Mentored Research Opportunities

Conducting research with a faculty member is an important opportunity. Not only do you develop a close mentoring relationship with a faculty member and dive deeply into a subject, you gain important skills that open doors for careers in a variety of disciplines. Summer research can be the springboard to honors, graduate school and meaningful careers. Some summer research students present their work at regional or national professional conferences; some even publish their work.

Summer research students spend part of their summer on campus working intensively with a faculty member. The amount of time and start date vary with the project and will be worked out in conjunction with the faculty mentor. Students receive housing on campus and a weekly stipend of $500. Each student is required to produce a short written summary of their research and present a poster at the Summer Research Symposium during Parent and Family Weekend.

How to Apply

  • Read project descriptions and identify the project(s) that interest you.
  • Contact potential faculty mentors to discuss the details of the planned projects. These initial conversations, while informal can be essential in identifying the best potential research partnerships.
  • Identify two HWS references.
  • Complete one application. You may apply to at most five projects through the application site. You will be able to apply for all five through one submission.

Deadline for student applications: March 14, 2022 at 11 p.m.

Students will be notified of placement in late-March.

Art and Architecture

Art of Climate Change
The area of research I have been pursuing is the use of art to visualize and make visible the evidence of a changing climate. Ongoing projects include making cyanotype documentation of finger lakes invasive species, using satellite documentation of dust storms to make stop motion sand animations, and creating fabric sculptures of hurricanes of the course of the tropical storm season. The student would work to continue ongoing projects and help to research and develop new angles of approach. These new projects could be collaborative art works that would further develop the body of work and enhance the students’ portfolio. Appropriate for Rising Sophomores.
Mentor: Christine Chin
Minimum Qualifications: Student should have taken ARTS 165 or ARTS 166 or an equivalent intro to photography or animation and an interest in the science of climate change.
Preferred Qualifications: 2-3 courses ARTS courses in Imaging/Photography or ARTS or MDSC courses in video, and some coursework in environmental studies or equivalent.


Various projects at Cornell AgriTech
Interested in an exciting research experience working with an international team of scientists, graduate students, and undergraduates while using a variety of cutting-edge techniques? You will gain invaluable research experience whether your goal is medicine, graduate school, a science job post college, or just to learn if you want to work in science. Projects will be completed in the laboratories of the Cornell AgriTech in Geneva, NY, and students will live on the HWS campus. Projects may involve applied ecology, bioinformatics, disease control, food science, gene expression, genetics, horticulture, insect behavior, microbiology, molecular biology, or pathology (see – you only have to complete the HWS application form; if you already applied through the Cornell webpage, also apply through HWS). We will place students according to their general interests and academic background.
Mentor: Patricia Mowery
Minimum Qualifications: 1) sophomore status and 2) science major/minor or intended science major/minor.
Preferred Qualifications: None

Investigating the evolutionary history of milkweeds and dogbanes using genomic tools
Milkweeds and dogbanes (Apocynaceae) comprise the 10th largest family of flowering plants, and are best known for secondary metabolites that mediate interactions with insect herbivores. Multiple insect lineages have evolved mechanisms to tolerate and sequester these toxins to make themselves unpalatable to predators. Resolution of plant evolutionary relationships is required to understand diversification and trait evolution (e.g., biochemical pathways, floral structure). Evolutionary relationships will be investigated through targeted sequencing of 800+ nuclear genes and chloroplast genomes followed by phylogenomic analyses. Research students will work closely with Prof. Straub to acquire lab skills, including DNA extraction and sequencing, gain bioinformatics and data analysis experience, and discuss relevant literature. Student research questions may address phylogenetic relationships, trait evolution, genomic conflict, taxonomy, biogeography, or molecular evolution. Appropriate for Rising Sophomores.
Mentor: Shannon Straub
Minimum Qualifications: BIOL 167 and one additional natural science course with lab
Preferred Qualifications: BIOL 167 and one or more of BIOL 215 (Evolutionary Genetics), BIOL 220 (Genetics), BIOL 222 (Microbiology), BIOL 228 (Plant Biology) or BIOL 232 (Cell Biology)

Aquatic Food Webs of the Finger Lakes
The Finger Lakes are well known for fish at the top of the food web, including the Lake Trout. In recent years, concern has been raised over fish populations in Seneca and Keuka Lakes. This summer, students will study the diet of predator and forage lake fish species to determine if prey quality is causing decline in fish stocks.  Fieldwork may involve long days outside in the field with Prof. Cushman but will also require work in the laboratory using dissecting microscopes.  Applicants will learn a variety of skills including benthic macroinvertebrate collection and identification, netting and identification of fish, and water quality monitoring techniques. Students will learn how to collect, organize, and analyze many types of data, calibrate equipment, and identify and process samples in the lab. Successful applicants will be team oriented but be to work independently when needed.
Mentor: Susan Cushman
Minimum Qualifications: Ability to carry 30 lbs of field equipment, coursework in Biology 200 B category, and a passion for aquatic biology. The applicant must also have a willingness and tolerance for conducting fieldwork in potentially buggy, hot, and humid conditions.  Student must be organized, responsible, motivated to work efficiently and pay attention to detail.
Preferred Qualifications: Coursework in aquatic biology, sophomore status, experience with dissecting microscopes and MS Excel, and a driver’s license.

Audubon’s Seabird Restoration Program in the Gulf of Maine
HWS students have the opportunity to participate in the internationally-recognized Audubon Seabird Restoration Program (Project Puffin). ASRP operates 7 island stations along the Maine coast as critical seabird sanctuaries. Interns work under an Island Supervisor, participating in all aspects of seabird (i.e. tern and puffin) management, including conducting population censuses, monitoring productivity and growth; conducting diet studies; banding and resighting birds; removing invasive vegetation; and assisting with predator management. Interns live on an island for the summer. Food and supplies are delivered every 2 weeks. In a seabird colony, the birds are loud and defensive. Living conditions are primitive. A cabin/wall tent serves as the base of operations, and interns sleep in tents on platforms. Field stations have limited electricity, propane stoves, composting toilets, and no running water. Cooking, cleaning, and camp maintenance duties are shared by all island team members. The program has careful Covid protocols. The work can be conducted by isolating interns on offshore islands, minimizing any risk of Covid transmission. These protocols were successfully conducted during the 2020 field work season without incident.
Mentor: Mark Deutschlander
Minimum Qualifications: BIOL 167 and one additional BIOL course, preferably BIOL 215, 225, 227, 228, 234, 238 or ENV 216.
Preferred Qualifications: Students interested in careers in conservation, or animal or wildlife research. Before applying, please meet with Prof. Deutschlander to discuss your interests and obtain a supplemental application for Audubon.

Biology/Environmental Studies

Effects of urbanization on the ecology and evolution of coat color in eastern gray squirrels
Cities are the fastest growing ecosystem on Earth and areas of extreme environmental change. In this project, students will examine how urbanization affects the ecology and evolution of coat color in eastern gray squirrels. Gray squirrels are generally gray or black (melanic). Melanic squirrels were once common in forested areas, but are now most prevalent in cities. Students will develop a research project focused on how coat color in gray squirrels affects antipredator behavior or susceptibility to parasites in cities. By completing their project and assisting with ongoing projects, students will gain experience trapping and handling squirrels, tracking squirrels with radiotelemetry, using camera traps, observing behavior, and learning best practices for data collection and analysis. Students will also have the opportunity to interact with other researchers working on this collaborative project. Travel between HWS and Syracuse for fieldwork will be required (vehicle provided). Appropriate for Rising Sophomores.
Mentor: Bradley Cosentino
Minimum Qualifications: Strong work ethic. Interest in ecology, evolution, environmental science or related fields. Ability to work collaboratively. Must be comfortable doing field work in urban and rural areas. A driver’s license is required.
Preferred Qualifications: Pursuing a degree in biology or environmental studies.

Effects of habitat fragmentation and historical land use on salamander abundance
The Finger Lakes National Forest is a place with a long history of anthropogenic land use, including agricultural. We will investigate the role of historical and ongoing agriculture in affecting the abundance and distribution of salamanders in the Finger Lakes National Forest. Students will conduct field surveys to estimate salamander abundances in stream and terrestrial ecosystems, and they will characterize salamander habitat at each sampling site. Students will also be collecting field data on other anthropogenic relic features such as fencerows and rock walls that may function as salamander habitat. Students will learn how to enter their field data and will conduct preliminary analysis on the data. Students will learn how to identify salamander species and characterize habitat features in the field. Students will also be taught data entry skills, and basic data analysis. Appropriate for Rising Sophomores.
Mentor: Kristen Brubaker and Brad Cosentino
Minimum Qualifications: Strong work ethic. Interest in ecology, environmental science or related fields. Ability to work collaboratively, and must be comfortable doing field work in uncomfortable conditions (e.g., working in the heat and rain in remote areas with thorns, ticks, etc.). A driver’s license is required.
Preferred Qualifications: Pursuing a degree in environmental studies or biology.


Synthesis and Characterization of Molecular Wire Candidates
Students who conduct research in the de Denus lab should expect to be working side-by-side with me for 80-85% of the time they are in the lab; I like to work in the lab and the summer is a perfect time to do so with students. For this project students will synthesize organometallic complexes that may find application in molecular device technology.  These complexes will then be characterized by a number of spectroscopic techniques (NMR, IR, UV-vis, etc).  The properties of these materials will vary with their composition but they will be investigated and tested for their electronic properties. Appropriate for Rising Sophomores.
Mentor: Christine de Denus
Minimum Qualifications: Open to students who have completed at least one year (two courses) of chemistry; seniors are not eligible to apply.

How does the crowded environment of a cell alter enzyme kinetics?
In the Slade lab, we want to better understand how enzymes (biology’s catalysts) behave in the crowded environment of a living cell. This summer, the focus will be on the enzyme glutamate dehydrogenase, which plays a crucial role in removing toxic compounds from your body and sits at the interface of protein and sugar metabolism. In this project, students will learn how to set-up, monitor, and analyze data from an enzyme assay to learn information about its kinetics. Student work will entail making buffers, micropipetting (a lot!), using a microplate reader (UV/Vis spectroscopy) and analyzing data in two different software programs. Working on this project will greatly improve a student’s Excel skills. Appropriate for Rising Sophomores.
Mentor: Kristin Slade
Minimum Qualifications: Organized, Curious, Eager, and Attention-to-detail!
Preferred Qualifications: Completed Chem 120 or Chem 190; Comfortable with Excel.


Literacy Education
This project will use community participatory action research methods to implement playful and equity-centered educational programming for Geneva youth. Aligning with goals of both the Geneva 2030 Literacy Action Team and the STEAM Action Teams, this project will recruit youth to play an indigenous-designed RPG system titled ‘Coyote and Crow’ that supports decolonized gaming. Student researchers will co-design programming around a roleplaying campaign to support youth engagement in speculative learning around environmental preservation, culminating in a Geneva-focused environmental action project. Student researchers will learn techniques of participatory action research as well as video data collection protocols. They will also have the opportunity to participate in and prepare data analysis sessions for a virtual multi-institutional interaction analysis lab, collaborating with learning scientists from across the US. Appropriate for Rising Sophomores.
Mentor: Karis Jones
Minimum Qualifications: All student researchers welcome.
Preferred Qualifications: Familiarity with gaming, role playing, environmental studies and/or decolonial lenses.

Environmental Studies/Geoscience/Aquatic Sciences

Water quality and HABs Events in the Finger Lakes
Hydrogeochemical/water quality problems like the recent onset of the harmful blue green algal (cyanobacteria) blooms in the Finger Lakes will be investigated in Seneca and Owasco Lakes, and their watersheds. The projects involve a significant amount of field and laboratory work, at times in inclement weather, and are in cooperation with staff and students at the Finger Lakes Institute, other science (drone flights & sensor arrays) faculty and other watershed protection agencies. Appropriate for Rising Sophomores.
Mentor: John Halfman
Minimum Qualifications: Some background in geoscience, chemistry, biology and/or environmental studies and willingness to work outside. 8 weeks, so that I have at least one student over the entire summer.
Preferred Qualifications: Some more background in geoscience, chemistry, biology and/or environmental studies and willingness to work outside. 8 weeks so that I have at least one student over the entire summer.

Environmental Studies

Dam Removal for Indigenous Revitalization in the U.S.
The federal government has been engaged in water infrastructure projects, including the construction of large dams, since 1820. Federally constructed dams destroyed thousands of acres of Indigenous lands and displaced thousands of families. Large scale dam removals and ecosystem restoration projects offer unprecedented opportunities for Indigenous nations to revitalize cultures and economies, exercise treaty rights, and reoccupy Indigenous space.  The project seeks to identify dams in Indian Country with the most potential for removal and which will yield the most benefits to impacted American Indian nations.  The student research will help build a database of dams in Indian Country, using the National Inventory of Dams. Dams will be classified by ownership, age, hazard potential, purpose, scale of power production, and affected Indigenous nation(s). This information will be used to identify sites for further investigation of dam removal potential. Appropriate for Rising Sophomores.
Mentor: Whitney Mauer
Minimum Qualifications: An interest in environmental issues, willingness to learn new software, willingness to learn how to work with data sets, strong work ethic, ability to work independently, cultural awareness and sensitivity.
Preferred Qualifications: An interest in social or environmental justice, an interest in dam removal or ecosystem restoration, experience with Excel or Access, experience representing and describing categorial data.

Finger Lakes Institute

Water Quality Research in the Finger Lakes
Students will work with FLI faculty and staff members on a variety of applied research across the Finger Lakes addressing nutrient cycling within watersheds, dynamics of algae and harmful algal blooms, invasive species including plants and invertebrates, and sustainable viticulture practices. Students will work in the field and the lab. Students will review scientific literature including journal articles and scientific reports for incorporation into their weekly reports and their final research poster. Students will work with FLI professional staff members including the director, education program manager, Seneca watershed manager, laboratory managers, and invasive species team. FLI is a collaborative enterprise and students will work as an individual and as part of a cohort. Appropriate for Rising Sophomores.
Mentor: Lisa Cleckner
Minimum Qualifications: Enthusiasm for learning more about the Finger Lakes watershed. Courses or work experience in sciences or environmental studies. Ability to work as part of a team while completing individual research project. Work from boats and field during long days during all types of weather conditions including rain, wind, sun, hot/cold temperatures. Flexibility and collegiality to deal with unexpected conditions.
Preferred Qualifications: Courses in aquatic science. Experience working from boats or enthusiastic recreationists familiar with scuba diving, canoeing, kayaking. Taxonomic experience in aquatic biology. Laboratory experience including following standard operating procedures. Statistics.


Determining the criteria for documenting sublacustrine discharge
Springwater discharge below the lake surface (sublacustrine) can occur in diffuse zones along the edge as well as at depth in concentrated areas.  Flow rates might be controlled by localized wet or dry climate conditions in the surrounding area.  The goal of this project is to use geochemical evidence from sampling lake and sublacustrine spring waters to determine unique chemical markers of this flow, to determine flow rates of these features and to create a mass balance model of Seneca Lake incorporating the chemistries of springs.  Terrestrial springs will be sampled in the region around Seneca Lake to determine if the sublacustrine springs have terrestrial chemical analogs and to document the flow rates.  Project participants will work as a team to conduct field and lab work to address the following questions: (1) What types of water chemistries are represented in regional and sublacustrine springs? (2) How do these spring chemistries impact the mass balance of ions the lake? Appropriate for Rising Sophomores.
Mentor: Dave Finkelstein
Minimum Qualifications: Geo 184 and Geo 186; Geo 186 and an upper level course.
Preferred Qualifications: Geo 184 and Geo 186; Geo 186 and several upper level courses.

Microplastic in the Seneca Lake Watershed
Microplastics (plastic particles and fibers < 1mm in size) are ubiquitous in the environment. Preliminary work in the Seneca Lake watershed show that they are common in lake water, in sediment, streams, animals, and falling from the sky in precipitation. The 2022 project will look more deeply into some of the patterns identified during our initial year’s research. Among these may be: Spatial distribution of microplastic in Seneca Lake surface and bottom water. Input from streams and waste water. Efficacy of wastewater treatment in removing microplastics. Monitoring of precipitation. Distribution in the sediment. Students will review preliminary results and helping to identify next goals. They will collaborate to develop a sampling protocol, conduct field work, isolate and count particles in the lab, assemble and analyze data. Students may also participate in the preparation of associated manuscripts. Appropriate for Rising Sophomores.
Mentor: Nan Crystal Arens
Minimum Qualifications: College-level science coursework, comfort being outside.
Preferred Qualifications: Geoscience major or minor or Geoscience coursework with an interest in GEO major, GEO 207.

An Investigation of Lake Effect Snow
Lake-effect snow occurs when cold air passes over the relatively warm water of the Great Lakes potentially resulting in prolific accumulations over relatively narrow regions.  Students working on this project will investigate how these lake-effect snowbands interact with other environmental factors and will be involved at every portion of the research from crafting a research question to examining archived meteorological data.  Professors Metz and Laird will work closely with students at every step of the research process and students will each end the summer having completed a unique, original project under the overarching umbrella of lake-effect snow-based research. Appropriate for Rising Sophomores.
Mentor: Nick Metz and Neil Laird
Minimum Qualifications: GEO 182
Preferred Qualifications: GEO 182

Using the sediment record of lakes to explore past climate and environmental changes
Lake sediments provide important archives of climate and environmental change. The goal of this project is to use the geological, geochemical, and biological (fossils) evidence preserved in sediment cores collected from lakes and bogs in the New York Finger Lakes region to identify periods of past droughts and anthropogenic disturbance within these watersheds since ~12,000 years ago. Project participants will conduct field and lab work as part of a collaborative team to tackle these questions: (1) What drove ecological succession in a local wetland, the natural in-filling of a lake or abrupt climate change? (2) How did the Finger Lakes respond to shifts in temperature, precipitation, and anthropogenic disturbances since ~12,000 years ago? Appropriate for Rising Sophomores.
Mentor: Tara Curtin
Minimum Qualifications: GEO 184 and GEO 186; or  GEO 186 and an upper-level geoscience class
Preferred Qualifications: GEO 184, GEO 186, and upper-level geoscience classes


Magnetic Activity on Planet Hosting Stars
The evolution of sunspots informs us about the properties of the Sun’s magnetic field. Sunspots exist on other stars, but they are difficult to observe. However, it is possible to observe these surface features in detail using high precision photometry of a transiting planet crossing the surface of the star. The goal of this project will be to run an existing program to model starspot features detected in transiting planet host stars using existing data from NASA’s Kepler and TESS satellites. The day-to-day work on the project will involve writing and running computer programs in Python to perform data analysis tasks on existing astronomical data. Students will also be expected to read academic research papers, document their work in a final research report, and meet 3-4 times per week with their faculty supervisor. Prof. Hebb will direct the overall research tasks that need to be implemented in order to address relevant scientific questions. Appropriate for Rising Sophomores.
Mentor: Leslie Hebb
Minimum Qualifications: Interesting in gaining computational skills. Science or Math Major.  
Preferred Qualifications: Completed CPSC 124, completed PHYS 160, completed sophomore year.

Psychological Science and Mathematics

Simulation Studies of Network Communication in the Mammal Brain
This project uses computer simulations to investigate patterns of information flow on mammal whole-brain networks (connectomes). Student researchers will build and run simulations in Matlab or Python, analyze and visualize results, and summarize their findings. Appropriate for Rising Sophomores.
Mentor: Daniel Graham and Yan Hao
Minimum Qualifications: Two college level mathematics courses
Preferred Qualifications: Courses in psychology (especially perception, behavioral neuroscience and/or cognition), biology (especially cell biology, evolution, anatomy/physiology), physics, and/or computer science (programming) are desirable. Experience with linear algebra, Matlab, R or Python a plus.

Religious Studies

The Making of Halal Vaccine
The attribution of halal as a religious symbol associated with vaccines shows the intersectionality of the discursive narratives of vaccine as an Islamic thing, the process of producing it in terms of Islam, and paradigmatic use of such vaccine for common good. While the majority of Muslim countries did not invent any vaccines, many certification bodies have involved in attributing the label of halal—a thing that is permissible in terms of Islam—to vaccines. After all, the social life of vaccine gains value through the halal certification. Given the importance of halal certification attributed to the vaccines, this research will examine materials and the processes that are included and excluded in halal certification. It will also determine the religious reasoning associated with the utility of the vaccines whether they are labelled as being permissible (halal) or impermissible (haram). Appropriate for Rising Sophomores.
Mentor: Etin Anwar
Minimum Qualifications: Students with Biology or Biochemistry backgrounds who are religious studies major or minor are welcome to apply.  
Preferred Qualifications: Students with Biology or Biochemistry backgrounds who have taken Islamic studies courses are welcome to apply. 

Religious Extremism and Social Transformation
The rising threats of religious extremism have affected communities—both religious and secular—at various places regardless of their faith traditions. Studies have been done to explain the complex phenomena of religious extremism, its causes, and ways to address it. This research project will study the relationship between frustrating social conditions and the emergence of religious extremism. It will particularly examine how the leaders of religious extremist movements frame their remedies for the social ailments with religious narratives, symbolism, ideals, and practices. The chosen candidate will search, read, analyze, and write synopses on book chapters and peer-reviewed articles on the research subject. The chosen candidate will discuss research findings with the faculty mentor daily. Appropriate for Rising Sophomores.
Mentor: Shalahudin Kafrawi
Minimum Qualifications: The candidate is expected to have commitment to work on the project and to have background in religious studies.
Preferred Qualifications: Preference is given to a candidate who is familiar with methods in religious studies, with a good command in finding books and peer-reviewed journals, and with writing synopses. The candidate is expected to have read (1) Max Weber’s The Protestant Ethic and the Spirit of Capitalism, and (2) Diego Gambetta and Steffen Hertog’s Engineers of Jihad: The Curious Connection between Violent Extremism and Education.


Asset-Based Community Development in Rural Ontario County, NY
Students will research community assets in several rural communities of Ontario, County, NY.  This research builds on work from the Sociology Senior Seminar and will focus on identifying and leveraging connections between community members in the identified villages and towns, self-help and sustainable development projects, and the funding sources to support them.  The research methodology will be observation, data collection, and interviewing.  We will work in cooperation with The Partnership for Ontario County.  The faculty mentor will supervise the research project, model the research processes, and work with the Partnership as needed to support the student researchers in their efforts. Appropriate for Rising Sophomores.
Mentor: Jack Harris
Minimum Qualifications: At least one course in the social sciences. 
Preferred Qualifications: Introduction to Sociology, at least one course in research methods in the social sciences, and strong social skills.

Using peer assessments in group projects
This study will utilize an anonymized dataset based on the self-assessment narratives of more than 250 students who completed a group research project. The self-assessment required students to describe and assess their own efforts and those of their teammates on a group research project.  This project will use quantitative methods to investigate whether there is evidence of gendered and racial bias in the grades students assigned themselves and members of their team. I will work with the student researcher to convert the existing dataset (in which the unit of analysis is the individual student) to a dataset in which the unit of analysis is a peer-peer grade. The findings will contribute to current debates in the scholarship of teaching and learning about the validity and reliability of using peer assessments when assigning grades for group projects.  The student researcher also will assist me in conducting a review of relevant literature.
Mentor: Renee Monson
Minimum Qualifications: Applicants should have strong quantitative research skills.  The successful applicant will have experience with one or more of the following data analysis packages and platforms: SPSS, R, Excel, and/or SAS. 
Preferred Qualifications: The preferred applicant will have completed Soc. 211 (Research Methods) and/or Soc. 212 (Data Analysis)


Bilingual, Latinx youth support
Attending to the needs of our Latinx youth today requires an evaluation of our tactics in schools but also in our community networks (such as the library, literacy volunteers, collective impact). I am looking for a research student to examine the resources available to the Hispanic community, study best practices in community education support in general and examine the Geneva community in particular.  The researcher will work with me to  1) investigate existing collective networks that serve bilingual communities similar to Geneva.   2) identify challenges and concerns facing Geneva’s Latinx population nationally and locally.  3) gather and analyze available assessments of school performance in the Geneva City School District, including members of the Geneva 2030 Bilingual Education Action Team.  4) design and propose collective-impact support initiatives for Spanish-speaking families, teachers, emergent bilinguals. Appropriate for Rising Sophomores.
Mentor: May Farnsworth
Minimum Qualifications: Bilingual, Spanish-English
Preferred Qualifications: Bilingual, Spanish-English, coursework in Spanish and Education in Geneva, experience with service work.

Writing and Rhetoric

The Year of the Karen
From the protests and demands for greater racial equality in 2020 emerged Karen, or rather, a Karen. The newly pejorative term refers to a white woman who uses her privilege to demand things from others or to police others, usually racial minorities. This research engages rhetorical onomastics to theorize the personal name as synecdoche to suggest why certain personal names lend themselves to working as ideological shorthand for larger statements about race and class. The student researcher will collect primary and secondary data. Additionally, I will be teaching the student how to conduct graduate-level scholarly research, undertake advanced rhetorical criticism to build theories and practices of social justice, and prepare a project for publication. This student experience is intended to serve as a bridge between the general scholarly practices developed as an undergraduate and the discipline-specific practices expected for graduate study in rhetoric.
Mentor: Maggie Werner
Minimum Qualifications: An A in WRRH 360, 420, and Advanced Rhetorical Criticism (WRRH 450)
Preferred Qualifications: social-media skills, PhD seeking in rhetoric