First‑Gen Student With No Contacts: Creating a Research Network

Last week a first‑gen sophomore sat in my office, eyes tired from scrolling faculty webpages. “Everyone says ‘just reach out to researchers,’” she said, “but I don’t know a single person in medicine. Who am I even supposed to email?” She had the grades, the drive, and zero idea where to start.

If that feels uncomfortably familiar, good. This is written for you—the student whose parents cannot “just call a colleague,” who has no family doctor to introduce them to a lab, who hears “network” and thinks, “That must be nice… for other people.”

You can build a real research network from absolute zero. It won’t look like the kid whose mom is a cardiologist, but it can be just as strong—and in some ways, more resilient. Here’s how to do it step by step.

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Step 1: Redefine “Network” So It Actually Works For You

If you imagine “network” as a room full of people in suits shaking hands, you’ll avoid it forever. Shift the definition:

Your research network = a small group of people who:

• Know your name and what you’re interested in
• Would answer an email from you
• Might think of you when an opportunity comes up

(See also: Working Full‑Time During Premed: Low‑Intensity Research Options for more details.)

That’s it. Not hundreds of people. At the beginning, you’re aiming for 3–5 real connections.

Think of levels:

• Level 1: Awareness – they’ve seen your name once, maybe replied to an email.
• Level 2: Light connection – they’ve talked with you (Zoom/office hours) at least once.
• Level 3: Active relationship – they supervise you or send you opportunities.
• Level 4: Sponsor/advocate – they’d write you a strong letter of recommendation.

Your first job isn’t to “get a mentor” or “get a letter.” It’s to move 1–2 people from Level 0 (don’t know you exist) to Level 1 each month.

That is actually doable without having any prior contacts.

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Step 2: Do a 7‑Day Audit of What You Already Have

Most first‑gen students underestimate what’s already around them because nobody has translated it into “research language” for them.

Over the next week, do this:

1. Map your institution

If you’re at a 4‑year college or community college:

• Search: “[Your college] biology research,” “[Your college] undergraduate research,” “[Your college] premed research opportunities.”
• Find:
  • Office of Undergraduate Research or similar
  • Honors college (even if you’re not in it—see what they offer)
  • Any “SURP,” “REU,” or summer fellowships listed

Create a simple spreadsheet (Google Sheets is fine) with columns:

• Name
• Department
• Research area (1 short phrase)
• Email
• Linked webpage / lab page
• “Why they might fit me” (1–2 short points)
• Status (Not contacted / Emailed / Met / Follow‑up date)

2. Scan faculty profiles

Start with:

• Biology
• Chemistry/biochemistry
• Psychology
• Public health
• Engineering or computer science (for data-heavy or AI in medicine interest)

You’re not looking for famous people. You’re looking for:

• Phrases like “undergraduate research opportunities”
• Recent publications with student co‑authors
• Research that’s understandable to you after a quick read of the lab page

Highlight 5–10 “most likely” names. These are your first wave.

3. Identify non‑obvious “nodes”

Nodes are people who know a lot of other people. Even if they don’t do research themselves, they can connect you.

Look for:

• Premed advisor / health professions advisor
• Course directors for big intro classes (Bio 101, Chem 101)
• Director of tutoring or academic support center
• Staff in the Office of Undergraduate Research
• Advisor for premed club, MAPS, AMSA, or minority science organizations
• TRIO / McNair / EOP / first‑gen support program staff

Add them to your sheet under a separate section labeled “Connectors.”

Your network starts with these lists.

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Step 3: Learn to Send Emails That Actually Get Responses

You don’t need “perfect” emails. You need clear, respectful, concrete ones.

Here’s a template you can adapt. I’ll annotate it so you know why it works.

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Subject line ideas (pick one):

• “Undergraduate interested in [their topic]: quick question”
• “First‑generation student hoping to learn about your research”
• “[Your College] sophomore interested in [topic]: brief meeting?”

Keep it short and specific. No “Research Opportunity Inquiry” (too generic and spammy).

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Body:

Dear Dr. [Last Name],

My name is [Name], and I am a [year: first‑year/sophomore/etc.] at [College], majoring in [Major or “planning to major in…”]. I’m a first‑generation college student exploring research for the first time, and your work on [1 specific thing from their lab page] caught my attention.

I read your recent [paper/post/abstract] on [very brief description or title], and I was especially interested in [1 concrete detail or question]. I’d like to learn more about how undergraduates might get involved in research like this—either in your lab or in related projects.

Would you be open to a brief 15–20 minute meeting in the next couple of weeks to discuss:

• Whether your group works with undergraduates, and
• What skills or preparation you recommend for students like me?

I’m happy to work hard and start with basic tasks while I build my skills. I’ve taken [relevant classes: e.g., General Biology I, Statistics] and have experience with [ONE concrete skill: e.g., Excel, R from a class, basic wet lab from a course, etc.], but I’m still early in my journey and would really value your guidance.

Thank you for considering this, and I understand you have many time demands. I’d appreciate any advice or direction you can offer, even if it’s pointing me to someone else.

Best regards, [Your Name]
[Major, Year]
[College]
[Phone – optional]

Why this works:

• You’re honest about being first‑gen and early—that’s not a weakness, it’s context.
• You ask for advice + info, not “a position” in the first email.
• You show you actually read something of theirs.
• You give them an easy “out” (point you elsewhere) that still helps you.

Email rules that matter more than being “perfect”

• Send 2–3 of these per week, not 20 in one day.
• If no reply in 7–10 days, send a short follow‑up:

  I wanted to briefly follow up on the email I sent last week (pasted below) in case it got buried. No worries at all if now is not a good time.

• Stop after 2 follow‑ups total for each person.
• Track everything in your spreadsheet with next action dates.

Networking from zero is mostly consistent, low‑ego outreach and follow‑up.

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Step 4: Use Office Hours and Campus Events Strategically

You don’t need to love talking to professors to do this. You do need a simple script.

In office hours

Target:

• Professors you like or who seem approachable
• People around research (even if you don’t know their area)

Script you can adapt:

“I’m a first‑gen student and I’m trying to figure out how to get into research. I don’t have any contacts in medicine or science, so I’m kind of starting from scratch. Do you have suggestions for who I should talk to or what labs tend to work with beginners?”

Then:

• Let them talk.
• Ask: “Would you be okay if I mentioned your name when I email them?”
  (Now you have a warm intro line: “Dr. X in [course] suggested I reach out to you…”)

Write down the names they give you in your spreadsheet with “Referred by Dr. X” in a notes column. That matters later.

At events / talks

Look for:

• Department seminars
• Guest physician talks
• Student research symposiums
• Honors thesis presentations

Your goal at first isn’t to impress anyone. It’s to:

1. Show up.
2. Ask one thoughtful question.
3. Introduce yourself to the speaker or organizer afterward with a 20‑second “pitch”:

“Hi, I’m [Name]. I’m a [year] studying [major], first in my family to go into anything like this. I’m really interested in [X piece of what they talked about] and I’m trying to learn how students get involved in research like this. Is there anyone you’d recommend I talk to, or any programs I should look at?”

Then ask: “Could I email you to follow up?” Get their email or find it later and send a 3‑line thank you plus a reminder of what they suggested. That’s a Level 1 connection.

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Step 5: Build Skills Before You Have a PI

This is the part that first‑gen students often miss because nobody told them: you don’t need permission to start building research‑relevant skills.

If you’re more lab‑science oriented (bench, bio, chem)

Ways to build skills on your own:

• Excel + basic stats
  Use any dataset (Kaggle, CDC, open health data). Teach yourself:

  • Sorting, filtering
  • Basic graphs
  • Mean, median, standard deviation
  • Simple t‑test or chi‑square (with online guides)

• Scientific reading
  Pick:

  • 1 lay summary (e.g., from NIH News)
  • Then the actual paper behind it
    Practice:
  • Skimming abstract, intro, figures, discussion
  • Writing a 5‑sentence summary in your own words

• Online short courses (free or cheap)

  • Coursera: “Understanding Medical Research,” “Biostatistics”, “Data Science Basics”
  • edX: Intro bioinformatics or stats Add only what you complete to your CV, not what you “started.”

If you’re more data / clinical / social science oriented

• Learn basic R or Python using free online tutorials.
• Practice:
  • Downloading a simple dataset
  • Running basic summaries
  • Plotting a simple figure
• Read:
  • A clinical case series or retrospective study (from open‑access journals)
  • Focus on “Methods” and “Limitations” to understand how they actually did it.

You want to be the student who can say to a potential mentor:

“I’m still early, but I’ve been teaching myself Excel and basic R, and I’ve practiced summarizing several research articles in [your topic]. I’d be happy to start with data cleaning or literature reviews while I keep building skills.”

That is very attractive to people who work with undergrads.

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Step 6: Leverage Structured Programs—They’re Made For Students Like You

If you have no contacts, structured programs can be huge because they include:

• A built‑in mentor
• A cohort of other students
• Workshops and support many legacy students don’t even know about

Look hard at:

• McNair Scholars Program – targeted at first‑gen/low‑income/underrepresented students.
• NIH Summer Internship Program (SIP) – you apply online, they match or you can email PIs directly.
• NSF REU Sites in Biology / Psychology / Engineering – many welcome premeds and first‑gen students.
• AAMC‑listed summer research programs at medical schools (search: “summer undergraduate research program premed [city/region]”).
• Your state’s academic medical center – many have undergraduate summer research programs.

Even if you don’t think you’re competitive, apply anyway. Use your first‑gen status and lack of contacts as context for your trajectory, not something to hide.

When a program asks for a “statement of purpose,” translate your situation:

“As a first‑generation student, I began college without any exposure to research or medicine beyond what I’d seen in my community clinic. Over the last year, I’ve taken the initiative to [list 2–3 things: reached out to faculty, self‑taught skills, attended seminars]. I’m looking for structured mentorship and training to continue this growth.”

Programs eat that up when it’s paired with clear effort.

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Step 7: Turn One Opportunity Into a Real Network

Eventually, something will hit:

• A local lab says yes.
• You get into a summer program.
• A professor connects you to someone at the medical school.

This is where many first‑gen students make a quiet mistake: they silo themselves in that one experience and never turn it into broader connections.

Do this instead.

Within your lab or program

Aim for 3 levels of connection:

1. Direct supervisor (postdoc, grad student, or PI)

   • Be reliable.
   • Ask for regular feedback.
   • Offer to help with small, unglamorous tasks.
   • End your experience with:

     “I’ve learned a lot here. If you’re comfortable, I’d love to stay in touch and maybe reach out for advice as I apply to medical school.”

2. Side connections

   • Other students in the lab.
   • Lab manager.
   • Collaborators who show up at meetings.
     Ask them:
   • “How did you first get into research?”
   • “What would you do differently if you were starting again?”

3. Program‑level staff

   • The person who runs the summer program.
   • The academic coordinator or advisor.
     Tell them:

     “I’m first‑gen and I’m trying to build a path into medicine and research. If other opportunities come up that you think I might be a fit for, I’d really appreciate being considered.”

Then stay in touch with 2–3 email updates per year:

• When you present a poster
• When you get into a new program
• Before/after MCAT or apps

You’re not “bothering” them; you’re helping them help you.

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Step 8: If You’re at Community College or a Non‑Research School

This is a very specific situation, and it’s common.

You might be thinking, “We don’t even have labs doing real research.” Fine. Then your network will be more external, but still buildable.

Concrete moves:

1. Ask your science professors who they know at nearby universities.

   • Script:

     “I’m planning to transfer and I’m very interested in research, but our school doesn’t have many labs. Do you know anyone at [Nearby University / State U / Medical Center] who works with undergraduates or community college students?”

2. Reach out directly to nearby universities’ faculty.

   • In your email, mention:
     • Your community college
     • That you’re planning to transfer
     • That you’re willing to commute if needed
   • Offer to start unpaid (if you can afford it) or ask about virtual work (data, literature review) if transportation is an issue.

3. Use remote/virtual research to your advantage.

   • Many clinical, education, or data projects can be done remotely:
     • Chart review
     • Survey studies
     • Systematic or scoping reviews
   • When you email faculty, explicitly state:

     “I’m open to remote or hybrid work, especially tasks like data entry, literature searches, or basic analysis, if that fits your current needs.”

4. Make your transfer school visit research‑focused.

   • When you go to admitted student days or tours, schedule:
     • 1–2 meetings with faculty whose work interests you.
     • A visit to the Office of Undergraduate Research.
   • Tell every person:

     “Getting involved in research is a top priority for me when I transfer. Who are 1–2 people you think I should contact first?”

You’re not behind. You’re just building your network outward instead of only on one campus.

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Step 9: Play the Long Game—Without Burning Out

You will send emails that get ignored. You will meet faculty who seem uninterested. You will hear “we’re not taking students right now” more than once.

A few guardrails keep you going:

• Set process goals, not just outcome goals.

  • Process: “2 new faculty emails per week; 1 event per month.”
  • Outcome: “Get into a lab this semester” (you can’t fully control this).

• Batch your anxiety.

  • Write your outreach emails on Sunday.
  • Send/track them in 20–30 minute chunks a couple times a week.
  • Don’t re‑read them 10 times. Done is better than perfect.

• Use your first‑gen identity strategically, not apologetically. When appropriate, say:

  “I’m first‑gen and I don’t have family in science or medicine, so I really appreciate any concrete advice you’re willing to share. I’m figuring this out as I go.”

Good mentors understand exactly what that means. The right ones will lean in.

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Quick Example: A 3‑Month Plan From Zero

If you’re reading this and thinking, “Just tell me what to do,” here’s a simple 3‑month roadmap.

Month 1

• Build your faculty + connector spreadsheet (15–25 names).
• Email 2–3 faculty per week.
• Visit office hours of 2 science professors to ask who they recommend you talk to.
• Start one self‑study skill: Excel/stats or basic R/Python.

Month 2

• Follow up on any faculty who responded; schedule 2–4 meetings.
• Attend 1–2 seminars or research talks; ask 1 question at one of them.
• Apply to 2–5 structured programs (local or summer).
• Practice reading 1 research article per week in your area of interest.

Month 3

• Secure either:
  • A lab position, or
  • A clear plan with 1–2 PIs for when they’ll consider you (e.g., after taking a certain course).
• If nothing hits, expand your radius:
  • Nearby universities
  • Medical schools
  • Remote opportunities
• Keep emailing 2–3 new people per week until you have at least 2 serious leads.

Do this for a semester, and you will not be in the same place you are now.

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FAQ

1. What if I have no publications or posters by the time I apply to medical school?

You can still be competitive. Admissions committees look at what you did with what you had access to. If your school had limited research, explain in your application how you:

• Proactively reached out to faculty
• Built skills on your own
• Sought summer or external programs
  If you’ve engaged seriously with even one project (even without a publication), reflect on what you learned about the research process and how it changed your thinking. That matters more than a line on your CV that you don’t really understand.

2. How do I tell if a potential mentor is a good fit as a first‑gen student?

Pay attention to:

• Whether they explain things without making you feel dumb
• Whether they respect your time and boundaries
• How they talk about past students
  In your first meeting, ask, “What have undergraduates in your lab gone on to do?” and “How do you usually structure supervision for students new to research?” If you leave the conversation feeling confused, dismissed, or like you’re “lucky to even be talking to them,” that’s a red flag. You deserve mentorship, not charity.

3. Is it okay to start in a non‑medical field (like basic biology or psychology research) if I want to do clinical research later?

Yes. Research is research. The core skills—critical thinking, data handling, reading literature, designing questions—transfer across fields. On your application, you can connect the dots: explain how working on, say, plant genetics taught you to manage complex data, troubleshoot experiments, and think scientifically, and how those skills prepare you to evaluate clinical evidence and improve patient care.

4. How much research “counts” as enough for medical school?

There’s no magic number. Plenty of successful applicants have:

• 1–2 years in a single lab (even part‑time during school)
• Or one intensive summer experience plus some ongoing involvement
  Admissions teams care about depth more than collecting lots of short, scattered experiences. If you can describe your project clearly, explain your specific role, and articulate how you grew—intellectually and personally—that’s “enough.” Focus on building one or two substantive experiences instead of chasing a checklist.

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Remember: your lack of inherited connections is not a permanent barrier; it just means you have to be intentional and systematic. Start small, reach out consistently, build real relationships, and let your curiosity plus reliability do the rest.