Torch, Spring 2005

In short, the zeitgeist — or current academic climate — requires that Cedarville give attention to research and publication, but not merely for the faculty’s sakes. We have our Ph.D.s. Rather, we want Cedarville students to possess utmost preparation for their future professional careers. Faculty members here work hard to see students fulfill their potentials — and someday go beyond us on multiple levels. There are four benefits to Cedarville students engaging in undergraduate research. One is that it develops critical thinking skills. Placing one’s idea in the world of professional peer-review sharpens analytical thinking. Being forced to defend one’s conclusions and reanalyze data from multiple perspectives helps to move students to entirely new levels of intellectual excellence. Second, engaging in undergraduate research helps students answer important life questions. Some issues are best addressed biblically or philosophically. Other questions, however, can only be answered empirically. This involves rolling up our sleeves and engaging in the research process. Third, undergraduate students need to build their curriculum vitae . Having conference presentations or journal publications often are the demarcators for admission to competitive graduate programs. A final benefit of Cedarville students engaging in research activity is paradoxical. Namely, it boosts their confidence, yet builds in them a profound sense of humility. Confidence is boosted as students see their hard work pay off with a paper successfully presented and/or in journal print. At the same time, however, they walk away from such experiences with a much clearer comprehension of just how much they don’t know. In 16 years of working with college students, I have yet to have any students — even exceptionally bright ones — show capability in writing a professional journal article. Likewise, they do not possess the ability to take a paper to a conference by themselves. To experience that level, it requires hours — many, many hours — of mentorship from faculty. Designing and executing an internally valid research study, analyzing the data, applying statistics aptly, and then writing a quality paper involves faculty assistance at each level. Teaching-institution faculty, like us at Cedarville, do more than just teach in the classroom. We also teach students individually. In this context, we teach via research mentorship. This may best be said in the words of Amanda: “One of the cool things about Cedarville is that professors help us get from where we are to where we need to be. I hope someday I can have my turn to do that, too.” And that’s what the Cedarville experience is about. Amanda’s participation at AAER was made possible by generous donors. Without the financial support of friends like these, many students would be unable to attend these stretching psychology events. The Jane Adams Smith Memorial Scholarship has been established to partly defray the attendance costs of Cedarville psychology students who present at national conferences. Beginning in Fall 2005, contributions may be made through the Cedarville University Gift Planning Office. Call 1-800-766-1115 or e-mail giftplanning@cedarville.edu for more information. Research Mentoring 10 TORCH / Spring 2005 T D r. Michael W. Firmin, professor of psychology and chair of the department, joined Cedarville University in 1998. Previously, he spent 10 years on the faculty at Baptist Bible College in Clarks Summit, Pa., where he was director of graduate studies. Firmin holds three master’s degrees and two Ph.D.s and has served his community in the roles of pastor, conference speaker, professional counselor, and licensed psychologist. He has done more than 50 national conference presentations and publications. When not spending time with his wife, Karen, and daughters, Ruthie and Sarah, Firmin enjoys tooling around in his MG-B.