Receiving a quality education is only half of the college experience. I don't just want to be another student who only goes to class and studies. I want to help contribute to the university. Everyone at a religious school has morals and beliefs, and also probably want to help out other people as well, as opposed to a party school, where students generally don't care about anything. This is why I hope that my involvement with a religious school will not only help me become a better person, but help others grow as well, by meeting people from all walks of life with one similar interest in mind.
The Research Experiences for Undergraduates (REU) program supports active research participation by undergraduate students in any of the areas of research funded by the National Science Foundation. REU projects involve students in meaningful ways in ongoing research programs or in research projects specifically designed for the REU program. This solicitation features two mechanisms for support of student research: (1) REU Sites are based on independent proposals to initiate and conduct projects that engage a number of students in research. REU Sites may be based in a single discipline or academic department or may offer interdisciplinary or multi-department research opportunities with a coherent intellectual theme. Proposals with an international dimension are welcome. (2) REU Supplements may be included as a component of proposals for new or renewal NSF grants or cooperative agreements or may be requested for ongoing NSF-funded research projects.
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The Office of Admissions offers a variety of services and resources to assist prospective students with the undergraduate admissions application process. Undergraduate applicants are encouraged to use all available resources, especially consultation with the University’s admissions representatives and counselors.
The university in which this study is conducted and in which I am a member of the student support team, currently has an open entry policy and is located in Ireland (including Northern Ireland). At present, the university has identified 61 EAL students who are enrolled in undergraduate modules in 2010. Only 5 of these students self-referred before beginning studies. The others have been referred by tutors who, upon receipt of assignments, were concerned about the students’ level of English language proficiency. This not only has academic and financial implications for the students, but impacts upon both the educational institution and the tutor in terms of funding and providing additional language support.
Be sure to talk about the project itself as well as the educational benefits of the research. As you are writing the personal side of the essay it may help in your draft to tell the story of your motivations for getting involved. But in your final essay, pull out only those points that are relevant to your current experience.
Major changes following acceptance of admission. Undergraduate students are limited in their ability to after accepting admission offers. Incoming undergraduates are not allowed to change majors from one college/school to another during summer or during orientation. Students interested in changing majors within their college/school should speak with an academic advisor about the requested change during orientation. Visit for more information.
Admission at Queen’s is very competitive, so we may use supplemental information, including the Personal Statement of Experience (PSE), Supplementary Essay (SE), audition, and portfolio, where required – as well as your academic record, to help make admission decisions.
I believe that pursuing studies at the XXX University would help me a lot in getting a licensure work in Pharmacy and pursuing higher goals in education in the future. I believe in this school because it pursues and promotes world-class research, an interdisciplinary synthesis of humanistic, professional, scientific and technical knowledge. I have heard of how the school seeks to reach a level of excellence in its research and teaching programs that have earned for it a place among the most prestigious academic institutions. I think that the undergraduate studies I got gives me a well-rounded education that cultivates genuine intellectual discipline, which is a pre-requisite to acquiring higher specialized knowledge.
The positive effects of an undergraduate research experience on student learning, attitude, and career choice have passed from anecdote to systematic data. Many educators, particularly in the sciences, have come to see the potential for authentic undergraduate research to be a high-impact educational practice for achieving excellence in liberal education. In the past decade research on these student experiences has revealed the extensive array of professional and personal benefits. Initial efforts to understand these benefits started with evaluation of the relatively clear experience in which a student spent a summer working exclusively on research as an apprentice to a faculty scholar, typically in the sciences. Many students in summer science research programs —usually about ten weeks in duration, free of regular coursework —evaluate their experience by completing the Summer Undergraduate Research Experience (SURE) survey, an online assessment instrument. An advantage of the SURE is that a standard set of potential learning gains are offered for evaluation by each student respondent. These gains include the research skills and personal development items described here.
Accepting admission. Applicants who are offered undergraduate admission to the University must take steps to accept the offer of admission. To accept admission, most summer/fall admitted students must pay a $200 enrollment deposit, which is applied to the payment of tuition when the student enrolls. Students who demonstrate financial need may qualify for assistance to cover the amount of the deposit. Enrollment deposits are refundable only until the May 1 summer/fall enrollment deposit deadline.
The general taxonomy of benefits include student-reported gains on a variety of disciplinary skills, research design, information or data collection and analysis, information literacy, and communication. Student respondents also evaluate their professional advancement through opportunities such as scholarly publication, becoming part of a learning community, and relationships with mentors and peers. Professional development items include clarification of a career path, understanding the research process in the field, and understanding how scientists think. In addition, students evaluate gains in personal development, including the growth of self-confidence, independence of work and thought, and a sense of accomplishment (Lopatto 2006). Although studied independently of any of the Association of American Colleges and Universities’ initiatives, these benefits of undergraduate research align well with the essential learning outcomes that emerge from initiatives such as Liberal Education and America’s Promise (see Kuh 2008).