defines your research goal. It is typically related to the project of a more senior group member, who acts as your mentor. Your mentor and Pat will give you guidance in new techniques, new compounds, and most importantly how to think about unknown chemistry.
á You will be involved in the cutting edge of research in our group. Your accomplishments will probably be part of a publication in a chemistry journal.
á You will have scheduled meetings with your mentor and with Pat every 2-3 weeks to help you refine your research direction as it evolves.
á You are a full member of the group, and are invited to all group functions. We have group parties and group outings every few months! You will get to know graduate students personally, and experience what life is like in a leading chemistry research group.
á Before starting work, you must read the safety information on the departmentÕs website and sign the safety sheet. Ask other group members about safety issues before doing a new procedure, to assess potential dangers. Always wear safety glasses and shoes in lab.
á You must call Pat ÒPat,Ó not ÒProf. Holland,Ó ÒDr. Holland,Ó or any such nonsense. J
á Come to one of the two weekly group meetings (1-2 hours) every week and become acquainted with other group members' research.
á Make a 10-minute presentation on a literature paper once per semester/summer (you will receive guidance!), and present your research to the group once per semester/summer.
á Undergraduates during academic year: the guideline is 10 hours of lab work per week. Full-time summer students: the guideline is 40 hours of lab work per week.
Grading Guidelines
(for CHM 393 and CHM 395): Getting an A is straightforward, as long as you are
responsible about spending time in the lab, communicating with your mentor, and
being safe.
A: No unsafe behavior in lab; asks occasional questions in group meetings; good work ethic (10 hours/week); communicates effectively with mentor and with Pat.
B: No unsafe behavior in lab; no questions in group meetings; insufficient work ethic (5 hours/week); spotty communication with mentor.
C: Irresponsible behavior, lack of communication, or unsafe practices.
Written report: At the end of your year/semester/summer, write a brief summary of your research that will help others to repeat your work. You should submit a copy of this to Pat one week before the end of the semester/summer, so that he can offer suggestions and you can revise it before completion of your time in the group. This will often become part of a research paper.
Senior thesis:
Department guidelines are on the Web at http://www.chem.rochester.edu/undergrad/thesis.html
You should locate a "reader," a second faculty member who evaluates the thesis. Typically this will be another one of the inorganic faculty (Jones, Bren, Eisenberg). You should give Pat a draft two weeks before the last day of the semester, and this will form a basis for Òwrapping upÓ experiments and revision of the thesis. The reader and Pat should get the final copy during the reading period, before final exams begin.