Communique from the Rev. Dennis H. Holtschneider, C.M., about a new journal of undergraduate research at DePaul
Our undergraduates do more than consume knowledge, they create it.
The College of Liberal Arts and Sciences’ Task Force on Students Creating Knowledge, led by Associate Dean Ralph Erber, is launching a journal of research produced by undergrads in the college. "Creating Knowledge: The LA&S Student Research Journal" will feature more than 20 peer-reviewed research projects done with the guidance of a faculty sponsor.
The journal will be widely available to students and faculty, including graduating seniors in LA&S to whom the first volume is dedicated. It also will be distributed to incoming freshmen to underscore the importance of producing knowledge—a message we send students right from the start as we further enrich academic quality, the primary goal of our VISION twenty12 strategic plan.
Our undergrads get a taste of the standards of a professional journal, which is especially important for our students who go on to pursue advanced degrees. Within a year of graduation, 38.4 percent of our undergrads have enrolled in graduate school.
The journal comprises three editorial boards—one for the social sciences, one for the natural sciences and one for the humanities. Each board consists of faculty and students who review the submissions and send the work back to the student for revisions.
A number of the projects have arisen from LA&S summer research grants, a longstanding program that enables students to conduct research under faculty guidance.
LA&S recently sponsored its second annual "Creating Knowledge" student research conference in Cortelyou Commons. Thirty-three students from a broad cross-section of departments in the college, including our McNair Scholars Program, presented posters of their research at the conference.
Titles of the research included such fascinating topics as "Immigration Status: Its Impacts on Family Dynamics and Future Political Voices" and "Earthworm Impacts on Restoration Efforts in Buckthorn-Invaded Soils." A number of the research projects presented at the conference were accepted for publication in the journal.
I congratulate the students whose research was presented or published—or both. I know what a thrill it must be for them to see their work recognized. I am especially grateful to our faculty for taking the time to mentor their students and whetting their appetites for not only the acquisition of knowledge but for its production.