Considering scientific research as a career?

In answer to the question: "Why did you major in science?" The response, "I like science", is often heard by science professors. Based on the experiences that a student has had in science to that point in time, perhaps the answer should be: "I like learning about the knowledge of science." Scientific knowledge comes from an activity called scientific research. Doing science involves scientific research. An individual scientists may know a lot of scientific knowledge, but being a scientist means possessing the skills and carrying out the investigative activities (research) that originates new scientific information. Today, it is the norm for most science majors to graduate with an undergraduate science major and not actually "experience" real science. How do I know that I would enjoy doing scientific research? The answer is by placing yourself in the environment where scientific research is occurring. For the undergraduate science major, this means seeking opportunities to do undergraduate research. For the science graduate, it means looking into a masters program where science students learn the basics of scientific research under the mentorship of a scientist. Masters programs also serve to increase a knowledge base in more specialized areas of science or prepare students with skills that allow them to specifically apply science to particular activities.

What are the characteristics of individuals working in scientific research?

Scientists are innately inquisitive. Scientists derive great satisfaction when the "original" questions they have asked yield evidence, usually after a sequence of frustrating challenges in the process. Because of an adherence to the scientific method, the evidence represents part of our growing verification scientific knowledge to understand how the world works. The satisfaction one achieves in this activity is similar to experiences where we find an answer to those questions already known in books, the library, or other sources.

Scientists are also creative. Unfortunately, it is this aspect of science that goes most unrecognized by non-scientists and novice scientists, mainly because the most people think of science as knowledge rather than an activity and process. How best to unequivocally answer a question often requires an approach or design of an experiment that is not immediately obvious. Depending on the way one looks at science, the specific procedures of science are often indirect and require a understanding of the procedure itself. One soon learns that there are many routes and restrictions, both practical and mental, in how best to set up and execute experiments. The final creative product is demonstrated by the presentation of a scientific paper where the degree of the scientist's skills and creativity in addressing a question is presented for all to see, evaluate, and appreciate. The feelings that scientists experience in this type of creativity are no different than that which accompanies the appreciation of a great work of art or a great piece of music. Scientists not only feel the accomplishment of their own work, but that of others as well. Being a scientist allows us to appreciate the tremendous artistry and creativity that exemplifies the progress in modern science.

Scientists are continual learners. As science advances, new knowledge, new skills, and new approaches become available to formulate questions, design experiments, and answer questions. Opportunities for creativity expand only when a scientist stays at the forefront of his or her field. In many areas of science today, just getting a complex procedure to work properly so as to be able to address a problem may represent a large investment of time and effort.

Most humans want to know. Some of us are more curious about how the world operates than others. Unfortunately, having an answer to a question is itself satisfying, but many people are not always discerning of the answers. Scientists are skeptical when evaluating information. They are not disturbed by having a question for which there is no answer that can be provided by science. They are highly skeptical of answers provided for questions that perhaps have no verifiable answers. People, including scientists, often will rely on religion and belief to provide satisfactory answers to such questions.

Scientists are patient and need to be able to tolerate frustration. The more complex and less routine a sequence of activities are, the more that can go wrong. When students experience research, the first realization is how difficult and time-consuming the simpliest experiments are. Experiments rarely work the first time through, not because they are poorly designed, but because so many things can go wrong and something usually does go wrong. Experience is a good teacher and it often takes several tries before an experiment yields results that provide evidence.

Research in the biomedical sciences?

One of the most active and productive areas of scientific research today is research in the biomedical sciences. The biomedical sciences are those areas of the biological sciences that cover the knowledge foundation and skills that apply directly and indirectly to making our human lives happier, healthier, longer, and more productive. Different areas of the biomedical sciences represent the knowledge base for the medical professions and health care practitioners. Research in the biomedical sciences involves increasing our knowledge of living systems in health and disease and applying that knowledge to the betterment of humankind. Opportunities for research abound and will increase as more new knowledge is sought and and current knowledge is applied.

Getting started in a biomedical sciences research career

If you are an undergraduate in the biomedical sciences:

Seek out an undergraduate research opportunity in an active research laboratory. Opportunities may be limited and you may need to explore several possibilities. Some faculty/scientists might require you to be at the junior or senior level before acceptance. Undergraduate research courses are usually offered as variable credit elective courses that require permission to enroll. To obtain permission, the student contacts the faculty/scientist and arranges the project and scheduling. It may be possible to do some shadowing in the laboratory of that scientist the semester before so that the student and faculty/scientist know what to expect from one another. It is a general rule that a student is expected to work a minimum of three hours per week for every credit hour of credit sought. The expectations of the student by the faculty/scientist should be clear when permission is granted. In the Biomedical Sciences Department at Missouri State University, the undergraduate research course is BMS 498.

If you are a junior or senior in the biomedical sciences with some research experience:

In addition to the above option, you should look into the accelerated masters program in cell and molecular biology. If you meet the qualifications for acceptance into this program, you may be able to complete both your undergraduate and masters degree in a five-year period rather than the typical six-year period. Missouri State University undergraduate students in cell and molecular biology can count up to 11 credit hours toward both their undergraduate and graduate degrees under the accelerated masters program.

If you are a strong student with undergraduate research experience you may want to seek entry directly into a Ph.D. program of a research educational institution. If you are interested in this option make sure your research supervisor is aware of your interest and start attending the seminar programs of the department that includes seminar speakers often seeking potential applicants for their doctoral programs.

If your undergraduate research experience is lacking and your academic performance is strong, but not stellar, you may try seeking admission into the graduate masters program in Cell and Molecular Biology (MSCMB) at Missouri State University. This graduate masters program is designed for any graduate in a biological sciences area who desires a strong knowledge and skill bases in cell and molecular biology and an opportunity to learn how to do scientific research under an experienced mentor. The goal of the students in this program may be to seek employment after graduation or to use this experience as a stepping-stone to entry into a Ph.D. program. The quality of the research, particularly if the research results in a publication, represents an important part of the credentials sought by programs offering the Ph.D. Most students who enter Ph.D. programs seek to become primary investigators in research institutions or faculty/scientists in institutions of higher education. Primary investigators are self-supporting through their ability to obtain grant support for themselves and their laboratory on the basis of a productive and successful publication record. The primary responsibilities of salaried faculty/scientists are teaching and suporting the needs of their research activities through internal and external grant funding. Tenure and progression through the ranks are dependent on successful research, demonstrated by publications, and effective teaching and service.

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For More Information

For information on research possibilities in the biomedical sciences at the masters or doctorate levels, contact one of the graduate faculty in the Department of Biomedical Sciences.

Department of Biomedical Sciences
Missouri State University
Springfield, Missouri 65897
(417) 836-5603