Anna Eichert, Ph.D. (left), conducted field work with Dávid Murányi, Ph.D. (middle), Tibor Kovács (back), and Kristóf Földi (right) in Montenegro in 2025. “I reached out to Dr. Murányi in the first year of my Ph.D. through email because he is one of the only taxonomic experts of the stonefly family Capniidae, and this opened up many ongoing collaborative projects,” Eichert says. (Photo courtesy of Anna Eichert, Ph.D.)

By Anna Eichert, Ph.D.

Editor’s Note: This post is part of a series contributed by the ESA Student Affairs Committee. See other posts by and for entomology students here at Entomology Today.

Anna Eichert, Ph.D.

As an early-career entomologist and student, you may have noticed common, repeated author names in the papers you read on Google Scholar. Whether you are reading papers on aquatic insects, agricultural pest management, pollinator ecology, evolutionary biology, forensic entomology, physiology, or beyond, the same researchers can often appear as authors across multiple studies.

At first glance, it can seem as though these seasoned researchers belong to a professional circle or clique that may be difficult to connect and work with. To the contrary, these researchers are often prolific connectors. And many of the most outstanding scientific collaborations begin with a simple straightforward email, a mutual research interest, or a conversation at a conference.

One of the most prevalent misconceptions among students is that they need prior lab experience or an impressive publication history before approaching a well-known scientist. In reality, your enthusiasm, curiosity, and willingness to learn can be just as valuable as years of work experience. Innovation becomes possible when new people, perspectives, and ideas are amplified into existing knowledge, and you may be the missing piece to answering a longstanding question present in entomology.

Students and early-career researchers often ask novel questions, integrate emerging technologies, or engage in interdisciplinary approaches that more established researchers may not be familiar with or have considered prior.

So, how can students begin building meaningful collaborations?

One effective strategy is to find a specific opportunity that creates a shared goal from the beginning. Project ideas with clear deliverables can aid new collaborations, as the responsibilities can be divided among participants. Although sending a general introductory message is beneficial, consider looking for a call for papers for a special issue of a journal that applies to your field or project idea or an event, grant opportunity, or working group that aligns with both of your interests. A distinct and timely research objective creates the groundwork to strengthen the collaborative motive for everyone involved.

This can also serve as an opportunity to show off your own strengths: Perhaps you have expertise in scientific design, literature review and synthesis, statistical analysis, species identification, field sampling techniques, or preparing figures. Showing that you are earnestly prepared to contribute substantial effort and time helps to establish trust and demonstrates your professionalism. Strong collaborations are built when all participants recognize that they can rely on one another.

Although reaching out via email is a great way to make initial contact, genuine professional relationships are often maintained through back-and-forth communication. It is important to remember that not every initial collaboration request will receive a response, and students should not be discouraged by unanswered emails. Sending one polite follow-up email demonstrates continued interest and professionalism without being intrusive, and if there is still no response, do not take it personally. Continue seeking out opportunities elsewhere.

Luckily, we live in an age where we can easily have face-to-face conversations with people from anywhere in the world, at any time. If a researcher shows interest in your ideas, suggest a brief Zoom or Teams meeting to continue the conversation and offer to coordinate the meeting yourself by creating the virtual meeting link and sending a calendar invitation. Taking this initiative shows your keen interest, organization skills, and consideration for the other person’s time.

Anna Eichert, Ph.D. (right) met Lucas Henrique de Almeida, Ph.D. (left) at a conference in 2024. “Spending time talking about our research interests has helped us to identify ways to combine our individual expertise to answer questions about stonefly evolution and diversification in South America,” Eichert says. (Photo courtesy of Anna Eichert, Ph.D.)

These conversations do not necessarily need to be exceptionally formal. Some of the most productive or profound collaborations begin with a simple discussion of interests, career paths, and future ideas or goals. Even a 30-minute meeting can reveal surprising overlap in expertise that might be unlikely to come into the light via email correspondence alone. Before any meeting, it is helpful to prepare a list of unique questions and topics that will direct the conversation throughout the call. As many students worry about awkward silences or forgetting essential points they wish to discuss, writing down several questions beforehand can help the discussion flow naturally and ensure that you convey your ideas clearly. Consider asking about future research objectives, current challenges in their field, grant or funding opportunities, or their advice for pursuing a career in their entomological discipline.

Scientific conferences also provide an excellent chance to establish new collaborations, and poster sessions in particular often create a relaxed, low-pressure environment where conversations arise naturally. Whether you are presenting your own research or visiting another’s poster, having the visual representation of one’s research allows for conversations to flow about shared interests and future directions. Throughout this process, you will be developing soft skills essential to a successful, thriving scientific career. Effective communication, active listening, motive, teamwork, and networking are all skills that strengthen research collaborations just as much as technical expertise.

Above all, showcasing your authentic personality is vital since scientific collaborations are ultimately just human relationships. While technical expertise matters, long-term collaborations often persist because researchers genuinely enjoy working together. If there is a collaborator you hope to work with for years, they should appreciate your passion, curiosity, and individuality. If not, it is possible that they may not be your best fit as a mentor or collaborator. Before joining a lab, try speaking with current and former students. Ask about mentoring styles, communication expectations, work-life balance, collaborative culture, and opportunities for professional development. A particular lab may produce outstanding science, but the environment must also support your growth and well-being.

Functional collaborations require ongoing support, so staying in touch even when a project concludes by sharing relevant papers, congratulating collaborators on new publications, meeting in person whenever possible, and periodically checking in will maintain the relationship and keep communication channels open. In addition to this, it is completely normal for collaborators to have differing hypotheses or interpretations, and it is essential to view these moments not as conflict but rather as a continued opportunity for discussion and learning. Ask thoughtful questions, remain open to alternative perspectives, and support your own ideas with evidence from the literature or with your own data.

As a student or early-career entomologist, you do not need to wait for opportunities to find you. By suggesting new ideas, taking initiative, and investing in positive professional relationships, you can begin developing collaborations that shape not only your career but also the future of entomological research.

Anna Eichert, Ph.D., recently earned her doctorate in comparative biology at the Richard Gilder Graduate School at the American Museum of Natural History, Division of Invertebrate Zoology in New York, New York, where she specialized on the evolution, diversification, and conservation phylogenomics of stoneflies (Insecta: Plecoptera). Instagram: @annaeichert. Email: [email protected].