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On Mount St. James, professors and students are working together on cutting-edge research in a popular program that is helping to map the future of the undergraduate experience.
By Michael Reardon
With no classes taking place during the summer months, the Holy Cross campus at first glance seems to enjoy a respite from the buzz of activity that marks the academic year. But, underneath the quiet exterior, another story unfolds: Soon after Commencement, classrooms and laboratories come alive once again as more and more students remain on campus to undertake research projects with their professors.
Last year, 61 students participated in the College's growing summer research program, including 24 in chemistry; 11 in biology; six in psychology; five in mathematics; and four in physics. In addition, eight economics students took part, as well as two students who interned as researchers at the Salk Institute for Biological Studies in La Jolla, Calif. The summer program even included one music student.
The program gives Holy Cross undergraduates the rare chance to participate in research alongside a professor/mentor, with an eye toward having findings published in prestigious academic journals. Student researcher Patrick J. Thomson '06, who worked on a research project with associate professor of economics, Katherine A. Kiel, says the collaborative nature of the program was immensely rewarding.
"Most students only see about half of what faculty members work on," Thomson says. "The research program allowed us not only to know what professors are undertaking, but also to participate in it. The one-on-one relationship between the students and the professors made it more than just a job and turned it into a joint learning experience. We learned a lot from our professors, and I hope they learned something from us too."
Holy Cross students involved with the summer research programs often have an advantage over undergraduate students from other colleges when they apply for graduate school or venture into the workforce. Much of the research being performed at Holy Cross is only done at the graduate level at other schools. And a primary goal of the program is for the students to have their findings published.
"Coming to Holy Cross allows for these experiences to happen," says Charles S. "Chick" Weiss, director of grants, foundation and corporate giving, and associate professor of psychology. "At larger universities graduate students do this kind of research. It's very difficult to get into graduate school without doing research. Getting published puts the key in the door for you."
Student-professor summer research programs have been ongoing at Holy Cross for more than 20 years, but the programs are steadily increasing in popularity.
"We've been doing research with students for some time now at Holy Cross," explains Stephen C. Ainlay, former vice president for academic affairs and dean of the College. "It's a very effective program that develops their sense of themselves as professionals."
In the early days of the program, approximately 12 students spent summers doing research. But, in 1991, Holy Cross received a major research grant from the Howard Hughes Medical Institute, and "the summer program really exploded," according to Weiss. The program was expanded to approximately 30 students because of that, and subsequent grants, and has been growing ever since.
"We could expand, but it's more a question of student and faculty interest," says Richard S. Herrick, science coordinator and professor of chemistry. "I can see it expanding somewhat at a moderate rate."
Annual funding for the summer research program, which is approximately $250,000, is funded through foundation, corporate or individual grant money. No money from Holy Cross is used to fund the program.
Richard B. Fisher '47 is the summer research program's single biggest donor. Other grants come from the Simeon J. Fortin Charitable Foundation; Becton, Dickinson and Company; May and Stanley Smith Charitable Trust; Pfizer Corporation; National Science Foundation; National Institutes of Health; Petroleum Research Fund; Camille and Henry Dreyfus Foundation; Research Corporation; and NASA.
Last summer the program ran for 10 weeks, from May 23-July 29. Summer research students receive a $3,200 stipend, on-campus room and board, $500 for supplies and $500 to travel to a professional meeting.
"Having our research students live together in a residence hall—something that began two summers ago—has made it a more cohesive program," Herrick says.
The students not only lived and socialized on campus but also went on a field trip to Boston's Museum of Science; formed a softball team; attended Worcester Tornadoes baseball games; saw movies together; shared meals; played tennis and basketball; and bonded in other ways during their stay on campus.
"When people live on campus they form a research community," Weiss says. "It builds tremendous bonds between faculty and students. Students get to know each other, the professors and their families."
The selection process to participate in the summer research program is competitive—and usually several more students apply for the positions than can be funded.
"After their second or third years, students can participate in the summer research program," Herrick says. "A selection panel chooses students based on academic record, fit and recommendations."
To become eligible for the program, students need to have a faculty sponsor with whom they will be conducting research and also to develop a research proposal based on that faculty member's project. Two faculty members must send letters of recommendation on behalf of the student applicants—one of the letters must come from the faculty member with whom the student will be doing the research.
Although selection into the program is based primarily on the student application, academic record and faculty recommendations, participation also depends upon: a student's plans following graduation; interest in the research project; and continuing involvement in the research project during the academic year—as well as the number of students who have applied with a particular faculty member or within a certain department.
Ainlay, like Weiss, recognizes that the program is expanding and observes that, "the College is seeing a proliferation beyond the sciences." For example, the economics department participated in the research program for the first time last summer, with eight economics students doing research with seven faculty members.
Becoming involved with the summer research program proved to be a positive experience in a number of ways for the professors and students in this department.
"I can't imagine what we would change about the program," says Kiel. "The students all jelled with each other and with the faculty. The faculty was thrilled with the whole experience. The students brought lots of energy to the project."
Ainlay expects that the program will continue to expand beyond mathematics and the sciences into areas that are not traditionally associated with laboratory-based research.
"Over the next five-to-10 years I think you will see people consider research an integral part of education," he says. "We'll see more grants outside of the sciences, and research projects more in the humanities."
Ainlay acknowledges that research projects in the humanities may be a tougher sell than chemistry, for example. After all, writers and artists usually work alone.
"It's not immediately apparent how a painter would involve a student researcher," he says. "But I think it can work. The role students can play is to see the creative process unfold—they will be able to do this by watching faculty mentors at work."
Intensive research projects are also a way for the College to stand out as it competes for the best students, says Weiss. When considering where to go to college, high school graduates are increasingly searching for institutions that offer the opportunity for high-level research projects and internships.
"You are seeing today's students come in with the perception that graduate schools and employers are going to look for hands-on experience," Ainlay says. "They feel it strengthens them competitively. This is seen as an essential way to involve students in a level of sophistication you can't get in a classroom setting."
Kiel found that the summer program was a natural fit for an ongoing research project she has been conducting on the economic impact of the Superfund site in Woburn, Mass.—and whether housing prices have rebounded after the toxic area was declared clean.
Kiel and Thomson met everyday to discuss the work—what problems were encountered during the research, and where the project was headed. Thomson worked from about 9 a.m. to 5 p.m. on weekdays, in an office and in the computer lab located in the economics department area; he and Kiel would often meet informally as they passed each other in the hallway or at lunch.
"I'd tell him what I was working on or what I was stuck on or what I needed," Kiel says.
"Some meetings would be an hour and structured," adds Thomson, "but other times, I might just pop my head in and ask a question."
In the end, Kiel and Thomson discovered that Woburn experienced a permanent decrease in home prices, with the appreciation rate the same as surrounding communities.
Thomson, who is in the economics department's honors program, is planning to attend graduate school in this field and hopes one day to become a professor. According to Thomson, he considered the summer research project as a way to determine whether he is really cut out for graduate school.
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