Inspiring Undergraduates to Get Into Plant Science

Plant science is closely tied to our food, our environment, and even the fight against climate change. Yet, it is often overlooked by undergraduates who might be searching for a “meaningful career path” such as in medicine, computer science or engineering. Many students enter the university without a clear vision of what they want to study, and plant science can often feel overshadowed by other disciplines (Plantae webinar, March 2025). Is it possible for a small conversation between a mentor and an undergraduate to inspire an undergraduate to get into the exciting field of plant science? Can a field trip, or one lab experience, spark a lifelong passion in plant science? This piece seeks to explore how both students and mentors can create those moments of inspiration, drawing from both sides of the mentorship journey. In this article, we refer to undergraduates as mentees, while we refer to mentors as Ph.d students, Postdocs and Professors who have helped undergraduates to get into the field of plant science.

This blog presents the viewpoint of a few successful mentors (mentors who have inspired their mentees to get into plant science) and mentees (mentees who have gotten into plant science). The goal was to understand how students become interested in plant science and how mentors at various stages contributed to sparking this interest.

 

From the Mentee’s Perspective

Before considering the mentee’s perspective, it is important to recognise that mentorship is not merely a transfer of knowledge, but a collaborative learning process (Yu & Kuo, 2017). Mentees enter the relationship with unique goals, experiences, and expectations, all of which shape how they perceive and benefit from the guidance they receive. However, many mentees may also enter this relationship even when they are not seeking mentorship. Many mentees may not even be interested in plant science. Here is what some mentees have said about how they got inspired:

“My perspective on plant science shifted during a field trip to the Tehuacán-Cuicatlán biosphere in Mexico, where I stood among giant cacti that had survived for centuries in extreme heat. That awe inspired a deep curiosity, which later grew when Dr. Patricia León introduced me to the fascinating world of RNA editing in plants, a complexity that became the focus of my bachelor’s thesis. If I could speak to my younger self, I’d say: never underestimate plants.”

“I’ve always been drawn to questions without easy answers. That security deepened during a food security seminar in my second year, when I realised the pivotal role of plants in sustaining life and healing our world. Since then, I’ve pursued plant science as a way to merge genetics and environmental science for optimal food production and a sustainable ecosystem.”

“For me, it was a direct invitation from my would-be supervisor during my third year as an undergraduate. She had paid close attention to my attitude toward learning, and especially during the practical classes where we had to pick and draw nematodes. She spoke to me kindly and said she would like to supervise my undergraduate project. I never loved plant nematodes, but she hired me to be her research assistant. However, as our relationship grew, I came to love plant science and the roles that microbes like nematodes play.”

Many undergraduates have reported numerous benefits that resulted from participating in research (Russel et al., 2002), and from the perspectives of the mentees, it is clear that a spark for plant science can be ignited in many ways, such as through awe at nature’s resilience, fascination with complex biological processes, a personal invitation or personal encouragement of a mentor. Whether ignited by nature, ideas, or relationships, these moments show that curiosity grows best when opportunities are offered by mentors and embraced by mentees, and that a single gesture can change the course of a career.

 

From the Mentor’s Perspective

From the other side of the academic relationship, mentors see the transformation happen again and again. Behind every passionate plant scientist, there’s often a mentor whose guidance sparked curiosity and shaped career choices. These mentors may not always deliver grand speeches, but through small, intentional acts, they open doors, connect ideas to the real world, and help students see themselves as part of the scientific community. Here are real-life examples of how mentors have inspired undergraduates to pursue plant science:

“I tell my students that learning in the lab is only half the story. The other half involves networking, meeting new scientists, attending conferences, and gaining insight into the breadth of careers in plant science. Hence, whenever possible, I take personal responsibility for introducing my students to a “senior” scientist who visits, rather than allowing my students to initiate their introductions to the scientist. Afterwards, I leave them to interact.”

“I make it a point to link every lab activity to a real-world problem- whether it’s climate change, food security, or biodiversity loss. This makes it easier for students to see the purpose beyond the petri dish.”

“I always start on a project that can give them a result within weeks, not months. Once they see their own data and patterns emerging, they begin to believe they belong in science.”

These approaches share a common thread: they make plant science feel accessible, relevant, and full of opportunity. Whether it’s celebrating early wins, connecting daily lab work to global challenges, or encouraging students to explore the wider scientific community, effective mentorship is about showing students they have both a place and a purpose in the field. When undergraduates see their work as meaningful and achievable, their curiosity has room to grow, and with it, the future of plant science.

 

What Matters in The End: Building the Next Generation of Plant Scientists

Inspiring undergraduates in plant science is less about persuasion and more about invitation. If we want more undergraduates to see plant science as an exciting career path, we need to make it visible, relevant, and accessible. This means creating more moments of discovery- those field trips, lectures, and mentoring conversations that flip a switch in a student’s mind. But more importantly, it is making working in the lab fun for the mentees. The job of mentors and educators is to make those moments possible, and the job of students is to step through.

Ultimately, the seeds we plant now in the form of curiosity, opportunity, and guidance will grow into the next generation of scientists who can tackle some of the biggest challenges facing the world.

 

References

Plantae webinar (March 2025) https://plantae.org/plantaepresents-inspiring-undergraduates-to-pursue-academic-research/

Yu M, Kuo Y-M (2017) Ten simple rules to make the most out of your undergraduate research career. PLoS Comput Biol 13(5): e1005484. https://doi.org/10.1371/journal.pcbi.1005484

Russell, S. H., Hancock, M. P., & McCullough, J. (2007). Benefits of Undergraduate Research Experiences. Science. https://doi.org/science.1140384

 

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About the Author

Nathaniel Oragbon

Nathaniel is currently a graduate student of Heinrich Heine University Düsseldorf, Germany and a member of CEPLAS Graduate School, Germany and a 2025 Plantae Fellows.. His previous research focused on plant-nematode interactions and insect-nematode interactions. Nathaniel is passionate about science communication and hopes to further develop this skill. In his free time, he enjoys both watching and playing soccer. X: @NathanIgwe