From the Lab to Lasting Change: A First-Gen Student’s Journey Through Research at LAS
Discover how one student found purpose in cognitive research—and its potential to transform the justice system—at the College of Liberal Arts and Sciences.
Interview with Krupali
Name: Krupali P.
Major: Double Major in Psychology and Criminology, Law, & Justice
Year in school: Sophomore
How did you choose your major/minor?
I have always been interested in human behavior and Psychology is the perfect path to explore that. My high school psychology teacher played a big role in shaping that interest. Taking AP Psychology enlightened me about how complex the subject is and my teacher’s passion made me even more curious. I started to learn more about issues regarding the justice system during high school and this led to me wondering how psychological processes impact the criminal justice system. This led to me declaring Criminology, Law, and Justice as a second major. The combination of these two areas provides me with a wider viewpoint, allowing me to understand behavior from both a mental and a social aspect. This combination has influenced my educational journey and sparked the research I hope to do in the future.
Why did you decide to come to study at UIC and LAS?
I decided to study at UIC not just for academics but also for the countless opportunities. As a first-generation college student, I wanted to go to a university that was close to home, diverse, and involved in research. UIC’s College of Liberal Arts and Sciences (LAS) offered everything I was looking for, such as great academics, research opportunities, and access to faculty doing meaningful work. I also knew that being in Chicago would provide access to internships, research centers, and community programs that could help shape my future.
What role does research play in your education at LAS?
Research has turned out to be one of the highlights of my undergraduate experience. At LAS, I had the chance to work in the FLAME Lab, where I help with studies on the development of memory and imagination. On top of that, I have started doing my own research, which has been super exciting and a huge learning curve. This role has taught me a lot about designing experiments, analyzing data, and critically evaluating cognitive development. One of the best parts of this journey has been the mentorship I received. The support and advice from my lab supervisors and peers have really helped me grow both academically and personally. This experience has made me a sharper analytical thinker and a better communicator, and it has deepened my love for cognitive psychology. It has also clarified my goals for graduate school and what comes next.
Has anything surprised you in your research?
Almost everything! When I began my research journey, I honestly had no clue what I was stepping into. I did not have any lab experience or a clear understanding of what cognitive research involved. I expected to handle minor tasks, but I soon discovered just how engaging and hands-on the work actually is. I picked up skills like running participant sessions, tracking eye movements, cleaning data, and even contributing to writing. I was taken aback by the level of responsibility I was trusted with, especially as an undergrad. Each day I come in, there is always something new to learn, and that element of surprise has been one of the most thrilling aspects.
You’ve been working with the Career Development and Internships Office to get support on your internship search. What has that experience been like for you?
Working with the Career Development and Internships Office has been incredibly helpful and has really eased my stress. I gained a ton of insight into how to get involved, from crafting a solid resume to discovering opportunities that align with my interests. I was a bit unsure before I reached out, but their guidance made everything feel a lot more doable. These resources have definitely made me feel more ready for what is ahead.
What advice do you have for new students coming to LAS?
One of the best pieces of advice I can give is to not hesitate to ask. Ask questions, ask for help, ask about opportunities, just go for it! A lot of the experiences I had, like research and independent studies, came about just because I reached out. You do not need to have everything figured out when you start. Take advantage of office hours, chat with advisors, and connect with people whose work you find intriguing. Many are more than happy to assist, and there are plenty of hidden resources at LAS that you can discover by being curious and taking initiative. The support is available—you just need to make that first move.
What are your aspirations after graduation?
After I graduate, I am planning to take a gap year to dive deeper into hands-on research before I apply for PhD programs in Psychology, specifically focusing on cognition. I am really interested in exploring cognitive processes like memory, attention, and decision-making. My ultimate goal is to work in a research environment that looks at cognition in incarcerated individuals. I want to investigate how factors like trauma, stress, and the environment affect cognitive functions. I am also interested in researching how different interventions can aid rehabilitation and enhance mental health outcomes within prison systems. In the end, I hope to use insight from cognitive research to gain a better understanding of the human mind and push for changes that create more humane systems.
How has LAS prepared you for your professional goals?
LAS has provided me with the vital resources, support, and experiences that are crucial for my personal and professional development. Through my classes, research opportunities, and career assistance, I was able to explore my passions and refine the skills needed for a research career. LAS has inspired me to do my own independent research, reach out to professionals, and consider the kind of impact I want to make. I feel more confident about my future knowing I had the opportunity to thrive in an environment that values curiosity, equity, and hands-on learning.