How do biology and biomedical science students navigate career development once they have graduated from their undergraduate institution?
This project is not being offered for the current term. Please check back next semester for updates.
For undergraduate STEM students who are discovering interests, exploring opportunities, and developing personal strengths, determining a future career path is challenging. For every student that has a clear career vision, another is struggling to identify a career path and a third is changing a career goal. Almost half of the undergraduates in a biology or biomedical sciences major choose to pursue different careers than originally intended, and many students continue to debate possible careers after their undergraduate education. How do biology and biomedical science students navigate career development once they have graduated from their undergraduate institution? This research project examines the influence of biology and biomedical sciences undergraduate programs on the development of science identity and career readiness of graduate students participating in a gap year prior to pursuing doctoral degrees or other biomedical careers. We will capture quantitative data utilizing a screening questionnaire and qualitative data through semi-structured interviews.
This study aims to:
There are five main learning and project outcomes for students engaged in this project. First, the student will be trained in the responsible conduct of research and ethics in both quantitative and qualitative methodologies. These skills will prepare the student for any future research experience in any scientific field. Second, the student will learn techniques for conducting effective interviews. This is not a trivial skill and includes identifying a theoretical framework to center the interview, developing an interview protocol that allows for standardization of questions yet leaves room for discovery, and learning how to read and understand behavioral cues coming from your participants. These skills will benefit students who enter any field that includes interaction with patients, clients, and/or stakeholders. Third, the student will learn coding strategies for qualitative data analysis, including the use of MaxQDA software and data visualization options. These skills of learning new software and data visualization are directly transferrable to any future research experience. Fourth, the student will directly engage in the fundamentals of mixed-method research, i.e. the process of integrating quantitative and qualitative data to provide a more comprehensive analysis of participant data. These are highly transferrable skills that will be valuable in any future research experience. Finally, the student will directly engage in the presentation of findings, including a poster presentation at a National conference and the development and submission of a manuscript. Our lab is committed to sharing our work with the larger scientific community and we fully expect the student to be an author on all manuscripts resulting from this project.
Length of commitment | Longer than a semester; 6-9 months |
Start time | Spring (January/February 2025) |
In-person, remote, or hybrid? | Hybrid Project (Can be remote and/or in-person; to be determined by mentor and student) |
Level of collaboration | Individual Student Project |
Benefits | Stipend |
Who is eligible | Sophomores Juniors Seniors |
Melissa McCartney
Associate Professor
Pharmacology and Toxicology
Phone: (716) 881-8003
Email: mrm10@buffalo.edu
Once you begin the digital badge series, you will have access to all the necessary activities and instructions. Your mentor has indicated they would like you to also complete the specific preparation activities below. Please reference this when you get to Step 2 of the Preparation Phase.
biology, biomedical sciences, pharmacology and toxicology, jacobs school of medicine and biomedical sciences, career development, quantitative, qualitative