is for talented students who are serious about pursuing their art in a university setting. Scholars are able to explore their artistic endeavors with UMBC’s internationally acclaimed arts faculty. Rigorous academics and challenging coursework prepare artists for success in multiple fields. A generous gift from Earl and Darielle Linehan supports the Linehan Artist Scholars Program. This is a four-year scholarship, for students who enter UMBC as freshmen with a major in the arts. The Linehan Artist Scholars Program looks for students who distinguish themselves both academically and artistically.
Linehan Artist Scholars live and work in a nurturing environment that includes weekly seminars and frequent cultural excursions to develop creativity and success, inside and outside of the arts. UMBC provides a strong liberal arts education and is home to a faculty of composers, choreographers, directors, designers, photographers, computer artists, painters, filmmakers, video animators, art historians and performers who actively engage students in creative and analytical work.
For more info on the Linehan Artist Scholars Program: https://linehan.umbc.eduUndergraduate research at UMBC is booming. As Undergraduate Research and Creative Achievement Day (URCAD) approaches, students across campus are preparing talks and posters on their projects with the support of faculty and graduate student mentors. Some have presented before at national and international conferences. For others, URCAD (on April 24, 2019) will be their debut on the scientific stage.
So, what creates a culture where undergraduate research thrives? Here, students and mentors across different UMBC labs share four factors they think shape the student research experience.
Supplemental Instruction (SI) is an academic support model that utilizes Peer Assisted Study Sessions (PASS). The SI PASS program targets traditionally difficult academic courses and provides regularly scheduled, out-of-class review sessions. The sessions are informal seminars in which students compare notes, discuss readings and develop organizational tools and predict test items. This form of academic assistance is attached directly to selected courses at the undergraduate, graduate and professional school levels. This program was developed at UMKC in 1973 and is used in hundreds of colleges and universities around the world.
I received an Undergraduate Research Award to conduct a survey on UMBC students’ attitudes toward lesbian women and gay men – the focus of my honors thesis. The following year, I presented my findings at URCAD, and subsequently published my final thesis in the UMBC Review. Shortly into graduate school, Dr. Lottes and I expanded my thesis research, subsequently publishing an article in the International Journal of Sexual Health. Altogether, these opportunities were the beginnings of my career as a researcher. I entered my Ph.D. studies with research experience already under my belt, and with my first article already published and the second shortly soon after. I humbly admit that I am very productive as a researcher, and my URCAD experiences were fundamental in propelling me into a successful research career.
Teaching college students how to think is a core part of the mission of any college. So, too, is knowledge-production in the form of scholarly research. For the most part, research is thought to be part of what faculty do outside of their teaching responsibilities. But, students must be involved in research activities, as well.
For students, producing – not merely consuming – academic knowledge deepens the college experience. One learns so much more by doing. Student researchers can see the full research process, from conception to publication – things they may only learn about abstractly in a methods course. Student-researchers gain so much more when they are invested in the outcomes of a given study, feeling a sense of ownership. Even if academia or other research-oriented careers are not in a student’s future, she will get more out of her undergraduate studies by experiencing research first-hand.
For science in general, we all stand to benefit when a new generation of scholars begins conducting research that challenges existing ways of doing things. Today’s college students have views on gender, race, sexuality, social justice, activism, the environment, and so forth that are uniquely expansive and fluid. We, as a society, cannot afford to wait any longer for their views on the world to change the direction of scholarship. And, we lose out when students who do not pursue research careers decide not to conduct research during college.
I highly recommend URCAD, especially for students majoring in fields outside of STEM (e.g., the social sciences, humanities, arts, education). If you’re even slightly interested, go for it!
Independent research can be time-consuming, but it will be rewarding. So, I recommend pursuing a topic of study about which you are passionate. As exhausting as research is, and as long as it takes to complete, you run the risk of feeling burnt out or even bored with your topic (at least temporarily). These risks are much lower if you are actually invested in the subject. Avoid picking a topic that you feel will appease your professors, or parents, or friends, or grad school admissions committees. Studying something that reflects your passions will make it easier to articulate why others should care. Do not confuse rigorous, dare I even say “objective,” research with not caring about the subject; if you do not care about it, then it will be harder to convince others to care.
As you work, I recommend staying organized and setting firm deadlines to complete tasks. You will be shifting from hard deadlines imposed by professors in your classes to having no firm structure as an independent researcher. I recommend self-imposing a timeline so that you are not left panicked with too much to do as the year ends. That timetable should account for other personal and academic demands in your life. Talk through your proposed timeline with your research mentors, and be open to making changes as necessary. And, you might find creating an accountability group with fellow student-researchers useful – meeting weekly, biweekly, or monthly to check in on your progress and workshop through challenges that have come up during your research.
I suggest that you aim to do your research thoughtfully and carefully so that you could do further research with it in the future; don’t think of your work as a finite project that is completed within a year. Though you’re “just an undergrad,” you can get one or even multiple publications out of your research! (I did.)
As a novice researcher, it may prove difficult channeling personal interests and passions into research. You many not feel that you know enough about the field to effectively pinpoint research that has not already been done. So, selecting an advisor who knows the field and knows you (as a student and a whole person) is crucial. Expertise is only half of what makes a great research mentor. The other half is guidance that fits with what you need and your goals.
I would suggest that it is ideal to actually start making connections with professors outside of the classroom before you begin independent research. Chat with them before or after class. Visit them during office hours. Communicate via email. Let your professors know who you are, why you are studying your major field, what your career goals are, and what you are getting out of their class(es). This will help them become invested in your undergraduate studies, or at least have more information about your aspirations. This strategy will also let you see that a given professor isn’t invested (enough) and/or isn’t available (enough) and probably is a poor fit for you.
You might also ask fellow students or even recent graduates about their experiences working with a particular faculty member. Again, brilliance does not translate into effective mentoring or even good teaching (there is actual research on this!). The mentor one student loves may not be as useful for another student; so, take others’ experiences with a grain of salt. When asking if a professor will serve as your research mentor, you might even have a frank conversation about what you need and want in a mentor and ask them what they can offer to you as a mentor.
I found it was best to have multiple mentors, even if only one or two are officially recognized as your mentors. No one person knows everything, nor can they offer you everything. Some mentors may be stronger at offering emotional support, others at teaching you a new method, and still others at writing and publishing. I recommend avoiding the common pitfall of relying on a single mentor for everything.
I’ve been advised not to give a boring speech about tips for student-researchers. So, I’ll probably talk about myself – my journey as a scholar-activist. That’s about as far as I’ve gotten in my planning!