Undergraduate

Build a foundation

Undergraduate study is a good time to find out which kinds of problems hold your attention. You might enjoy building software, interpreting evidence, understanding organizations, or explaining a difficult idea to someone else. Give yourself opportunities to try those activities before deciding that a particular job title or graduate degree must be your destination. Your coursework, a small project, and a conversation with a professor can each help you make a better next decision.

Start by understanding the structure of your degree. Read the calendar for your entry year, identify prerequisites for courses you may want later, and bring questions to an academic advisor. A course that looks optional in second year may be needed for a research methods course, honours project, or graduate application. Keep a copy of course descriptions and substantial assignments, especially if you might transfer institutions or apply to a field with specific preparation requirements.

Compare actual curricula rather than relying on program names. For example, the University of Lethbridge offers Computer Science through Arts & Science and Computer Science within its business degree. These pages provide a concrete starting point for comparing how computing sits alongside other subjects. Read the required courses, electives, and experiential options; a familiar title does not tell you the balance of mathematics, programming, business, or communication you will study.

If graduate school interests you, look at a few graduate program pages early enough to inform your remaining course choices. You are gathering information, not committing to a degree. Note which programs ask for particular mathematics or methods courses, which welcome several undergraduate backgrounds, and whether research experience is required or simply helpful. Ask an advisor how to address a gap without overloading your schedule or extending your degree unnecessarily.

Make one project count

A useful first project has a clear question and an achievable endpoint. Instead of trying to build an entire AI platform, you might examine whether a small public dataset can answer one practical question, make a dashboard for a student organization, or reproduce part of a published analysis. Choose something you can finish during the time available and explain to a person who did not work on it.

Define the result before choosing the tools. A short report, reproducible notebook, or working prototype gives you something concrete to review with a mentor. Record where your data came from, what you changed, and how you checked the result. For an analytical project, explain the baseline you compared against and the limitations of your conclusion. An honest account of an imperfect result can show more understanding than an impressive chart without an explanation.

Make your contribution visible. If the work involved a team, describe what you personally designed, implemented, tested, or wrote, and acknowledge the other contributors. Include enough instructions for someone to understand or run the work. Where you cannot share the underlying data, ask about a permitted demonstration or describe the methods without exposing confidential material. Check permission before posting employer, research-group, or participant information in a public portfolio.

Research experience can also be part of a course. ULethbridge’s overview of experiential learning describes independent and applied studies alongside co-op opportunities. These are different arrangements, so ask how a proposed experience is approved, assessed, and credited in your program. Clarify the scope with the supervising instructor, including the expected final output and how often you will receive feedback.

Give the project a final review before moving on. Write a paragraph about the question, your approach, what you learned, and what you would change next time. That reflection becomes useful material for a CV, an interview, or an email to a prospective supervisor. You do not need to turn every class assignment into a publication; choose the work that best shows how you think.

Find your research community

Start close to the work you already know. Attend an instructor’s office hours with a question about an assignment or paper, ask whether the department has open seminars, and listen to students discussing their projects. Research conversations become easier when you have a specific interest to talk about. You do not need a polished proposal to ask how someone began working in their field.

If academic papers are new to you, start with the research guide’s approach to reading research with Google Scholar. Use it to follow a question into the literature and keep track of what you understand, what surprises you, and what you want to ask next.

When approaching a professor about a possible project, explain your current stage, a relevant course or skill, and the amount of time you can realistically contribute. Refer to something specific in their work and ask what preparation would help. A professor may have no opening at the moment, so treat the conversation as a chance to learn about the field as well as a possible opportunity. Use a brief, professional follow-up if needed.

For paid research experience, check the Undergraduate Student Research Awards program. Its current agency contribution is $6,000, with a required host contribution, for 14–16 weeks of full-time research. Applications go through the host institution, which sets its deadline. Citizenship or residency conditions, academic requirements, and agency-specific rules apply; CIHR and SSHRC USRAs are currently limited to Black student researchers. Ask the institution’s award contact which opportunities you can apply for.

If that award does not fit your circumstances, ask about institutional research awards, assistantships, course-based projects, or other supervised opportunities. Separate the question of whether a project interests you from how the work would be supported. Before agreeing, clarify pay or academic credit, hours, training, supervision, and whether the proposed schedule fits your studies. You should understand what you are undertaking rather than relying on a vague promise of future opportunity.

Build relationships through reliable work. Keep appointments, ask for clarification when necessary, and send a short update when a task changes or a problem appears. Faculty who have seen you respond to feedback and complete work can describe those qualities when writing references. Professional relationships develop through these ordinary interactions as much as through formal networking events.

Priority next steps

Choose one practical goal for the coming term. It could be completing a portfolio project, identifying a research methods course, or attending a seminar and following up with one person. Match that goal to your actual workload. Progress is easier to evaluate when you can name the result you are aiming for and the date when you will review it.

Use the sample CV structure to record what you have already done, including employment and community experience where relevant. The guides to professional development and networking and community events offer ways to meet people and learn about different paths. When you have a project or research opportunity in mind, read about funding and Mitacs pathways.

If you are comparing institutions, use the Canadian institution directory and map to find official program pages. Compare access to the courses and experiences you need, the cost of attending, and the setting in which you would study. Keep your shortlist small enough to investigate properly, and ask each institution to confirm any transfer-credit or admission question before making a decision.

Official program and award pages reviewed on 13 October 2026. Program examples illustrate different options; consult the institution’s current calendar and award rules for requirements.