Professor An Hong Do views his mentoring of undergraduate researchers as an opportunity to become a better teacher. He appreciates the undergraduatesí contributions to his lab and, in return, is committed to helping prepare them to better succeed in reaching their academic and career goals. Professor Do looks for students who are passionate about pursuing their research and is equally passionate in providing his support. UROP is pleased to recognize Professor Do for the mentorship he provides to his students.

1. How did you develop an interest in mentoring undergraduate research or creative projects, and what type of projects have you directed?

A significant responsibility of university professors is to provide student education as well as to do research. Mentoring undergraduate students in research is one such way to accomplish both goals simultaneously. The type of research projects run in our lab are related to brain-computer interface development and application of the technology as a new way to help people with disability regain control over their environment.

2. What do you look for and what are your expectations of undergraduates you select to conduct research under your guidance?

Undergraduate students in our lab are expected to show a significant degree of self-initiative, have a passion towards life-long learning, and have a desire to pursue graduate degrees in research or medicine. Research training for the undergraduate student is not just about following a set of instructions, but also training to adopt a scholarly mindset and to gain a solid grasp of both technical skills and the higher-level perspective about outstanding scientific problems and unmet needs.

3. Describe your level of engagement and style in mentoring undergraduates.

I have an open-door policy when it comes to mentoring undergraduate students to discuss matters ranging from technical issues to career questions. However, my goal in the engagement is to teach undergraduate students how to become self-sufficient and independent in the long run for their future research and scholarly careers.

4. In your experience, how have your students improved or benefited as a result of their undergraduate research experience?

Students in our lab not only gain technical and practical skills related to neuro-engineering, neuroscience, programming, and circuit and system design, but more importantly, gain skills in how to ask research questions, design research studies, conduct studies, and publish the results. A significant proportion of these students are subsequently accepted into PhD or MD programs.

5. What have you learned or benefited from guiding undergraduate research or creative projects?

Mentoring undergraduate students has given me a chance to become a better teacher. Furthermore, many undergraduate students in our lab have made substantial contributions to our research, such that we have benefitted from successfully publishing research articles based on their work.

6. What recommendations and advice would you give students embarking on undergraduate research or creative projects?

Students embarking on undergraduate research should pursue this with the mindset that they wish to learn and acquire new skills. It should not simply be seen as an opportunity to gain a letter of recommendation or as easy credits. If students pursue their research with passion and diligence, strong recommendations and other accolades will be a natural byproduct.

Research Interests: Neurorehabilitation, Brain Computer Interfaces

Faculty Profile:


Past Faculty Mentors of the Month

Dec. '17 Hillary L. Berk
Nov. '17 Dongbao Chen
Oct. '17 Cascade Sorte
Sep. '17 An Hong Do
Aug. '17 Todd C. Holmes
Jul. '17 Adam Martiny
Jun. '17 Mark I. Langdorf
May. '17 Anthony J. Durkin
Apr. '17 Thomas Ahlering
Mar. '17 Dara H. Sorkin
Feb. '17 Andrej LuptŠk
Jan. '17 Michelle A. Fortier