Like so many others, I never originally planned to be an online student. It never even crossed my mind. I always assumed that when I returned to academics, it would be a campus experience. Alas, with the onset of the COVID-19 pandemic, I found myself jobless and enrolled in online classes with Oregon State University.<\/p>\n
An international move almost two years later kept me in online learning even though my fellow students were beginning to return to campus. By this point, I was committed to completing my B.S. in Botany entirely online<\/a>.<\/p>\n This, of course, came with trade-offs. With online courses being asynchronous, I was able to access the prerecorded material and lectures at my leisure. I could pause my instruction at any time and return whenever it suited me. This flexibility was invaluable as I got settled and began working in my new home in Amsterdam.<\/p>\n However, it also meant I wasn\u2019t able to engage as easily with fellow students or instructors as I would have in an on-campus setting.<\/p>\n As a science student interested in pursuing graduate school and a career in research, my biggest concern was finding experiential learning opportunities. How could I gain the valuable hands-on experience that would set me apart and make me competitive for master\u2019s programs and relevant work after graduation?<\/p>\n “<\/span>Despite my initial concerns, I was able to gain meaningful hands-on research experience as an online student.”<\/span><\/p><\/blockquote>\n Because of this, the uncertainty of securing an internship or other in-person learning opportunities was a big source of stress in the early days of my undergraduate studies.<\/p>\n In the end, I needn\u2019t have worried. Opportunities were out there<\/a> \u2014 I just had to pursue them proactively. Leveraging my network was key.<\/p>\n First, I volunteered to assist master’s and Ph.D. students I had met. As a lab volunteer, I participated in several experiments, helping with everything from plant harvesting to DNA extraction. Friendly lab technicians taught me invaluable skills such as pipetting, lab safety and microscopy techniques.<\/p>\n Most importantly, I secured an internship opportunity \u2014 again, by leveraging my network and actively asking for opportunities. I was lucky that this worked out for me, but even if it hadn\u2019t, there were several avenues I could have taken. Many environmental nonprofits list internships online, including some paid positions. Scholarships<\/a> can also help offset travel costs if in-person work is required. In my case, I was fortunate to receive a scholarship that covered some of my expenses.<\/p>\n For my internship project, I investigated the presence of arbuscular mycorrhizal (AM) fungi and other fungal endophytes in the roots of the marine seagrass species Zostera marina <\/em>and Zostera noltei<\/em>, as well as their close relative, Ruppia maritima<\/em>. These plants were sampled from intertidal and subtidal habitats in Scotland and California. My collaborators and I used molecular techniques with AM-specific and general fungal primers, as well as microscopy with AM-specific fungal staining techniques, to identify fungal communities in these plant roots.<\/p>\n Our research sought to answer:<\/p>\n Contrary to our hypothesis, we were unable to detect AM fungi in the seagrass samples. However, our findings revealed a large diversity of fungal taxa, including many previously unknown species. Additionally, we assessed environmental variables such as pH, redox potential and plant density across sampling sites to understand their influence on fungal colonization and community structure.<\/p>\n This project was truly interdisciplinary and international. I participated in conceptualization meetings with lab groups from the Netherlands, Scotland and California. In August of 2024, I traveled to Inverness, Scotland, representing SPUN (Society for the Protection of Underground Networks)<\/a>\u00a0on a collaborative sampling expedition with Mossy Earth<\/a>, a Europe-based restoration organization.<\/p>\n There, I helped implement sampling protocols across intertidal and subtidal zones. Returning home to Amsterdam, I learned to clear, stain and fix root samples for fungal visualization and independently conducted microscopy analysis on 50 prepared slides. I also contributed to plant processing and DNA extractions. Being able to develop these lab skills was a huge boost to my confidence.<\/p>\n “<\/span>Online students are not at a disadvantage \u2014 if anything, we develop resourcefulness and adaptability that serve us well in research and beyond.”<\/span><\/p><\/blockquote>\n Beyond lab work, I conducted an extensive literature review, staying current on fungal symbiosis and seagrass ecology to strengthen my data interpretation. To analyze our results, I advanced my skills in data organization and visualization using Excel, R and AI research tools.<\/p>\n Ultimately, I delivered a comprehensive, thesis-level paper on my findings and am now exploring options for publication. Overall, the experience was critical to my confidence and empowered me as I began applying to graduate programs.<\/p>\n Reflecting on my journey, I realize that despite my initial concerns, I was able to gain meaningful hands-on research experience as an online student. It required proactive networking, seeking out opportunities and being adaptable, but it was possible.<\/p>\n For any Oregon State Ecampus students interested in research, my advice is:<\/p>\n 1. Reach out to faculty and graduate students<\/strong> and ask if you can assist with projects. Don\u2019t be shy to ask for a letter of recommendation from your instructors or advisor. This can help prospective labs see that you are worth investing in.<\/p>\n 2. Look for internships<\/strong> through environmental nonprofits and university labs.<\/p>\n 3. Apply for scholarships<\/strong> to help cover costs associated with in-person work.<\/p>\n 4. Learn skills independently<\/strong> \u2014 software like Excel, R, various AI tools for research and literature review skills are invaluable.<\/p>\n In the end, it is our responsibility to seek out those experiences that will allow us to grow and develop our skills. Online students are not at a disadvantage \u2014 if anything, we develop resourcefulness and adaptability that serve us well in research and beyond.<\/p>\n Discover how Sean and other members of the Ecampus Student Advisory Board impact the online student experience at Oregon State University, and read about eligibility and participation requirements.<\/em><\/p>\nFinding hands-on experience as an online student<\/h3>\n
My internship: Investigating fungal symbiosis in seagrasses<\/h3>\n
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Collaborating across continents<\/h3>\n
Takeaways: Research is possible for online students<\/h3>\n
\nLearn about the Student Advisory Board<\/a><\/h3>\n","protected":false},"excerpt":{"rendered":"