More than 200 students gathered at third annual event
In any given semester on the New Brunswick Campus, about 1,200 undergraduates are directly engaged in research projects across a wide range of disciplines. More than 200 of these students displayed and discussed their research at the third annual Undergraduate Research Symposium, which took place April 20 at the Rutgers Student Center in New Brunswick.
Marie Pasquariello, a Mason Gross School of the Arts senior, displayed her “human-powered sculptures” made from bicycle parts. Sophomore Elizabeth Dabbagh discussed her research on interethnic and race relations in Jersey City since September 11, 2001. Four undergraduates presented research on the causes of and potential treatments for HIV and AIDS, while another group described its interdisciplinary investigation of autism.
The event is sponsored by the Aresty Center for Undergraduate Research, which has assisted more than 250 undergraduates since it opened in September 2004 with a pledge from Jerome Aresty and Lorraine Aresty. Many of the research projects on display had been funded by grants from the Aresty Center.
The third annual symposium showcased the many opportunities available to Rutgers undergraduates to do original research with experienced, tenured faculty, an important component of Rutgers’ mission.
“If you want to do research, Rutgers is a great place,” said Christopher Redmond, a sophomore from Sykesville, Maryland, who explored the relationship between dominant or selfish behavior and testosterone levels in utero and during adolescence.
Sarin Kadakia, a 2006 Aresty Summer Science participant, presented research of cell cycle regulation and its relation to cancer. Kadakia, who is a sophomore majoring in biological sciences, and Holly V. Moeller, a junior majoring in biological sciences and chemistry, are recipients of the Barry M. Goldwater Scholarship for 2007-2008. Named for the longtime United States senator from Arizona, this highly competitive scholarship provides up to $7,500 per year to undergraduates majoring in science or mathematics.
Michael Hayoun, who earned an honorable mention in the Goldwater scholarship competition, said he came to Rutgers for its “first-class research opportunities.” Hayoun is one of six undergraduates who presented autism research at Friday’s seminar. The students are part of an honors seminar taught by George Wagner, a professor of psychology.
Gordon Schochet, a professor of political science, directed students Michael Ford and Stephanie Horwitz in research they did for Schochet’s upcoming book about the evolution of the concept of “rights” in civilization. “I’d do it again – I’d be delighted to,” Schochet said at the poster session, adding that undergraduate research “encourages a student’s native intelligence.” Ford and Horwitz said they appreciated their relaxed collegiality with Schochet and sharing meals and coffee during their work sessions.
Aresty scholars receive research grants averaging $500 and the opportunity to work with a single faculty mentor throughout their undergraduate experience. Grant recipients can get paid positions in laboratories working with top faculty from a range of disciplines. Aresty Summer Scholars receive a $3,000 stipend plus housing to do research during the summer prior to their sophomore year.
The Aresty Summer Scholars program began in 2005 with eight students. Last summer, 18 students participated, and 24 students have signed up for this summer, said Justine Hernandez-Levine, administrative director of the Aresty Center. The Aresty Resident Assistant Program, in which sophomores and juniors spend about five hours per week acting as peer advisers for Aresty scholars, has grown from 37 participants in the 2005-2006 school year to 75 this academic year.
Expanding opportunities for undergraduate research is an important component of the university’s ongoing transformation of undergraduate education. “If you want to change undergraduate education and change the culture, you need to change the opportunities that are available to students, from passive learning to active research,” Hernandez-Levine said.