I think the best thing to do as an undergrad at a conference is to be observant, since it’s pretty low-stakes at that point. Part of doing this is to see how academics interact to see whether or not you want to do this. What do people wear, how do they speak, what do they talk about, etc.

1. If you can, ask questions of the speakers after talks! Asking good questions during sessions is powerful (it gets you noticed!)¹

2. There seems to be a rough heuristic that you have to be a decent-ish speaker to become a professor.² (Virtually all of the professors I listened to were strong speakers; the grad students and post docs were a mixed bag.)

3. If you can, introduce yourself to people and join conversations; try to fully be a participant.

For context, these are some things I learned in the process of putting together and delivering a guest lecture to a first-year discrete math course last summer. The talk was about the research I was doing at the time, and I was allotted about half an hour for the presentation. Again, I meant to write and post this last year, but clearly that didn’t happen.

I really meant to put this list up sometime last fall… whoops. (This is yet another incredibly overdue article.) Anyway, here are a whole bunch of things I learned while attempting to “do research” last summer, whatever that means. The big theme here is to make life easier for future you, who will have to wrangle together your several months of chaos and exploration into a rigorous and coherent narrative. Present you can help by being organized and breaking things down into smaller, documentable steps.

One of the things that has been repeatedly drilled into me over the past year or so is the fact that if you want people to do things for you, you’re most likely going to have to harass them. (I don’t mean literal harassment, by the way – please don’t commit a criminal offense and say I encouraged you.) This is true especially when working with highly busy people like managers and professors. If you want something, you can’t just assume they’ll intuit that and give it to you – you have to ask (and assume they’ll forget, then ask them again). If you need them to do something for you, you’ll need to remind them, and inform them of the deadline, likely multiple times. Everyone has their own problems to worry about and the thing you need might not be top of mind. The burden of remembering is on you.

Last summer, I was tasked with writing a report about the research I completed and submitting it to my supervisor by the end of the summer. I, of course, had never done this kind of writing before, so I learned several lessons. The hard way. The learning process was super painful, but it did come in handy when I had to write two other research reports in my classes last fall. Here are a few of the lessons I learned.