Dr. Monica Gonzalez Ramirez

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FACULTY SPOTLIGHT

Dr. Monica Gonzalez Ramirez is the newest Assistant Director at the Undergraduate Research Center – Sciences and plays a vital role in running many of our department’s programs, including PEERS, TREP, and more. We had the opportunity to speak with Dr. Gonzalez Ramirez to ask about her experiences with undergraduate research at UCLA and how she supports students through their various career trajectories in science, among many other topics. Read Dr. Gonzalez Ramirez’s full interview below.

1. How would you describe your experiences with undergraduate research at UCLA?

Being a part of the Undergraduate Research Center – Sciences has provided me with the opportunity to interact with and mentor several students during my time at UCLA. Each experience is unique, as the students come from diverse backgrounds, possess varying levels of exposure to research, and have distinct career aspirations. My aim is to understand their overarching life goals so that I can effectively support them in overcoming both academic and personal challenges. Having a research background myself enhances these conversations, allowing me to share insights about the research experience and how to navigate the obstacles that often accompany it. These interactions are incredibly rewarding, as I witness the growth of undergraduate students in their academic capabilities, the confidence they gain in pursuing research opportunities, and their success in reaching their objectives.

2. What are your most effective approaches to promote undergraduate research success?

I believe that the most effective strategies for promoting undergraduate research success are transparency, networking, and support. It is essential for students to understand what it takes to become a researcher. This includes selecting a laboratory with a supportive research mentor, fostering a healthy work culture, being aware of the competitive nature of the field, and recognizing the significant amount of troubleshooting involved in obtaining data. Collaborating on laboratory projects or other initiatives with peers is an excellent way to advance both science and society. One of the rewarding aspects of engaging in research is the multitude of opportunities to connect with other researchers within your field and beyond. Just like in any profession, there will be days when things don’t go as planned, and it is during these times that researchers need a robust support system. The encouragement of mentors, peers, friends, and family can help make challenges, setbacks, and failures more manageable. This support reminds you of your strengths, acknowledges the limitations beyond your control, and offers fresh perspectives to navigate these obstacles.

3. What should undergraduates consider before they begin their research journey?

As undergraduates begin to envision their research journey, it is essential to consider their capacity to confront adversity. While pursuing a research career can be incredibly fulfilling, it is not without its challenges. In addition to possessing the academic intelligence to grasp complex topics, researchers must demonstrate exceptional problem-solving skills and creativity to develop innovative tools. Equally important is the resilience needed to navigate rejections and failures. Not every email sent in the hopes of joining a research lab will receive a response, and those that do may not yield a positive outcome. Once in the laboratory, it is important to recognize that not every experiment will succeed or provide conclusive evidence to support a hypothesis. Similarly, journals may not accept your manuscript on the first attempt, and securing grant funding can be a challenging process. In these instances, researchers must persevere, remain focused, and acknowledge that the research process is inherently time-consuming. Throughout this journey, we cultivate resilience and adaptability, which ultimately equip us for success despite the myriad challenges we may encounter.

4. How do you support students as they navigate different career trajectories in science?

I encourage students to pursue their happiness, trust their intuition, and recognize that as human beings, we are in a constant state of change and evolution. While change can be intimidating, it is ultimately beneficial and essential for our growth. Higher education provides us with the knowledge and tools necessary to make well-informed decisions that align with our skills, talents, and values. Transitioning between career paths within the field of science is not only acceptable but also encouraged. What is essential is having a plan, along with a contingency plan, to navigate any challenges that may arise. I want students to chase their dream careers without the fear of disappointing their mentors, professors, or family. By choosing a path that fosters fulfillment and joy, they will become better resources and role models for those around them. Teaching students that they have the autonomy to shape their life and career choices empowers them to trust themselves and emerge as leaders.

5. What is one of your most memorable or rewarding moments in mentoring undergraduate students?

There isn’t a single moment that stands out above the rest in my experience mentoring students. Each student brings a unique story, set of needs, and challenges, resulting in numerous rewarding experiences for me as their mentor. I take great joy in guiding them through complex situations, witnessing their confidence and resilience grow, watching their frowns transform into smiles, and celebrating their journey toward self-fulfillment and happiness in their life choices. The ultimate reward, however, lies in the trust my students place in me, knowing that I am always here to support them.

 

Dr. William Lowry

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FACULTY SPOTLIGHT

Dr. Lowry is a professor in the Department of Molecular, Cell, and Developmental Biology. His research investigates whether stem cells found in different tissues utilize similar mechanisms to undergo self-renewal and differentiation. We had the opportunity to ask Dr. Lowry about his experience mentoring undergraduate students. Read Dr. Lowry’s full interview below:

1. How would you describe your experiences with undergraduate research at UCLA?

Undergrad research has been among the most satisfying aspects of my career at UCLA. The breadth of excellence amongst undergraduates at UCLA is fantastic, and the fact that so many want to take part in lab research is highly gratifying. We have had dozens of student researchers in the lab over the last 18 years, and every one of them has performed important work, and the vast majority have ended up contributing to published papers. I have always appreciated the effort, but also the spirit the undergrads bring to the lab. They not only contribute intellectually, but also in terms of atmosphere.

2. What are your most effective approaches to promote undergraduate research success?

My approach has always been to first determine what the student is keenly interested in, and then point them towards a project that scratches that itch.

3. What resources at UCLA have been the most beneficial to including undergraduates in your research?

The biomedical minor program run by Ira Clark (MCDB), and the CIRM Bridges Program, run by Cindy Malone (CSUN). These programs have guided fantastic students based primarily on their interest to my lab. Both of these programs are fantastic resources, and have been indispensable for the success of my lab.

4. What should undergraduates consider before they begin their research journey?

To start with, undergrads should be willing to take on any kind of project to get their foot in the door. Then, when reaching out to labs, it is important that they do some homework on what the lab is studying. With the number of undergrads that want to get into research labs, it is vital to have a specific interest in the lab, informed by looking into the research in the lab.

5.How do you support students as they navigate different career trajectories in science?

I push students to take every opportunity to present their data possible. From lab meeting, to local and national meetings, I feel it is important to have this experience, even if you don’t plan on having a career in research. These opportunities are unique to research, but the skills gained for taking part are critical to almost any field.

Dr. Pearl Quijada

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FACULTY SPOTLIGHT

Dr. Quijada is a professor in the Department of Integrative Biology And Physiology. Her research focuses on evaluating novel cellular and paracrine signaling programs that stimulate angiogenesis in cardiac development. We had the opportunity to ask Dr. Quijada about her experience mentoring undergraduate students. Read Dr. Quijada’s full interview here!

 

  1. How would you describe your experiences with undergraduate research at UCLA?

My experience with undergraduate research has been amazing. I started my lab in October 2020 and initially had trouble finding people to join. However, when I taught my first large undergraduate class in the Spring of 2021, I could share my research interests and love of cardiovascular physiology, albeit remotely. After that quarter, I recruited three undergraduate students who immediately started wet lab experiments and established essential protocols with me. These initial experiments have served as the basis of some larger research projects in the lab. I am eternally grateful for these undergraduates.

 

  1. What are your most effective approaches to promote undergraduate research success?

I place a strong emphasis on practicing proper research techniques. I realize that undergraduates just beginning their research journey may have some experience with lab work from their coursework, but working in a research lab can be quite different. Despite having established protocols, things don’t always go as planned, and you need to troubleshoot on the spot. This ability comes with experience and having a supportive environment. When I take on an undergraduate mentee, I consider who they can work with: an experienced research scientist or a graduate student. Sometimes, I pair undergraduates to collaborate on similar projects. I also schedule weekly 15-minute meetings with each undergraduate to discuss their research and personal progress. At the end of each quarter, we have a final data meeting. Since I have regular conversations with each student, I understand their progress and can provide the necessary support for the upcoming year.

 

  1. What resources at UCLA have been the most beneficial to including undergraduates in your research?

I am amazed at how many resources UCLA offers for undergraduate research. I always encourage my students to seek funding opportunities, which also combine training in other research areas or their career goals. This includes programs or internships, such as PEERs, the Biomedical Research Minor, COMPASS, and LAEP Work Study, which may also help train students in presentation and journal article reading but provide them ample time in the lab to immerse themselves. I always tell my students that when they enter the lab, this is now their lab, so hopefully, they feel at home here and confident in contributing to others’ projects and success.

 

  1. What should undergraduates consider before they begin their research journey?

I would consider the area of research and determine if you are inclined toward working in a basic research lab or a clinical setting. A basic research lab may align more with the potential pursuit of graduate school, whereas a clinical research lab may offer different opportunities. I would also actively look for internships or other opportunities to gain more experience working in a lab, aiming for at least 8-12 hours a week. I understand this may require a significant time commitment, but the experience gained with consistent lab practice is extremely important.

 

  1. How do you support students as they navigate different career trajectories in science?

Throughout my career, I have seen undergraduates pursue various careers in medicine, dentistry, veterinary school, graduate school, and biotech/industry. In my conversations with students in my lab, I have advised them that sometimes, figuring out the best application strategy or feeling ready for it may take some time. This could mean taking a gap year or two. Having these one-on-one talks with them has allowed me to understand how I can assist them, whether it’s guiding them in a new direction, providing a recommendation, or even offering them the opportunity to join my lab as a research scientist. As PI, it’s tough to lose such talented individuals, including undergraduates, but I’m always happy to sponsor and advocate for all lab members regardless of the path they choose.