From the moment Scott Stevison arrived at Washington State University, he was eager to dive into research – and the STARS program gave him exactly that opportunity. Through STARS, he began working in Dr. John Wyrick’s lab during his second year, exploring DNA damage patterns at transcription factor binding sites. The program not only provided early access to hands-on research, but also connected him with mentors, peers, and presentation opportunities that set the stage for his accelerated path toward a PhD. Today, Scott continues to expand on this work in graduate school under Dr. Wyrick, building on the skills, connections, and experiences he has gained as a STARS student.
The Students Targeted toward Advanced Research Studies (STARS) program is an accelerated undergraduate research program designed for students with a strong interest in biomedical research and graduate-level study. STARS students engage in research from their first year, receive mentorship from faculty and upperclassmen, and participate in specialized coursework and seminars that prepare them for advanced degrees. The program emphasizes early and immersive research experience, presentation opportunities, and a tight-knit community of students committed to pursuing research careers.
Why did you decide to participate in the STARS program?
The STARS program was the No. 1 reason why I came to WSU. As a senior in high school, I was excited to do research in college. The STARS program gave me the perfect route to getting involved in research during my freshman year, while also preparing me for graduate school on an accelerated PhD track.
What was your experience like as an undergraduate in the STARS program?
Being a member of the STARS program was an incredible experience. In terms of research, I got the opportunity to work with a myriad of inspiring mentors. My very first class at WSU was the STARS cohort class with Dr. Bill Davis, where the five first-year students met with him once a week to discuss the world of research. This class introduced me to my first research colleagues at WSU, some of which are my best friends to this day. STARS also introduced me to many upperclassmen in research, which was invaluable when many of them became my research mentors or TAs. All in all, my undergraduate experience at WSU would have been much different without the STARS program, and I am thankful for the opportunities that I was able to access through the program.
What opportunities did the STARS program give you that you might not have had in a traditional undergraduate program?
In a traditional undergraduate program, I would not have had the same access to research opportunities, nor would I have been pushed enough to take on large research projects. One of the major benefits to the STARS program is that each student must present a poster at SURCA (Showcase for Undergraduate Research and Creative Activities), which gave me valuable presentation experience. The program also suggested attendance to departmental research seminars, which I was able to attend during my freshman year. Through these seminars, I made connections that led me to my first lab position at WSU and offered exposure to positive research presentation habits. Lastly, the mentorship I received was unique to other undergraduate students because STARS students are dedicating their time to preparing for a PhD program. Although many non-STARS students also produce incredible research, the broader student population may be working in labs to discover whether they are interested in research at all. Inevitably, mentors can trust the dedication of a STARS student based on their early commitment to a research career, so I made life-long connections with faculty and graduate student mentors alike at an early stage of my undergraduate education.
As an undergraduate, what was your most memorable research project or experience in STARS?
My most memorable research project was mapping damage patterns at transcription factor binding sites. While working in Dr. John Wyrick’s lab for my last three undergraduate years, I helped identify damage patterns consisting of UV-induced DNA lesions correlated to skin cancers such as melanoma. Many of these damage types form across the genome when exposed to UV radiation, but transcription factors can particularly modulate formation at their unique binding motifs. While working on this project, I learned a tremendous amount about DNA damage/repair while working alongside Dr. Wyrick and one of our graduate students at the time, Kaitlynne Bohm. This project resulted in my first co-authorship, published in PNAS (the Proceedings of the National Academy of Sciences). With this data, I was also able to travel to a couple of different conferences, including ABRCMS (Annual Biomedical Research Conference for Minoritized Students) and NCHC (National Collegiate Honors Council). My PhD work is currently expanding on this project and has led to additional networking opportunities. Without STARS, I would not have had the mentorship or resources to facilitate these experiences which have helped mold me into the scientist I am today.
Who were your mentors as an undergraduate in the STARS program and how did they help you?
The most influential mentor I had in STARS is Dr. Bill Davis. When I first joined the program, he was the director of the STARS program and first introduced me to research. Dr. Davis is not only an inspiring career mentor, but is also an approachable, caring, and sociable leader who I could go to for assistance, especially early in my undergraduate journey. Dr. Davis and I keep in touch regularly, and he now serves on my PhD thesis committee as well.
Aside from faculty, Sean Thompson sticks out to me as an inspiring mentor as well. Sean was an upperclassman STARS student when I first came to WSU, and he provided me with many helpful tips throughout my undergraduate journey. Most of all, Sean served as an individual who I could look up to; somebody who was relatable yet very successful in his own research career, which is exactly what I aspire to be for my own students/mentees.
How did the foundation you built in the STARS program help you prepare for and adjust to graduate-level coursework and research?
Beginning research in my first semester at WSU, the STARS program helped facilitate exposure to analyzing research papers and communicating science to a broad audience. These skills helped me in coursework and research alike, particularly as I entered upper division courses that were structured more similarly to journal club discussions rather than lecture hall material. I had also met many professors and TAs through research experience, which made me feel more comfortable to ask questions in their classes when needed.
In what ways do you feel more prepared than other graduate students who didn’t go through an accelerated program like STARS?
Although I try not to compare myself to other graduate students, it is apparent that having extensive research experience in undergrad prepared me well for graduate school. Firstly, all first-year PhD students must give a literature review presentation in the department seminar series. Since I had lots of experience presenting my undergraduate research projects through STARS, I had a good framework for how to communicate complicated data. Another specific example where STARS benefits the graduate school transition is that STARS students do not do lab rotations. Since these students work in multiple labs during their undergraduate years, STARS students directly admit to their PhD labs. This saved an incredible amount of stress during my first year of graduate school, allowing me to focus on finishing coursework and getting a head start on my thesis project.
How do you think the STARS program will help you stand out after you finish your doctorate?
Firstly, having an accelerated PhD program on my resume poses talking points with prospective interviewers. Secondly, graduating on an accelerated path will allow me to complete graduate school earlier than some of my peers. I will also have additional publications and a cohesive timeline of research across 7-8 years in university, which may be more extensive than other job applicants. All that aside, the connections that I have made with other STARS students are invaluable, as these peers will be leaders in their respective fields and can open doors for additional career opportunities, as friends do.
What advice would you give to a student considering the STARS program?
I would highly recommend the STARS program to any student that is particularly passionate about research. If the student has a high drive to grow as a researcher and has aspirations to pursue a research career in the future, then the STARS program can be very helpful. The technical skills acquired through research experiences, presentation opportunities promoted by the STARS program, and the student community fostered through being a STARS student all make the program a great opportunity for young scientists.