The purpose of our university is not the acquisition of knowledge, but the search for deeper knowing. Rather than imagine your education as downloading information or facts, reimagine your education as a process of seeking, questioning, probing, arguing, and creating. The primary responsibilities of faculty are to research, teach, and guide students. The primary responsibilities of students are to learn how to learn and to continue this quest for the rest of their lives. Faculty are primarily involved in the search for and creation of new knowledge, but faculty invite students to join with them to learn methods and approaches. After engaging in research with faculty supervision, students may dream up their own questions and create their own projects. In these ways, students chart their own paths toward original questions and deeper knowing. To find out ways that you can participate in undergraduate research, please refer to the following chart.
Students explore research methods through an introductory course to a field of knowledge (for example, ENGL-090, FMST-100, JUPS-202, PSYC-002, or SOCI-201)
Join a Project
Students join with faculty in a research project, serving as research assistants via GUROP.
Start your Own
Students propose their own original research projects, seeking summer fellowship funding via Davis, Kalorama, Raines, Andretta, GUROP, etc.
Present your Findings
Students bring back their summer research and develop this material into a thesis, capstone, or independent project in the senior year. Students present their research via on-campus symposia (including the College Academic Council Research Colloquium in the spring) and off-campus conferences (supported by PURPAS grants).
Expand on the Experience
Students use their undergraduate research projects as stepping stones to further research, creative projects, fellowships, jobs, graduate study, public service, etc.
Keep Asking Questions
Continue to ask questions and pursue deeper knowingas key activities in lives of purpose.
This past summer, Madeleine Gibbons-Shapiro (C’21) conducted a social impact assessment of a café that employs intellectually disabled individuals in Kazakhstan. Because of her study, this impressive café can begin to work to expand its operation more widely across the country.
Alero Oyinlola (C’22) has been passionate about economic development since before college. With the help of the Davis Fellowship Program, she was able to work with an underdeveloped community in France and develop her interest towards a lifelong career.