Engaging Undergraduates in Plant Science Research Groups

Plant Science: The Science of Life, The Future of Life

Despite plants being everywhere, we often ignore their importance. They are crucial for life on Earth, supporting ecosystems, providing the oxygen we breathe, the food we eat, and renewable resources for our society. Climate change, food shortages, loss of biodiversity and the need for sustainable solutions – plant science has never been more important. Plant science research is the key to improved crops that can survive under stress conditions, more productive farming, ways to protect nature, and a more sustainable future (Cho et al., 2024).

A great deal of plant science has also added to our knowledge of biology. Gregor Mendel’s early experiments with pea plants established the fundamental laws of inheritance and formed the basis for modern genetics. In due course, simpler plants such as *Arabidopsis thaliana* became central to understanding at the molecular scale how plants grow, develop and respond to their environment.  Today, it is the combination of molecular biology, genomics, biotechnology, bioinformatics, ecology, synthetic biology and computer science that makes plant science. Findings in plants have wide-ranging implications for all of the life sciences. To summarize, through plant science research, students learn the functioning of science and understand key biological concepts (Zhu et al., 2024).

 

Shifting Perceptions, Creating Opportunities

Plant science is not often important enough to attract students. Some view it as an old-fashioned field, largely concerned with farming or just describing plants, unlike fields such as medicine, biomedical sciences or artificial intelligence. But modern plant science is a combination of many disciplines, employing sophisticated technology, and is central to solving major problems facing the world. One big reason for that view point is that students do not get a lot of exposure. Plant biology for many is classes and labs with little opportunity to experience real scientific discovery.

This means they may not be aware of the many career paths available in universities, biotech companies, farming, environmental work, data science, science writing or starting their own business. Many bright students never realize how innovative and important plant science can be, without real contact with researchers or working on actual research projects. The gap is a huge challenge for the future of the field. A new generation of creative, adaptable and skilled plant scientists will be needed to solve global problems such as climate resilience, sustainable food production, protecting biodiversity and creating renewable resources. It is in undergraduate education that students often first explore their interests and start to think about their careers.

Early engagement of students in plant science research provides students with the opportunity to develop not only scientific skills but also curiosity, critical thinking, problem solving, communication and teamwork. More importantly, it shows students that science is a process of discovery, not just a collection of facts, and inspires them to become the researchers and innovators that will shape the future of plant science.

 

Together in Growing the Scientific Community

The future of plant science needs the involvement of all scientists to create it. Researchers, teachers, industry professionals and policy makers alike need to promote plant science to young people. The impact that professors and research leaders can have when they open their labs to undergrad students and give them valuable research experience can be enormous. A first experience with a research team can change students’ perception of science, and help them imagine themselves as scientists. Developing a safe environment for students to ask questions, take part in discussions and share ideas enhances their confidence and independence. Undergraduate researchers typically have PhD students and postdocs as their main mentors, and they work closely together.

Through daily contact, they teach students what scientific research is really like — teaching skills, talking about ideas, sharing their experiences and explaining that challenges and failures are normal parts of discovery. Teachers and educators also play a large role in shaping students’ first impressions of science. Making connections between what is learned in class and real-world examples, bringing in modern plant research, and having students ask their own questions can assist learners in comprehending why plant science is relevant and exciting. Beyond the university, scientists in industry, entrepreneurs and policymakers can demonstrate how plant research can lead to solutions that are beneficial to society.

Students interested in plant science can find careers in agricultural biotechnology, sustainable products, environmental innovation and technology-driven farming.

In the end, inspiring the next generation of plant scientists is a job for all of us. Every mentor, teacher, researcher, and science communicator has an opportunity to influence a student’s journey. We can make plant science a powerful way to shape the future by creating welcoming environments and providing meaningful opportunities in which talented young minds will realize that plant science is not just a subject but a way to do that.

 

Incorporating research into the curriculum

One of the most effective ways to engage undergraduates in labs is Coursework-based Undergraduate Research Experiences (CUREs). Students get a chance to investigate a small problem, and learn to formulate hypotheses, handle experiments independently, and analyse results (Miller et al, 2023). The students explore areas of plant science not covered in the books and course curriculum. These experiences can also strengthen students’ critical thinking and scientific writing at an early stage.

 

Research Internships and Bootcamps

Summer research Internships are another important route for engaging undergraduates in research laboratories. CROPPS summer research program, funded by the National Science Foundation, is one such example (Smith, 2025). However, this does not always create a meaningful research experience for every student. Some students spend weeks performing routine experiments without understanding how their work contributes to the bigger research projects. This problem requires a more structured approach that can make a significant difference. One such approach could be a “Research Bootcamp” designed specifically for undergraduate students. The concept of research bootcamps is simple: combine laboratory training, scientific writing, and research into a structured short-term program. “Research Bootcamps” can be one such initiative in which students can experience and learn laboratory fundamentals, attend weekly seminar presentations, practice scientific writing, and present a final undergraduate research showcase. This transforms a short internship into a memorable learning experience.

 

From Classroom to Research Lab

The first step does not need to be a longer jump. It can simply start by opening the doors of a research institute to undergraduates. The BRIC-National Institute of Plant Genome Research (NIPGR) provides an example by organizing an annual Open Day program, which brings school and college students and teachers into the world of plant research. Also, the institute regularly invites undergraduate students and teachers from various colleges to visit and interact with scientists. Such outreach events help break the barrier between young students and research professionals. Students get to visit various research laboratories and facilities with advanced instruments and discuss ongoing research in plant biology with scholars. These activities foster enthusiasm for plant science research and can be eye-opening for many students. Connecting classrooms with authentic research, undergraduate students can learn that plant science is not just a subject they study—it is a field in which they can build their career and make a difference.

 

From “Why plants?” to “Why not me?”

Not every science undergraduate researcher will pursue a career in plant science, and that’s perfectly acceptable. The goal is to help students develop an interest in plant science and the confidence to solve problems, regardless of the career they choose. Small initiatives can have a bigger impact.

A student who starts undergraduate courses with a question, “Why should I study plants?” may leave asking, “What if I could become a plant scientist?”

And start preparing for “How can I become a plant scientist?”

That shift in perspective is one of the real and most valuable outcomes of “engaging undergraduates in plant science research groups”.

 

References

Cho, Y., Vilasboa, J. & White, A. (2024). Fostering Engagement: Strategies to Involve Pre-university Students in Plant Science Research. Plantae, July 1, 2024. https://plantae.org/fostering-engagement-strategies-to-involve-pre-university-students-in-plant-science-research/

Zhu, B., Parsley, K. M., Griscom, H. P., Wallace, L. E., Castellano, R., Gonzalez, R., … McCartney, M. (2025). Connecting plant science education in undergraduate life science courses to plant awareness disparity, Vision and Change, and sustainability careers. Journal of Biological Education, 59(4), 642–656. https://doi.org/10.1080/00219266.2024.2386253

 +Miller, C. T., Drewery, M., Waliczek, T. M., Contreras, R. N., & Kubota, C. (2023). Engaging Undergraduate Students in Research. HortTechnology, 33(1), 1–7. https://doi.org/10.21273/HORTTECH0513en0-22

Smith, H. C. (2025). Planting the future: Students dive into CROPPS summer research. Cornell Chronicle, August 22, 2025. https://news.cornell.edu/stories/2025/08/planting-future-students-dive-cropps-summer-research

 

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About the Authors

Priyanka Babuta

Priyanka is a 2026 Plantae Fellow  and an enthusiastic plant biologist, currently working as postdoctoral researcher at National Institute of plant Genome research, New Delhi, India. Her research resolves around free radical biology and nitric oxide signaling with the focus to decipher molecular insights into the S-nitrosylation and denitrosylation in plants.

Gourav Arora

Gourav is a second year doctoral researcher in the Coupland department at the Max Planck Institute for Plant Breeding Research, Cologne. His work focuses on the regulation of flowering time in Arabidopsis, specifically through the FT-FD module. Originally from Haryana, Gourav completed his master’s degree at the University of Delhi, India. Passionate about science communication, Gourav enjoys sharing scientific concepts with the general public. In his free time, he loves capturing the beauty of nature through photography, particularly flowers and plants. He also enjoys watching anime, playing table tennis, and reading Hindi poetry. You can find him on X: @gourav_arora_g.